Within various technical panels are Thomasian academics and researchers, namely:

ACCOUNTANCY

1. Prof. Patricia M. Empleo, PhD

BIOLOGY, Molecular Biology, and Microbiology

1. Prof. Thomas Edison E. dela Cruz, Dr. rer. Nat.
2. Prof. Rey Donne S. Papa, PhD
3. Prof. John Donnie A. Ramos, PhD

CHEMISTRY

1. Academician Professor Emeritus Maribel G. Nonato, PhD
2. Assoc. Prof. Oliver B. Villaflores, PhD

FINE ARTS

1. Assoc. Prof. Eric B. Zerrudo, PhD

FOREIGN LANGUAGES

1. Prof. Marilu R. Madrunio, PhD (Chair)
2. Prof. Camilla D.J. Vizconde, PhD

GRADUATE TEACHER EDUCATION

1. Prof. Camilla D.J. Vizconde, PhD

LITERATURE

1. Prof. John Jack G. Wigley, PhD

MARINE SCIENCE

1. Prof. Mary Beth B. Maningas, PhD

MATHEMATICS

1. Prof. Ma. Carlota B. Decena, PhD

MEDICAL TECHNOLOGY

1. Prof. Ma. Freida Z. Hapan, PhD

MEDICINE

1. Prof. Ma. Minerva P. Calimag, MD, PhD

MUSIC

1. Assoc. Prof. Dolores T. Andres, PhD

OCCUPATIONAL THERAPY

1. Asst. Prof. Kathlene Anne V. Hernandez, MHPEd

OPEN AND DISTANCE LEARNING

1. Assoc. Prof. Ma. Ninia I. Calaca, MA, MAPhl
2. Prof. Belen L. Tangco, PhD

PHARMACY

1. Prof. Aleth Therese L. Dacanay, PhD (Chair)

PHILOSOPHY

1. Prof. Robert A. Montaña, PhD

PHYSICAL THERAPY

1. Prof. Cheryl R. Peralta, DrPH

PHYSICS

1. Assoc. Prof. Angelita Silverio, MS (ret.)

REAL ESTATE

1. Prof. Eduardo G. Ong, PhD

SOCIOLOGY

1. Prof. Clarence M. Batan, PhD
2. Asst. Prof. Louie Benedict R. Ignacio, PhD

SPEECH-LANGUAGE PATHOLOGY

1. Inst. Elinor Bautista
2. Asst. Prof. Judith S. Damian, MS (ret.)

The newly reconstituted technical panels will have a four-year term beginning on January 1, 2025 and ending on December 31, 2028.

The post Thomasians join various CHED technical panels to help develop country’s degree programs appeared first on ��ɫ.

The program entailed team teaching between UST’s experts and their Indonesian counterparts to teach learners of English as a Foreign Language. Vizconde handled the Critical Reading Class, while Santiago was assigned to the Essay Writing Class. Finally, Hernandez was assigned to the Public Speaking Class. All the classes were conducted remotely. During the program’s evaluation and closing ceremonies on January 31, 2023, the strengths and points for improvement were discussed, and possibilities of having the program continued and expanded to other programs were explored.

Present during the ceremonies were Education Dean Pilar I. Romero, PhD, who facilitated the formalization of the partnership before the pandemic and who served as plenary speaker in a joint conference. In her sharing, Romero expressed the commitment of the College to continue the partnership and share resources, such as but not limited to the visiting lecturers and through e-resources for joint research undertakings. Also present were Education Assistant Dean Louie B. Dasas, PhD, College Secretary Alvin Ringgo C. Reyes, MA, Secondary Education Department Chair John Christian C. Valeroso, and International Relations Coordinator Ailyn del Rio, MSc.

According to fr. Mingory Hanafi Tjipto, MBA, OP, Rector of the Catholic University of St. Augustine of Hippo, their university is confident that the partnership with UST “will contribute in great measure to the sustained growth and formation of our students as well as our own academic and support personnel.” He was joined by fellow officials from the Catholic University, including Vice-Rector for General Affairs 

The post <strong>Vizconde, Santiago, Hernandez serve as guest lecturers in Indonesia’s Catholic University of St. Augustine of Hippo</strong> appeared first on ��ɫ.

