Explore: Saint Louis University School of Teacher Education and Liberal Arts

Document Code FM-STL-013
Saint Louis University Revision No. 01

School of Teacher Education and Liberal Arts Effectivity June 07, 2021
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EXPLORE
Before we discuss the different topics in this course, let us first understand the guidelines,
procedures and the nature of Saint Louis University- National Service Training Program.
NATIONAL SERVICE TRAINING PROGRAM – CIVIC WELFARE TRAINING SERVICE 2

(NSTP-CWTS 2) SOCIAL AWARENESS AND EMPOWERMENT FOR SERVICE:
MANUAL OF OPERATIONS, PROCEDURES AND GUIDELINES (MOPG)

I. GENERAL PRINCIPLES:
1. NSTP-CWTS 2 is the second part of a training subject that aims to deepen the orientation
of students on the foundations of the service they must practice with communities or
persons in need. This service engages the students to learn to use their respective
professional specialization/courses together with their other capabilities in competently
and creatively living the Christian Spirit of living with others. And this is the Louisian’s
meaningful social involvement in a genuine Filipino and Missionary culture. SLU-NSTP also
gears itself with the excellence and missionary character of the University. Through NSTP,
Louisians will continue to learn and live their mission for transformation.
2. NSTP-CWTS 2 is mostly off-campus training. It employs various community/agency,
immersion, group dynamics and other creative social involvement strategies/procedures
that can provide students the basic but optimum experience of Community Service
Involvement (CSI). It also incorporates various training requirements as stipulated in the
NSTP Implementing Rules and Regulations (IRR). It further incorporates the purposes of RA
9418 or the National Volunteer Act of 2007.
3. SLU-NSTP underscores service or work ethics and character which are also of competitive
advantage later when the Louisian graduate applies for work or when already
employed. SLU-NSTP emphasizes building service or work ethics and character. What
makes Louisians essentially who they are wherever and whenever they practice what
they have learned in school is their “workplace spirituality” –the sum total of their learning
and character building in action.
4. Community service involvement (CSI) is among the trademarks of a Louisian. SLU was
established with a mission to transform. Not only must Louisians be competent, creative
and imbibing the Christian Spirit, but they must also be socially involved in community
service. Hence, NSTP, just like any community service involvement program in the
University, is an integral subject of a Louisian. NSTP may be perceived as an ordinary
subject. But it is not ordinary for a Louisian who wishes to genuinely live his Louisian
identity. SLU students are required to equally give their best. Community service as a
trademark of a Louisian is a character that understands and respects the individual
differences of persons that make them unique and significant. It is a character that helps
discover and enable every person’s capabilities or potentials. Community service is
enabling each one to live well with others in their unique and individual differences.
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5. The major goal of Community Service Involvement (CSI) is building a community where
all people, regardless of differences, can live together in solidarity through people
empowerment, social collaboration, and improved quality of life for all.
6. CSI is generally off-campus. However, civic concerns of utmost attention in the campus
are likewise pursued. Charity begins at home. The university is our home we must promote
its welfare as this is the same welfare we benefit.
7. CSI is immersing one’s self with the community. Go to the people and live among them.
Community service providers cannot significantly help a community if they just stay and
work within their offices. Service providers must integrate themselves to genuinely feel
and respond to community concerns.
8. CSI engages community participation and teamwork. Every community member or
worker has great potentials and capabilities. When given the chance, everyone
becomes significant in the community.
9. CSI targets the various and holistic conditions of persons in the community: physiological,
intellectual, sociocultural, technological, spiritual, and psycho-emotional, among others.
10. Start with and build on what the people have and know: CSI is beginning with the
indigenous resources, technologies and structures that a community has. Being an
innovator is advantageous as long as one’s action conforms to what the community
believes in and does, and does not adversely affect the physical environment.
11. CSI requires a relevant level of technical competency or specialization, and maturity.
“One cannot give what one does not have.” Else, one can best serve with what one
already has (intellectual or practical skills, or other personal resources). Hence, students
should enroll in their NSTP 2 only when their capabilities and maturity are ready for the
said involvement. With the varied courses and apostolates of students, CSI can help
address the integrated concerns of a community.
12. Organizing, planning, and implementing CSI apostolate require following appropriate
procedures, guidelines, format, and action plans.
13. CSI is likewise dependent on the feasibility of activity and the capability of the
participants.
14. CSI is establishing a working rapport with the concerned partners and clients.
15. CSI is providing the NSTP student the exposure to be an independent missionary worker:
to explore, discover and maximize his creativity under minimum but substantial
supervision and working under pressure while personally observing command of activity
success and safety.
16. CSI provides experience to the NSTP student to prepare himself for the world of work or
employment after graduation. Employment and work are highly competitive. Work
applicants should display capabilities for minimum supervision, self-reliance, working
under pressure, multiple capabilities for multi-tasking, mature, teamwork, personality,
attitude, etc.
17. CSI incorporates value transformation in well-off communities for them to appreciate
and pursue the concern of reaching out to the needy communities.
18. Transformative service is illustrated by delivering relevant or much needed assistance
through one’s competent capabilities, creativity and resourcefulness. It is helping ensure
that a society recognizes respects and readily provides opportunities and capabilities for
every person to be significant, functional, or self-reliant in the society. Transformative
service is promoting an inclusive society.
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19. SLU-NSTP CSI is called a missionary apostolate. It is one concrete way of evangelizing
others by letting them feel or encounter Divine providence and presence through the
meaningful services rendered with them. SLU was established as a missionary institution.
As Louisians, it is our mission to help ourselves and other people transform lives, in its
various dimensions, according to God’s teachings. As missionary service providers,
Louisian students are considered to be apostles –“ambassadors of goodwill” (the word
“apostles” originated from the Greek word “apostolos” which in Hebrew word is called
“Shalliack”. Shalliack means ambassadors of goodwill.
20. Missionary service is illustrated by delivering services characterized by the virtues of
simplicity –living and being contented with basic needs only so that any extras could be
shared to the needy, loyalty-obeying and practicing the vision-mission and culture of an
institution or organization one is affiliated with, availability-responding to a need with
one’s actual presence and participation, Preferential option for the needy-greater
compassion and prioritization of the real needy or the most in need, Volunteerism-giving
of unconditional service, Frontiership-responding to a critical concern or issue or
standing by a critical principle, Self-sacrifice and charity-“going beyond borders” to help
the “needy,” Community solidarity-living with others regardless of their differences,
Relevance-transformation with greater impact, and love of the sacred-inner satisfaction
and happiness in practicing righteousness as taught by a “supreme divine”.
II. GENERAL PROCEDURE AND GUIDELINES:

