FINAL-CED-PRIMER-2022

UNIVERSIDAD DE MANILA
COLLEGE OF EDUCATION

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First Semester School Year 2022 - 2023

UNIVERSIDAD DE MANILA
College of Education

THE WIZARDS’ PRIMER
Bulletin of Information
First Semester School Year 2022 - 2023

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FOREWORD

What’s a house without posts? Or a story without a plot? A house without
posts could not be erected, in the same manner, a story without a plot is
not a story at all. For a house to be built, there is a need for sturdy posts;
for a story to be appreciated, there is a need for a plot.

An educational institution can be likened to a house or to a story. It needs
steady support for it to thrive and achieve its lofty goals – to educate the
students. This primer prepared by Universidad de Manila - College of
Education provides what seemingly a blueprint that backs up the
institution. It clearly delineates the programs the University offers to
underprivileged youth of Manila, setting up achievable objectives for the
learners and transforming these youth into productive citizens of the
country.

Likewise, this primer records innumerable efforts the government of
Manila has shown to make UDM a premier local university comparable
to other private educational institutions. From an almost decrepit
building in Sta. Cruz, they transferred and had their own campus at the
heart of the city. Activities and programs conducted in the university are
guided by the University Manual and in accordance to the mandates of
the Commission on the Higher Education (CHED).

The UDM College of Education (CED), in pursuit of quality education,
has set up its vision and mission achievable in the coming years. For only
two decades of producing teachers, a number of its graduates have
already occupied posts in the Department of Education, as well as in
private schools. With the college’ full support for all their instructors, a
number of them hold doctorate degrees and some continue to hone their
skills.

Moreover, the university allots huge sums for research and extension
services. They have even visited foreign universities for benchmarking.
School facilities are currently being refurbished. Curricula are
internationalized geared to make graduates more marketable and
globally competitive.

Briefly, the primer reveals that more changes are underway to make UDM
reach the HEI status.

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Part I: Historical Background

UNIVERSIDAD DE MANILA

HISTORY OF UDM

Dalubhasaan ng Lungsod ng Maynila (City College of Manila or
CCM) was established through City Ordinance 7885 on April 17, 1995,
during the administration of Mayor Alfredo S. Lim. The school opened
on June 19 of the same year with four thousand nine hundred twenty-
seven (4,927) enrollees.

In April 1998, Forbes Annex was turned over to CCM as the
Physical Education Building. In 2003, the College of Industrial
Technology was created.

Living up to the commitment of delivering training services to
the poor Manila constituents, satellite schools for free Livelihood &
Employment Skills Training opened in six districts of Manila in 2005.

In June 2006 two significant events took place. City College of
Manila (CCM) was renamed Universidad de Manila (UDM) through
City Ordinance 8120 and the campus was transferred adjacent to the
Mehan Garden, during the administration of Mayor Jose L. Atienza Jr.
By this time, UdM offered thirty-two (32) undergraduate programs and
three (3) graduate programs. Nine thousand nine hundred-sixty
(9,960) students enrolled in the different programs in that school year.
The satellite campus is located at Carlos Palanca St., Quiapo, Manila,
which houses UdM’s Technical Education and Skills Development
Authority (TESDA) certificate courses.

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In 2018, UdM has twelve Colleges offering thirty-two
baccalaureate programs, six graduate programs, and the Juris Doctor
in the College of Law. With such progress, it is, without doubt, true that
UdM has metamorphosed into a school that has coped with the
challenges of 21st-century education.

Presently, UDM embarked on a repositioning strategy to hew to
its original mandate as the premier science and technology higher
education institution in Manila with the adoption of Education 4.0 as
the focus of its core course offerings. Education 4.0 is the response to
Industry 4.0 which integrates technological innovations in the core
curricula to produce graduates who are trained and qualified
professionals ready for a highly globalized, multi-dimensional, digital-
driven workplace.

IDENTITY

UDM LOGO

In the logo, the book symbolizes knowledge, intelligence, and the
innate ability of the students to communicate.

The leaves of the Scyphiphora hydrophyllacea or “nilad”
represent the City’s significant role, the mangrove of Manila, as a
coastal city that receives the treasures from the sea and at the same time

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buffers the wrath from the sea. There is a historic-cultural reference to
the extensive presence of the Nilad mangrove to have influenced the
name of the city – Maynilad (place where Nilad grows). The
University’s broad programs are consistent with the educational
policies, standards and goals of the City of Manila.

Finally, the round shape represents the university’s never-
ending commitment to developing the underprivileged but deserving
youth of Manila.

MERLION

The choice of the Golden Merlion relates to the symbol of Manila,
historically called Ultramar (beyond the sea), which has been the single,
constant, identifying symbol of the governing authority of the
Philippines since Spanish conquest. It is originally part of a heraldic
blazon of the Coat of Arms of Manila under the Spanish Royal Grant of
1596. It symbolizes the pride and dignity that comes with the ability of
the Manileňo to rise above all challenges amidst any pandemic. The
Merlion, although evolved, remains as the symbol of Manila.

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UDM VISION
A leading Higher Education Institution that prepares visionary and
ethical leaders who shall create a positive impact in the society.

UDM MISSION
Universidad de Manila is committed to provide equal opportunities by
developing the learners’ knowledge, skills, and values, through quality
education and technology-driven systems, in a diverse yet inclusive
environment for learning, research, and community engagement.

