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Telephone Number: (+63) (46) 4144 300  Ext.  380.

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Faculty

Rosario, Arceli, Department Chair, Associate Professor, PhD (2010, University of San Carlos), 2012, Educational Administration

Casimiro, Leni, Associate Professor, PhD (2009, Adventist International Institute of Advanced Studies) 2002, Curriculum and Instruction, Online Learning

Gaikwad, Prema, Professor, PhD (1992, Andrews University) 2003, Curriculum and Instruction

Gaikwad, Samuel, Professor, PhD (1992, Andrews University) 2003, Curriculum and Instruction 

Green, William, Professor, PdD, (1985, University of Oregon) 2013, Educational Administration and Leadership

Guptill, Stephen, Professor, EdD, MPH (1982, Loma Linda University) 2007, Educational Administration and Leadership

Henriquez-Green, Rita, Professor, EdD, (1995, Andrews University) 2013, Curriculum and Instruction

Luntungan, Raimond, Assistant Professor, PhD Candidate (2014, Adventist International Institute of Advanced Studies), 2003, Instructional Technology

Oberholster, Frederick (Dolf), Associate Professor, PhD (2001, Adventist International Institute of Advanced Studies) 2002, Educational Administration

Vallejos, Maria, Professor, PhD (2012, Universidad Complutense de Madrid), 2016, Research

Wa-Mbaleka, Safary, Associate Professor, PhD/EdD, (2013/2006, Capella University/Northern Arizona University) 2011, Curriculum and Instruction, TESOL, Instructional Technology

Programs Offered

The Education Department offers four graduate degree programs:

         Master of Arts in Teaching (MAT)*

         Master of Education (MEd)

          Master of Arts in Education (MA)  

          Education Specialist (EdS)

          Doctor of Philosophy (PhD) 

          Graduate Certificate in Education

         Graduate Certificate in TESOL

 

In the Master of Arts degree program, the student can select an emphasis in Curriculum and Instruction, Educational Administration, Instructional Technology, Library Administration, Religious Education, or Teaching English to Speakers of Other Languages (TESOL). The MAT and MEd program is currently offered only at the Distance Learning Centers. An online program offers emphases in Curriculum and Instruction, and Leadership. The EdS and PhD programs offer emphases in Educational Administration and Curriculum and Instruction, with a variety of cognates including Religious Education. A Graduate Certificate in Education is also offered for campus and online programs.

Philosophy

The Education Department believes that  

  • Christian educators are agents of change and co-laborers with God in the redemptive and restorative work.  
  • Christian educators should be reflective thinkers and practitioners, and lifelong learners who model the character of Jesus while capably serving the needs of humanity.  
  • Based on the principles found in God’s Word, knowledge must be critically evaluated and applied to the field of education, integrating current research, and instructional technology.

Mission

The Education Department provides outstanding Adventist graduate education by an internationally recognized, diverse faculty, preparing innovative educational leaders committed to service.

Vision

To be known for excellence in faith based education, engaging students in transformational learning.

Professional Competencies

An AIIAS Education Graduate will be

1. A commited servant leader, who

a. Reflects the character of Christ, the Master Teacher

b. Has deep personal spirituality

c. Is committed to selfless service

d. Provides vision, facilitates educational change

e. Makes responsible decisions, implements them creatively and evaluates fairly

f. Thinks globally, applies locally

g. Respects diversity

h. Develops personnel/is a team player

i. Is transparent and communicative

2. A competent facilitator of learning who

a. Demonstrates mastery of research-based best practices in education

b. Has the ability to utilize technology for educational purposes

c. Adapts to individual diversity

d. Inspires personal growth and change

e. Integrates faith and values in content learning

3. An adaptable contemporary professional who

a. Is proficient in and able to model 21st century skills

b. Communicates effectively both orally and in writing

c. Adapts knowledge and ideas to fit new situations

d. Uses information technology strategically

e. Is open, communicative, and willing to work with others

f. Is committed to excellence and lifelong learning

4. A responsible scholar and researcher who

a. Demonstrates professionalism in their area of expertise

b. Has in-depth knowledge in their field

c. Communicates with "authority" within their field

d. Is adept at using research skills to support education goals

e. Is committed to finding new knowledge and sharing it with others

f.  Incorporates ethical practices in their profession

Motto: SHAPING DESTINIES

Departmental Policies and Guidelines

Double Emphasis

A student may opt to take a double emphasis in the MA program. In such a case, the student must take five additional courses (15 credits) from the second area of emphasis. The electives from each emphasis are waived. When the student selects the comprehensive examination as the culminating phase, however, one elective is still required.

Laboratory Fees

Some courses require additional fees for the use of the computer laboratory or for specialized software or other materials. For information, consult the Financial section of the Bulletin and the course description of each class.