1. Process Online Enrolment: enrolment of NSTP-CWTS 2 is done at your respective schools.
2. Your NSTP schedule in your enrolment form or portal is as is. Your actual project schedule
will merely depend on the nature of your feasible apostolate or project to be
accomplished on the given period of time.
3. Complete/accomplish properly the enrolment requirements:
a. NSTP-CWTS 1 passing grade: you must have finished and passed your NSTP 1 first
before enrolling NSTP 2. Any NSTP 2 taken without passing NSTP 1 is invalidated and
must be repeated after finally passing NSTP 1 first.
b. Enlistment/verification of name in the class code or enrolment list/ portal.
c. Secure, read, understand, and master this copy of the procedures and guidelines of
NSTP CWTS.
d. Journal (short bond paper or intermediate pad paper – hand written or encoded).
Record your weekly accomplishments. Specify the date covered per week, place, and
two paragraphs for the content (first paragraph – your accomplishments or activity done
and second paragraph – your reflection, realization or learning). Submission should be
done at the end of the week/month. Other instruction will be given by your respective
Supervising Instructor.
4. Attend the scheduled Google discussion with your Supervising Instructor (for online-OBL).
Answer and submit all the activities given in the printed modules and respond to text
messages and calls (for correspondence-CBL).
5. Observe and check the availability of resources and feasibility of the listed projects in
your community apostolate or project. You are allowed to choose your project and
suggest to your Supervising Instructor. It is required that in facilitating or implementing the
projects, you should be able to relate or use the learning you have in your respective
courses in the implementation of your projects. This is aside from your other personal
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potentials and skills. Be reminded of our Louisian mission and identity of “wisdom builds”
and “mission to transform” where we come to the University and together with the
learning activities and requirements we are pursuing in our various subjects, we explore
and develop to their best our potentials, knowledge, attitude and skills and use them to
build or transform ourselves further and our community or society. Meanwhile, giving your
best in any assignment given to you now in the NSTP is your exercise in doing the same
when you scout for employment or for promotion in your employment later on. It has
been an experience of many graduates that when they are too choosy of work or
employment that they could hardly scout for better opportunities. It is with the same
context that adjusting yourself to the assignment given and to this NEW NORMAL kind of
education is your opportunity to challenge, explore and further develop your skill of
creativity also being one of the core values of a Louisian; when we are able to
productively or successfully respond to a certain “call of the moment” or any situation.
6. Planning of Apostolate Project feasible in the community should be done by the students
and to be checked by the Supervising Instructor. Service Learning Program (SLP) should
be sent to your Supervising Instructor and his/her approval is needed before
implementing the project.
7. Apostolate proper and monitoring: a documentation or video recording of the step-
by-step development of the project should be done. Telephone calls or messages services
or the use monitoring form are also part of the monitoring. Consultation via online or text
should be arranged with their respective supervising instructor. Be sure that family
members or any reliable resources are willing and honest to cross validate the
development of the project.
8. Submission of Apostolate Accomplishment Service Learning Program and performance
of basic life activities are required at the end of the term which will serve as your term end
requirement and clearance.
9. Cross-enrolment of NSTP to other schools is restricted. Louisians should enrol it in the
University since it has a special leaning on the Louisian way of life. Cross enrolment is
allowed only if NSTP is not offered in the University. Meanwhile, completion of NSTP in other
schools is allowed only in the case of transferees who finished such before transferring to
SLU.
10. Cross enrollees from other schools taking their NSTP in SLU are required to follow the NSTP
as programmed in the University.
11. NSTP-CWTS 1 is a prerequisite to NSTP 2: NSTP-CWTS 1 should be completed first before
enrolling NSTP-CWTS 2. Hence, NSTP-CWTS 1 and NSTP-CWTS 2 cannot be enrolled at
the same time in a given term, even in the same or different schools. NSTP 1 and 2 can
be enrolled at the same time if it is a crash course specific offered by the school.
NSTP students are expected to strictly observe and practice the SLU Code of Discipline
(Student Manual) during their NSTP even if they are in their respective homes. Do not
make NSTP project and activities as an excuse to go out, loiter, and expose you to the
community. Always communicate with your Supervising Instructor if the project requires
community involvement.
12. NSTP students are required to be familiar and to observe family and community safety
and emergency guidelines.
13. As the need arises, students are given deadlines throughout the training or apostolate.
It is expected that such deadlines are met. When a given deadline is not met, students
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concerned should inform immediately their respective supervising instructors for updates
and instructions.
14. In every scheduled NSTP online discussion meeting or activity, the students are required
to participate in the discussion whether oral or in the chat box.
15. Attendance is monitored based on the approved NSTP apostolate and consultation
schedule with the submission of required activity or output. For students who incurred
absences, policy of the school/OSA shall apply.
16. With the extremely peculiar and varying attendance system in the NSTP 2 brought about
by the varying projects and project situations, attendance monitoring is done
correspondingly.
17. As per the RA 9163 and its IRR, a student should complete an attendance of not less
than 54 hours but not more than 90 hours in the enrolled NSTP training for the current
term.
18. Campus Grantees and Volunteers Apostolate (CGVA): NSTP students who belong to the
SLU Varsity, SLU Band, SLU CCA, SLU Parish, Sangguniang Kabataan are no longer
accommodated this term because all students are required to do a Home-based
project/ Stay at home project. This project apostolate will not be included in the options
and will no longer be offered as one project this term until further notice.
19. Coined word of stay at home and project. Stay at home is remaining in one’s residence,
locality, or country. While a project is a unique, transient endeavor, undertaken to
achieve planned objectives, which could be defined in terms of outputs, outcomes or
benefits. A project is usually deemed to be a success if it achieves the objectives
according to their acceptance criteria, within an agreed timescale and budget. Thus,
in NSTP 2, stay at home project refers to an output or an outcome that can be done in
one’s residence or in his or her locality/ community following the protocol.
20. For the special cases, the approved face to face classes should undergo the approval
of SLU administration.
21. Students applying for staff must coordinate directly to their respective Supervising
Instructor. Supervising Instructors may not need staff with this kind of learning. If the SI
planned to have staff, they must submit to the NSTP Coordinator/CEOPO Director the
guidelines of the duties and limitation of staff this term.
22. Learn to trouble shoot your concerns in the NSTP. This is to train you to be creative. If
you are encountering any problem, constraint or concern in your NSTP or apostolate,
exhaust analysis and understanding of said concern. You come up with your proposed
remedies or solutions and present them to your Supervising Instructor and the NSTP
coordinator for approval before implementing your proposal.
23. Never ever implement something that was not presented to and approved by your
24. Follow additional specific instructions or precautions given to you for the success of the
apostolate and in the observance of your safety and security while having your NSTP
apostolate or activity in your respective community.
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25. SLU-NSTP aims to train students to be self-reliant and become independently responsible.
College students should prepare themselves for their employment work where ultimately
only them are responsible in accomplishing their job; no work place or employment has
so far allowed parents or guardians or other persons to still “cuddle” their children or
perform the tasks of their children in their children’s workplace. Hence, NSTP students
should accomplish or process requirements or activities strictly by themselves. Parents,
guardians or anyone except the concerned student himself/herself are by all means
NOT ALLOWED to accomplish, be involved or process said requirements or activities in
behalf of a student. In the case, parents or any other person, if allowed or consented
by the concerned student, will follow up the standing or performance of said student, it
is the discretion of the Supervising Instructor how to accommodate said parent/person.
26. Meanwhile, any student who has concern about his NSTP should settle things first with
his/her supervising instructor before discussing it with the higher authorities in the
University. Follow certain procedure/process in expressing your concerns. Any concerns
that did not follow this procedure shall not be entertained. Also, should there be
concerns of students and/or their parents or guardians regarding the NSTP of said
students, such concern should be put in proper writing and address to the CEOPO
Director or the Vice President for Mission and identity for proper attention. NSTP concerns
or grievances if any should be processed following applicable procedures and
guidelines set by the University. Such written letter should properly be signed by the
concerned and send via mail or email. Photocopy of valid identification of authorized
guardians or parents must be included.
27. Be responsible Louisian students in using or/and expressing yourself in the social media.
NSTP or individual concerns should not be posted or aired without informing your
28. Other instructions shall be given by your assigned Supervising instructors or other
attending supervising instructors as the need arises and in accordance with your
respective apostolate.
29. Be mindful of your manners and decorum at all times. Staying and learning at home is
where your mission starts. You will know more about your family and your community
where respect, love and the character of Louisian are being practiced.
30. “Caritas christi urget nos” – the love of Christ urges us on (2 Corinthians 5:14). This love,
seen in small and large gestures of hope and solidarity, is calling us to a new future and
a new way of living. COVID-19 knows no borders but neither do faith neither hope nor
love. As a Catholic University in our Louisian community solidarity, participation on live
mass schedule will be monitored, processed, and contextualized by your respective
31. The apostolate grading system is the earning of passing scores in the apostolate
evaluation exercises (see the grading system below). No major examinations (Midterm
and Finals) for NSTP.
32. The passing grade should be not less than 75.00 %.
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III. Nature of Evaluation and grading system:

