SAS 1 SYNTHESIS
Below were the main points raised during the panel discussion and sharing:
SAS 1 remains relevant as it proves to be a venue for self-reflection, self-expression and self-understanding. As a course, it allows the student to realize that we are part of a greater web of relationships. In a period of uncertainty, the course hones our capacity to ground ourselves, to take courage and to hope as well to move towards collective action.
The management of the course during the pandemic has become challenging but has also provided many opportunities. While it is true that students miss out on group discussions, activities and games that are present in a face-to-face mode, an online set-up can be maximized in order to achieve the same level of group discussion and interaction. The synchronous mode of running the class can be interactive as we use various platforms (such as Mentimeter, Quizziz and Kahoot) in engaging the students. There is a need to maximize the technology available to us. In an asynchronous mode of learning, which is dominantly the set-up during the “pandemic sem”, we need to transform the module guides into discussion activities where we can encourage collaborative learning. The recommendations in managing the course include reinforcing a self-paced/self-directed learning, allowing for flexible deadlines and ensuring the availability of the faculty.
The course pack provided in SAS 1 was generally received positively by the students. The provision/availability of the course pack was crucial most especially during the pandemic sem. It was viewed as organized, structured, well-prepared and predictable. These features of the course pack provided a sense of control to the students. It was shared that in designing the course pack, the faculty must imagine that the student is learning the course on his/her own. It must be crafted with a distance learning modality in mind. Thus, everything that a student needs to independently maneuver through the course must already be incorporated in the course pack.
The experience of facilitating the course during the “pandemic semester” provided opportunities as the current set-up has become an anchor and an educational resource for the course. The limited mobility, the importance of self-care, and the blended learning modality were opportunities to harness human strengths (such as resilience). The course remains to be highly relevant as a GE course most especially during this trying period in our history.
The challenges that surfaced in the handling of the course include the lack of confidence in handling topics outside the discipline of the faculty. The suggestions mentioned were to build the pool of the SAS 1 Faculty, the need for orientation of the faculty who will be handling the course, to rethink the content of the course by making it more compact and to aim for more depth rather than breadth. In the future, the ways forward being suggested include the orientation and training for SAS 1 faculty, the production of a SAS 1 textbook, the establishment of the social network of SAS 1 faculty in each CU and across CUs, and rethinking how interdisciplinarity is practiced in terms of content and pedagogy.
During the Q&A/sharing portion, the following points were raised/clarified:
1. The course is an opportunity to really strengthen the student’s capacity for critical thinking. The course is meant to present various perspectives and not intended to make perspectives clash or to subscribe to only one perspective.
2. The topics/issue related to gender and mental health are integrated in the modules.
3. It is important to limit the class size of SAS 1 courses (e.g. 20-25 students/class). The difficulty in facilitating the class and providing feedback to the students can be achieved by having a smaller class size.
4. In line with Mental Health issues, we need to practice compassion for our students and strengthen our referral system to address mental health concerns of the students. The faculty can also explore ways of connecting with co-faculty teaching SAS 1 and take time to recuperate.
5. We should teach SAS 1 in the context of the pandemic. Use the pandemic as a learning anchor as support to the situatedness of the self and of human experiences.
Prepared by Assoc. Prof. Rozel S. Balmores-Paulino