Telephone Number: (+63) (46) 4144 300 Ext. 380.
Order of information: Name, academic rank, highest academic degree (year degree was granted, institution granting degree), date appointed to AIIAS, teaching area.
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, PhD, (1985, University of Oregon) 2013, School 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 Cornejo, 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
The Education Department offers three graduate degree programs:
Master of Arts in Education (MA) with emphasis
*Curriculum and Instruction
*Teaching English to Speakers of Other Languages (TESOL)
Education Specialist (EdS) with specialization
Curriculum and Instruction
Doctor of Philosophy (PhD) with specialization
Curriculum and Instruction
*The Curriculum and Instruction, Educational Administration, and TESOL emphases are also offered online.
The Education Department believes that
To develop internationally recognized educational leaders known for spirituality, scholarship, and service.
To be an outstanding model of Adventist graduate education.
4. Global Perspective
Teaching practicum is an alternate way to meet the teaching experience requirement. EDFN 510 Teaching Practicum is offered to MA students who lack up to one year teaching. Applicants for the PhD C&I who do not have any teaching experience will be required to have two teaching practicums (EDFN 510 Teaching Practicum and EDFN 511 Higher Education Teaching Practicum) in two different terms, one at elementary or secondary level and one at college level or above. Students with some experience will have the prerequisite pro-rated. Students with limited experience should be guided into doing something that will gain them teaching experience during their fieldwork. 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 ine ither of the teaching practicum courses do not apply towards the hours required for graduation from the MA in Education. For more information, refer to the Teaching Practicum Handbook (ask the department chair for a copy).
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/EDTE 692, parallel to the area of emphasis, as an elective course. While fieldwork is not specifically required at the MA level, 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 specialization. Doctoral students may choose to do their fieldwork in an area that also incorporates their cognate area, not only their area of specialization. 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 the graduate student. Such activities may involve carrying out other scholarly activities or projects as assigned by the professor.
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.
The following is a description of fieldwork in various areas of specialization:
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. Regardless of the modality chosen–teaching, curriculum, or seminar–each should follow the action research cycle.
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 curriculum modality typically involves collaboration with a professional or team of professionals in designing, constructing, field testing, 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.
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, human resource, management, curriculum development, supervision, or 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.
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.
Advanced students are encouraged to include guided 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 guided study and curriculum development under the guidance of a faculty member. Acceptable products include curricular materials, proposals for instructional programs, institutional master plans, curriculum maps, 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.
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 hours in research activities for each semester hour of credit.
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 academic advisor to meet this objective.
Students completing the MA Education online program with emphasis in Educational Administration may consider the requirements for the Adventist Administrator Certification. Seek the guidance of the academic advisor for this purpose.
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, or contact your academic advisor for further information.
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 and Writing 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 MA project 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.
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 team. For further information on Graduate School procedures for research, see the Thesis/Dissertation section of the general information for the Graduate School.
Specialization in Curriculum and Instruction
Specialization in Educational Administration
Emphasis in Curriculum and Instruction
Emphasis in Educational Administration
Emphasis in Teaching English to Speakers of Other Languages (TESOL)
Specialization in Curriculum and Instruction
Specialization in Educational Administration