Definition of evaluation:
According to Labuguen, et al. (2019), evaluation is a systematic assessment of the
value or worth of something. This something could be the NSTP projects or other program,
a technique used in the fieldwork or a situation prevalent in a community.
Evaluation is a process that critically examines a program. It involves collecting and
analyzing information about a program’s activities, characteristics, and outcomes. Its
purpose is to make judgments about a program, to improve its effectiveness, and/or to
inform programming decisions (Patton, 1987).
Based on the given definitions, evaluation should be systematic, needs information
and needs good judgement. Evaluating the different NSTP 2 projects can be troublesome
but being an open-minded Louisian, this will not be a problem if you will collaborate with
your supervising instructor and with the aid of your family members since you will be working
on your own pace but need to follow the schedule.
Nature of Evaluation:
Evaluation is giving value. Value is about worth. And in giving worth is showing effort.
To show effort in the NSTP 2 project is showing strenuous physical or mental exertion.
“Strenuous physical exertion” is to exert physical action in implementing the project while
mental exertion is to exert critical thinking through planning and proper evaluation of the
project.
There are six identified nature of evaluation according to Kumar (2016)
1. Evaluation is a science of providing for decision making.
- It is a systematic way in making decisions or consideration.
Application in NSTP 2 project:
There is a need of going through a process to implement the project. Thus, you need
to understand the WRAP conditions which are weather, resources, ability, and place.
These are the conditions that will help you in deciding your project.
2. It includes measurement, assessment, and testing.
- Measurement is to quantify on something while assessment pertains to estimation
on the value of something and testing refers to application of judging or for
measuring.