CORE VALUES
E - Ethics and Integrity
Q - Quality and Excellence
U - Unity and Collaboration
A - Achievement and Passion
L - Leadership and Innovation

INSTITUTIONAL GOALS
S - Systems, Academic Support, Services

Improvement
C - Center for Micro-credentialling and Industry

Training Promotion
A - Academic Excellence
L - Levelling Up Linkages and Community

Extension
E - Engagement in Research

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STATEGIC DIRECTION
Q - Quality Systems and Performance
S - Stakeholders Satisfaction
S - Sustainability and Accountability

COLLEGE OF EDUCATION

HISTORY OF CED

The Education Department now known as the College of
Education is one of the pioneering board-based programs of the
Universidad de Manila since its inception in 1995. It continuously
provides excellent pre-service training, offers value-oriented curricula,
and inculcates Filipino values among future educators. It has been
administered by various chairpersons with great leadership. Its first
chairperson was Prof. Francia G. Sierra who served from 1995-1997.
Other notable Deans were Dr. Ma. Rita R. Aranda, Dr. Susan S. Aguilos,
Dr. Jose M. de Leon, Dr. Virginia I. Berganio, Dr. Ma. Jacqueline B.
Patarata, Dr. Ma. Victoria I. Crisostomo, Dr. Antonio A. Taringting and
Prof. Alistair B. Selorio. On August 1, 2022 Dr. Amalfi B. Tabin, Jr., a
pioneer faculty member, was designated Dean of the College.

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CED VISION

A local but globally competitive college that envisions to be a Center of
Excellence in Teacher-Education that prepares visionary and ethical
professionals in a diverse learning environment.

CED MISSION
To nurture a life-long gender sensitive environment that promotes
quality and excellent education for the city and the country.

CORE VALUES
E - Empowered
D - Dynamic and Globally Competitive
U - Upright Ethically and Morally
C - Committed to Excellence
A - Adaptable and Resilient
R - Research and Extension Oriented
E - Education with a Heart

At the College of Education, we EDUcate, we CARE.

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Organizational Chart
First Semester School Year 2022-2023

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Pool of Faculty
1st Semester School Year 2022-2023
DEPARTMENT OF PHYSICAL EDUCATION

PROGRAM CHAIR: ALBENER, ERIC E.

Full Time:

ALCANTARA, RANDY B.
DIAZ, ESTELLA F., Ed. D
DIAZ, HERNANDO P., Ph. D
GARCIA, FLORDELIZA V.
MARCELINO, ARIEL CHRISTOPHER
PEREZ, RENELYN G.
SEVILLEJA, LOURDES B., Ph. D
TABIN, AMALFI JR. B., Ed. D

Part Time:

APOSTOL, RAYMOND N.
ARCEO, ALELI S.
BAUTISTA, RAQUEL S.
BULATAO, ARSENIO WALDO B.
BUTLIG, MARIO S., Ed.D
CARPIO, AURINE
CHENG, LOUELLA MARICAR O.
DANABAR, PHILLINE R.
DIMAPILIS, NENITA J.
ERPELO, ROSALIA N.
FAJARDO, ALLADIN C.
FERRER, MELCHOR P.
MULI, MARIFEL R.
OKAFOR, NORMITA R.
REYES, RAMON S.

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DEPARTMENT OF ENGLISH
PROGRAM CHAIR: MARTINEZ, RODOLFO JR., M.
Full Time:

CRISOSTOMO, MA. VICTORIA I., Ph. D
MARTINEZ, RODOLFO JR. M.
SELORIO, ALISTAIR B.
Part Time:
COLARES, RHUFERT J.
FRANCIA-CUENTO, LILYBETH Ph. D
HERNANDEZ, MARK RYAN R., Ed.D
PUNLA, AMALIA, Ed. D
ROQUE, MARIBEL J.
ROXAS, ENRICO C.
SANTOS, NONITA
SAPASIP, IVY S.
TOLENTINO, TATUM SOCORRO B.

DEPARTMENT OF MATHEMATICS
PROGRAM CHAIR: STA. MARIA, RONNIE F.
Full Time:

BERGANIO, VIRGINIA I., Ed. D
DELMO, WILLIE C.

Part Time:

ANDRES, ESTEFANIE L.
EUSEBIO JR, RAFAEL J.
PESIMO, JAYRALD R.

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DEPARTMENT OF GENERAL SCIENCE
PROGRAM CHAIR: Dr. PATARATA, MA. JACQUELINE B.
Full Time:

REYES, RICARDO III C.
Part Time:

BAUTISTA, RAMIL A.
DAGUNAN, ROSE JEAN A.
HARINA, JETRO Q.
LOGUENARIO, LOVELYN B.
LOTA, MARK JAMES B.
MANZANO, MA. LENALYN Q.
MOSTAJO, DR. ESMERALDA D. Ph. D

DEPARTMENT OF SOCIAL STUDIES
PROGRAM CHAIR: DR. RAMOS, JOEL M.
Full Time:
CORNEJO, NIGEL, Ph. D (On-Leave)
Part Time:
BAJAR, EMMANUEL A.
CARIÑO-MENDOZA, DR. RAQUEL G., Ph. D
HINAMPAS, JOVY A.
HULAR, JERVIS RENE C.
JIMENEZ, MARILOU C.
LANETE, ALICE M.
MAGAAN, ESTER C. Ed., D
MATIBAG, JAIME S.
TAMBO-ONG, REGIN CARLOS F.
TARINGTING, DR. ANTONIO A., Ed. D

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DEPARTMENT OF BACHELOR OF TECHNICAL-VOCATIONAL
TEACHER EDUCATION

PROGRAM CHAIR: ANALYN B. DATU
Full Time:

BURIEL, MARY JOY C. Ph. D
NAVALES, ANALYN
TIMBRE, ALONA M. Ph. D
Part Time:
ALILA JR. RAMON I.
DE ASIS, DR. WERSON R.
DELLOVA, ROVENA
DOMINGO, JONATHAN C.
ELIZARDE, FRANCIS G.
LANZUELA, JERRY M.
LUNARIO, NECIE JOY V.
ROSARDA, ANA MARIA O.
VALDEVIEZO, LORNA S.

