SEAMLESS

LEARNING

MA. SOCORRO S. GUAN HING, DNM, RN

DIRECTOR, OFFICE FOR STUDENT AFFAIRS
Seamless Learning or
“continuous learning”
what was believed to be
separate and distinct parts are
now one piece bound together
so as to appear whole or
continuous (Fossl, 2014).
In the context of student
development Seamless Learning
ishow to best achieve learning
outcomes by bridging curricular
and extra-curricular activities in
their respective context and
outcomes.
 The Framework
(OAA) Higher Education Act (OSA)Higher Education Act
of 1994 (RA no. 7722) of 1994 (RA no. 7722)
Policy Standards to Enhance
Quality Assurance through Seamless
Outcome Based and Enhanced Policies and
Typology-Based QA Learning Guidelines on Student
(CMO no. 46 s. 2012) Affairs and Services
(CMO 9 s.2013)
Policies, Standards and
Guidelines (PSG) for the BSN
Program
(CMO 15 s. 2017)
Student Activity that
Curriculum that reflects
Reflects Institutional
Institutional Learning Learning Outcomes
Outcomes (ThoGas) and Thomasian (ThoGas) and Program
Program Intended Learning Nursing Intended Learning
Graduate Outcomes
(CMO no. 9, s. 2013) Enhanced Policies and Guidelines
on Student Affairs and Services

 The Act provides that the responsibility of

higher educational institutions is not just to
develop JOB SKILLS but also LIFE SKILLS and
VALUES through student centered activities,
and services in support of academic instruction
intended to facilitate holistic and well rounded
student development.
 To enhance students’ personal growth,
leadership skills and social responsibility.
 The Framework
Higher Education Act of 1994 Higher Education Act of
(RA no. 7722) 1994 (RA no. 7722)
Policy Standards to Enhance Enhanced Policies and
Quality Assurance through Seamless Guidelines on Student
Outcome Based and Affairs and Services
Typology-Based QA Learning (CMO9,s.2013)
(CMO no. 46 s. 2012) (Student–centered
Policies, Standards and activities in
Guidelines (PSG) for the BSN support of academic
Program Instruction)
(CMO 15 s. 2017)
Student Activity that
Curriculum that reflects
Reflects Institutional
Institutional Learning Learning Outcomes
Outcomes (ThoGas) and Thomasian (ThoGas) and Program
Nursing
Program Intended Learning Intended Learning
Graduate
Outcomes
Seamless Learning :
To support the holistic and well-rounded
growth and development of students,
STUDENT AFFAIRS and SERVICES should
function in full unison with academics,
translating institutional vision, mission and
learning outcomes in the extra
curriculum .
All departments in the educational
institution must be aligned and also
HARMONIZED in relation to its
mission/vision and outcomes.
Engr. Angelica Fraginal
Speaker on Phil. Quality Awards
Thomasian Graduate
Attributes
(ThoGAs)
 The SEAL of SEAL OF THOMASIAN EDUCATION (SEAL)
Thomasian Education Institutional Intended Learning Outcomes
Servant Leader S1: Show leadership abilities to promote advocacies for life, freedom,
justice, and solidarity in the service of the family, the local and global
communities, the Church and the environment.
S2: Implement relevant projects and activities that speak of Christian
compassion to the poor and the marginalized in order to raise their
quality of life.
S3: Show respect for the human person, regardless of race, religion,
age, and gender.
Effective E1: Express myself clearly, correctly, and confidently in various
communicator and environments, contexts, and technologies of human interaction.
collaborator E2: Work productively with individuals or groups from diverse cultures
and demographics.
E3: Show profound respect for individual differences and/or uniqueness
as members of God’s creation.
 The SEAL of SEAL OF THOMASIAN EDUCATION
Thomasian Education Institutional Intended Learning Outcomes

Analytical and A1: Show judiciousness and resourcefulness in making personal and
creative thinker professional decisions.

A2: Engage in research undertakings that respond to societal issues.

A3: Express personal and professional insights through an ethical and

evidence-based approach.

Lifelong learner L1: Engage in reflective practice to ensure disciplinal relevance and
professional development.