Quantifying the NSTP 2 project will mean on looking at the size, length, or amount.
Example on how many plants that you tried to sustain within the short-term period
or let us say, measuring on the height of the produced plants within the period.
3. It is a process.
- It is about the series of action or steps taken to achieve a particular end.
There should be a step by step way of completing the project using the STAIR
principle. First is to set your goal, that is you need to finish the project within the
short-term; second is to target a plan of action; third, apply the guidelines or
concepts that you will learn in NSTP 2 in making a project, fourth is to interpret the
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guidelines by putting into action and last is to record and report the achievement
of your project.
4. Information gathering
- This is the process of acquiring knowledge and gaining information or learning.
There should be a consultation with your SI about your plan or project to do, what
will you do and how will you do about it. Consultation to partners and target
beneficiaries can also be done. Researching and reading articles about your project
is also very helpful.
5. Information processing
- This is about the acquisition, recording, organization, retrieval, display and
dissemination of information.
Your responsibility is to list all the information needed for your project, arrange your
schedule, or time frame and consult again your SI for further information.
6. Judgment forming
- Act of process of establishing an opinion or decision after a careful thought of
something.
Open-up with your SI in terms of opinions or any decisions that you need to act upon in
order that your SI will be aware with your decisions about your project. Also, in doing the
decision, it is better also to consult your family members so that they will be aware about
your project. Family members are also members of the community that you need to
cooperate with.
7. Decision making
- It pertains to cognitive process resulting in the selection of a belief or a course of
action among several possible alternative options. In addition, it can be a process
of identifying and choosing an alternative based on the values, preferences, and
beliefs of the decision-maker.
Skills like solving problem, practical, intuition, creativity and emotional intelligence
(SPICE) skills are needed in order to achieve the success of the NSTP 2 project. Your
evaluation will be basis for future decision.
Importance of evaluating NSTP activities and projects (Labuguen, et al., 2019)
1. It provides students and other people an idea of the activities’ progress and
accomplishments.
NSTP 2 Application:
Evaluation will help you how are doing with the project. It will also help you in what
to improve in your project.
2. Results serve as basis for empowerment in carrying out activities.
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NSTP 2 Application:
Evaluation will weigh the outcome of your project, thus, the effect will give you the
confidence to continue with your project.
3. It provides an avenue of making program revision and adjustments.
NSTP 2 Application:
Evaluation will aid you to make certain changes if it is necessary or to undergo the
process of adaptation. Example, if you have an outdoor herbal plant, you have to
consider variations or changes in the regular watering of plants especially if it is not
in the shaded area. Hence, there must be considerations in the schedule of watering
and others. Such decision or adaptations in making an adjustment needs report or
documentation.
4. It provides opportunity for the trainees or students to experience and develop skills in
conducting evaluation.
NSTP 2 Application:
Evaluation will give an opportunity for you to gain more experiences aside from the
experiences on discovering your own ability to make your project successful. Do not
forget that different projects will not expect same outcomes because it depends on
how you will strategize to make your project successful. But again, do not forget that
you have your SI and family members to help you discover your ability in confronting
situations that will be challenging in achieving your project.
What to evaluate? Five aspects in evaluating the NSTP project
1. Effort
- In measuring the efforts exerted in the project, the trainees use the Input evaluation
type which identifies available resources both in human (personal), material
resources such as money, educational tools, methods or techniques, and the
activities undertaken.
2. Effect
- In assessing effect, trainees or students and the like measure the outcomes of the
efforts made.
3. Adequacy
- In measuring adequacy, trainees need to look into the effectiveness of the project
in terms of the number of clients being served.
5. Efficiency
- This is done by determining the cost benefit analysis by the trainers of the trainees,
and identifying the benefits derived from the program.
6. Process
- In evaluating the NSTP project, one should answer the questions on how and why
the project worked or did not work. It also responds to the question on how the
different project inputs can be utilized to arrive at good outcomes.
-It must be considered that evaluation of projects is a continuous process and it has
no end unless the project ceases to exist.
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Who will conduct evaluation of the NSTP projects?

