Contents

5.0 TEACHING

The UP Charter of 2008 (Republic Act No. 9500) enshrines instruction (teaching) as one of the three core functions of the University – the other two being research and extension, and public service – with the specific expectation that UP “[as] the national university, a public and secular institution of higher learning, and a community of scholars dedicated to the search for truth and knowledge as well as the development of future leaders ... shall perform its unique and distinctive leadership in higher education and development.” [Rep. Act. No. 9500 (23 July 2007), Sec. 3] The faculty members who comprise UP’s community of scholars are thus expected to be able to integrate teaching, research, and extension work into the specific contours of their respective fields and disciplines.

Teaching goes beyond classroom instruction and includes thesis/dissertation advising, mentoring, supervising students in various academic field activities, and degree program/registration advising.

  • 5.1 TEACHING AND THE DEGREE PROGRAMS OF THE ACADEMIC UNIT

    As the national university, UP is expected to set the academic standards and initiate innovations in teaching. [Rep. Act No. 9500 (23 July 2007), Sec. 3a] Towards this end, the University maintains the highest standards in the design of its degree program curricula and the content of its courses. Similarly, the University commits to hiring “only faculty with the necessary advanced degrees so that the mark of excellence can go beyond the faculty’s degree profile and into the more substantive elements of academic life.” [OVPAA-UP (2004), In Support of a Culture of Scholarship and Excellence: Faculty Development, Grants, and Awards, p. 2] But it is not only their academic background and qualifications that teachers should bring into the classroom; they should also carry the commitment to teach in a manner consistent with the objectives of their unit’s degree programs. Faculty members should thus align their course syllabi and teaching approaches with the intent and content of the degree program curriculum.

    • 5.1.1 Curriculum and Syllabus

      A degree program curriculum specifies the courses that a student should take, and the corresponding unit credits that they should complete, towards earning a particular degree. The curriculum also indicates unit credits, course prerequisites, and the students’ study plan per semester.

      Colleges/Units are responsible for designing, reviewing, and updating their degree program curricula, subject to endorsement of the University Council and compliance with University policies governing curricular initiatives. [Rep. Act No. 9500 (23 July 2007), Sec. 17] Colleges/Units must constantly endeavor to keep their curricular offerings updated, relevant and responsive to changing societal needs and contexts. In designing their degree program curricula, colleges/units are also exhorted to consider the University’s mandate of maintaining centers of excellence in different disciplines and professions and serving as a regional and global university. [Rep. Act No. 9500, Secs. 3a & 3g] Finally, curriculum design must align with the University’s vision of molding “Tatak UP” students [UP Diliman GE Conference (2014); UP GE Task Force (2016), A Framework for General Education in the University of the Philippines in the 21st Century] who will eventually assume leadership of the country.

      A course is “a collection of topics that form a coherent whole, intended to be taught by a faculty member within a specific number of hours within a semester. The breadth and depth of topics is designed to fill the mandated number of hours, spread out over 16 weeks of a semester.” [284th UP Diliman University Council Meeting (30 July 1984)]

      A course syllabus should be prepared, which indicates the course’s (1) number, title, and description as these are specified in the official degree program curriculum, (2) learning objectives, (3) timetable, i.e., the activities per session, (4) methodology, (5) requirements and grading system, (6) reference materials, and (7) policies and guidelines for the students’ compliance. Activities taking place outside the classroom (i.e., academic field activities), if any, should be clearly specified. [UP Diliman Office of the Vice Chancellor for Academic Affairs (OVCAA) Memorandum No. OVCAA-BMP 16-205 (08 August 2016)]

      It is expected that faculty members will do their utmost to fulfill the learning objectives of each course that they teach. They will endeavor to follow the syllabus whilst exercising the flexibility necessary to maximize student learning. They will give examinations and administer other means of evaluating students’ performance consistent with the course design outlined in the syllabus.

      The syllabus should be given to the students at the beginning of the semester/term. Additionally, faculty members should provide their department/institute and their unit library with a copy of all their course syllabi every semester.

      The Student Evaluation of Teaching (SET) instrument affirms the importance of the course syllabus. Questions about its availability and the class’ adherence to its contents and timetable can be found in the SET.