Part II: Course Offerings
The College of Education is comprised of the following programs and
specializations:

Bachelor of Secondary Education major in English
Bachelor of Secondary Education major in Mathematics
Bachelor of Secondary Education major in Social Studies
Bachelor of Secondary Education major in General Science
Bachelor of Physical Education
Bachelor of Technical Vocational Teacher Education

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BACHELOR OF SECONDARY EDUCATION (BSEd)

Description:
The Bachelor in Secondary Education is a four-year undergraduate

degree program and board course geared towards preparing aspiring
educators and mentors who expects to teach in the secondary junior and/or
senior high school basic education level. There are four majors or
specializations under this program, namely:

Bachelor of Secondary Education major in Mathematics

Description:
This is a four-year undergraduate degree program that will prepare

Pre-Service Teachers to teach Mathematics in Basic Education, primarily in
Secondary schools. The curriculum is designed to provide graduates with
the knowledge of the interests and abilities of students at different levels of
Mathematics achievement. The program emphasizes problem-solving
skills, mathematical thinking process and methods of actively engaging
children and young adults in technology-based curriculum. Mathematics
graduates will be adept at 21stcentury skills enabling them to be competitive
Mathematics teachers.
Program Learning Outcomes

Specifically, the program aims for the graduates to:

1. Articulate the rootedness of education in philosophical, socio cultural,
historical, psychological and political contexts.

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2. Facilitate learning using a wide range of teaching methodologies
including the use of ICT in various delivery modes appropriate to specific
learners and their environment.
3. Develop innovative curricula, instructional plans, teaching approaches
and resources for diverse learners.
4. Demonstrate a variety of thinking skills in planning, monitoring,
assessing, and reporting learning process and outcomes.
5. Practice professional and ethical teaching standards sensitive to the
changing local, national and global realities.
6. Pursue lifelong learning for personal and professional growth through
varied experiential and field-based opportunities
7. Exhibit competence in mathematical concepts and procedures
8. Exhibit proficiency in relating mathematics to other curricular areas
9. Manifest meaningful and comprehensive pedagogical content knowledge
of mathematics
10. Demonstrate competence in designing, constructing and utilizing
different forms of assessments in mathematics.
11. Demonstrate proficiency in problem solving by creating and solving
routine and non-routine problems with different levels of complexity
12.Use effectively appropriate approaches methods and techniques in
teaching mathematics including technological tools.
13. Appreciate mathematics as an opportunity for creative work, moments
of discovery and gaining insights of the world.

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Career Opportunities:

Basic Education (Junior and /or Senior High School) Mathematics
Teacher
Statistician
Data Analyst
Operational Researcher
Financial/Investment Analyst
Research Assistant

Bachelor of Secondary Education major in English

The specialization in English Education is a four-year undergraduate
degree program that emphasizes the social, intellectual and discursive skills
necessary to ensure that graduates can adapt competitively in a rapidly
expanding world and be well-equipped with knowledge and skills necessary
in this digital age. Courses under the program stress connections between
the advance English language and literacy demands of Basic Education
Curriculum particularly in Secondary Education and the similarities and
differences in the literacies necessary to excel in the 21st century. The
English Education program aims to prepare Pre-Service Teachers to engage
secondary students in the production and interpretation of literacy and non-
literacy as well as spoken and written texts in English.

Program Learning Outcomes

Specifically, the program aims for the graduates to:
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• Possess broad knowledge of language and literature for effective
learning.
• Use English as a global language in a multilingual context as it applies
to the teaching of language and literature.
• Acquire extensive reading background in language, literature and
allied studies.
• Demonstrate proficiency in oral and written communication.
• Show competence in employing innovative language and literary
teaching approaches, methodologies and strategies.
• Use technology in facilitating language learning and teaching.
• Inspire students and colleagues to lead relevant and transformative
changes to improve learning and teaching language literature.
• Display skills and abilities to be a reflective and research-oriented
language and literature teacher.
Career Opportunities

Basic Education (Junior and /or Senior High School) English Teacher
Technical Writer/Proof reader
Digital Copywriter
Public Relations Specialist
Editor and Content Manager
Human Resources Specialist
Journalist
Private Tutor
BPO/Customer Service
Writer

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Bachelor of Secondary Education major in Social Studies

This four-year undergraduate professional preparation program in
Social Studies aims to prepare Pre-Service Teachers with the skills
necessary to create an informed citizenry in a diverse yet inclusive society.
The program emphasizes critical thinking about Social Studies curriculum
frameworks and materials; curriculum development grounded in research;
and sensitivity around controversial areas such as history, culture, race
relations, gender issues, war, peace, equality of economic and social
opportunities, and global interdependence. It prepares teachers to meet the
challenges and rewards of teaching in 21st century classrooms.

Program Learning Outcomes

Specifically, the program aims for the graduates to:

• Utilize appropriate various sociocultural and historical materials in
explaining currents issues.
• Organize communities towards self-reliance and self-sufficiency.
• Demonstrate leadership skills that will help in teaching students who
will empower their communities.
• Integrate local and global perspectives in teaching the principle of the
common good.
• Employ principles of sustainable development in teaching and
learning.
• Show scholarship in research and further learning.

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• Display the qualities of an innovative teacher who has mastery of the
subject matter.