1. The implementers/students themselves.
2. The facilitators/Supervising Instructors
3. NSTP office personnel (not applicable this mode of implementation)
4. With a given reference, CHED/ TESDA as outside evaluators
5. Family members or member of the community
Grading system:
The Apostolate grading system Percentage
A. ATTENDANCE (includes participation in the mass) 10 %
B. CLASS STANDING (activities, assignment, journal) 15%
C. PROJECT PLANNING (includes initial assessment and initial 10%
Service Learning Plan)
D. IMPLEMENTATION, SUPERVISION AND MONITORING 35%
(includes the midterm and final monitoring form, and the
final documentation)
E. PROJECT EVALUATION 25%
1. SUPERVISING INSTRUCTOR ‘S EVALUATION 7%
2. STUDENT’s EVALUATION 5%
2.1. Rubrics and Performance Evaluation
F. QUALITY OF PROJECT OUTPUT (compliance to non- 13%
negotiable requirement)
1. Final Service Learning Plan (final documentation)
2. Basic Life Support Return Demonstration
TOTAL 100%
SLU- NSTP COMMUNITY ENGAGEMENT AND IMMERSION

Community
The word 'community' is a broad term used to define groups of people, whether they are
stakeholders, interest groups, or citizen groups. A community may be a geographic location
(community of place), a community of similar interest (community of practice), or a community of
affiliation or identity such as industry or sporting club. The linking of the term 'community' to
'engagement' serves to broaden the scope, shifting the focus from the individual to the collective,
with the associated implications for inclusiveness to ensure consideration is made of the diversity that
exists within any community.
Community Engagement
Community engagement therefore is the process of working collaboratively with and through
groups of people affiliated by geographic proximity, special interest, or similar situations to address
issues affecting the well-being of people. It is a powerful vehicle for bringing about environmental
and behavioral changes that will improve the health of the community and its members. It often
involves partnership and coalitions that helps mobilize resources and influence systems, change
relationships among partners, and serves catalyst for changing policies, programs and practices.
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Guiding Principles of Effective Community Engagement
Principles of successful community engagement (Bassler et al, 2008) include those that:
▪ Increase citizens’ knowledge about a community and/or the issue you are seeking to address.
▪ Encourage citizens to co-create additional knowledge and understanding and applying that
knowledge.
▪ Use that knowledge to improve the community or address the identified problem.
▪ Create future opportunities for citizens to engage each other.
▪ Ensure that these opportunities and effective communications becomes a regular and on-
going component of the process.
To realize these principles, a number of shared perspectives should permeate your engagement
efforts. The following broad perspectives underpin this framework and are important to consider
when responding to the needs of stakeholders and the community:
▪ Change is a fundamental part of growth and effective change must come from within
individuals and groups.
▪ Community engagement/growth starts by first changing ourselves, our attitudes, language
and the way we view the world around us.
▪ Communities are most successful when true partnerships exist and power or control is
delegated and vested effectively within the community.
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What Makes Community Engagement Successful?