Teaching Practicum

This practicum (EDCI 510 Teaching Practicum) is offered to students who do not have the one year of teaching experience required to enter the Master of Arts in Education. The purpose of the practicum is to provide students with practical experience in teaching. Activities will include classroom observation, preparation and delivery of learning activities, grading of assignments, and administrative responsibilities. Credits earned in this course do not apply towards the hours required for graduation from the MA in Education.

Fieldwork and Advanced Fieldwork

The purpose of fieldwork is to provide graduate students with opportunities to deepen and apply their learning in real-life settings not before experienced and to expand horizons through new types of professional interactions.

Education courses designated as fieldwork entail on-site experiences and activities in educational institutions, agencies, and/or school districts. Students in the MA in Education program may enroll in the fieldwork course EDAD/EDCI/EDIT/EDLA/EDRE/EDTE 692, parallel to the area of emphasis, as an elective course. While fieldwork is not specifically required at the MA level (except for Library Administration), a master’s student with little experience may choose fieldwork as an elective class. Education students in EdS or PhD programs should enroll in the advanced fieldwork course EDAD/EDCI 792, parallel to their area of emphasis. Doctoral students may choose to do their fieldwork in an area that also incorporates their cognate area, not only their major area of emphasis. 

Fieldwork courses may only be taken after half of the total number of credits for the respective degree program have been completed. In each of these courses, students are expected to spend a minimum of 60 clock hours in practicum activities for each semester hour of credit. Within every 3 semester hours of fieldwork credit, one semester hour must be earned as a graduate assistant in the AIIAS Education Department. 

Graduate assistant activities are normally carried out under the direction of a faculty member and extend over a time frame mutually agreed between the faculty member and the graduate student. Such activities may involve assisting with ongoing research, preparing articles for publication, or carrying out other scholarly activities or projects as assigned by the professor. During the fieldwork experience, the student should keep a detailed log of activities performed and insights gained. Pertinent supporting documents(such as lesson plans, agendas of meetings attended, and products developed) should be included in the fieldwork portfolio.

At the conclusion of the practicum, the student should present this portfolio to the fieldwork supervising instructor for evaluation, along with letters of verification from the individuals under whose auspices the student carried out the fieldwork.

 

Typical Fieldwork Activities

The following is a description of fieldwork in various areas of emphasis:

Emphasis in Curriculum and Instruction.

Fieldwork in the area of curriculum and instruction provides students with experiences closely relating educational theory and practice. The fieldwork experience may take a number of forms: direct teaching experience in a classroom setting, working as part of a team in the preparation of educational materials, or the preparation and presentation of an educational seminar. In any case, the setting and activities are especially designed to accommodate the student’s interests and needs.

If the teaching modality is chosen, the student is expected to earn the additional 2 semester credits by spending approximately 10 hours in classroom observation, 50 hours in classroom preparation, 50 hours in actual teaching, and 10 hours of administrative activities. The purpose of this modality is for the student to put into practice various strategies that have been learned, to experience a different teaching setting, to collect innovative materials and ideas, and to assess personal performance. The student is given preference as to the subject area, grade level, and institution in which to carry out the fieldwork, subject to availability.

The educational materials modality typically involves collaboration with a professional or team of professionals in designing, constructing, fieldtesting, modifying, and evaluating curricular programs, instructional materials, and/or media. Such involvement will often extend over a period of several months.

In the seminar modality, the fieldwork typically focuses on the development, implementation, and evaluation of an educational seminar of at least 10 clock hours which responds to an assessed need evident in the field. Comprehensive instructional materials are to be developed for both the seminar instructor and participants. A formal evaluation of the seminar is to be conducted and documented. The final product resulting from the fieldwork experience should reflect recommended modifications. 

Emphasis in Educational Administration.

Fieldwork experiences with an emphasis in educational administration typically take place in a college/university or union/conference setting. Activities could involve academic or financial administration, development, or supervision, such as participation in an accreditation visit.

Activities in an educational institution often involve a one-week period with the president in order to acquire administrative experience related to presidential duties and responsibilities. The remaining two weeks may be divided into two segments, with one week normally spent in each of two of the following areas of responsibility: academic affairs, financial affairs, or student affairs. It is also expected that the student, while at the institution, will be assigned a special project to be completed during the time spent at the institution. Typically, this project will be assigned by the president. Activities in a union/conference setting typically involve a minimum of three weeks of full-time experience with the educational director/superintendent in order to acquire experience in the duties and responsibilities devolving upon that office. It is also expected that the student will be assigned a special project to be completed during the time spent at the union/conference. Typically, this project will be assigned by the educational director/superintendent.

Emphasis in Library Administration.

