1 JUNE 2009. VOLUME 41. NUMBER 1. 12 PAGES

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The LaSallian gets NCCA award for arts and culture feature

Lasallians top board exams

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FIELD NOTES: Beyond the centennial:Reaffirming our Lasallian identity

Br. Armin highlights lAsAlliAn core vAlues in AY 09-10 strAtegic directionssee page 3

2401 (twen´te fôr´,o, wun) is a landmark number along Taft Avenue. It is the location ID of De La Salle University, home to outstanding faculty and students, and birthplace of luminaries in business, public service, education, the arts, and science. And 2401 is the name of the official newsletter of DLSU, featuring developments and stories of interest about the University.

is fAcultY tops nihongo speech contest

lAsAlliAns top BoArd exAms

De La Salle University students once again garnered the top spots in recent board examinations, with three students emerging as number one for Accountancy, Electronics and Communications Engineering, and Civil Engineering.

In the Civil Engineering board exams, DLSU got an 89 % passing rate and was the third top performing school. The national passing rate was 43.70%.

DLSU also emerged as the top performing school (with at least 20 examinees) in Chemical Engineering, with 77% passing rate. The national passing rate was 43.63%.

The University recorded a passing rate of 100% in the Licensure Examination for Teachers (secondary

level with 10-99 examinees), becoming the top performing school in the said category. It ranked as the third top performing school for elementary level with 10-99 examinees, with 90.00% passing rate.

In Mechanical Engineering, DLSU was the second top performing school with an 86.00% passing rate. The national passing rate was 49.57%

Electronics and Communications Engineering March 2009

1. Mary Grace Ann Surnit Cabañas - 92.00%3. Karel Miko Lim de Guia - 87.20%4. Jhoana Guillen Eduardo Bregonia - 86.90%5. Kaiser de asis Fernandez - 86.60%6. Frank Javier Tua - 86.00%7. John Elvin Sy Tan - 85.90%9. Lorenzo Miguel Adriano Javier - 85.40% Kevin Joseph del Scocorro Torres - 85.40%10. Ralph Christian Estabillo Cabello - 85.20%

Certified Public Accountants Board Exams May 2009

1. Conrad Jonathan Tan Lee - 92.57%3. Mabel Laguerta Buted - 91.14%7. Daniel Jan Español Del Mundo - 90.29%9. Angelica Christine Francisco Torres - 89.57%

Civil Engineering May 2009

1. Man Wai Lue Chua - 96.50%2. Alvin Christopher Galang Varquez - 95.80% 6. Michael Paolo Soto Bellosillo - 94.75%

Chemical Engineering April 2009

2. Dominic Baylas - 82.90%10. Precious Leynes - 78.80%

Licensure Examination for Teachers (Secondary Level) April 2009

7. Murita Antonia Segui Panganiban - 88.60%8. April Yap Patigas - 88.40%

Br. Armin reiterated the call for members of the Lasallian institution to closely adhere to the Lasallian Guiding Principles, contained in a 2005 monograph, that can be used as basis for DLSU’s self-assessment.

He pointed out that “DLSU has lived out and worked on many of these principles in the distant and perhaps, more consciously, the recent past,” noting the connection of the Lasallian Guiding Principles to curricular reform and research targets.

Br. Armin cited in particular the crafting and implementation of the Lasallian Pedagogical Framework of Transformative Learning as an important development in the University.

“While there are things we need to continue to clarify and processes we need to improve, we should not stop engaging our faculty in ensuring that this framework becomes the distinctive mark of Lasallian education,” he added.

He explained that the framework

of instruction—which aims to develop various modes of inquiry as well as critical and creative thinking skills related to lifelong learning—is inextricably linked with DLSU’s promotion of a culture of research.

“These are essential, not optional responsibilities,” he stressed.

In his speech, he vowed to have a yearlong participatory process of revisiting DLSU’s strategic directions and mentioned as well the various specific programs for the academic year, including the expansion of the graduate school, internationalization, and campus renewal program.

He urged members of the community to validate the contents of the self-survey reports for the August visit by the Philippine Accrediting Association of Schools, Colleges, and Universities (PAASCU).