Career Opportunities

Basic Education (Junior and /or Senior High School) Social Studies
Teacher
Public Relations Specialist
Researcher/Research Assistant
Human Resource Officer
Civil Servant
Journalist
BPO
Career in NGOs

Bachelor of Secondary Education major in General Science

This is a four-year undergraduate degree program and the basis for a
career as a Basic Education Science Teacher particularly in Secondary
Schools. Students who aspire to teach high school science also take a series
of education courses in the Secondary such as professional subjects, and
successfully complete a series of student teaching in their senior year.
Science teachers engage students using technology and research-oriented
curriculum. Science education allow students to discover and acquire new
knowledge that will greatly impact in a diverse and inclusive environment.

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Program Learning Outcomes
•Demonstrate deep understanding of scientific concepts and principles.
•Apply scientific inquiry in teaching and learning.
•Utilize effective science teaching and assessment methods.
•Manifest meaningful and comprehensive pedagogical content knowledge
(PCK) of the sciences.

Career Opportunities
Basic Education (Junior and /or Senior High School) Science Teacher
Scientist and Field Researcher
Laboratory Technician/Assistant.
Educational Trainer/Seminar Facilitator
Learning Materials Write
Inventor

Bachelor of Physical Education
The Bachelor of Physical Education (BPEd) is an undergraduate

degree course which prepares and trains pre-service teachers to teach
music, arts, physical education and health as a curricular subject in the
school setting and providing equal opportunities for developing physical
activity habits through programs of recreational activities, competitive and
organized sports. It also allows maximum opportunity for students to
engage various combinations of courses in coaching, programming and
administration through quality education in a dynamic community-
centered and research-oriented program.

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Program Learning Outcomes

Specifically, the program aims for the graduates to have:

1. Disciplinal Knowledge: Apply scientific and evidence-based practices
critical
to the educational and learning processes.
2. Movement Competency and Proficiency:

2.1 Demonstrate skillful performance in a variety of physical
activities.

2.2 Adapt performance to a variety of physical activity settings (e.g.
formal classes, recreational, and competitive).
3. Curriculum and Program Planning, Implementation, Monitoring and
Evaluation:

3.1 Critically examine the curriculum (e.g. content, pedagogy and
assessments) and program, and enhance (e.g. innovate) them
necessarily.

3.2 Plan and implement safe and effective physical activity programs
to address the needs of individual and groups in school and/or non-
school settings.

3.3 Monitor and evaluate physical activity programs in school and/or
non-school settings.

3.4 Use appropriate assessments in, as and for student or client
learning.

3.5 Use information, media and technology in pedagogy and for
lifelong learning.
4. Professional Accountability and Responsibility:

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4.1 Demonstrate firm work/professional ethics.
4.2 Cultivate solidarity by working and dealing with/relating to
others harmoniously.
4.3 Promote the advancement of the profession by making sense of
and getting involved in current discourse that impact on the profession.
4.4 Pursue lifelong learning for personal and professional
development.
5. Communication:
5.1 Discourse effectively with colleagues, non-PE professionals, and
stakeholders of Physical Education and sports.
5.2 Use oral, written, and technology formats deftly

Career Opportunities

Physical Education Teacher
Sports trainer
Gym trainer
Fitness Instructor
Coach
Recreational Leader

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Part III: General Academic Policies and Guidelines

A. ADMISSION
FOR SENIOR HIGH SCHOOL DEPARTMENT
Applicants must be:
1. A bona fide resident of Manila;

2. A Grade-10 completer of 2020-2021 from Manila public
schools;

3. Parent must be a Manila-registered voter or taxpayer; and
4. A passer of the SHS - UdM Admission Test.

Documentary Requirements
1. Completely filled-out admission form,
2. One (1) long brown envelope (with Surname, First Name,
Middle Initial, written in capital letters at the back using a
broad marker pen),
3. Original and photocopies of the following:
a. Birth Certificate
b. Barangay Certificate of Residency
c. Parents latest ITR or Voter’s ID or Voter’s Affidavit
d. Report Card with 2nd Quarter Grades (for 1st batch) as
certified by the
Guidance and/or Principal with GWA of 82%
e. Report Card with complete grades (for 2nd and 3rd
batch)
f. Certification of Good Moral Character
g. 4 pieces of 1 ½ X 1½ colored picture with nametag
(white background)

B. ENROLLMENT
PROCEDURE OF ENROLLMENT FOR FRESHMEN
1. Go to the Official Universidad de Manila Website
https://udm.edu.ph/udm2/2021/02/10/udmcat2021-
2022/
2. Choose Student Services.

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3. Click Admission.
4. Fill out the Admission Form properly, then click Submit.
5. Print two (2) copies of the accomplished Admission Form.
6. Proceed to UdM Registrar: Window 5 for Senior High

School and Window 6 for Freshmen.
7. Submit the accomplished Admission Form and the

photocopies of all documentary requirements.
8. Present admission test result.

C. ATTENDANCE
A student is required to attend classes punctually and

regularly. A student is considered tardy if he/she comes in after
the official time. A student is considered absent if he/she comes
in 15 minutes beyond the official time. Three (3) tardiness is
equivalent to one (1) absence. A student who exceeds the
allowable number of absences shall be dropped from the class
with a final grade of 1.00.

A student should not incur more than 20% of the required
total number of classrooms contact hours. The maximum
accumulated classroom non-contact hours should not exceed:

1. 18 hours for 6-unit subjects
2. 15 class hours for 5-unit subjects -
3. 12 class hours for 4-unit subjects
4. 9 class hours for 3-unit subjects
5. 6 class hours for 2-unit subjects
6. 3 class hours for 1-unit subjects

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D. GRADES AND GRADING SYSTEM

1. Grades
A student’s grade is determined by the results of his

entire performance in a subject which includes
quizzes, recitations, assignment, reports, term papers
and major examinations. The grade given to a student
should be based solely on his scholastic performance.