The members of the UNESCO Chair partner institutions from Malawi, Ethiopia, Nepal, and the Philippines, together with their colleagues from UNESCO Institute for Lifelong Learning (UIL), presented their findings from their recent research studies during the first day of the webinar which took the form of a public conference.

The aim of the presentations was to explore the potential of family literacy in enhancing the learning prospects of both adults and youth. Presenters underscored various ways in which children and adults learn together as they share knowledge and skills in everyday life.

Discussions also centered on the roles of parents, grandparents, siblings, cousins, and caregivers and members of the wider community in intergenerational learning. This also provided the opportunity to share their recent research projects, policies and practices relevant to family literacy, indigenous knowledge and new ways of learning.

The participation of Vizconde and Lontoc was part of the Global Research Translation Award (GRTA)-funded project on family literacy and indigenous learning.

According to Lontoc, who also teaches at the College of Education, the Country Project Lead of Family Literacy Research Team in the Philippines, said that based on their research, learning within families in the context of the Philippines is tightly linked with sustaining livelihoods. It is a learning process that could be best described as intergenerational knowledge transfer and “modelling.”

Among their participants, local knowledge forms a core part of sustaining livelihoods. They also added that family members and their immediate community engage with a diversity of texts as part of their everyday life and livelihoods; thus, creating literacy-rich environments.

On the second day of the webinar, the virtual World Café format was utilized which engaged key policy makers and practitioner in discussions which could develop policy implications. Lontoc served as the co-chair of Dr. Catherine Jere from the School of International Development at the University of East Anglia (UEA). This session aimed to build on the discussions from Day 1 and to explore how participants could take forward the research and practice insights that emerged from the previous day.

This international webinar was organized by the UIL, UEA, and UNESCO’s Section of Youth, Literacy and Skills Development.

The post Vizconde, Lontoc present research on literacy of families with agricultural livelihood<br>at UNESCO UIL webinar appeared first on ��ɫ.

 (RCSSED) researchers led by and her co-researchers, and received research grants under the Global Challenges Research Funds (GCRF) and the Global Research Translation Awards (GRTA). Both projects are led by the UNESCO Chair team of the University of East Anglia, United Kingdom in collaboration with its partners in Malawi (University of Malawi), Nepal (CERID), Ethiopia (Bahir Dar University), and the Philippines (��ɫ), as well as UNESCO Paris and UIL Hamburg, which will host international dissemination events. The GCRF project started on September 1, 2019 and will run for ten (10) months, while the GRTA project started a month later and will run for eighteen (18) months.

The GCRF Project: Interactive Stakeholders’ Workshops, Documentary Analysis and Ethnographic Studies

In collaboration with the UEA UNESCO Chair partner universities, comparative ethnographic studies will be conducted on indigenous approaches to inter-generational learning and knowledge creation, alongside documentary analysis of existing family literacy programs in these countries. The project includes research-policy interaction and dissemination activities to engage international, national, and local stakeholders. This also involves capacity building in relation to the research teams in each partner university where early career researchers and postgraduate students will be involved.

One of the activities supported by GCRF is the Postgraduate Forum on Adult Education 2019,which will be held at the ��ɫ on November 9, 2019.��This is in response to challenges posed by communities to provide access to education, whether formal or non-formal, to all members of the society. Through the partnership between the Graduate School of the ��ɫ and Research Center for Social Sciences and Education (RCSSED), this forum, with the theme, “Adult Literacy Programs and Family-Centered Practices in ��ɫ Building: Revisiting  the Roles of Philippine Higher Education” aims to raise debates on the changing landscapes of adult literacy, the drivers of change and its challenges. It also highlights how adult literacy programs have become instrumental in supporting families and building communities .

There will be presentations from various Higher Education Institutions which tackle the status of adult literacy programs implemented in their institutions alongside the discussion of challenges, issues and future directions for adult education and intergenerational learning. Through researches that are to be simultaneously conducted in Malawi, Ethiopia, Nepal and the Philippines, these GCRF-funded activities will contribute to national and international understanding about how family literacy policy and programs can contribute to the 2030 Sustainable Development Agenda, particularly in relation to gender equality, health, agriculture and education.