Fieldwork in the area of library administration provides students with experiences closely relating library theory and practice. The fieldwork experience should be made up of a variety of school/academic library-related activities, such as cataloging and classifying items in the library’s collection, designing library space and facilities, conducting a literacy-training seminar for students or teachers, creating a library web page with Internet links, leading out in a strategic plan for the library, or conducting an inventory of a library collection. In any case, the setting and activities are especially designed to accommodate the student’s interests and needs. The student is expected to spend a minimum of 30 hours on a project in each of the four major taught areas: collection development/management, cataloging and classification, library management, and reference services.

Emphasis in Religious Education.

The education practicum with an emphasis in religious education provides students with experiences closely relating educational theory and practice. The fieldwork experience will typically involve Bible teaching in a classroom setting and working closely with a youth counselor, campus chaplain, and/or other youth leader. For one semester hour of credit, the student is expected to spend approximately 10 hours in classroom observation, 25 hours in class preparation, and 25 hours in actual teaching. The purpose of this modality is for the student to put into practice various strategies that have been learned, to experience a different teaching setting, to collect innovative materials and ideas, and to assess personal performance. The student is given preference as to grade level and the institution in which to carry out the fieldwork, subject to availability.

The mentorship aspect of the religious education fieldwork incorporates both involvement in typical activities and experiences of a church or school, as well as involvement in special projects with the counselor, chaplain, and/or youth leader. A minimum of 60 hours is to be devoted to this aspect of the practicum.

Other Areas of Emphasis. While not required for any specific program, fieldwork may occasionally be chosen in areas relating to Instructional Technology, or Teaching English to Speakers of Other Languages. Appropriate activities will be designed for students in these areas, which may include teaching, seminars for teachers, the development of educational materials, or other appropriate activities.

Independent Project/Research

Advanced students are encouraged to include independent projects and independent research studies as a part of their degree programs. Such courses provide opportunities for a student to expand horizons and deepen expertise in a specific area of interest.

Project courses provide for independent study and product development under the guidance of a faculty member. Acceptable products include curricular materials, proposals for instructional programs, institutional master plans, and sets of educational specifications, among others. The student should expect to spend a minimum of 60 clock hours in project activity for each semester hour of credit.

Independent research courses provide for individualized experiences in a specified research area under the guidance of a faculty member. Students may be involved, for example, in theoretical or applied research, or in the development and validation of research instruments. The student should plan to spend a minimum of 60 clock hours in research activities for each semester hour of credit.

Adventist Teacher Certification

Most AIIAS education degrees take into consideration the requirements forAdventist teacher certification but do not require it as part of the degree. Students wishing to complete certification while studying at AIIAS should seek specific guidance from their program director to meet this objective.

Adventist Administrator Certification

Students completing the MA Education online program with Leadership emphasis may consider the requirements for the Adventist Administrator Certification. Seek the guidance of the program director for this purpose.

Comprehensive Examinations

A number of programs in the Education Department require a comprehensive examination. For information on comprehensive procedures, see the Comprehensive Examinations section of the general information for the Graduate School (p. 64), or contact the department chair for further information.

Culminating Project

The project is a practical educational application of theory learned in the program studied. It may or may not involve data collection, but should serve some useful educational purpose.

The master’s project is a potential culminating activity for the MA in Education degree program, and for the online program it is the main culminating activity. The purpose of a project is to enable the student to synthesize and apply the learning experiences gained throughout the program. The project typically centers on, but is not limited to, the development of educational plans, programs, or teaching/learning materials. Needs assessments, feasibility studies, and/or field-testing activities are often involved in this process. In any case, the work should represent a significant undertaking, evidence systematic development and creative thought, and incorporate the criteria and supporting data employed in developing the project. The completed project should serve as a valuable reference and resource for other educators.

The EdS project is the culminating activity in the EdS program. The project involves the systematic development of an educational document, program, or product using sound educational principles. This experience allows the EdS student the opportunity to display originality and creativity in addition to making a genuine contribution to the field of education. Under the guidance of a project advisor (MA) or committee (EdS), culminating projects are taken as an independent study arrangement consistent with the highly individualistic nature of the course. There are, however, certain standard guidelines and procedures which are consistent from project to project.

All MA and EdS projects should adhere to APA style, as well as to specific AIIAS requirements as found in the AIIAS Research Standards manual available from the store. The project proposal, which must be approved by Education Department, should include an action plan and time schedule. Project content should typically include a statement of the problem or issue to be addressed, significance and benefit of the project, description of the plan and/or actual implementation, evaluation of the product, and conclusions and/or recommendations. Excluding appendices, the final MAproject is typically 60-80 pages and the EdS project is typically 70-120 pages in length. Frequently, the student will make a public oral presentation of the project.

Thesis/Dissertation

The master’s thesis is optional, and the PhD dissertation is a required part of an Education degree at AIIAS. While culminating projects are generally designed and supervised by departments, culminating research is a school-wide initiative, involving interdisciplinary teams. For further information on Graduate School procedures for research, see the Thesis/Dissertation section of the general information for the Graduate School (p. 66).

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