Lasallian Formation programs

DLSU’s mission does not end with promoting academic excellence. The University also dedicates itself to providing students with programs that lead to holistic personal development.

Holistic student development is achieved through the implementation of various student training programs and services, which fall under the Lasallian formation programs. According to the Lasallian Formation Action Framework,  Lasallian formation programs primarily cover the areas of spirituality, social engagement and leadership. Several offices under the Student Affairs implement these initiatives.

Some of these offices include the Center for Social Concern and Action (COSCA), Lasallian Pastoral Office (LSPO), and Office of Student Leadership Involvement, Formation and Empowerment (S-LIFE).

COSCA’s Lasallian formation programs include the National Service Training Program- Civic Welfare Training Service (NSTP-CWTS), and Lasallian Social Formation and Engagement Programs (LSFEP); all aim to develop students’ volunteerism and encourage social engagement.

LSPO, on the other hand, offers the course Lasallian Recollection (LASARE), which is a University requirement for all students. S-LIFE has the Leadership Development Training (LDT), a series of seminars designed to train future leaders.

LSPO Director Andylyn Simeon adds that these programs are research based. This means they conduct studies of the needs of the students before implementing and designing a program to ensure that programs continue to meet the needs and expectations of the student body.

Adjusting to logistical and institutional needs

The offices geared towards Lasallian formation are aware that programs should adapt with the changes in the University. For this reason, programs undergo constant changes and are subject to developments and modifications to maintain their relevance to the students.

One example of this change would be COSCA’s revision of the CWTS modules. This adjustment was brought by the recent implementation of the Rationalized Classroom Utilization (RCU) Program. In the case of CWTS classes, COSCA now has to accommodate all 90 sections per cycle instead of the usual 45 sections per cycle, the office even had to increase the number of facilitators.

This time, the modules have also incorporated religious components.

Consequently, for SLIFE, formation programs are now more difficult to schedule because of less time for extra-curricular activities. The office has to make adjustments to fit into the schedule of the students such as shortening the duration of the programs.

Forming spirituality

As most formation programs incorporate spirituality components, the possibility of programs being discriminating to other beliefs unavoidable.

Simeon shares that his office makes programs inclusive for any member of the student body.

For the LASARE program, LSPO has made efforts to ensure that it is flexible enough for students with different beliefs or religions. For instance, the two Catholic rites that take place in the program, the confession and mass, are not mandatory for Non-Catholics.

Given this, however, evaluations have shown that students still feel that the programs have failed to meet their expectations. “Apparently, we (fall short) on addressing the concerns and needs of the students Our concern is I think our students are looking for recollections that are really relevant to their current situation. (For example) problems (in the area) of relationships, particularly with the family, and also (managing) stress in school,” Simeon explains.

Simeon, however, reveals that this is difficult to accomplish since they only have limited time to conduct the programs.

Falling short

While some students appreciate the different formation programs COSCA, LSPO, and SLIFE offer, some are still skeptical of their effectiveness. Some felt that since many students are motivated to participate because these programs are mandatory, the goals of the said programs are not met.

“I would say that they are not effective due to the fact that they make students do it for grades [or other requirements]. It promotes satisfaction taken from extrinsic motivation” shares Jose Mari Caprena (IV, PSM)

Jerone Cruz (III, PLM) agrees with Carpena.  “The use of reward and punishment is implemented instead of what the subject or program truly teaches which is to volunteer [or participate] willingly and not out of requirement. This factor loses the value of the program,” he explains.