L2: Exhibit preparedness and interest for continuous upgrading of

competencies required by the profession or area of specialization.

L3: Manifest fidelity to the teachings of Christ, mediated by the

Catholic Church, in the continuous deepening of faith and spirituality in
dealing with new life situations and challenges.
Thomasian Graduate
Attributes
(ThoGAs)
PURPOSE – DRIVEN STUDENT
ORGANIZATION
 When an organization’s
program/project and objectives
align with the mission of the University,
the mission of the organization, the
IILO / PILO then it functions according
to its purpose or reason for being.
OPERATIONAL PLAN
ORGANIZATION: Central Student Council
Purpose: To promote the welfare and democratic rights of
students
Objectives Key Result Key Performance Project/s Targets Lead Budget
Areas Indicators

To Students Number of “Kasangga” 2 President

advance Rights dialogues Grievance
the held with the System
rights of administration
students
OPERATIONAL PLAN (align with mission)

ORGANIZATION: Student Council

Purpose: To promote the welfare and democratic rights of
students
Objectives Key Result Areas Key Projects Targets Lead Budget
Performance
Indicators

To increase Campaigns Number of Thomasian 1 Secretary

students’ and fora, Voter
awareness Advocacies seminars Education
on social related to Series
realities advocacy
Mental 2 Vice Pres.
Health
Advocacies
ACTIVITIES/PROJECTS ALIGNED WITH IILO/PILO
SERVANT LEADER
STUDENT
IILO PILO ACTIVITY/PROJECT
ALIGNED WITH IILO/ PILO

S3: Show respect for Demonstrate Dialogue with

the human person, responsible and Administration
regardless of race, engaged citizenship
religion, age, and behaviors and pride Thomasian
gender. being a Filipino Voters’
Thomasian nurse in Education
response to national Series
and global issues. (PO
11)
ACTIVITIES/PROJECTS ALIGNED WITH IILO/PILO

EFFECTIVE COMMUNICATOR AND COLLABORATOR

STUDENT ACTIVITY
IILO PILO /PROJECT OUTCOMES
ALIGNED WITH IILO/ PILO
E3: Show profound Work effectively in Mental Health
respect for individual collaboration with inter, Advocacy
differences and/or intra and multi- projects
uniqueness as disciplinary, multi-
members of God’s cultural teams. (PO 7)
creation.
STUDENT ACTIVITY/PROJECT PROPOSAL OF (Name of
organization)
Project Title
Project Duration
Project Rationale (The reason for the conceptualization of the
project in line with the mission-vision of the organization)
Project Objectives/Outcomes (Aligned with the IILO – SEAL
of the University and PILO)
Target Beneficiaries

Implementation Scheme

Proposed Budget
Assessment Scheme (Attach 5-point Likert Evaluation Tool
aligned with the Project Outcomes)
STUDENT ACTIVITY/PROJECT PROPOSAL OF
Medical Missions Incorporated - Nursing Chapter
Project Title: Bantay – Presyon
Project Duration: Oct. 29, 2018, Nov 17, 2018 and Dec 10, 2018
Project Rationale: Conduct community – based health service for the
promotion of health and prevention of hypertension among the high-risk
groups in our partner communities.
Target Beneficiaries: Residents of Lambakin, Marilao,
Bulacan/Nursing Student Participants
Implementation Scheme:Medical mission in partnership with the
barangay health workers.
Project Objectives/Outcomes (Aligned with the IILO – SEAL of
the University and PILO)
Proposed Budget
Assessment Scheme (Attach 5-point Likert Evaluation Tool
aligned with the Project Outcomes)
STUDENT ACTIVITY/PROJECT OUTCOMES
BANTAY PRESYON (Aligned with IILO and PILO)
SERVANT LEADER
STUDENT ACTIVITY
IILO PILO PROJECT OBJECTIVES
ALIGNED WITH IILO/ PILO
S3: Show respect for the Demonstrate Act in recognition
human person, responsible and of her personal
regardless of race, engaged citizenship growth and social
religion, age, and behaviors and pride responsibility.
gender. being a Filipino
Thomasian nurse in
response to national and
global issues. (PO 11)
STUDENT ACTIVITY/PROJECT OUTCOMES
BANTAY PRESYON (Aligned with the IILO and PILO)
EFFECTIVE COMMUNICATOR AND COLLABORATOR
STUDENT ACTIVITY
IILO PILO PROJECT OBJECTIVES
ALIGNED WITH IILO/ PILO

