Matul Evaluation Manila

June 2012-November 2012

Areas Evaluated•Skills•Knowledge•Attitude formation•Spiritual Formation•Areas of strength•Areas for Improvements•Areas for Innovation

Methodology• Qualitative Research• Respondent Interviews of:• Senior Students• New Students• Alumni• Faculty• All interviews were tape recorded and

transcribed word-for –word• Data was analyzed based on the areas of the

evaluation

Overview• Culture: Strong community within Matul but

weak connection to ATS as a whole.• Focus: Clearer definition of transformation• Partnerships: More partnerships needed for

immersion and internships• Faculty Development: Stronger bond and

common direction need to be more developed• Structure: More claritiy of Matul ownership

Formation of Attitude and Spirituality• Transformed view of poverty and the poor• Spirituality moving from „doing“ to „being“• Developing Action-Reflection as a lifestyle• Discussion:

• Change of Attitude and Spirituality one of the main strength of the program• Need to integrate spirituality in all subjects and

the program as a whole

Knowledge• Integration of Theory and Practice• Undertanding Macro and micro issues related to

povery• Ability for critical analysis• Discussion: gaps in the areas of • participatory development (theories of change), • gender and development (also ideas of sexuality

and development), • human development, • project design and management

Skills• New perspective on holistic church planting• Listening skills• Starting micro saving groups• Dialogue skills in studying scripture• Gaps:• Community Organizing• How to develop partnerships• Fundraising

Curriculum• Interdisciplinary and complex• Curriculum seen as positive• Possibility to upgrade to MDivTUL• Discussion:• Review Program learning outcomes • Curriculum Review needed for integration

of class learning outcomes into program learning outcomes

Curriculum• Discussion ( continuation from previous slide)• Additional requested outcomes by studs and faculty:• participatory development (focus on practical skills and

action research), • gender and development (also ideas of sexuality and

development), • complexity theory, • human development, • project management, • organizational development, • transformational pedagogy,• a focus on conceptualizations of justice

Structure• Stronger Integration into ATS as a whole•Developing stronger organizational

clarity•More cross- enrollment form other

programs•Respecting Matul studs doing academic

work

Partnership with APU•Apu studs feel double load•Apu studs feel as not integrated into ATS•Problems with different academic

calendar•Problems with internet connections•Ambiguity in partnering roles as

emerging partnership

Community Immersion• Immersions as most significant learning

experiences• Disconnect of fieldsupervision to the rest of

the program• Difference of experience of students already

living and working in communities and those not

Recommendations for Immersion•Develop partnerships with organizations

and communities•Design meaningful internships•Create immersion experiences for

students not residing in communities•Research the best ways to facilitate

immersion

Faculty Community• Faculty grounded in theory and practice• Lack of community and sharing of ideas

caused by adjunct arrangement and other committments• Rec:• Create common space through internet

groups, retreats• Develop common framework for

transformation

Action Taken• Possible Partnership Communities identified• Students will stay at least 2-3 days/week in partenrcommunity

for 1 Semester• Planned workshop for all Matul faculty on Action-Reflection

Learning „Vella“ style• Stronger Research Focus by increasing TUL 670 „Thesis-

Research Project from 3 units to 6 units plus Action Research class• More regular faculty meeting and starting Matul faculty fb

group• Curriculum Review process started• Developing profile of envisioned Matul graduate according to

skills, knowledge, attitude and spirituality