These include ensuring:
▪ Capability: The members are capable of dialogue.

▪ Commitment: Mutual benefit beyond self-interest.
▪ Contribution: Members volunteer and there is an environment that encourages members to
‘have a go’ or take responsibility / risks.
▪ Continuity: Members share or rotate roles and, as members move on, there is a transition
process that sustains and maintains the community's corporate memory.
▪ Collaboration: Reliable interdependence. A clear vision with members operating in an
environment of sharing and trust.
▪ Conscience: Embody or invoke guiding principles / ethics of service, trust and respect that are
expressed in the actions of the community.
The six-Cs can be seen as either targets or as filters to measure the functioning of the community or
the engagement process in general.
Establishing Your Engagement Goals

This section introduces the five primary goals your engagement planning will want to consider:
informing, consulting, involving, collaborating, and empowering (Bassler et al, 2008). Each of these
goals provides you with an opportunity to assess what’s most important to your engagement efforts
as well as the ability to develop the strategies and tools necessary to make these efforts successful.
Inform
At its core, ‘informing’ is the most elementary and simplest goal of an engagement process.
Consult
The second level of engagement entails stakeholder consultation – in essence providing
some mechanism to gather input on the issue, problem, or process you are concerned
about.
Involve
The third potential goal of your engagement efforts is to involve stakeholders, to the degree
appropriate, in decision making.
Collaborate
At its core, collaboration refers to the engagement of stakeholders in order to create an
environment conducive for solving complex issues with plausible solutions for which they
take responsibility – and catalyzing the contributions and assets of stakeholders into action.
Empower
Ultimately empowerment refers to placing either the decision making authority or the
responsibility for implementing a particular solution in the hands of stakeholders.
Planning Your Community Engagement Efforts
Engaging a community to address any issue is a long term process not a one-time event. You will
need to understand citizens’ and stakeholders’ concerns, aspirations and ideas for undertaking the
project. All this effort will be of little value unless the engagement effort identifies stakeholders and
citizens that are willing to contribute to implementing the solution. Planning your community
engagement will increase your ability to:
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The following steps will help you develop IMMERSION plan.
1. Frame the issue or problem – The first step in developing your community engagement plan is
framing the issue or problem in a way that the community can discuss alternatives, solutions
and consequences. Take care to not propose a specific solution to the issue or project. (ex.
Enhancing your opportunities – rather than youth curfews, retail development strategies - rather
than the proposed “big-box” store, waste management options – rather than the proposed
landfill, invasive animal management – rather than baiting)
2. Identify your engagement goals – Why do you need or want people to get involved in your
project? What do you want to accomplish by getting people involved? You will likely identify a
mix of goals to include in your plan. Consider the following question to help you identify your
goals:
▪ Inform—Do you want to inform people about a project, or help them understand a
problem or opportunity? Do you need more information from citizens to make a decision?
What are the key things you want stakeholders to understand? What do they need to
know to make this effort successful? What information is missing?
▪ Consult—Do you want to get public feedback about a project, program or decision? Do
you want to stimulate public debate about the issue? What specific types of information
do you want from your participants? Is the goal to simply gather input into a pre-
developed proposal, or is it general perceptions and values related to the issue you are
seeking to address?
▪ Involve—Do you want to work directly with citizens throughout the decision-making
process, drawing on their knowledge and expertise to make recommendations? If you
are expecting stakeholders to make decisions, what specifically do they have the
purview over? How will their input be incorporated into the process or outcomes?
▪ Collaborate—Do you want to create long-term partnerships among stakeholders
(participants and community groups) that will implement the solutions they create? What
specific contributions and partnerships do you want from your stakeholders? What can
they realistically contribute? What authority are you willing to relinquish if necessary?
▪ Empower—Do you want the public to take leadership for implementing actions that
address the purpose? What specifically do you expect stakeholders to do on their own?
3. Develop Your Engagement Project Team—at this stage it is a good idea to develop a project
team or advisory group to help plan and implement your engagement process. The team's
responsibilities might include: (not applicable during this pandemic)
▪ Selecting tools and designing the process for citizen participation
▪ Identifying and recruiting participants
▪ Publicizing the effort
▪ Developing background information
▪ Designing benchmarks and criteria for evaluation
▪ Reporting the outcomes of the process
▪ Making recommendations based on the outcomes
4. Participant recruitment and retention – Develop a participant recruitment and retention plan
that describes how you will reach, prepare for, and communicate with your target audience.
5. Plan for activities, before, during after and evaluation – Identify activities and your evaluation
strategy. How will you measure if you’ve been successful? What constitutes success for the
engagement team and the participants?
Page 14 of 17
6. Communication plan – What is your plan for maintaining open lines of communication between
you and those being engaged?
WHY IS IMMERSION AN IMPORTANT APPROACH (STRATEGY) IN GIVING SERVICE TO THE