    • 5.1.2 Pedagogy and Teaching-Learning Strategies

      The University subscribes to a learner-centered teaching framework operationalized through a variety of interactive teaching-learning approaches. In line with this, the University recognizes the teaching-learning potentials of numerous pedagogical applications of new technologies. [1173rd UP BOR Meeting (31 September 2003)]

      UP Diliman (UPD) has several programs and services aimed at enhancing the faculty’s teaching effectiveness and their competence in using education technologies in aid of teaching and learning. These programs and services are spearheaded by the Office of the Vice-Chancellor for Academic Affairs (OVCAA) and its attached offices.

      • 5.1.2.1 Teaching Effectiveness

        The OVCAA’s Office for the Advancement of Teaching (OAT Diliman) is mainly responsible for designing and conducting teaching effectiveness programs in UPD. Newly hired faculty members are strongly encouraged to attend and participate in the one-week Teaching Effectiveness Course (TEC) conducted, at the minimum, twice a year.

        For more senior faculty members wishing to update their teaching strategies, the one-day seminar-workshops being offered under the University Teaching Program (UTP) might be useful. Each seminar-workshop focuses on a specific teaching-learning concern such as syllabus construction, dealing with students with special needs, mentoring strategies, effective use of various teaching aids, etc. One UTP seminar-workshop is held every quarter. The OAT identifies the specific focus of each seminar-workshop in consultation with colleges/units.

        Initiatives related to enhancing the teaching of General Education (GE) courses and the National Service Training Program (NSTP) modules are handled by the GE Center and NSTP office, respectively. Meanwhile, to ensure that teachers plan and implement their out-of-classroom activities in a manner that is aligned with the course’s learning objectives and University policies, the Office of Field Activities (OFA) provides orientation on and assistance in the conduct of academic field activities.

      • 5.1.2.2 Education Technology

        Faculty members are enjoined to tap various types of education technology to facilitate and enhance learning and teaching within and outside the classroom. On hand to assist them in this undertaking are the Interactive Learning Center (ILC) Diliman and the University Library.

        ILC Diliman maintains the University Virtual Learning Environment (UVLE) and other applications and online platforms for teaching and learning. The office also conducts seminar-workshops, some of them in collaboration with the OAT and/or the University Library, on the use/application of various education technologies.

        The University Library, meanwhile, hosts learning spaces that could be used for some class activities. The Library also conducts, upon request, orientation sessions for students regarding policies and procedures for accessing Library resources, research literacy, and avoiding plagiarism.

  • 5.2 TEACHING GUIDELINES

    In the performance of their duties, faculty members enjoy academic freedom (See Chapter 1, Section 1.2.1). While academic freedom gives the faculty members the right to teach the subject of their specializations according to their best lights, freedom in the choice of subjects for research and investigation, and to hold and to express ideas they believe to be right, faculty members are expected to perform their duties as prescribed by University rules and regulations.

    This section presents the rules and regulations governing the faculty in their disposition of their teaching duties. Rules and regulations concerning the faculty’s other roles – i.e., undertaking research and creative work, holding administrative positions, engaging in consultancy and extension work, and pursuing personal development through studies or sabbatical – are discussed elsewhere in this Manual.

    • 5.2.1 Attendance in Classes

      Faculty members are expected to meet their classes as scheduled during the semester/term. Vacation leaves may be taken only during the regular vacation periods of the University. [The Revised Code of the University of the Philippines (1961), Art. 225]

      A faculty member may, however, be allowed to go on special detail to attend conferences, seminars, and the like, or serve as consultant or resource person, during a semester if the total amount of class missed is not more than twenty percent (20%) of the time for each course being handled during that semester.

      The faculty member must make up for the days missed, either prior to the trip or immediately upon return. The arrangement should be with mutual agreement with the students. If another faculty member is requested to handle the class, a written conformé to this effect should accompany the application for travel or leave.