In his welcome address to members of De La Salle University during the annual Faculty General Assembly last May 22 at the Most Blessed Sacrament Chapel, President and Chancellor Br. Armin Luistro FSC stressed the need to reaffirm the Lasallian identity in the development of curriculum and research on campus.

Br. Armin highlights lAsAlliAn core vAlues in AY 09-10 strAtegic directions

The LaSallian (TLS) bagged the 1st Prize (Tertiary Level) for the Culture Page Writing Competition organized by the National Commission for Culture and Arts (NCCA).

Three faculty members of the College of Engineering recently participated in the FIRST Robotics Competition (FRC) in Honolulu, Hawaii as part of the Philippine delegation Team Lagablab, which won two rookie awards in the regional preliminaries.

The competition aimed to promote Filipino arts and culture to all sectors of the society, especially to the youth, by raising their consciousness and sensitivity to the beauty, diversity, and richness of our arts and culture.

TLS was recognized for their February 2009 issue, which highlighted

the celebration of National Arts Month. Ang Pahayagang Plaridel was likewise acknowledged in the competition with a consolation prize\.

The awarding took place last May 3, during the program Sining Gising, aired on the NBN network.

Manufacturing Engineering and Management faculty members Dr. Elmer Dadios, Edwin Sybingco, and Siegfried Lopez were among the coaches of 20 Philippine Science High School (PSHS) students that comprise Team Lagablab.

The team won the highest Rookie Seed Award, given to the neophyte team that garnered the highest score in the qualifying round, as well as the Rookie All-Star Award for exemplifying a young but strong partnership effort. The latter earned the team a ticket to participate in the FRC finals last April 16-18 in Atlanta, Georgia.

FRC, founded in 1989 by inventor Dean Kamen, is a multinational competition that teams up professionals and young people to solve an engineering design problem in an intense and competitive way. Over

42,000 high-school-aged young people participate in 41 regional events. Teams come from Brazil, Canada, Chile, Germany, Israel, Mexico, the Netherlands, the Philippines, Turkey, the U.K. and every U.S. state.

the lAsAlliAn BAgs nccA AwArd for Arts And culture feAture

coe fAcultY serve As Advisers to rp roBotics teAm

FIELD NOTES. What is going on in the world? We ask our faculty members to make sense of what we need to know, understand, and reflect upon. They agree to share insights and observations about their respective fields or special interests. Field Notes serves as a window to different worlds where we all belong.

By Br. Armin A. Luistro FSCPresident and Chancellor

We are but two years away from commemorating the centennial of Lasallian presence in the Philippines. On many occasions in the past, we have been induced or paused on our own volition to reflect on how this presence has impacted on the life of our nation, on the lives of the many who have passed through the halls of our institutions. While such reflections have resulted in diverse responses—with the positive far outweighing the undesirable—we have not really been effectively chronicling the past and have only relied on our recall, finite and selective, in these periodic reflections.

Br. Armin delivered this welcome address during the Faculty General Assembly last May 22 at the Most Blessed Sacrament Chapel.

The next hundred years of Lasallian education is in our hands.

Not to worry. A centennial book chronicling our first one hundred years is in the making. But that gargantuan task may prove not too unlike the educated guess of one trying to reconstruct the non-existent 1933 original version of ‘The Origin of Superman’ by partners Jerry Siegel and Joe Shuster. For after all, when their original version was rejected by Consolidated Book Publishers, Shuster burned his entire work except the cover. As we prepare for the next hundred years of Lasallian education, I believe that our collective task is to reboot the Lasallian story that has existed this past century even as the 70-year old mythology of Superman has been contextualized in each of the succeeding eras of global history covering WW2 in the 40s, the Vietnam war in the 70s and the post-modern questions of the 21st Century.

