The College of Engineering, through its Dean, Engr. James P. Uy, has undertaken a series development programs to strengthen and enhance the education skills of its faculty, most of whom are non-education degree holders. The said programs aimed to improve the teaching skills of the COE faculty for the greater benefit of the engineering students. One such is the program is the two-day Syllabus-Making Workshop held at the Engineering Lecture Room last July 16-17, 2009 with Dr. Roque Bongcac, Dean of the College of Education, as resource speaker and facilitator.
In the morning of the first day, Dr. Bongcac discussed on the steps on how to write a course syllabus and how to formulate course objectives based on the taxonomy of objectives namely, the cognitive domain by Benjamin Bloom, Affective Domain by David Krathwol, and Psychomotor Domain by Anita Harlow. He also shared tips on crafting the course syllabus' general and specific objectives with the use of keywords. A brief practice exercise was performed, in which a list of example objectives where shown and the participants were asked to identify what kind of objective it is, based on the taxonomy of objectives. After the discussion, each faculty member was asked to write the general and specific objectives of the engineering course previously assigned to him/her as part of the workshop. In the afternoon, each faculty member presented the partial syllabus he/she made, particularly the general objectives for the course and specific objectives for the course content. Dr. Bongcac expertly commented on the quality or appropriateness of the objectives outlined for each of the course syllabus presented by the individual COE faculty.
On the second day, Dr. Bongcac shared to the participants the various teaching-learning strategies that the conscientious teacher can apply to achieve an objective. He discussed the traditional or conventional teaching strategies as well as the emerging and innovative teaching strategies. Consequently, the engineering faculty got acquainted with variations of the discussion method for the conventional or traditional strategy, and concept-attainment and concept-formation for the emerging or innovative strategy. After presenting the different teaching strategies, the participants busied themselves in applying what they learned in the morning session in order to complete the second half of their respective syllabi by indicating the appropriate teaching method that will achieve the specific goals they have outlined. In the afternoon, Dr. Bongcac once again, expertly commented on the individual presentations particularly on the teaching strategies.
In his discussions during the two-day workshop, Dr. Bongcac shared anecdotes, some humorous and others insightful, to keep the participants' interest on what he was going to tackle next. He also engaged the participants with nifty nursery rhymes and terrific tongue twisters that brushed away the stress of the hectic workshop.
After the workshop, the COE faculty members are now armed to tackle any syllabus-making that may come their way. Thanks to the expert and generous advices of Dr. Bongcac, COE syllabi can now be prepared for any kind of scrutiny.
In an almost emotional conclusion in the workshop, Dr. Bongcac emphasized that what matters most in the teaching career is not the knowledge that the teacher has conveyed to the students, but on his influence of molding the character of the learners.