      The Department Chair and unit head or Dean, should see to it that the arrangement for substitute teachers or make up classes are complied with to ensure that the students are not short-changed. [UP Diliman Executive Committee Meeting (14 August 1993)]

      As much as possible, local and international travels should not be scheduled during registration days, the first two (2) weeks of classes, and final examination days. [UP Diliman University Council Meeting (21 July 2004); Office of the Chancellor Memorandum No. ERR 04-064 (28 May 2004)]

      Faculty members with administrative load should limit the duration of their special detail to not more than fifteen (15) working days (consecutive or cumulative) per semester. [UP Diliman University Council Meeting (21 July 2004); Office of the Chancellor Memorandum No. ERR 04-064 (28 May 2004)]

      (See section on Leave Privileges in Chapter 16: Benefits and Chapter 17: Special Detail and Travel Authority for grant of request for leave of absence with or without pay.)

    • 5.2.2 Consultation Hours

      Each member of the faculty should be available for consultation for at least ten (10) hours a week during regular office hours. The Dean or Director, in consultation with the faculty member, determines these hours at the beginning of every semester or term. [The Revised Code of the University of the Philippines (1961), Art. 221]

      Whenever the class schedule of a student conflicts with the faculty member’s consultation schedule, a special time for consultation is to be arranged by the faculty member with the approval of the Dean or Director. [The Revised Code of the University of the Philippines (1961), Art. 222]

    • 5.2.3 Grades and Class Records

      • 5.2.3.1 Submission of Grades

        Every faculty member is expected to submit the report of grades as soon as possible after the final examination at the end of each semester or term. A period of five (5) days is ordinarily allowed for each section for the grading of papers and the preparation of the report of grades. In case a faculty member handles several sections and the interval between examinations is less than five (5) days, the submission of the report of grades for the various sections ought to be at the rate of one (1) report at the end of every five-day period after each examination. All reports of grades must be submitted not later than seven (7) days after the last day of the examination period. In justifiable cases, deviation from the above rules may be authorized by the Chancellor. [The Revised Code of the University of the Philippines (1961), Art. 372]

        University rules provide for penalties for faculty members who fail to submit grades within the prescribed period. Specifically, submission of grades on time is one of the criteria for tenure. [OVPAA-UP (2004), Shaping Our Institutional Future: A Statement of Faculty Tenure, Rank and Promotion] Some colleges/units use timely submission of grades as one criterion for faculty eligibility for merit promotion.

      • 5.2.3.2 Keeping of Class Records

        Faculty members are required to keep class records for five (5) years after teaching the course and surrender these records to their Department Chair or Institute Director in the event of leave of absence, sabbatical, or separation from the University within said time. Class records are defined as grade sheets (signed hard copy) and record books. [1161st UP BOR Meeting (25 July 2002)]

    • 5.2.4 Registration Duties

      The faculty’s presence during the registration period is underscored in several University policies.

    • 5.2.5 Teaching beyond the Classroom (Academic Field Activities and Other Out-of-Classroom Activities)

      Currently, colleges and units have their respective guidelines for conducting academic field activities (AFAs). Colleges and units that do not yet have such guidelines should seek assistance from the OVCAA’s Office of Field Activities (OFA) for the formulation of their own AFA guidelines.

      • 5.2.5.1 AFA guidelines

        All colleges and units, regardless of whether they have their own AFA guidelines, must comply with the following University guidelines on AFAs:

        5.2.5.1.1

        The AFAs must be clearly indicated in the course syllabus. AFAs should be linked to the learning objectives of the course.

        5.2.5.1.2

        The faculty member concerned should file a request for permission to conduct the AFA, addressed to the Dean or Head of Unit. The request must include (a) a description of the activities to be undertaken, (b) the objectives of such activities, (c) the inclusive dates of the AFA, and (d) the provisions to ensure the safety and security of the students.

        5.2.5.1.3

        Unless the AFA has been pre-approved by the University as a requirement of the course or the degree program, student participation in the activity is optional. Alternative activities should be provided to students who opt not to join the AFA.

        5.2.5.1.4

        The proper permissions and waivers/participation agreements must be obtained prior to the AFAs.

        5.2.5.1.5

        For short-term AFAs, the teachers should accompany the students. For long-term (semestral) AFAs, the teachers should see to it that the students are properly endorsed to their host communities/institutions. Teachers should also conduct periodic monitoring of the students’ progress in their AFAs.

        5.2.5.1.6

        Insurance coverage should be provided to the students.