E1: Express myself Communicate Communicate

clearly, correctly, effectively using effectively as she
renders health
and confidently in culturally-sensitive
teachings about
various language and display hypertension.
environments, proficiency and
contexts, and responsibility in the
technologies of use of information
human interaction. technology. (PO 5)
STUDENT ACTIVITY/PROJECT OUTCOMES
(Aligned with the SEAL of the University and the Program
outcomes) ANALYTICAL AND CREATIVE THINKER
STUDENT ACTIVITY
IILO PILO PROJECT OBJECTIVES
ALIGNED WITH IILO/ PILO

A1: Show judiciousness Apply knowledge of Demonstrate skills in

and resourcefulness in physical, social, natural assessment,
making personal and and health sciences and planning and
professional decisions. humanities in the implementation in
excellent and innovative the care of clients
practice of nursing with hypertension.
guided by Thomasian
Values. (PO 1)
STUDENT ACTIVITY/PROJECT OUTCOMES
(Aligned with the SEAL of the University and the Program
outcomes) LIFELONG LEARNER
STUDENT ACTIVITY
IILO PILO PROJECT OBJECTIVES
ALIGNED WITH IILO/ PILO
L2: Exhibit preparedness Engage in purpose- Show interest in
and interest for continuous driven life-long learning engaging in a
upgrading of competencies
to keep abreast with student- led activity
required by the profession or
area of specialization. national and global to enhance nursing
developments in skills.
general, nursing and
health development in
particular. (PO 10)
Terminal Evaluation
Office for Student Affairs
Thomasian Graduate Attributes (ThoGAs)
Attainment Survey Form
SURVEY QUESTIONNAIRE
Directions: Check (✔) the items that apply to you on the
column that corresponds to the extent how this
organization has formed you
-4- -3- -2- -1-
Very Great Great Moderate Less
Extent Extent Extent Extent
(VGE) (GE) (FE) (LE)
 SEAL of Thomasian Thomasian Graduate Attributes (ThoGA) 4 3 2 1
Education
This Student Organization empowered me to

S1: Show leadership abilities to promote advocacies for life,

freedom, justice, and solidarity in the service of the family, the local
and global communities, the Church and the environment.
Servant Leader S2: Implement relevant projects and activities that speak of Christian
compassion to the poor and the marginalized in order to raise their quality of
life.
S3: Show respect for the human person, regardless of race, religion, age, and
gender.
E1: Express myself clearly, correctly,
PART 1 : RESPONDENT’S PROFILE and confidently in various environments,
Directions: contexts, and technologies of humanthe
Write down the information called for on the blanks provided for interaction.
purpose.

Effective communicator E2: Work productively with individuals or groups from diverse cultures and
and collaborator demographics.
E3: Show profound respect for individual differences and/or uniqueness as
members of God’s creation.

A1: Show judiciousness and resourcefulness in making personal and

professional decisions.
Analytical and creative A2: Engage in research undertakings that respond to societal issues.
thinker
A3: Express personal and professional insights through an ethical and
evidence-based approach.
L1: Engage in reflective practice to ensure disciplinal relevance and
Lifelong learner professional development.
Conclusion
 We view the Seamless Learning
Environment as a tool to empower
students through the continuity of
their learning experiences across
different environments from the
classroom to the environment of a
student organization and finally to
the real world of the workplace.
“Ideal teachers are those who use
themselves as bridges over which they
invite their students to cross, then
having facilitated their crossing, joyfully
collapse, encouraging them to create
bridges of their own.”
Nikos Kazanzakis
 Thank you
Acknowledgement to Asst. Prof. Ruby Paez, Asst. Director, OSA
and the OSA Support Staff