2. Computation of the Mid-Term (MG) and (Final Grades)

Mid-Term Grade (Weight = 40%)

• Class Standing =60%

(Quizzes, recitation, assignment, reports, term

papers, practice set, book reports and

attendance)

• Mid-Term Examination =40%
100% MG

Pre-final Grade (Weight = 60%)

• Class Standing =60%

(Quizzes, recitation, assignment,

reports, term papers, practice set,

book reports and

attendance)

• Final Examinations =40%

100% PFG

Final Grade is 40% of the Mid-term Grade and 60% of the Pre-

final Grade.

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3. Grade Equivalents for Undergraduate

The University adopts the 10 – point numerical and
letter grade rating system, viz:

Percentage Grade Point Letter Equivalent
Average (GPA)
A+
98 – 100 4.00 A
A-
95 – 97 3.75 B+
B
92 – 94 3.50 B-
C+
89 – 91 3.25 C
86 – 88 3.0 C-
D
83 – 85 2.75

79 – 82 2.50

76 – 78 2.25

75 2.00

Below 75 1.00
4. The GPA

The GPA is the measure of the quality of a student’s general
performance for one academic term. It determines the student’s
academic honors, promotion to a year level or separation from the
college. In order for a student to be considered in good standing, the
following GPA is required:

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Board Courses - 2.50 (79-82 or C+)
2.25 (76-78 or C)
Non-Board Courses -

5. Incomplete Grades

A grade of incomplete (INC) will be given to any student
who:

a. Fails to take the final examination. However,
a student may be allowed to take a
completion examination upon a showing
that the failure is due to his/her illness,
death of an immediate member of the
family, or any justifiable causes; or

b. Fails to complete the course requirements.

6. Removal of Incomplete Grades

A student who receives an INC grade is given one (1) year
within which to complete the same. Failure to accomplish this
automatically merits a grade of 1.00.

E. REPORT OF GRADES

Reports of grades are to be submitted to the Dean’s Office
according to the schedule specified in the school calendar. Final
grades, once submitted to the Office of the Registrar, cannot be
altered or modified without the approval of the Committee on
Change of Grade.

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F. DROPPING OF SUBJECTS

The University adopts the drop-one drop-all policy.

G. RETENTION POLICY

A student is considered in Good Standing (GS) if he/she
meets the required GPA, and in Warning Status (WS) if he/she
fails to meet the same. A student who has incurred two (2)
consecutive WS shall be dismissed from the University.
H. SHIFTING OF DEGREE COURSES

A student desiring to shift from one course to another may
do so, provided he/she meets the criteria prescribed by the
accepting college. The shifting must be with the approval of the
Dean of the accepting college and the conformity of the Vice
President for Academic Affairs (VPAA).

Shifting is allowed only once and should be done on the
first semester of the school year.

I. CROSS ENROLLMENT

Cross enrollment may be allowed in certain cases
determined by the University President.

J. TENURE POLICY
The maximum tenure of students shall be five (5) years for

a four-year degree course; and six (6) years for a five-year degree
course.

Duly approved Leave of Absence (LOA) which should not
exceed one (1) academic year shall not be included in the
computation of the residency.

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K. LEAVE OF ABSENCE (LOA)

A student is allowed to take a Leave of Absence (LOA) for
a period not exceeding one academic year. A request for LOA
shall be filed in the Office of the Dean of the college concerned
and shall be approved by the VPAA upon the recommendation of
the said Dean.

L. HONORABLE DISMISSAL

A student seeking honorable dismissal shall be issued a
certification subject to compliance with the requirements of the
Office of the Registrar.

M. AWARDS

GRADUATION DAY

The following requirements must be met in order for a
student to receive any of the academic awards given during
Graduation Day:

1. Has completed the curricular requirements of the
course with the following grade equivalents: (PE
and NSTP are included in the computation)

May Sukdulang Papuri (Summa Cum
Laude) is awarded to a student who obtains a
General Weighted Average of 97.01 - 100.

May Dakilang Papuri (Magna Cum Laude) is
awarded to a student who obtains a General
Weighted Average of 94.01 - 97.

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May Papuri (Cum Laude) is awarded to a
student who obtains a General Weighted
Average of 92 - 94.

2. Has not obtained a grade below 80 in any academic
and non-academic subjects. The “no rounding-off”
rule applies.

3. Has been a regular student from the first year up to
the last semester of 4th/5th year in the University.

4. Has completed the required number of units in
Physical Education (PE) and National Service
Training Program (NSTP) within the first two
years of residency in the University.

5. Has no incurred and incomplete grade (INC).
6. Has not shifted from one course to another.
7. Has not filed for leave of absence (LOA).
8. Has not filed for a Change of Grade (COG),

regardless of nature.
9. Has not incurred a Dropped Unofficial (DU) or
Dropped Official (DO) status.
10. Has not been charged with any of the grave
offenses categorized in the University Student Manual.
11. Has not been charged with any civil or criminal
case in courts.

RECOGNITION DAY
The following awards are given to qualified

students during Recognition Day:

NILAD AWARD or Outstanding Student by
College is conferred upon graduating students with three
(3) consecutive years of residency along with outstanding
academic performance, leadership, character, and
community-based activities.

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MAHARLIKA AWARD or Outstanding University
Student is awarded to a student who has achieved
outstanding academic performance and has shown
effective leadership inside and outside the University. The
awardee must have received the highest point from
among the Nilad Awardees.

SPECIAL AWARDS are given to students for their
exemplary performance in the different specialized fields
such as College Achievers, Athlete of the Year (male
and female) and University service awards.

Part IV: Student Services

A. OFFICE OF THE STUDENT AFFAIRS

The Office of the Student Affairs (OSA) is a
communication channel which assesses and communicates the
needs of the students to the University officials. Likewise, it is an
administrative support office that deals with the implementation
of student-related policies, programs, rules and regulations of
the University.