On our Lasallian identity: The Link between Lasallian Guiding Principles, Curricular Reform and Research Thrust

In our role as the first and largest Lasallian institution in the country, DLSU’s performance could be assessed vis-a-vis our furtherance of the Lasallian mission. It is the fulfillment of this mission, after all, that distinguishes us from other higher education institutions in the country. As a Lasallian institution, we also must closely adhere to the foundational principle that have been collectively laid down after the Phillippine Lasallian Family Convocation (PLFC) of 2003, a gathering that brought together Brothers, Lasallian Partners, and other stakeholders of our institutons. Of the three documents published in 2005, I wish to highlight the 2005 monograph titled Guiding Principles of the Philippine Lasallian Family or Lasallian Guiding Principles (LGP). The principles have been translated into a rubric that has served as the initial basis for our DLSU’s self-assessment of our character as a Lasallian institution.

To effectively disseminate these documents, the Vice Chancellor for Lasallian Mission and External Relations shall undertake a number of activities within the year. In line with clarifying our directions, allow me, however, to discuss with you a number of relevant principles in the section—The Principles of Lasallian Education in the Philippines.

Lasallian education is hinged on five principles:• That our mission is directed towards integral human and

Christian development and liberation;• That it is imbued with the spirit of faith which enables

persons to look at realities in the light of the Gospel; • That it is marked by zeal to give of oneself whole-

heartedly in service of others; • That it is exercised as a communion in mission marked

by a fraternal spirit and collaborative work; and,• That it ultimately forms disciples and citizens, prophets

and professionals.With these principles, the document continues with an

enumeration of attributes of several dimensions of our schools, on the school at large, our learners, our educators, and our educational experiences. Reviewing those attributes, I am convinced more than ever that DLSU has lived out and worked on many of these principles in the distant and perhaps more consciously, the recent past. My confidence in claiming this is rooted on the recognition of a number of key innovations.

One important development in curricular reform that has taken place across the last six years is the crafting and implementation of the Lasallian Pedagogical Framework of Transformative Learning or simply LPFTL. Transformative Learning has been the guiding framework in the conduct of our Lasallian Core Curriculum courses (referred to as the General Education Curriculum or GEC). Though we must admit that there have been difficulties in translating the framework in the actual conduct of courses and while we have heard misgivings from a few individuals, Transformative Learning has taken significant strides since its implementation, with more teachers gaining a deeper understanding and appreciation of the framework and even eliciting positive feedback from both formal and informal evaluations of the teaching-learning processes by the learners themselves.

Transformative Learning is a product of careful study and dialogue among the faculty, led by the Committee on the Lasallian Pedagogical Framework that was convened by the Vice President for Academics and Research in SY 2004-2005. It proceeds from the realization that traditional views and methods of teaching and assessment practiced by many faculty in the university may not be able to adequately respond to the demands of the revised GEC. As stated in its report:

“The attainment of the goals and objectives of the revised GEC requires a new framework of instruction where the student is the primary agent of learning. Unlike the traditional paradigm

The next hundred years of Lasallian education is in our hands.

where the student is expected to memorize a given set of facts and concepts, patterns or procedures, the new paradigm aims to develop within the students learning skills which enable them to generate knowledge from various sources of information and in different circumstances.”

In its report, the committee differentiates transmission versus the transformational framework of the latter. Knowledge does not exist as a given truth before the learning process and students develop knowledge through inquiry, action or experimentation.

I believe it is important to distinguish between adherence to a framework, which to me is difficult to argue, versus compliance to one specific teaching method. The framework is not an option; the specific teaching method is what individual faculty can innovate or choose from a variety of options. While there are things we need to continue to clarify and processes we need to improve, we should not stop engaging our faculty in ensuring that this framework becomes the distinctive mark of Lasallian education.

The document on the Lasallian Guiding Principles stresses that our institutions are educational communities—

• where all sectors are co-responsible for creating a culture and climate conducive to genuine learning and character formation;

• where Lasallian learners take progressive responsibility for their own learning and development;

• where Lasallian educators are service-oriented professionals who are attentive to learners in their uniqueness and seek to build appropriate relationships that promote total human formation; and,

• where Lasallian educational experiences are dynamic processes that challenge learners to realize their full potential by promoting critical and creative thinking, self-knowledge and self-mastery.

The University policy that affirms the use of this framework in the conduct of all GE courses is rooted in earlier discussions on Lasallian pedagogy and also the expanded recognition among administrators and key faculty members of the need to articulate a distinct educational philosophy. Further, I believe that the pedagogical framework should also be inextricably linked with our goal of promoting research or creating a culture of research in the University.