    • 5.2.6 Inviting Outside Lecturers

      Faculty members may invite an expert who is not officially connected with the University to give a lecture or talk before their class or group of students, to supplement or enrich the course/discussion. The total number of lecture hours cannot exceed nine (9) hours in each semester. The faculty member must be present in all the lectures.

      • 5.2.6.1 Obtaining consent for inviting outside lecturers

        Inviting outside lecturers must have the approval of the University.

        5.2.6.1.1

        The faculty member must obtain the consent of:

        (a)

        		 The Department Chair or Institute Director, when the lectures by outside experts total four and a half (4½) hours or less in a given semester or

        (b)

        		 The Dean, when the lectures total more than four and a half hours (4½) up to nine (9) hours

        5.2.6.1.2

        If the faculty member concerned is the Department Chair, Institute Director or Dean, consent of the next higher official must be obtained.

        5.2.6.1.3

        This rule does not apply to cases where, under a memorandum of agreement, part of the course is to be taught by a visiting professor.

        5.2.6.1.4

        Violation of this rule subjects the faculty member concerned to disciplinary action.

        [The Revised Code of the University of the Philippines (1961), Art. 261, as amended at the 1159th UP BOR Meeting (21 March 2002)]

    • 5.2.7 Feedback from Student Evaluation of Teaching Effectiveness (SET U.P.)

      Individual faculty members may use the SET results as basis for modifying their teaching for better student learning.

      The SET is a measure of teaching effectiveness from the perspective of students and is best used with other information related to teaching performance. The instrument has 15 items using a 5-point Likert scale from 1.0 (lowest) to 5.0 (highest), with 3.0 indicating a moderate (not neutral) value. Items are equally weighted, and a “not applicable” option is included. The ratings reflect the student’s reported frequency of specific teaching behaviors to provide a quantifiable and relatively objective measure of teaching effectiveness.

      The SET can provide the following data:

      • The mean item rating = the average rating for each item per class based on the sum of all student ratings for that item divided by number of students who rated.
      • The mean class rating = the average rating for each class based on the sum of all 15 item ratings divided by 15.
      • Minimum mean value = 1.00 (very low); Maximum mean value = 5.00 (very high)
      • Sample size for a class must be adequate for mean ratings to be meaningful.

      There are also 2 open-ended items for students’ comments on:

      • teacher’s behaviors that help student learning; and
      • teacher’s behaviors that need changes for better learning

      • 5.2.7.1 SET Administration

        Students accomplish the SET online, via the Computerized Registration System (CRS) platform. The SET is administered within the 4 weeks before the end of classes of the semester, the last two weeks of classes of the trimester, and the last week of classes of the Midyear Term.

      • 5.2.7.2 Release of SET results

        Student ratings are made available to faculty within 2 weeks after grade submission. Apart from the faculty, the Dean, College Secretary, and Department Chair have access to the individual SET results of the faculty. The Director of the Office for the Advancement of Teaching (OAT) and the Chancellor can also access the SET results of all UPD faculty.

        The Department Chair/Institute Director should discuss the SET results with the faculty concerned, paying attention to areas where the faculty might need assistance to improve teaching performance.

      • 5.2.7.3 Use of SET Results

        There are two important uses of the SET:

        5.2.7.3.1 Developmental Feedback. Student ratings of teaching effectiveness are good sources of information to help improve teaching. The purpose of developmental feedback that comes from the perspective of students is to improve teaching for better learning experiences and outcomes, not to evaluate teacher quality (i.e., the extent of knowledge and/or disciplinal expertise of the teacher).
        5.2.7.3.2 Decision-Making. In line with the value for academic excellence, academic units rely on a summative evaluation of teaching performance as a basis for making decisions on renewals, tenure, promotions, and awards, or even decisions such as faculty course assignments. Adding students’ perspectives on teaching effectiveness to the evaluation contributes to a more holistic and multidimensional view of teaching.