B. OFFICE OF THE REGISTRAR

The Office of the Registrar manages scholastic records of
the students, performs curricular consultation with the colleges,
issues diplomas, certifications, transcripts of records, certificates
of honorable dismissal and other University documents.

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C. LIBRARY

The University Library formulates and implements
library rules and regulations subject to the approval of the
President. It looks after the development and use of modern
library and information exchange technologies. It functions as
the conduit of the deans, faculty, and heads of specialized centers
in forwarding their recommendations for the acquisition of
books, periodicals, publications and other needed educational
materials to the President.

D. OFFICIAL STUDENT PUBLICATION

The La Universidad is the official student publication of
UDM. Publications are used as tools to establish and maintain
free responsible discussion and intellectual exploration. As a
vehicle for free expression in an academic community, the La
Universidad is granted sufficient editorial freedom.

E. ATHLETICS AND CULTURAL ENGAGEMENT DIVISION

The Office is responsible for the administration,
development, and implementation of competitive sports
programs of the university. The primary focus of this office is to
manage the intramural and extramural sports programs and
Club Sports activities.

F. GENDER SENSITIVITY OFFICE

The Gender Sensitivity Office creates awareness of the
needs, aspirations and abilities of students. It also inculcates the

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importance of gender sensitivity in educational settings. Gender
sensitivity means respect for an individual irrespective of gender.

G. MEDICAL AND DENTAL CLINIC

The Medical and Dental Clinic is a healthcare facility that
delivers health services and implements the health programs of
the University. It encourages the personal health maintenance of
the members of the campus community and assures adequate
medical care and rehabilitation of the ill and the injured.

H. CAMPUS MINISTRY

The Campus Ministry is an extension service of the many
ministries of the Archdiocese of Manila. It provides care,
spiritual nurturance and moral development to the students and
other members of the campus community. The campus
ministry’s aim is societal transformation. The vision of the
campus ministry is to form “a faith community of prophetic
servant leaders and young witnesses of the gospel values”.

I. SCHOOL CANTEENS

The school Canteen serves meals and snacks at affordable
prices.

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J. GUIDANCE AND TESTING OFFICE

The Guidance and Testing Office provides all aspects of
guidance and counselling services. It also facilitates relevant
counsellor training programs and participates in policy making
activities concerning student welfare and interests.

K. SECURITY DEPARTMENT

The University and Security Department preserves and
maintains security, stability, peace and order in and around the
university.

L. LEGAL AID OFFICE

The Legal Aid Office provides free legal assistance to
currently-enrolled students. The legal aid office is administered
by the College of Law in accordance with LEB guidelines. It
serves as a venue for law professors to supervise fourth year law
students in handling cases of indigent Manileños for free.

M. ALUMNI AFFAIRS OFFICE

The Alumni Affairs Office (AAO) establishes and
enhances a continuing and fruitful relationship between the
University and its alumni. Its objectives are to maintain and
develop a comprehensive data base through alumni portal;
identify and expand the benefits of the alumni; create projects
together with the Alumni Association Office Inc. To enhance
target alumni groups, and to institutionalize a mechanism for
alumni recognition.

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There is a Placement Office attached to the AAO with the
following objectives:
1. To build and maintain dynamic relations with alumni

groups, industrial partners and prospective employers;
2. To provide services and assistance to UDM graduates in

finding employment opportunities;
3. To coordinate with the Guidance and Testing Office in the

conduct of an annual job fair and relevant seminars for
graduating students;
4. To assist prospective employers in the recruitment of
UDM alumni;
5. To maintain a career resource center through alumni
portal and a bulletin board inside the University for
posting of various job openings and trainings for
employment, and
6. To coordinate with the Public Employment Service Office
(PESO) and the Department of Labor and Employment
(DOLE).

N. INSURANCE OFFICE

The Insurance Office assists students in evaluating
situations relating to insurance and risk concerns.

O. UNIVERSITY RESEARCH CENTER

The University Research Center (URC) helps enhance
students’ capacity in multidisciplinary research by coordinating
with the various colleges regarding the wide range of research
agenda. The URC responds to the research needs of the City of
Manila to support the unique bio-geophysical and cultural
character of the city toward its dynamic and inclusive
development.

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Part V: The Field Study and Practice Teaching

Overview

The Teacher Internship Program aims to provide students
with an opportunity to complement their formal learning with
practical knowledge, skills and desirable attitude to the teaching
profession. The College of Education is constantly seeking to
improve the quality of practice teaching experience of student
teacher candidate.

Pursuant to CMO No. 104 Series of 2017 also known as the
Revised Guidelines for Student Internship Program in the
Philippines (SIPP) For All Programs, the goal of field study and
practice teaching is to provide experiential learning so that teacher
candidate develops the professional disposition necessary to
demonstrate positive impact on K-12 students’ learning and
development.

Objectives

The practice teaching and field study experience is a
collaborative partnership between the College of Education of
Universidad De Manila and the cooperating schools from the
Department of Education. Each assumes certain responsibilities,
performs specific function, and accrues benefits as a result of its
involvement. The practice teaching and field study experience is
guided by a set of goals and objectives.

1. to provide students with opportunities to practice theories,
concepts and philosophies developed and/or acquired
through classroom experience;

2. to provide students with opportunities to enhance skills and
competencies in leadership, supervision, administration, and
consultation necessary for satisfactory job performance;

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3. to provide students with appropriate environments necessary
for experiential learning through different learning modalities
and approaches and work-related procedures.

4. to provide students with opportunities to evaluate their own
skills in establishing positive interpersonal relationships and
in achieving personal fulfillment and growth;

5. to provide both academic institutions with mutual
opportunities to evaluate students in terms of their
appropriateness and relevance of the curricula.