I have clarified the connection between the LPFTL and our research thrust in an address during the last URCO recognition ceremony. As I reaffirmed our commitment to put in the resources and support necessary to increasingly become a higher educational institution that significantly contributes to the endless pursuit of knowledge construction, I also underscored that the Transformative Learning endeavour “was meant to propel a greater understanding among our teachers of the connection between the inter-related functions

of teaching and research, especially how each would impact on students’ learning.”

This connection between excellent or quality undergraduate teaching-learning and research was emphasized by a relevant report in the US produced more than a decade ago. In a report entitled Reinventing Undergraduate Education, the Boyer Commission on Educating Undergraduates in the Research University, the Commission called for balancing the ”ecology” in America’s research universities, stressed that:

“the ecology of the university depends on a deep and abiding understanding that inquiry, investigation, and discovery are the heart of the enterprise, whether in funded research projects or in undergraduate classrooms or graduate apprenticeships. Everyone at a university should be a discoverer, a learner. That shared mission binds together all that happens on a campus. The teaching responsibility of the university is to make all its students participants in the mission. Those students must undergird their engagement in research with the strong

“general” education that creates a unity with their peers, their professors, and the rest of society. Unfortunately, research

universities are often archipelagos of intellectual pursuit rather than connected and integrated

communities. Fragmentation has increased drastically during the last fifty years.

At many universities, research faculty

and

undergraduate students do not

expect to interact with each other, and both groups distinguish between teachers and researchers as though the two experiences were not inextricably linked...”

A s w e move steadily towards the goal of becoming a research university, we have the pr ivilege of having been alerted to the challenge that many top research universities in the US faced—of reconnecting quality undergraduate education with the research function.

Allow me then to reiterate two key directions that are at the core of our being a Lasallian higher education institution. The first is to promote learning where the learner takes an active and progressive responsibility for his/her learning. The second is that we are committed to furthering research and firmly believe that the former thrust, promoting a learner-centered, inquiry-based, research-led teaching-learning process, is instrumental and contributory to this thrust. We must all share in reproducing these two conditions and directions. These are essential, not optional, responsibilities.

May I reiterate that we have put up an additional endowment of PhP 60 million for research and our researchers have continued to generate support from external agencies, the latest of which is a Euro500,000 (PhP 32.6M) grant for the conduct of a project that monitors LGU performance.

Taking Stock and Moving Forward: Specific Programs for Academic Year 2009-2010

Cursorily, we know where the University stands now compared to 20 years ago. By sheer numbers alone, our student population has doubled - standing at 15,124 at the start of the last academic year, from just over 7,000 at the start of SY 1998-1999. Our academic personnel totalled to around 550 in 1988 and now exceed 1,000. In the last 20 years, our institution’s growth has not only been indicated by an upswing in student and faculty populations. Our learning spaces have moved closer to Quirino Avenue and our buildings have gone up 15 storeys above the tallest building on campus in 1989. In 1989, our graduate programs could be described as incipient. Except for the Master’s in Business Administration that started in the 1960s, graduate programs were administered by the Graduate School for Education, Arts and Sciences. Today, our graduate programs have all been accredited and are of a quality that tops all other higher education institutions in the country. While almost all of these programs continue to enrol part-time students, our graduate students now constitute close to a quarter of our total student population.

The expansion of the graduate school has been made

possible by the increasing number of specialized faculty members with advanced degrees. Aside from the generous support provided by our University to faculty members to complete their degrees, the work of consortia arrangements (in linguistics and the natural sciences), scholarships offered by international aid agencies (through DOST and their own cultural attaches and foundations) and the active recruitment of new PhDs from peer institutions in the country, have resulted in a remarkable faculty assemblage that includes the country’s most prolific researchers, a number of outstanding young scientists, recipients of research awards, and two young academicians.

There are many things that we can enumerate as accomplishments in the past years. With the objective of exhaustively and systematically assessing our capacities and understanding the environment that affects our mission, we will start a yearlong participatory process of revisiting our strategic directions this year.