COMMUNITIES?
Community immersion is one important requirement of the National Service Training
Program prescribed to students. This serves as a practicum-based element of the NSTP
where lesson learned and acquired in nstp1 are applied. Community immersion is a strategy
in community engagement that is sought to imbibe among the NSTP trainees a better
understanding and realization of the different community concerns through the exposure
in actual life situations. Through community immersion students will be exposed in further
and other realities of life which they may or may not belong to. The role of the youth in the
national/local development cannot be overemphasized. To reinforce this, are the very
words of our national hero, “The youth is the hope of the Fatherland.
WHOM DO YOU IMMERSE WITH IN THE COMMUNITY?
• When one goes to a community, he associates with the people whom he intends to
work with a partners or allies in the community.
• We do not just work for and serve the people but rather we encourage their
participation.
• Confucius’s philosophy of “give man a fish and he will live for a day: teach him how
to fish and he will live for a lifetime.”
• Community immersion is empowering the people towards development of the
locality.
• Is vital to the development of the students’ knowledge, skills, values and attitudes in
realizing the penultimate (last but one) ends of NSTP.
WHAT CONDITIONS MAY QUALIFY ONE TO GO INTO COMMUNITY IMMERSION?
• It is so desired that one fundamental pre-requisite qualification among those who
intend or are tasked to undergo community immersion is a full understanding of the
concepts and theories behind the dynamics of groups and community.
• Training-wise, community developer/organizers and social workers are most
qualified because it is assumed that they have more or less formal background on
carrying out these kinds to organizing work.
• As for NSTP, students enrolled in NSTP-CWTS/LTS 2 are mandated to undergo
community immersion for a period covering a minimum of 54 hours to a maximum of
90 hours a cited from CHED – prescribed Program of Instruction (OPI), 2007 edition.
WHAT PERSONAL GAINS MAY A STUDENT GET FROM COMMUNITY IMMERSION?
• Community Immersion improves the students’ understanding of himself in relation to
others;
• Opportunity for the students to comprehend people’s lives
• Gain social acceptance derived from the community
14
Page 15 of 17
• Enhance experiences in conducting asset mapping

• Establish rapport and relationship
• Acquire first-hand experience
• Chance to learn life skills
SLU’s Community Engagement Program

SLU as a CICM educational institution of higher learning is an extension of the
CICM mission. As a CICM institution it envisions a community imbued with hope,
empowered by transformative power of the gospel, and committed to promoting
and building inclusive, empowering, and sustainable institutions in the political,
economic, and cultural realms of society; the building of the Kingdom of god,
here on earth; a community who believe in the democratic processes and do
not shy away from seeing politics as a legitimate course of action and expression
of god’s love. (CEAP JEEPGY Manual)
JEEPGY and Transformative Education
Catholic Education is Transformative Education. It allows the individual to participate in the fulfilment
of God’s dream for all peoples — a world that is just, peaceful, and harmonious. CEAP believes that
Justice and Peace, Ecological Integrity, Engaged Citizenship, Poverty Reduction, Gender Equality
and Youth Empowerment (JEEPGY) are the pillars of Transformative Education.
The general orientation of the JEEPGY is in righting relationships with GOD, HUMANITY and
all of CREATION. The pillar programs are guided by the values of Stewardship, Human
Dignity, Integrity, Equity, Love, Dialogue, Solidarity and Spirituality, among others. CEAP’s means to
achieve Justice and Peace, Ecological Integrity, Engaged Citizenship, Poverty Reduction, Gender
Equality and Youth Empowerment through education are:
1) CEAP believes that transformative Education aims to enable the youth to act and lead
for the Common Good with compassion, freedom, and responsibility;
Therefore, an excellent Catholic School is a JEEPGY school. The WHOLE SCHOOL

APPROACH which ensures that the JEEPGY themes are included in the entire school
culture from policies, research, campus practices, physical facilities, and curriculum
(which recognizes the significant role that media education plays);
2) capacity building programs;
3) networking and partnership-building; and
4) having a mechanism to monitor and evaluate these programs.
• Justice & Peace