Requirements

1. A Memorandum of Agreement and Guidelines specifically
outlining the role and responsibilities of all concerned parties,
training plan, learning objectives and method of evaluation
between the cooperating school and the College of Education

2. A letter of endorsement from the Dean of College of Education
3. A waiver of Consent duly signed by the parent/guardian

Placement Procedure

The field study and practice teaching candidate will be
assigned to a supervising instructor which will be chosen from full-
time faculty members of the College of Education. The objectives,
evaluation criteria, and requirements for the course will be presented
and discussed by the supervising instructor during the first week of
the semester.

1. The candidate for practice teaching should be evaluated
for academic deficiency. The candidate should not have
more than 18 units of deficiency comprising the whole
academic year to qualify for deployment. The candidate is
responsible in informing their parent/guardian in case
they did not qualify for the practice teaching.

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2. The Memorandum of Agreement and the endorsement
letter from the Department of Education containing the
names of the practice teaching and field study candidate
must be sent to the cooperating schools before the
commencement of practice teaching and field study. The
details of the practice teaching and field study must be
discussed with the Principal or Officer in Charge/Officer
of the Day of the cooperating school.

3. The proximity of the practice teaching candidate to the
cooperating school assignment should be determined and
considered before the endorsement. Request for transfer
of cooperating school without valid reason is generally
denied.

4. The supervising instructor accompanies the practice
teaching and field study candidate to the cooperating
school on the initial visit/first day of deployment.

Currently the College of Education has Memorandums of
Agreement and places candidates within the following Cooperating
Schools:

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Partner Schools

District 1 District 2

Dr. Juan G. Nolasco High School Lakan Dula High School
Gregorio Perfecto High School Jose P. Laurel High School
Tondo High School Pres. Sergio Osmeña High School
A. J. Villegas Vocational High School Manuel L. Quezon High School
Timoteo Paez Integrated School Florentino Torres High School
Felipe G. Calderon High School

District 3 District 4

Doña Teodora Alonzo High School Esteban Abada High School
Cayetano Arellano High School Ramon Magsaysay High School
Ramon Avanceña High School Claro M. Recto High School
Jose Abad Santos High School Manuel G. Araullo High School
Raja Soliman Science and Technology
High School

District 5 District 6

Manuel A. Roxas High School Victorino Mapa High School
Manila High School Mariano Marcos Memorial High
Manila Science High School School
Ignacio Villamor High School Elpidio Quirino High School
Pres. Corazon C. Aquino High School Carlos P. Garcia High School

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Roles and Responsibilities

Responsibility of the Practice Teaching and Field Study
Coordinator

The practice teaching and field study coordinator is responsible for
the following:

1. Plan with the College Dean and Associate Dean in making
field placements.

2. Keep records of placements, Cooperating Teachers,
Cooperating Schools and evaluation materials.

3. Plan with Supervising instructors the appropriate objectives
for the practice teaching and field study experiences.

4. Coordinate evaluation procedures for the practice teaching
and field study experiences.

Responsibilities of Supervising Instructor

The supervising instructor is responsible for the following:

1. The supervising instructor is credited with 6 units for the
practice teaching and 3 units for field study.

2. Communicate with the Cooperating Teacher/Cooperating
School concerning the course requirements and expectations
for the candidate.

3. Provide constructive feedback to the Practice Teaching
Candidate after the school visits.

4. Discuss the practice teaching experiences with the
Cooperating Teacher if appropriate.

5. Serve as a liaison between the Cooperating School and the
UDM College of Education

6. Guide the practice teaching candidate on final teaching
demonstration requirements and procedures.

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7. Work with the Cooperating Teacher in completing the
evaluation during the final teaching demonstration.

8. Ensure that all candidates have completed their final teaching
demonstration, submitted narration of their experiences
outputs and assigned final course grades upon completion of
field experience.

Responsibilities of Practice Teaching and Field Study
Candidate

The practice teaching and field study candidate is responsible for the
following:

1. Research directions to the placement site in advance.
2. Report to the Cooperating School/Cooperating Teacher 10-15

minutes prior to the assigned time and on the date provided
on the placement assignment.
3. Always report to the assigned department when first arriving
at the Cooperating School.
4. Abide by school rules, dress codes, and general procedures of
the Cooperating School.
5. Complete all assigned observations/research/activities in a
timely manner.
6. Reflect upon practice teaching experiences in a professional
manner.
7. Submit appropriate documentation, evaluation forms,
narrative of practice teaching experiences and other
requirements to the Supervising Instructor.

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Responsibility of the Cooperating Teacher and
Cooperating Principal

The Cooperating Principal – The cooperating principal is responsible
for the following:

1. The Cooperating School Principal work as a professional team
member with the Supervising Instructor and the Cooperating
Teacher to ensure a successful field experience.

2. Assist the Cooperating Teacher in providing an open and well-
balanced learning and teaching experience for the practice
teaching candidate.

3. Arrange with members of the Cooperating School a schedule
of field experiences in other subject areas during the term, if
appropriate.

The Cooperating Teacher – The cooperating teacher is responsible
for the following:

1. Provide the field candidate with appropriate time and space
to accomplish the required objectives of the experience.

2. Assist the Practice Teaching Candidate with information that
will lead to success in the classroom.

3. Provide the Practice Teaching Candidate with feedback on
progress and skills developed.

4. Provide the Practice Teaching Candidate with information
about students, time schedules, and daily class routines.

5. Assist the Supervising instructor with evaluation procedures.

Monitoring and Evaluation

To ensure a successful practice teaching experience, the
practice teaching candidates will be monitored and evaluated.