GCRF-funded activities address educational and health inequalities in the countries and research sites, as well as other contexts. It is perceived that one major contribution of GCRF projects is to bring policy-makers’ and educators’ attention to the disparity between current mainstream approaches to adult/family literacy instruction and the ways in which adults and children learn in everyday life – and the importance of recognizing that such educational practice can negatively affect sustainable development.

These projects build directly on the UEA QR GCRF-funded UNESCO Chair International Workshop program held in Ethiopia (Bahir Dar, May 2019), where researchers and practitioners identified the neglect of adult literacy within the development policy framework at the national and international levels as a major issue that affects financially incapable women in particular. A concept of family literacy built on indigenous learning has emerged and will be developed in relation to policy formulation and implementation within each partner country.

With these successful grant applications, the UEA UNESCO Chair and its partner institutions are putting forward a new concept of family literacy based on ‘indigenous inter-generational learning,’ on the premise that about less than a billion adults – the majority of these are women – are reported to be functionally illiterate. It has often been the case that in terms of policy formulation and implementation, things are often wanting in matters of adult literacy, and not a priority of government policy-makers and executive leaders.

Experts have mentioned that adult literacy and learning are considered as the ‘tie that binds’ the whole gamut of the SDGs. The project’s goal is to show how a community-based inter-generational approach to family literacy and learning can contribute to the achievement of selected SDGs, when built on local and/or indigenous knowledge and practice. Family literacy and learning are captioned as a ‘transformative and innovative tool’ that works across generations, between and among institutions and through interdisciplinary collaboration.” As a sector-wide approach, family learning brings together the different components of early childhood and school education, youth and adult learning.

Through the conduct of action-oriented research with different groups from each country, the projects will developed an intensive grass-root approach to family literacy and learning, as deeply rooted in people’s everyday activities. Interactive stakeholder workshops will be held in each country to share findings, interrogate current adult literacy practices and integrate this new concept of family literacy and learning into national and international policy. The pertinent findings of the research projects in each of the country in focus will be disseminated across the world by the 700+ UNESCO chairs.

The GRTA Project: e-thnography: Exploring the potentials of family literacy and  virtual ethnography in achieving food security through  sustainable organic agricultural practices

The GRTA project will be based on action-oriented research on family literacy and indigenous learning in diverse contexts in the four participating countries. Stakeholder workshops at the local and national levels will share what ‘family and inter-generational learning’ means to these communities, along with the analysis of existing adult literacy policy programs. Practical guidelines for family literacy will be co-developed, which is hoped to be adapted by governments and NGO programs. Comparative analysis conducted across the four countries and outputs from the country-level workshops will form the basis of the research seminar in UIL, leading to new guidelines for family literacy. The partner university team in each country will also  produce a country-specific report for dissemination through UNESCO offices.

Under the GRTA scheme, the UST RCSSED team proposed a research project which aims to study how family literacy can build on indigenous learning in order to contribute to the 2030 Sustainable Development Agenda, particularly the gender equality (SDG5), health and nutrition (SDG3), agriculture (SDG2), and education (SDG4) goals. Using mobile technology, this study explores the potentials of intergenerational learning and virtual ethnography in promoting sustainable organic agriculture and food security in poor rural communities.

This study involves students from Don Bosco Training Center (DBTC) who are enrolled in Organic Agriculture Production NC II and members of women’s organizations together with their sons and daughters,  who are interested in engaging in organic agriculture and who are part of the Pantawid Pamilyang Pilipino Program (4Ps) facilitated by the Department of Social Welfare and Development (DSWD) in Pinili, San Jose, Nueva Ecija. Through this collaboration, youth will be seen as drivers of change by participating actively in addressing pressing community issues that impact their communities.

This study uses family literacy and learning as a transformative and innovative approach that works across generations, between institutions and through interdisciplinary collaboration. Furthermore, it seeks to understand more about how adults, children and young people learn and teach each other skills and knowledge in the community. This might be agricultural skills, like learning to herd animals, or new skills like using a mobile phone.