        [OVPAA Memorandum No. 2021-128 Updated Primer and Guidelines for the 2020 Student Evaluation of Teaching Effectiveness of the University of the Philippines (SET U.P.) (04 October 2021)]

    • 5.2.8 Mentoring Junior Teaching Faculty

      Senior faculty members are expected to engage in mentoring activities for junior faculty members, as a means to help the latter hone their teaching skills and research/creative work competencies. [OVPAA-UP (2004), Shaping Our Institutional Future: A Statement on Faculty Tenure, Rank and Promotion] Colleges and units are enjoined to institute formal mentoring programs to ensure that mentoring initiatives are sustained. [Rep. Act No. 9500 (23 July 2007), Sec. 6]

    • 5.2.9 Teaching in Other Academic Institutions

      As a public service university, UP is expected to provide scholarly and technical assistance to the government, the private sector, and civil society. [Rep. Act No. 9500, Sec. 3d] Teaching in other academic institutions is one such form of public service. Faculty members may be granted permission to teach in other universities/schools provided the policies governing this assignment (see Chapter 8 for these policies) are fully complied with.

    • 5.2.10 Computation of Teaching Load

      This section covers several of the considerations in computing teaching load. [1048th UP BOR Meeting (26 March 1992); Office of the President Memorandum No. 92-40 (21 July 1992); 1091st UP BOR Meeting (24 October 1995); Office of the President Memorandum No. FN-04-08 (09 March 2004); UP Diliman Executive Committee Meeting (28 May 2004)]

      Guidelines and policies regarding the regular load of faculty members are discussed in Chapter 4.

      • 5.2.10.1 Undergraduate Classes

        In general, an undergraduate class is opened when there are at least ten (10) students. Any exception to this rule must have the approval of the Chancellor on or before the last day of registration. While small classes might be best for academic reasons, the reality of budget constraints dictate that as much as possible small classes should be avoided or offered only once a year.

        In the computation of teaching load, at least sixteen (16) hours, evenly distributed throughout the term, devoted to lecture, discussion, or recitation, or to any combination of these, or at least thirty-two (32) hours supervision of laboratory work, field work, or related student activity, is credited as one (1) unit of teaching load. In exceptional cases, the President or Chancellor, in their discretion, may consider at least twenty-hour (24) hours of laboratory or similar work as the equivalent of one (1) unit of teaching load.

        A faculty member who combines, merges, or meets two or more sections as one (1) class is credited for teaching one (1) section only.

        Thesis advising is not given any teaching load credit but is given honorarium in accordance with University rules and regulations. [Office of the President Memorandum No. 92-40 (21 July 1992)]

      • 5.2.10.2 Teaching Load Credit

        The teaching load credit of a faculty per semester/term is the sum of the teaching units of all the courses being taught. It is based on teaching units and not on course credit.

         Course credit (CC) is based on the number of contact class hours per week, for example a 3-hour/week lecture class has three (3) units of course credit. Teaching units (TU) refer to the course credit multiplied by a number that is determined by class size, course category (whether GE or non-GE) and course level (undergraduate or graduate).

        The regular teaching load of twelve (12) units is reckoned using course credit. For example, a faculty member has to teach four (4) courses with 3-unit course credit each to satisfy the required 12-unit regular teaching load or three (3) courses, each with 4-units of course credit.

      • 5.2.10.3 Large Classes

        If a faculty member handles a large class (i.e., more than forty (40) students), s/he is entitled to a credit load multiplier determined as follows:


        where: N = actual number of students in the class,  41  N  160 

        The teaching unit (TU) for a large class is computed as follows:

        where: TU = teaching unit and CC = course credit

        Hence, for a subject with a course credit of three (3) units and with one hundred (100) students, the teaching units will be:

        The maximum large class multiplier is 2.00 and it is attained when class size reaches one hundred sixty (160) students. It is deemed non-optimal for a faculty member to have more than this number of students.

        The multiplier is used for claiming overload or summer teaching honoraria.

      • 5.2.10.4 General Education (GE) Classes

        GE classes with at least twenty-five (25) students are given a credit load multiplier of 1.33. Thus, faculty members handling GE courses with at least twenty-five (25) students are credited with a teaching unit equal to 1.33 times the GE course credit. However, this 1.33 GE multiplier is NOT to be used for complying with the required 12-unit teaching load per semester. The multiplier is used only for claiming overload or summer teaching honoraria.