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Monthly Journal/Report

The practice teaching candidates is required submit a monthly
journal duly noted by the cooperating teacher. The monthly journal
contains the candidate’s observations, learning and reflection
relative to his actual classroom experiences. The candidates’ daily
attendance monitoring and tardiness must also be reflected.

The report will help ensure that the Cooperating School and
the UDM- College of Education are updated on the practice teaching
experiences and assess whether it is congruent with the agreed
training plan and learning objectives.
Teaching Demonstration and End-of-Term Narrative
Reports

The practice teaching candidate will be evaluated by the
cooperating teacher, the supervising instructor and other teachers
present during the candidate’s final teaching demonstration. The
result will be consolidated and synthesized by the supervising
instructor who will provide feedbacks to the candidate.

The practice teaching candidate will also be evaluated from
his narrative report. The report may use as requirements by the
cooperating teacher for the release of the Certificate of Completion.
The report may be used also as basis for the cooperating schools and
the UDM-College of Education in improving the practice teaching
programs and guidelines.

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Part VI. The Research College Format

Chapter 1 THE PROBLEM AND ITS BACKGROUND

A. Introduction
B. Background of the Study
C. Statement of the Problem
D. Hypothesis/Assumptions
E. Significance of the Study
F. Scope and Limitations

Chapter 2 RELATED LITERATURE AND STUDIES

A. Thematic Presentation of the Reviewed Literature and
Studies

B. Synthesis
C. Theoretical Framework
D. Conceptual Framework
E. Paradigm of the Study
F. Definition of Terms

Chapter 3 METHODOLOGY

A. Research Design
B. Research Locale
C. Respondents/Participants of the Study
D. Instrumentation
E. Validation and Reliability
F. Data Gathering Procedures
G. Statistical Analysis of Data/Data Analysis
H. Ethics Protocol

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Chapter 4 RESULTS AND DISCUSSION

A. Presentation
B. Analysis
C. Interpretation

Chapter 5 SUMMARY, CONCLUSIONS, AND
RECOMMENDATIONS

A. Summary of Findings
B. Conclusions
C. Recommendations

References
Appendices

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Part VII. The Curriculum

BACHELOR OF PHYSICAL EDUCATION (BPEd)
CHED MEMORANDUM ORDER NO. 80 SERIES. 2017

2022-2023 CURRICULUM CHECKLIST

FIRST YEAR

First Semester

Course Course Title Units Lec Pre- Grades
Code Requisite

GED101 Purposive 33
Communications

GED102 Mathematics in the 3 3
Modern world

GED103 Ethics 33

PED111 Philosophical 3 3
PED112 Foundations of Physical 3 3
PED113 Education and Sports 3 3

Anatomy and Physiology
of Human Movement

Principles Motor Control
and Learning of Exercise,
Sports and Dance

Physical Activities

PE101 towards Health and 2 2
Fitness 1 (Movement

Competency Training)

NST101 National Service 3 3
UID101 Training Program 1
1 1
University Identity 1: 24 24 GWA
Manila Studies

TOTAL

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BACHELOR OF PHYSICAL EDUCATION (BPEd)
2022-2023 CURRICULUM CHECKLIST

FIRST YEAR

Second Semester

Course Course Title Units Lec Pre- Grades
Code 3 3 Requisite
Science, Technology 3 3
GED104 and Society PED 111
RZL101 The Life and Works PED 112
of Rizal PED 113
PE101
MST103 People and the 3 3 NST101
Earth's Ecosystem

PED121 Swimming and 3 3
PED122 3 3
PED123 Aquatics 3 3

PE102 Physiology of 2 2

Exercises and
Physical Activity

Applied Motor

Control and
Learning of

Exercise, Sports and
Dance

Physical Activities

towards Health and
Fitness 2 (Exercise-

Based Fitness
Activities)

NST102 National Service 3 3
Training Program 2

University Identity 1 1
UID102 2: Ethics and 24 24 GWA

Integrity

TOTAL

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BACHELOR OF PHYSICAL EDUCATION (BPEd)
2022-2023 CURRICULUM CHECKLIST
SECOND YEAR

First Semester

Course Course Title Units Lec Pre- Grades
Code Requisite

GED105 The Contemporary 3 3
World

GED106 Understanding the Self 3 3

SSP101 The Entrepreneurial 3 3
EDN211 3 3
EDN212 Mind 3 3

The Child and
Adolescent Learners

and Learning
Principles

Technology for
Teaching and Learning

1

PED211 Philippine Traditional 3 3
Dances

Individual and Dual 3 3
PED212 Sports (Racket Sports,

Athletics, Martial Arts)

PED213 Movement Education 33

Physical Activities 2
PE103 towards Health and 2 PE102
UID103 1
Fitness 3 27 1
27 GWA
University Identity 3:
Quality and Excellence

TOTAL

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BACHELOR OF PHYSICAL EDUCATION (BPEd)
2022-2023 CURRICULUM CHECKLIST
SECOND YEAR

Second Semester

Course Course Title Units Lec Pre- Grades
Code Requisite

GED107 Art Appreciation 3 3
GED108 3 3
Readings in the Philippine 3 3
AHM101
History 3 3
EDN221
Philippine Popular
Culture

Facilitating Learner-
Centered Teaching

PED221 International Dance and 3 3
other Forms

PED222 Technology for Teaching 3 3
PED223 and Learning 2 3 3
PED224 3 3
Team Sports

(Soccer/Football,
Basketball, Volleyball,

Baseball, Softball, Non-
traditional: Ultimate,

Handball, Floorball

Philippine Traditional
Games and Sports

PE104 Physical Activity Towards 2 2 PE103
Health and Fitness 4

UID104 University Identity: Unity 1 1
and Collaboration

TOTAL 27 27 GWA

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