Don Mariano Marcos Memorial State University

COLLEGE OF GRADUATE STUDIES

Agoo, La Union

SED 317-PEDAGOGIES IN HIGHER SCIENCE EDUCATION

MIDTERM EXAMINATION

In a form of matrix, suggest educational reforms on the following issues in Higher education,
provide also the theoretical underpinning of your suggested reforms and the possible risk in the
implementation of these reforms.
SUGGESTED THEORITICAL
ISSUES POSSIBLE RISKS
REFORMS UNDERPINNING
Quality Education System Enhancement Systems Theory One of the most noticeable
of Quality Assurance in A theory of interconnected consequences of quality
Higher Education processes and how they implementation is that the
impact one another across institution must take the risk of
time in order to maintain the changing the entire system,
continuity of a greater whole. abandoning its existing methods
Systems function in such a and investing an endless
way that they can keep amount of time and resources in
going. Systems change the new. As their level of power
because their internal and teaching methods must
balances are out of whack or alter, faculty members may get
because they are impacted by alienated. Low morale and a
external forces. Like in the lack of concentration on the
system of sustaining quality new system may result in
assurance in higher negative outcomes.
education, in order to
improve the quality, we must
start with each system. For
example, information in cells
may be chemical and filtered
by cell walls; information in
people may be conceptual
and filtered by perceptions;
and information in
communities may be news
and filtered by censors.
Cells, people, and societies
all exist in connection to one
another, which confuses
things even further. Roles,
according to systems theory,
are social system structures
 that are analogous to organs
in the physical/person
system; they are organized
ways of ensuring that some
critical function is carried
out.
Accessibility of Unification of Affirmative Action Theory
higher education Admission Process to Affirmative action refers to
Students in actions done to improve the
Universities (Human representation of minorities
capital) and non-minorities in areas
such as employment,
education, and culture where
they have traditionally been
underrepresented. The
universities show that when
student-applicants compete
for admission to a college,
an academic quality–
oriented college optimizes
the test score of its incoming
class by implementing a
minority-friendly
admissions rule.
One of the most difficult tasks
facing higher education
institutions is to build strong
lifelong learners capable of
competing on an international
level. With various risk factors,
including being a first-
generation college student, an
increasing number of at-risk
students are enrolling in
college. If instructors are to aid
students in resolving their own
difficulties and limitations in
practical ways, they must guide
them in mastering crucial
approaches. This necessitates
educators to think and behave
differently in order to achieve
their educational goals, such as
identifying high-risk elements,
developing models to address
them, and documenting
effective tactics that challenge
students' thinking, reflection,
performance evaluation, and
self-growth. Continuously
developing one's capacity to
process, connect, and create
knowledge that enables skilled
performances in all areas of life
is what learning entails.
Interconnectivity of Intensifying Experiential Learning
Theory
Higher Education Experiential Learning This considers the entire
Institution Theory in Universities process of learning.
Throughout the encounters,
all stages can be
incorporated. A traditional
teacher-student lecture, for
example, can be both a
concrete and abstract
experience depending on
how the learner interacts
with it. Concrete learning,
reflective observation,
abstract conceptualization,
and active experimenting are
the four stages of the
experiential learning theory.
Moreover, it is a very
effective way to learn. In its
most basic form, experiential
learning implies learning
through experience or
learning by doing (Lewis
&Williams, 1994).
Globalization of Capacity building Educational Change Theory
Higher Education among university This theory is based upon the
personnel premise that when staff
collaborates, the school
should be prepared for a
change in practice (Fullan,
2007). This change is
initiated when the university
personnel increase their
capacity for shared meaning,
through the cultivation of
relationships, rather than
mandated reform imposed by
If experiential Learning will be
applied in universities, it
necessitates patience and
instruction from the instructor
or facilitator because requires
more preparation by the
instructor and may require more
time for processing and there
are frequently multiple correct
answers. If the learner does not
stay on target and the learning
outcomes are not established, it
may result in a loss of
attention. Furthermore, it
necessitates extra preparation
on the part of the
leader/teacher, as well as
additional processing time and
decentralized approach can
seem less orderly, and it may be
less comfortable to an
authoritarian-style teacher.
Increased globalization,
technological breakthroughs,
and advances in research into
teaching and learning
methodologies are all reasons
why educational change theory
must be used. But the risk of
applying this theory might give
drastic impact not only for
educators in the universities but
also in funding the changes that
will be done. In order to do
these changes the universities
must have sufficient funding in
order for them to uplift the
morale of teachers in teaching
learners with the used of
advance technology by sending

Industry 4.0 in Initiated Trainings on Cognitive
Higher Education  Distance
Education among staff development focused on
of Universities
administrators. The essence them in seminar-workshops and
trainings in local and
of educational change theory international so that we can say
is putting the innovation into that the instruction that will be
practice. Like the use of new given to learners are set through
global standards.
or revised materials, the
probable use of new teaching
approaches and the
transformation of beliefs to
be called globalized
institution for life-long
learning.
Development In pursuing industrialized
Theory tertiary education can cause a
Learning Another area of adult lot of challenges like financial
scarcity, homogenous cultures
cognitive/intellectual and resistance to change which
development. cognitive we have to be risk-taking,
development as conceptual flexibility, adaptability; lack of
levels with degrees in vision on technological
abstractness and development; Investing in the
interpersonal maturity. The right technology; lack of
low conceptual level was one knowledge on the strategic use
of concrete negativism, over of information; cybersecurity
generalization, and focused and quality control; and
on personal need. The sustainability challenges
second level was that of
categorical judgments,
acceptance of a single rule,
and reliance on external
standards. The third level
was one of awareness of
alternatives and sensitivity to
personal feelings. The fourth
and final level showed a
reliance on internal rather
than external standards,
working with others, and
seeing events from multiple
viewpoints.