This year, our targets include articulating our specific internationalization thrust, pushing for more wired classrooms to promote a technology-enhanced learning environment, digitization of vital institutional data, implementation of faculty and graduate student recruitment and retention program via mentorship and research assistants, as well as a full-blown campus renewal program which should incorporate the construction and renovation of physical facilities that we would need to put in place including that of a Centennial Building.

What has kept us busy for months now will culminate in a formal visit in early August. I refer here, of course, to the forthcoming PAASCU visit. Though some work still remains, from finalizing our reports, preparing all exhibits, and effectively disseminating the self-survey report to all sectors, we remain on track in our preparations for the visit. What has kept us focused and determined to carry on the work to secure our reaccreditation are the candid and constructive comments from all sectors. Because of these comments, some of our initial evaluations and statements of action taken, best features and recommendations, have been refined, with a number of issues resolved or close to being addressed. Beyond the work of the committees, however, our re-accreditation shall depend on what the accreditors will see, hear and sense when they observe classes; talk to students, faculty, staff and administrators; and validate in other ways what we have conveyed in our self-survey reports. Let us be witnesses of the conditions that we have codified in our PAASCU report.

In closing, let me return to the challenge that Elliot Maggin posed to its comic-book readers in 1972: “Must There Be A Superman?” The world’s greatest hero responds: “You must not count on a Superman to patch up your lives every time you have a crisis or disaster... You don’t need a Superman. What you really need is a super-will to be guardians of your own destiny.” The next hundred years of Lasallian education is in our hands. Let us be faithful guardians of its destiny.

The winning team was composed of Dino de Leon, Robin Sebolino, and Bianca Lagdameo. They represented the country in an all-expense paid trip to Dhaka, Bangladesh for the Asian Universities Debating Championships in May.

DLSU and ADMU teams debated on the motion that the government should scrap its no ransom, no negotiation policy towards terrorists.

DLSU, representing the Opposition, argued that removing the policy would only perpetuate a vicious cycle of kidnapping, which poses a greater threat to national security. Moreover, the team asserted that an all-out-war policy would send the proper signals and deter similar terrorist activities.

Representing the Government side, the ADMU team contended that the government should have the option to negotiate or not on a case-to-case basis.

Former Senate President Franklin Drilon, who was the Chief Adjudicator of the final debate and the main sponsor of the entire series, summed up the sentiments of the panel and said that the arguments of both teams on a very timely issue were impressive.

The board of adjudicators for the debate finals was composed of 2002 Bar topnotcher Arlene Maneja, 2005 bar topnocher

Joanne de Venecia, Columnist and ANC Producer Pat Evangelista, and Baliuag, Bulacan Councilor Ricky dela Cruz.

A total of 22 schools joined this season of Square Off, some of which were University of the Philippines Diliman, Ateneo De Zamboanga, Silliman University, Xavier University, La Salle Bacolod, Ateneo De Naga, UP Iloilo, Mindanao State University-Iligan, and University of San Juan de Recoletos.

dlsu teAm wins in ‘frAnKAhAn’ deBAte seriesMembers of De La Salle University’s Debate Society bagged the top spot in the recently concluded Square Off: Frankahan, the Drilon Debates, winning over Ateneo De Manila University’s debaters during the final round of the season. The debate was aired on ANC last April.

The Foundational Principles of Lasallian Formation,the Principles of Lasallian Education in the Philippines, and the Principles of Lasallian Social Development are built on three core values--the spirit of faith, a zeal for service, and communion in mission. These values define the Lasallian presence and mission in the country today.

Guiding Principles of the Philippine Lasallian Family

Know the vision. Live the mission.

Medical-dental mission. A total of 150 senior citizens of Malvar, Batangas became the beneficiaries of the Medical-Dental Mission of the DLSU Parents of University Students Organization (PUSO) and the Center for Social Concern and Action (COSCA) last May 3. DLSU student volunteers as well as a medical team of doctors, dentists, and nurses from the municipality of Malvar also gave their support to the mission. The Philippine Amusement and Gaming Corporation donated medicines and vitamins.