        The distinction is important to avoid unduly reducing the teaching capacity of colleges handling GE courses. The aim of the 1.33 multiplier is not to reduce the teaching loads of GE teachers but to increase their compensation.

        For example, a GE teacher meets the 12-unit normal teaching load per semester by teaching four (4) courses, each with 3-units of course credit. If one (1) of the four (4) courses is a GE subject, then with the use of the GE multiplier (1.33), the faculty member gets additional compensation. However, the multiplier cannot and should not be used as a basis for reducing the faculty load, say, from four (4) courses, each with 3-course credit units, to three (3) GE courses.

        When a GE class has more than forty (40) students, then the GE and large class multipliers are applied in computing the teaching units for the faculty member. For example, the teaching units of a faculty member teaching a Natural Science 1 (with a course credit of three (3) units) class with one hundred (100) students) is computed as follows:

      • 5.2.10.5 Physical Education (PE) Classes

        The normal faculty teaching load in the College of Human Kinetics is twelve (12) units, as in other units of the University.

        Practical (activity) PE courses for college students are treated as laboratory courses. As such, one and one-half (1½) hours of practical PE class per week or twenty-four (24) hours a semester of sixteen (16) weeks, is equivalent to one (1) unit. 

        Theoretical PE courses for college students are considered lecture classes. As such, one (1) hour of class per week or sixteen (16) hours a semester is equivalent to one (1) unit. [Office of General Services Memorandum (05 December 1974)]
         

      • 5.2.10.6 Graduate Classes

        In general, a graduate class is opened when there are at least five (5) students. Any exception to this rule must have the approval of the Chancellor on or before the last day of registration.

        Request for waiver of the class size requirement is not granted if the graduate course is a Special Topics course. [UP Diliman Executive Committee Meeting (28 May 2004)]

        If the offering of a graduate course with less than five (5) students cannot be postponed or avoided, the teaching load credit for the teacher equals the course credit; that is, there is no credit load multiplier. There is NO exception to this rule. [Office of the President Memorandum No. 92-40 (21 July 1992)]

        If a graduate class has five to nine (5-9) students, the teaching units are 1.25 times that of the course credit. If a graduate class has ten (10) or more students, the teaching units are 1.50 times that of the course credit. [Office of the President Memorandum No. 92-40 (21 July 1992)]

        In all cases, it is understood that only officially registered graduate students, fully paid as of the last day of late registration, shall be counted. Auditors or sit-ins are not counted. [Office of the President Memorandum No. 92-40 (21 July 1992)]

        A faculty member who combines, merges, or meets two (2) or more sections as one (1) class is credited for teaching one (1) section only. [Office of the President Memorandum No. 92-40 (21 July 1992)]

        Thesis advising is not given any teaching load credit but is given honorarium in accordance with University rules and regulations. [Office of the President Memorandum No. 92-40 (21 July 1992)]

        The graduate class credit load multiplier is counted when reckoning the total load credit of the faculty. Multipliers for GE classes and others, however, are not counted as part of the total load. Graduate classes entail more specialized and in-depth preparation on the part of the faculty. [Office of the President Memorandum No. FN-04-08 (09 March 2004)]

    • 5.2.11 Pre-collegiate Classes

      These are given nine-tenths (9/10) the credit of undergraduate classes.

    • 5.2.12 Overload

      The University discourages overload teaching by its faculty members. High quality student and faculty performance are best assured when faculty members take on combined teaching, research or creative work, community extension, administration, and study load within the normal load of twenty-four (24) units per academic year or twelve (12) units per semester. To protect faculty members from being assigned too much teaching and/or to prevent them from voluntarily taking on too much teaching, to the detriment of teaching efficiency and effectiveness, there are limits on the overload and summer teaching which is compensated with honoraria. There are limits per semester/trimester/midyear term.

      Faculty members may be given administrative load credit (ALC) for administrative duties and/or research/creative work load credit (RLC/CWLC) for research/creative work. A faculty member who has a teaching load and, at the same time, ALC and/or RLC/CWLC, may, in certain meritorious cases, be entitled to an overload teaching honorarium if the total load is beyond the normal twelve (12) units per semester. However, the maximum combined sum of ALC and RLC/CWLC is considered as twelve (12) units, even if the actual sum is more than twelve (12). 

