The New Lasallian Core
Curriculum (NLCC)
Presentation to the Academic Community at the NLCC Kapihan, 26 Feb 2014, The Verdure
Raymund Sison, PhD
Chair, NLCC Framework and Design Committees
Outline
• Introduction
• NLCC Goal
• NLCC Principles
• NLCC Components
• NLCC Design Guidelines
• NLCC Implementation Guidelines
• FAQ
• Open Forum
Framework Part 1
(Approved
by PC)
Framework Part 2
(For feedback
from NLCC
Kapihan etc.)
NLCC Framework Part 1
Introduction
New DLSU
Vision
New
CHED GEC
ASEAN
2015
New Lasallian Core Curriculum (NLCC)
What is a learner-centered curriculum?
How do we bridge faith and scholarship?
How will the GEC be implemented in the LCC?
What courses need to be added to the GEC?
How do we prepare all our students for supranational/
regional integration?
NLCC Timetable
AY 13-14: Framework (NLCC FC)
AY 14-15: Design (NLCC DC and CDCs)
Structure (NLCC FC)
AY 15-16: Faculty Training (LCCI?)
AY 16-17: Pilot 1 (LCCI?)
AY 17-18: Pilot 2 (LCCI?)
AY 18-19: Full Implementation (LCCI?)
NLCC Design Timetable
(Detailed)
AY 13-14 T 3: Framework Approval
AY 14-15 T 1: Syllabi Writing
T 2: Syllabi Approval
T 3: Materials Development
NLCC Goal
Develop in students
love for God, humanity, country, and
the environment,
and the virtues and competencies to
practice this love
in the twenty-first century.
NLCC Competencies
Creative and critical thinking – How can
we discover the truth and craft solutions
to problems that hinder the
development of persons in community?
Effective communication and
collaboration – How can we live and
work together for the common good?
NLCC Competencies
Service-driven citizenship – How can we actively contribute to the welfare of the people of communities, the nation, and world, and thus further the Kingdom of God?
Reflective lifelong learning – How can we continuously deepen our understanding of and ability to do all the above?
NLCC Principles
1. Liberal Education • Newman (1852) : Cultivation of the
intellect
• Mulcahy (2010): Newman
+ practical knowledge and education for action
+ emotional, moral, and spiritual formation
+ full recognition to the experience, capacities, and interests of the individual
NLCC Principles
2. Interdisciplinarity
• Interdisciplinary education is a model
of curriculum instruction and design in
which:
Individual faculty or teams
identify, evaluate, and integrate
information, data, techniques, tools, perspectives, concepts, and/or theories
from two or more disciplines…
NLCC Principles
to advance students’ capacity to
understand issues, address problems,
appraise explanations and create new
approaches and solutions
that extend beyond the scope of a single discipline or area of instruction (TF-SSRCWG,
2006)
NLCC Principles
3. Lasallianness
• The NLCC will be imbued with a spirit of
faith and zeal.
• Will provide all students with the context
of these, i.e., the life and thought of St.
John Baptist de la Salle.
NLCC Philosophy
• The goal of the NLCC, together with
the principles of liberal education,
interdisciplinarity, and Lasallianness as
defined above, determine the
philosophy of the NLCC.
• Moreover, it is exactly this that the
framework considers a (Lasallian)
learner-centered philosophy.
NLCC Components
Academic
units in current
curriculum
63 (GEC-A)
51 (GEC-B)
18 81 (GEC-A)
69 (GEC-B)
Decrease in
units
27 (GEC-A)
15 (GEC-B)
9 36(GEC-A)
24 (GEC-B)
Government-Mandated
Required Academic Courses
1. Understanding the Self
2. Readings in Philippine History
3. The Contemporary World
4. Mathematics in the Modern World
5. Purposive Communication
6. Art Appreciation
7. Science, Technology, and Society
8. Ethics
9. Life and Works of Rizal
The CHED GEC and the NLCC
The inclusion of the government-
mandated courses in the NLCC means
that:
they will be designed and taught in a
manner that will achieve the goal and
principles of the NLCC specified above,
while also achieving the goals of the
CHED GEC specified in CMO 20 s. 2013.
Courses Added by DLSU
Academic
13. A Faith Worth Believing
14. Following Jesus in the Gospel of
Matthew
15. ASEAN Opportunities and Challenges
Non-Academic
16. Lasallian Formation 1: The Life and
Thought of St. John Baptist de la Salle
+ 4 zero-unit courses
NLCC Courses’ Brief Descriptions
NLCC Framework Part 2
NLCC Design Guidelines
1. Outputs of the Design Process
• Detailed syllabi (and, possibly, course
materials)
• Each course must adhere to the
philosophy of the NLCC.
2. Course Design Committees (CDCs)
• Each course will be designed by an
interdisciplinary CDC, chaired by the
faculty member from the discipline
designated as “lead.”
3. Design Consultation and Review • Each CDC will consult regularly with
faculty members from identified disciplines
• The syllabus of each NLCC course, whether required or elective, will be reviewed and approved by the NLCC Framework Committee. • This oversight function will eventually be
transferred to the proposed LCC Institute.
NLCC Implementation
Guidelines
1. LCC Institute (LCCI) • All courses in the NLCC will be taught by
the LCCI.
• Will not be under any of the colleges or schools, which have their own respective goals and objectives
• Joint appointments are possible.
• Once set up, NLCC oversight will be transferred from FC to LCCI. • Oversight of a particular NLCC course will be
delegated to a PLC to be set up for the course following the DLSU PLC Framework.
2. Faculty Qualifications and Training • Qualifications
• Competence in teaching the course as designed by its interdisciplinary PLC
• Competence in interdisciplinary teaching
• Commitment to the Lasallian mission
• Training • Interdisciplinary teaching (incl. interdisciplinary
assessment)
• Scholarship of teaching and learning (SoTL) – SoTL publications will be equivalent to research
publications in the disciplines
• Lasallian formation
3. Pedagogy
• NLCC courses will be taught based on
transformative learning theory (TLT) as
originally conceptualized by Mezirow
(1997, 2012)
• Faculty members are free to use whatever
pedagogical strategies might support TLT
• The PLC of each NLCC course may adopt a
technique for a module/topic/lesson based
on SoTL results.
FAQ
(Initial answers are provided in
Appendix E of Draft 1.4)
FAQ
1. Why does the NLCC emphasize love
for God? What about students who
don’t believe in God?
FAQ
2. Will there be “specialized” versions of
the NLCC courses, e.g., Purposive
Communication for Engineers, for
Businesspersons, and so on?
FAQ
3. Can some of the courses be taught in
Filipino?
FAQ
4. Is the list of courses in the NLCC final?
Is it no longer possible to add to the list?
FAQ
5. Why is the Gospel of Matthew the
main biblical text of Following Jesus?
FAQ
6. What are the pros and cons of a
Lasallian Core Curriculum Institute?
FAQ
7. How exactly will the CDCs implement
the definition of interdisciplinary
education in the framework? Are there
any guidelines?
http://www.dlsu.edu.ph/offices/avcaa/
nlcc/documents.asp.
FAQ
8. What assumptions can we make
about the background knowledge of
students? When will students take the
NLCC courses?
http://www.deped.gov.ph/index.php/re
sources/curriculum-guides
FAQ
9. Can we organize the courses around
themes?
FAQ
10. How do we propose NLCC electives?
FAQ
11. How can we ensure that the
requirements of the NLCC courses,
which are GE courses, do not exceed
those in the majors?