CEAP believes in a society free from war and the threat of it; protects and promotes the rights
and dignity of every human person, through economic, political and socio-cultural systems,
structures, policies and practices that serve the common good and not merely the interests
of a privileged few; accepts and respects diversity; and resolves conflicts through Jesus' way
of nonviolence. Social justice brings forth and sustains Peace.
Page 16 of 17
• Ecological Integrity
CEAP believes that the environment is our Common Home from which all benefit, and which
warrants the cooperation of all in its preservation and protection. Catholic Education seeks
to form students who respect the environment as our Common Home.
• Engaged Citizenship
CEAP believes that Catholic education aims to form citizens who are committed to Social
Justice and the Common Good through active engagement in efforts that respond to the
concrete problems and challenges facing the community.
• Poverty Alleviation
CEAP believes that Catholic schools engage themselves in poverty reduction to make the
lives of our less fortunate brothers and sisters better through programs that foster the creation
of wealth and its equitable distribution, thereby promoting the good and dignity of all.
• Gender Equality
CEAP believes that transformative Catholic Education works against gender discrimination
and violence against women and girls thus works towards gender equality, respect for and
integration of LGBT (lesbians, gays, bisexual and transgender persons) into society as
demanded by gender justice.
• Youth Empowerment
CEAP believes that transformative Education aims to enable the youth to act and lead for
the Common Good with compassion, freedom, and responsibility.
Concretizing the unique CICM Missionary characteristics of every Louisian is denoting his
services and interests to a specialized section of a certain community - ST. LOUIS Niche
(Students – Teachers Louisians on Unified Immersion Synergy) The niche is a unified community
engagement program composed of eight nexus where all sectors of the university can
extend their knowledge, skills, and know-how.
Nexus 1: Buklod ng Pag-asa ni Padre Theophile Verbist (Justice and Peace, Engaged Citizenship,
Poverty Alleviation
Objective: Give hope and life to the marginalized, vulnerable, and unloved of the society
Nexus 2: #ILOVEYOUth (Integrated Louisians on Values Empowerment of the Youth) (Integrity of

Creation, Youth Empowerment, Engaged Citizenship)
Objective: Assist, nurture, and empower the youth in the civic and social involvement
Nexus 3: LOUISIAN CARES (Concrete Actions and Response for Emergency Services) (Integrity of
Creation, Justice, Peace, Engaged Citizenship
Objective: Respond effectively to the needs of the immediate community in terms of medical and
health services
Nexus 4: Pen, Book, and Chalk (PBC) Program (Justice, Integrity of Creation, Youth Empowerment,
Engaged Citizenship)
Objective: Support diocesan and public school teachers in improving their teaching and school
needs and other agencies who need academic assistance
16
Page 17 of 17
Nexus 5: Gangsa School of Living Traditions (Indigenous Peoples Advocates, Justice, Peace)
Objective: Promote culture, heritage, and values of the indigenous communities especially of the
Cordilleras
Nexus 6: Hapag ng Pagkakaisa (Peace, Interfaith Dialogue, Justice, Engaged Citizenship)

Objective: Strengthen camaraderie, partnership, and brotherhood among different religious
denominations
Nexus 7: C.I.C.M - N Program (CICM Initiatives to Care for Mother Nature) (Integrity of Creation,
Ecological Integrity)
Objective: Demonstrate concrete ways on how to protect and rehabilitate the environment
Nexus 8: RAINBOW Program (Justice, Peace, Gender Equality)

Objective: Promote ways and means on how to respect, value, and empower gender sensitivity

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Saint Louis University Revision No. 01

NATIONAL SERVICE TRAINING PROGRAM – CIVIC WELFARE TRAINING SERVICE 2

MANUAL OF OPERATIONS, PROCEDURES AND GUIDELINES (MOPG)

II. GENERAL PROCEDURE AND GUIDELINES:

III. Nature of Evaluation and grading system:

Application in NSTP 2 project:

Who will conduct evaluation of the NSTP projects?

SLU- NSTP COMMUNITY ENGAGEMENT AND IMMERSION

Guiding Principles of Effective Community Engagement

What Makes Community Engagement Successful?

▪ Capability: The members are capable of dialogue.

Establishing Your Engagement Goals

The following steps will help you develop IMMERSION plan.

WHY IS IMMERSION AN IMPORTANT APPROACH (STRATEGY) IN GIVING SERVICE TO THE

• Enhance experiences in conducting asset mapping

SLU’s Community Engagement Program

JEEPGY and Transformative Education

Therefore, an excellent Catholic School is a JEEPGY school. The WHOLE SCHOOL

• Justice & Peace

Nexus 2: #ILOVEYOUth (Integrated Louisians on Values Empowerment of the Youth) (Integrity of

Nexus 6: Hapag ng Pagkakaisa (Peace, Interfaith Dialogue, Justice, Engaged Citizenship)

Nexus 8: RAINBOW Program (Justice, Peace, Gender Equality)

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