The project is linked to one of  the basic premises of the policy framework for food security of FAO (Food and Agriculture Organization) of the United Nations which states that ‘in order for people to feed themselves according to their needs, they must possess the capabilities to produce their own food or they should obtain sufficient income to buy their food (FAO, 2017).’ This is related to one of the top priorities of the 2030 Agenda which considers agricultural initiatives and rural development as powerful tools to end poverty and hunger. This would  not only mean  a boost in crop yield but also an increase in economic opportunities in the agricultural sector.

Moreover, this project entails interdisciplinary research collaborations among colleges/faculties of the ��ɫ. Colegio de San Juan de Letran, another Dominican institution, and Don Bosco Training Center, a technical vocational school, will also be involved. Lastly, local government units such as barangays, and government agencies (Department of Social Welfare and Development and the Department of Agriculture) will take part in this study.

One important contribution of UST RCSSED team to this GRTA project is the creation of web/mobile application. This app is for parents and youth to document their experiences, to access resources, to upload e-manuals, and to use this tool for project monitoring and dissemination with the teams in Ethiopia, Malawi, Nepal, and UK.

The post RCSSED researchers receive research grants from UEA UNESCO Chair in Adult Literacy and Learning for Social Transformation appeared first on ��ɫ.

The Gold and Silver Series awards are granted to faculty members in recognition of their research productivity and leadership in their respective fields of specialization within the period covered by the award. These awards are based on research publications (author by-line should indicate the ��ɫ as address in the publication), ongoing research involvement, and tenure in the University.

The Gold Series

The awards, given every two years come in two categories: Research Category and Creative Works Category. The Gold Series Award Research Category is granted to tenured full-time faculty member with Ph.D. or M.D., with teaching load, and exclusively teaching in UST except for faculty affiliates of the UST Graduate School, authored at least five research papers published in refereed journals/ scholarly books in the last five years, with at least two of these published, one of which is an international (Web of Science/ Scopus) publication, or has one patent or utility model granted, within the period covered by the award, or, authored at least two scholarly books in the last five years, with one of these published within the period covered by the award, with ongoing research under the Research Center or Research Unit of the University, and, with at least one research disciple.

Under the Creative Works Category, the awardee should be a tenured full-time faculty member with Ph.D., with teaching load, and exclusively teaching in UST except for faculty affiliates of the UST Graduate School, authored at least three creative or critical works in the last five years, with at least one of these published within the period covered by the award, and, with ongoing studies (creative projects) under the Research Center or Research Unit of the University.

The Silver Series

Under the Research Category of the Silver Series, the award is given to tenured full-time faculty member with M.Sc. or M.A., with teaching load, and exclusively teaching in UST, must have authored at least three research papers published in refereed journals/scholarly books in the last five years, with at least one of these published, or has one patent or utility model granted, within the period covered by the award or, authored at least one scholarly book in the last five years published within the period covered by the award and, with ongoing research under the Research Center or Research Unit of the University. Under the Creative Works Category, the faculty member must be tenured full-time faculty member with M.Sc. or M.A., with teaching load, and exclusively teaching in UST, must have authored at least two creative or critical works in the last five years, with at least one of these was published within the period covered by the award, and, with ongoing studies (creative projects) under the Research Center or Research Unit of the University. A Research disciple refers to junior faculty members, graduate students, medical interns, and medical residents.

International Publications Award (2014–2017)

The International Publications Award is presented to all full time faculty members teaching only in UST for the publication of their research outputs in journal/s and books indexed in the Web of Science/ Scopus with IF Quartile Metrics Ranking. Author byline should indicate the ��ɫ as address in the publication.

Arts & Humanities (8 awardees)

• (AB: Silver & IP)
• (AB: Gold)
• Asst. Prof. Jovito V. Cariño, Ph.D. (AB: Silver & IP)
• Prof. Franz Giuseppe F. Cortez, Ph.D. (AB: Silver & IP)
• (Education: Silver)
• (AB: Silver & IP)
• Asst. Prof. Roland Theuas D. Pada, Ph.D. (AB: IP)
• Prof. Ma. Luisa T. Reyes, Ph.D. (AB: IP)

Education & Social Sciences (32 awardees)