      [Office of the President Memorandum No. 92-40 (21 July 1992); 1091st UP BOR Meeting (24 October 1995); UP Diliman Executive Committee Meetings on 20 July 2005, 12 September 2011, 10 October 2011, and 14 November 2011]

    • 5.2.13 The Teaching Associates/Teaching Fellows Program

      The Teaching Fellows and Teaching Associates (TF/TA) Program is the University mechanism that provides financial support for graduate studies. It aims to give the finest students of UP the opportunity to share their knowledge and skills through teaching even while they are studying. It also aims to ease the process of hiring staff who can teach or assist in teaching (lecture and laboratory courses). As the quality of the supply increases and the process becomes easier, the demand should also increase. This is envisioned to result in more departments making use of teaching assistants to unload their regular faculty members of teaching duties.

      • 5.2.13.1 TF/TA Program objectives

        Specifically, the TF/TA Program has the following objectives:

        5.2.13.1.1

        To encourage outstanding baccalaureate graduates to pursue graduate studies (Masters and PhD) in UP;

        5.2.13.1.2

        To increase the number of postgraduate students in the University;

        5.2.13.1.3

        To encourage baccalaureate graduates identified to have good teaching, communication, research and creative skills to pursue academics in the University;

        5.2.13.1.4

        To serve as the training ground for good teachers and researchers/creators in the University; and

        5.2.13.1.5

        To contribute to reducing the teaching load of faculty in the University.

        [OVPAA-UP (2015), UP Teaching Assistantship (Teaching Fellows and Teaching Associates) Program, Terms and Guidelines for Implementation]
         

      • 5.2.13.2 Role of TFs/TAs

        TFs and TAs are postgraduate students assigned to teach undergraduate courses in the department in which they are enrolled. They are appointed on a yearly contractual basis to teach part-time until the maximum residence period allowed by UP (i.e., five (5) years for master’s students, six (6) years for PhD students with a master’s degree upon admission, and eight (8) years for those doing straight PhD). In return, they are given full-time graduate study privileges (i.e., waiver of tuition and miscellaneous fees except student fees, book allowance, and thesis/dissertation grant), salary as approved by the BOR depending on whether they are Teaching Fellows of Teaching Associates, and standard summer honoraria. [1092nd UP BOR Meeting (29 November 1995), further expanded at the 1306th UP BOR Meeting (03 March 2015); OVPAA-UP (2015), UP Teaching Assistantship (Teaching Fellows and Teaching Associates) Program, Terms and Guidelines for Implementation]

      • 5.2.13.3 Teaching Arrangements

        The Terms of Reference for the TF/TA stipulate, among others, that:

        5.2.13.3.1

        The TF/TA has a teaching load of six (6) units per semester;

        5.2.13.3.2

        The TF/TA is assigned a teaching mentor in the unit (i.e., the TF/TA co-teaches a course and does not handle it exclusively); and

        5.2.13.3.3

        In the thesis or dissertation stage, the amount of teaching assigned to the TF/TA is recommended by the unit to the OVPAA.

        [OVPAA-UP (2015), UP Teaching Assistantship (Teaching Fellows and Teaching Associates) Program, Terms and Guidelines for Implementation]

        (Refer to Annex 5-1 “UP Teaching Assistantship Program Terms and Guidelines for Implementation” for the other guidelines about, as well as the procedures for availing of, TF/TA appointments.)

      • 5.2.13.4 Teaching Effectiveness Assessment

        The form used for evaluating the teaching performance of TFs/TAs contains items drawn from the Student Evaluation of Teaching Effectiveness (SET). The form is administered and processed electronically, which is managed by the Office for the Advancement of Teaching (OAT). The general procedures for the administration and processing are detailed in the guidelines found in Annex 5-2. The administration of the Evaluation Form for TFs/TAs should coincide with the period for SET answering.

        The summary report of the teaching performance evaluation should be among the documents to be submitted when applying for the renewal of the TF’s/TA’s appointment.

        [UP Diliman Office of the Vice Chancellor for Academic Affairs (OVCAA) Memorandum No. OVCAA-BMP 16-150 (29 April 2016)]

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