Arlene Amante

Katrina Villanueva

Sarah Marie Santos

A team of Marketing students from De La Salle University bested teams from Ateneo de Manila University and University of the Philippines, bagging the championship title in the L’Oreal Brandstorm Philippine National Finals last April 17.

The DLSU team composed of Arlene Amante, Sarah Marie Santos, and Katrina Villanueva will represent the Philippines in the 17th International L’Oreal Brandstorm competition in Paris, France this June.

L’Oreal Brandstorm is an international marketing competition that allows students throughout the world to put themselves in the place of L’Oreal brand managers and gives them the chance to innovate one of the company’s existing international brands.

This year is the first time that the Philippines will send a representative to the competition, which is participated in by more than 40 countries every year.

During the competition, six teams

from the three universities presented their proposals to a panel of judges composed of executives of L’Oreal Philippines and McCann Erikson, L’Oreal’s global media partner. The 15-minute closed-door presentation of each team was followed by a 10-minute question and answer portion.

The culminating event was attended by marketing students and professors from the three universities and executives of L’Oreal Philippines, during which each competing team did a creative pitch about the proposed product.

The DLSU team also won a special award as Best Print Advertisement given by McCann Erikson.

green teAm wins nAtionAl mArKeting competition

Fernando Teodoro, Jr. of Globe (center) is flanked by Dr. Rachel Roxas

and Dr. Exaltacion Lamberte.

is published bi-weekly by the Marketing Communication Office (AH-21/F, intercom 144). Editorial deadline is 3 p.m. Tuesdays. Contributions should include the name, office and signature of the sender. Materials may be edited for clarity or space.

Johannes Leo Badillo (badilloj@dlsu.edu.ph), Operations Director; Ma. Ruby Carlos (carlosm@dlsu.edu.ph), Editor; AARichela dela Cruz, Anne Alina, Magsy Magbanua, Mark Pitoc, Writers; Peter Varona, Art Director; Ricky Binoya, Ave Gaile Peraz, Luis De Vera, Graphic Artists; Virginia Umacob-Gases, Secretary; Raymond Menor, Office Assistant. 2401 may be accessed online through the URL: http://www.dlsu.edu.ph

De La Salle University and Globe Telecoms, Inc. recently entered into a partnership that would engage the academic community in the development of projects that would help shape the telecommunications landscape in the Philippines.

gloBe pArtners with dlsu to promote r&d

DLSU, through the College of Computer Studies (CCS) and the College of Liberal Arts (CLA), signed a Memorandum of Understanding with Globe Labs to foster a stronger relationship that will result to comprehensive research and application development process.

Globe Labs, an innovation arm of Globe Telecom, is focused on immersing its developer community in technologies, for the latter to develop applications across fixed and wireless networks that can be commercially introduced.

The partnership entails Globe Labs providing DLSU with telecommunications services to aid the University in the development of applications and services. Currently, two applications utilizing Globe’s SMS and LBS platforms are in the works.

The signing was held at the Conference Room of Yuchengo Hall last March 17, with CCS Dean Dr. Rachel Roxas and CLA Dean Dr. Exaltacion Lamberte representing the University, and

Globe Telecom Innovation Development Division Head Fernando Teodoro, Jr. signing for the company. Witnesses to the event were Globe Labs Head Harvey Libranes and Executive Director of La Salle Institute of Governance Dr. Francisco Magno.

“We hope that this MOU signing marks the beginning of a stronger relationship with Globe and of our continued efforts to address one of the many difficult problems of our country. This is a genuine Lasallian response to address the challenges of human development and poverty alleviation in our country though the merging of ICT, developmental studies, and communications,” Roxas said.

Lamberte pointed out that the event was “an opportunity to achieve one of the goals of our college: to be of service to the Filipino people.” She added that it was also an opportunity to collaborate with the College of Computer Studies in whose expertise help CLA faculty put in test the knowledge they generate from

research. “The beneficiaries of this project will hopefully get access of and enjoy the fruits of science and technology,” she added.

ANNOUNCEMENT. The Marketing Communication Office has transferred to the 21st floor of the Br. Andrew Gonzalez Hall. It can still be reached at 526-5913 and 526-4237 (direct lines) and 5244611 loc. 144 or 246.