• Assoc. Prof. Mark Anthony D. Abenir, D.S.D. (AB: Silver & IP)
• Prof. Ma. Claudette A. Agnes, Ph.D. (Science: IP)
• Prof’l. Lect. Lucila O. Bance, Ph.D. (Science: Silver & IP)
• (AB: Gold & IP)
• (CRS: IP)
• (Commerce: IP)
• (Science: Silver & IP)
• (Commerce: Gold & IP)
• (Education: Gold & IP)
• Mr. Jommar A. de Guzman, M.D.C. (Commerce: IP)
• Prof’l. Lect. Rosalito G. de Guzman, Ph.D. (GS: IP)
• Prof. Rowena L. Escolar Chua, Ph.D. (Nursing: IP)
• Assoc. Prof’l. Lect. Amelita A. Gaerlan, Ph.D. (GS: IP)
• Assoc. Prof. Ma. Frieda Z. Hapan, Ph.D. (Pharmacy: IP)
• Assoc. Prof. Sr. Angelina M. Julom, Ph.D. (Science: Silver)
• (Commerce: IP)
• Prof. Maria Belinda S. Mandigma, Ph.D. (Commerce: Silver & IP)
• Asst. Prof. Evangeline T. Matienzo, M.A.N. (Nursing: IP)
• Asst. Prof. Florence C. Navidad, D.Ed. (Pharmacy: Silver)
• (CRS: IP)
• Asst. Prof. Jeremaiah M. Opiniano, M.P.S., M.A. (AB: Silver & IP)
• (Science: IP)
• Mr. Laurence Lloyd B. Parial, M.A.N. (Nursing: IP)
• Asst. Prof. Corazon F. Regacho, M.Sc. (Science: IP)
• Prof. Marc Eric S. Reyes, Ph.D. (Science: IP)
• Assoc. Prof. Portia Lynn Q. See, Ph.D. (Science: IP)
• Asst. Prof. Pia Patricia P. Tenedero, M.A.T. (AB: IP)
• Asst. Prof. Gian Carlo S. Torres, M.A.N. (Nursing: IP)
• Assoc. Prof. Marishirl P. Tropicales, Ph.D. (Education: IP)
• Prof. Chin Uy, Ph.D. (Commerce: IP)
• Asst. Prof. Les Paul M. Valdez, M.A.N. (Nursing: IP)
• (AB: Silver & IP)

Health & Allied Sciences (35 awardees)

• Mr. Franco Louie L. Abes, M.D. (Medicine: IP)
• Assoc. Prof. Encarnita R. Ampil, M.D. (Medicine: IP)
• Ms. Lara Mae A. Angeles, M.D. (Medicine: IP)
• Prof. Alejandro C. Baroque II, M.D. (Medicine: Gold & IP)
• Asst. Prof. Christine B. Bernal, M.D. (Medicine: IP)
• Assoc. Prof. David T. Bolong, M.D. (Medicine: IP)
• Assoc. Prof. Ma. Rosario F. Cabansag, M.D. (Medicine: IP)
• (Medicine: Gold & IP)
• Assoc. Prof. Benjamin S. Campomanes Jr., M.D. (Medicine: IP)
• Assoc. Prof. Melchor M. Chan, M.D. (Medicine: IP)
• Prof. Remedios D. Chan, M.D. (Medicine: IP)
• Assoc. Prof. Mary Anne D. Chiong, M.D. (Medicine: IP)
• Ms. Elaine C. Cunanan, M.D. (Medicine: IP)
• Assoc. Prof. Janine Margarita R. Dizon, Ph.D. (CRS: Gold & IP)
• Assoc. Prof. Ma. Victoria C. Dizon, M.D. (Medicine: IP)
• (CRS: Gold & IP)
• Mr. Frederick T. Dy, M.D. (Medicine: IP)
• (CRS: IP)
• Mr. Dennis S. Flores, Ph.D. (Medicine: IP)
• Prof. Maria Honolina S. Gomez, M.D. (Medicine: IP)
• Prof. Flerida G. Hernandez, M.D. (Medicine: IP)
• Prof. Reynaldo M. Javate, M.D. (Medicine: Gold & IP)
• Assoc. Prof. Sjoberg A. Kho, M.D. (Medicine: Gold & IP)
• Asst. Prof. Johnny K. Lokin, M.D. (CRS: IP)
• Mr. Erick S. Mendoza, M.D. (Medicine: Silver & IP)
• Prof. Leilani B. Mercado-Asis, M.D., Ph.D., M.P.H. (Medicine: Gold & IP)
• Prof. Sandra Teresa V. Navarra, M.D. (Medicine: Gold & IP)
• Prof. Jose C. Navarro, M.D. (Medicine: Gold & IP)
• Prof. Narciso S. Navarro Jr., M.D. (Medicine: IP)
• Prof. Jocelyn C. Que, M.D. (Medicine: IP)
• Prof. Raymond L. Rosales, M.D., Ph.D. (Medicine: Gold & IP)
• Prof. Jose D. Sollano Jr., M.D. (Medicine: Gold & IP)
• (Medicine: Gold & IP)
• Assoc. Prof. Teresa T. Sy-Ortin, M.D. (Medicine: IP)
• Assoc. Prof. Ma. Irene B. Tangco, M.D. (Medicine: IP)

