The FLJ is primarily a formal, structured online mentoring program for students aimed at:
Pervasive digital communication technologies have a huge influence on career mentoring in universities. Capitalizing on Generation Z’s high propensity to use digital tools for communication, socialization, and learning, FLJ is seen as an efficient complement to the traditional face-to-face transactions.
FLJ was launched in August 2018 by the Academic Services during the Tatak Tamaraw 2018. Academic Services is a cluster of 9 student support units that are in charge of promoting a vibrant student experience.
FLJ is also one of the grade components of the Wellness and Recreation Program managed by the Institute of Education.
FLJ modules or Bakit List (Why List, derivative of the bucket list) are set up on Canvas, FEU’s learning management system.
A section of 20-25 students are automatically assigned a mentor who is either a faculty, staff, alumni, guidance counselor, University officials, and representatives from industry partners.
FLJ is self-paced and asynchronous. Students select from the list of Bakit List questions, write responses to the questions either through reflection papers, video blogs, or any type of expression enumerated in the module. Face-to-face advising may be requested by the student or the faculty may endorse a student in case of red flags on mental health concerns.
The Bakit List questions are mainly guided by Lizzio and Wilson’s (2010) Student Lifecycle Model. The modules related to the model’s concepts of purpose, capability, connectedness, resourcefulness, and culture are localized through surveys and focus-group discussions with diverse types of students and alumni. The FGD revealed developmental stages for the academic journey of FEU students, which were then merged with Lizzio and Wilson’s model.
Annual evaluation is conducted to identify the areas of improvement.
FEU Learning Journey will contribute to the transformative growth of students who get career and real-life lessons from their mentors. By documenting their student experience using a self-intuitive platform such as Canvas, FEU will also have a more accurate sense of the students’ interests, motivations, fears, and priorities. These can serve as inputs to policy formulation or creation of new programs.
Ultimately, the online modules hopes to commit students to become responsible professionals who exhibit FEU’s core values of fortitude, excellence and uprightness. These core values are nurtured as they complete modules at their own pace, learn career tips and life hacks from mentors, improve communication skills as they write and rewrite their reflections based on the comments of mentors, and monitor their development and transition from students to professionals.
President Michael M. Alba envisioned a mentoring program to promote a transformative and capacitating student experience. He believes that education is an “experience good” and to actualize this, the FEU Learning Journey came to fruition.
|Joeven R. Castro Vice President for Academic Services Jhonalyn Concha Coordinator, Student Development Graciel Lintag Manager, Human Resources Division Generoso B. Pamittan, PhD Director, University Research Center|
|Roderick Bartolome Coordinator, FEU Learning Journey Joeven Castro Lead, FLJ Canvas as mentoring platform Catherine Catamora Director, Educational Technology Sam Kevin Saclayan Specialist, EdTech John Oliver Brioso, Coordinator, EdTech Richmond Riyadhen Lim Specialist, EdTech Lloyd Mark Nicolas LMS Administrators, Information Technology Services|
|Jennifer Pascua Coordinator, Wellness and Recreation Program Harold John Culala, PhD Dean, Institute of Education Sheila Marie Hocson Director, Guidance & Counseling Celmer Santos Director, Alumni Relations Office Maria Carmencita Suva-Alfonso Diretor, Career and Placement Office|
|311 mentors 168 are faculty members, 123 alumni, 14 guidance counselorssix non-teaching staff|
Among students who answered the annual survey, when asked about the role of mentoring/career advising, they replied in agreement that the mentors are important in their studies, that they should meet the mentor in person, that the university has adequate facilities for mentoring, and that it should include how they can contribute to the community. However, the students also agreed with the statement that mentoring is an added burden to their school duties.
The students were also asked what particular aspect of their life they need mentoring the most. Almost half of the respondents said they need help with academics (coping with class requirements) (48%), while a few said social (ability to communicate with others) (19%).