On August 23, 2025, the Human Resource Management Center (HRMC) and the University of Baguio’s School of Teacher Education and Liberal Arts successfully implemented the Strategies for Teaching, Assessment, and Reflective Training (START) Program. The goal of this strategic project was to improve the competency of recently hired faculty members at the University of Baguio, making sure that they are in line with the institution’s mission and the changing requirements of outcomes-based education (OBE). The curriculum was created to give new instructors the abilities and information they need to use cutting-edge teaching strategies that promote a welcoming, student-centered learning environment.
Strengthening Faculty Competency for Modern Education
The seminar was attended by forty-three new faculty members who came from a variety of university departments. Eleven instructors from the School of Criminal Justice and Public Safety, six from the Schools of Natural Sciences, International Hospitality and Tourism Management, Teacher Education, and Liberal Arts, and additional instructors from the UB High School, School of Information Technology, Nursing and Dentistry, and School of Business Administration and Accountancy were among them. This broad representation demonstrates the university’s dedication to providing a varied set of educators with the resources they require to provide excellent instruction in a variety of subject areas.
Alt Text: UB Deans, Department representatives, Educators, and participants evaluate best practices through the quality education discussions on outcome-based-education approaches with the 2025 START program
The training was structured around four core objectives aimed at strengthening faculty competency in key areas:
- Aligning syllabi with the university’s vision, mission, objectives (VMO), core values, and graduate attributes
- Strengthening outcomes-based education in course design
- Promoting learner-centered teaching strategies in blended learning modalities
- Implementing effective assessment and feedback mechanisms to foster continuous learning and improvement
These objectives aimed to ensure that new faculty members are well-prepared to meet the high standards of modern education and are equipped to cater to the diverse needs of their students. By aligning their teaching with the core principles of OBE, faculty are better positioned to provide an inclusive education that meets the demands of today’s learners.
Positive Feedback and Immediate Impact
Participants in the START Program gave positive qualitative feedback, stating that their comprehension of OBE principles had significantly improved. A greater understanding of the significance of developing curricula with precise, quantifiable learning outcomes that directly enhance student performance was voiced by faculty members. For many participants, the transition from teacher-centered to student-centered instruction—a contemporary, progressive educational style that prioritizes active learning and student engagement—was one of the most important lessons learned.
The training’s practical aspect was emphasized by the participants, who also mentioned that the skills they acquired could be used right away in their teaching practices. In order to better serve their students’ needs, a number of faculty members stated that they intended to revise their curricula, revamp their tests, and introduce fresh learner-centered techniques. This instant application of knowledge highlights how well the program prepares instructors to use inclusive, high-quality teaching methods.
In addition, the program generated a need for more regular sessions. Faculty members requested for more chances to improve their teaching methods and expressed excitement for ongoing professional development. The program’s importance in assisting UB professors in remaining at the vanguard of educational innovation and student involvement is becoming increasingly apparent, as evidenced by this response.
Long-Term Benefits for Inclusive Education
The long-term benefits of the START Program are far-reaching. By strengthening faculty competency and providing them with the tools to implement OBE effectively, the program contributes to the university’s broader mission of delivering high-quality, inclusive education. The ability to design and implement student-centered curricula ensures that all students, regardless of their background or learning needs, receive the support and resources they need to succeed.
The implementation of the said program helps the University of Baguio maintain its position as a leader in higher education, committed to delivering education that is both inclusive and aligned with global standards. The continued professional development of faculty ensures that the university can meet the evolving needs of the education sector, providing students with the skills and knowledge they need to thrive in their careers.
Alignment with Sustainable Development Goals (SDGs)
The START Program directly supports SDG 4 (Quality Education), reflecting the University’s commitment to ensuring inclusive and equitable education for all. The initiative equips new faculty members with the skills necessary to deliver high-impact teaching, enhancing their competency in delivering quality education that is inclusive of diverse learning needs. In turn, this contributes to lifelong learning opportunities and the development of students who are prepared for success in a rapidly changing world.
Additionally, it is consistent with Goal 8 (Decent Work and Economic Growth). The university is contributing to the creation of a more skilled, capable, and productive teaching workforce by investing in the professional development of its staff. Students’ educational experiences are enhanced as a result of this investment, guaranteeing that they acquire the competencies, information, and skills necessary for success in their future employment. Every student, regardless of background or learning style, has the chance to benefit from a top-notch education by adhering to SDG 17 (collaborations for the Goals), which promotes inclusivity and collaborations between interdepartmental initiatives, and an outcomes-driven approach.
The START Program represents a significant step in UB’s commitment to inclusive education and the professional development of its faculty. By strengthening the competency of new faculty members and aligning their teaching practices with modern outcomes-based principles, the program ensures that UB remains at the forefront of quality education, preparing students for success in an increasingly complex world.
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Written by: Sandra B. Saley
Photographed by: Marianne Jivana Narciso