Science & Technology (42 awardees)

• (Science: Silver & IP)
• (Science: IP)
• (Science: IP)
• (Science: Gold & IP)
• Prof. Jovencio G. Apostol, Ph.D. (Pharmacy: IP)
• (Science: Gold & IP)
• (Science: Silver & IP)
• Prof. Aristea V. Bayquen, Ph.D. (Pharmacy: IP)
• (Engineering: Silver & IP)
• (Science: Gold & IP)
• (Science: IP)
• Asst. Prof. Renz Kenneth G. Cadiang, M.Sc. (Pharmacy: IP)
• (Pharmacy: Gold & IP)
• (Pharmacy: IP)
• Assoc. Prof. Gil A. Cauyan, M.Sc. (Science: Silver & IP)
• Ms. Stephanie L. Chua, M.Sc. (Pharmacy: IP)
• (Pharmacy: IP)
• (Science: Gold & IP)
• (Engineering: IP)
• (Science: Gold & IP)
• (Science: Silver & IP)
• (Engineering: IP)
• Mr. Justine M. Kalaw, M.Sc. (Science: IP)
• Mr. Lorico dlS. Lapitan Jr., M.Sc. (Engineering: IP)
• (Science: Gold & IP)
• (Science: Gold & IP)
• Asst. Prof. Loida R. Medina, Ph.D. (Science: IP)
• (Science: Gold & IP)
• (Science: Gold & IP)
• (Science: Gold & IP)
• Asst. Prof. Maureen B. Sabit, Ph.D. (Science: IP)
• (Science: Gold & IP)
• (Pharmacy: Gold & IP)
• (Pharmacy: Silver & IP)
• (Science: Gold & IP)
• Ms. Pamela Berilyn T. So, M.Sc. (Pharmacy: IP)
• (Science: Gold & IP)
• (Engineering: IP)
• (Science: Gold & IP)
• Asst. Prof. Ryan Rhay P. Vicerra, Ph.D. (Engineering: IP)
• (Science: Silver & IP)
• (GS: Silver)

Sacred Sciences (4 awardees)

• (EF: Gold)
• (AB: Silver)
• (AB: Silver)
• (IR: Silver)

The post UST recognizes research achievements of faculty appeared first on ��ɫ.

The conference, with the title “Literacy in the New Landscape of Communication: Research, Education and the Everyday,” tackled how the teaching and formation of literacy has evolved and how teachers must likewise adjust in order to meet the demands of changing times.Vizconde’s paper presented an Asian perspective, particularly those of pre-service teachers. She joined two professors from other universities in representing the Philippines in the said conference.

The post Vizconde of English presents paper on literacy in European conference appeared first on ��ɫ.

Dr. Vizconde is currently the Chairperson of the , under the , while Dr. Bernardo, also from the Department of English, is the Faculty Secretary of the .

The Linguistic Society of the Philippines, established in 1969, is a renowned academic organization of linguists coming from the different universities and colleges in the country.

The post Vizconde, Bernardo of English, GS elected to Linguistic Society of the Philippines appeared first on ��ɫ.