05312024.Web.Banner MM Office of Student Affairs

The Office of Student Affairs has a variety of programs that cater to different student needs. Under the Student Leadership Development Program (SLDP) are four specific formation programs that apply the university’s 3Cs model (competence, conscience, and commitment) and use the Ignatian Pedagogical Paradigm approach (CERAE - Context, Experience, Reflection, Action, and Evaluation). One distinguishing feature about these programs is that they are not solely managed by formators but are implemented in collaboration with the students.

  • Change Leadership (CL) – is meant for current organization presidents and other key officers in the organizations. It is concerned with the driving forces, visions, and processes that fuel large-scale transformation. It introduces the concept of transformational leadership as a potent tool for effecting faster, smarter, and more efficient changes in student organizations and for creating positive and valuable change in the larger community. It aims to form masses of leaders who will aspire to make something happen in the community they serve. It empowers more and more students who will carry the ultimate goal of creating a better world and just society for the self and for others. 

The purpose of Change Leadership is to develop and use students inherent knowledge and skills in helping them and their respective organizations attain: 

1. Acknowledging the importance of awareness as the foundation of leadership, the program seeks to deepen the students’ understanding of their selves vis-à-vis their beliefs, values, attitudes, emotions, etc. On the other hand, their knowledge and understanding of their organization’s vision and mission will lead to clear goals, direction, and purpose. 

2. This allows student leaders think, feel, and behave with consistency, genuineness, authenticity, and honesty towards others.  In relation to their organizations, congruence enables students implement programs and projects consistent with their organization’s nature, mission, and purpose.

3. Common Purpose. This enables students achieve shared aims and values which are keys in making them identify their selves with the organization. This way, students stay motivated and actively participate in articulating their organization’s mission and vision.

4. This means working with others with shared aims and values. Collaboration multiplies the organization’s efficacy by capitalizing on some goals which are shared with other organizations and on the power of diversity to generate creative strategies in addressing problems or social concerns. 

5. Change Project. This propels each student organization to conceptualize and implement a change project that truly depict its identity, mission, and purpose. The project must be unique, sustainable, and socially-mobilizing.

  • Ateneo School for Upcoming Leaders (ASUL) - is a student leadership formation program that seeks to gather, nurture, and empower a community of ‘potential’ leaders who show influence among their peers. As it is meant for freshmen and sophomores who are not yet into leadership position, the program shares an integral part in inspiring younger batches of students to take active leadership role in the university. 

ASUL explores leadership issues through transformative learning that exposes students to a broad spectrum of people and organizations within and outside the university. Participants build their knowledge and network by meeting students from different schools and colleges and by listening to the experiences and insights shared by formators/faculty members in the university. Students are also exposed to different organizations outside the university. Students learn through indoor and outdoor discussions and activities, exposures, immersions, participant observations, individual and small group reflection sessions, peer presentations, and outreach programs. These are conducted through the following four-fold framework of the program: 

1. Module A: Awareness of Self and Others. The foundation of leadership is the degree of awareness of oneself in relation to others. This ASUL module seeks to develop a deep sense of appreciation of one’s unique talents, skills, weaknesses, and strengths. This also aims to facilitate the personal understanding of one’s history and present state, and how an individual’s past experiences define his or her leadership qualities.

2. Module S: Skills for Leadership. Essential to leadership are the capabilities with which to exercise it. This module seeks to develop practical leadership skills such as critical thinking, communication skills, organizing, and lobbying among many others. These increase students’ efficacy and leadership impact.

3. Module U: Uplifting the Spirit. Crucial to one’s role as a leader is the understanding of his or her faith and the clear connection of the self and God. Students examine leadership from a human perspective and cut across how they can remain true to their core beliefs and still lead others.

4. Module L: Love for Society. An understanding of social issues is essential in the development of leadership. Guided by the Ignatian Pedagogical Paradigm, the program integrates community exposures, processing and reflection sessions to contextualize social issues and deepen the students’ experience. In the process, students develop a profound love for country that translates into concrete action.  

  • Atenista Ako Movement – is dedicated to promoting Ignatian values and inciting university spirit. Its focus is on the resolution of evident but undermined campus problems by encouraging positive attitude among students leading to change in campus culture. The program encourages students to not just live by the essence of being Ateneans but commit to the values lived by St Ignatius in their day-to-day lives. 

There are three areas that serve as basis for operation of the program: 1.) Sense of Identity, 2.) Sense of Ownership, and 3.) Promotion of University Spirit.

Among the notable projects that the program has undertaken are the Blue Signage Project, Big Blue Day, and Himig Atenista.

  • STREAMS Pathways to Higher Education – is an opportunity given to students who wish to fulfill a sense of social responsibility. In STREAMS, the volunteers are exposed to social issues, particularly on education and are given the chance to provide opportunities for graduating public high school students obtain and complete higher education.

STREAMS extends academic support to potential and financially-underprivileged high school students. Such support is given through enrichment classes, personality development workshops, and leadership trainings that facilitate holistic development of the high school students.  

STREAMS explores educational concerns through transformative learning that exposes high school participants to a broad spectrum of opportunities that nurture their full potential to attain quality higher education. Participants gain more knowledge through the facilities and resources that Xavier University provides; acquire new skills through personality development and leadership formation sessions; and increase their network by meeting students from different schools and key administrators of the university. On the other hand, student volunteers running the program gain more opportunities for community development work and skills training through the formation program provided for them.

      Apart from the above leadership formation programs, students are also given other opportunities that nurture their full potential. For instance, students are actively engaged in the planning and implementation of the orientation seminar (ORSEM) for all new students every start of the school year and the annual Xavier University Festival Day (XUFD).

      Furthermore, the Central Student Government (CSG) provides student leaders first-hand experience on governance. The Directorate, composed of the college councils and extra-curricular organizations formulates student-related policies and implements programs that address campus issues, facilitate faculty-student interaction, and promote student awareness. Each college council is supplemented with various co-curricular organizations harmonizing the students’ academic formation. 

      The Council of Extra-Curricular Organizations governs a wide variety of clubs for students to choose from, may it be for the arts such as theater, music or visual arts; natural sciences, engineering and technology; environment; business; food and agriculture; socio-cultural; service-learning; or something more physical such as athletic clubs and teams, physical contact sports, or mountaineering. 

      The input and participation of students are always sought during planning and implementation of major university policies. Students are represented in committees such as the Review and Recognition Committee (RRC), Academic Council, Committee on Decorum and Investigation, College Administrative Board, and Standards Committee among others. In meetings, students bring positive energy and fresh insights, at the same time being exposed to the values and inner workings of the university.