Fellowship of the Higher Education Academy

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Account of Professional Practice (APP)

Please use the subheadings below as a framework for your APP. It is essential that
you read the fellowship application guidance before completing the APP. The
guidance will tell you how to incorporate the other RITE Fellowship dimensions
(Core Knowledge and Professional Values) into your narrative.

The full account includes a critical reflection on each of the five Areas of Activity of
approximately 500 words for each and a maximum of 2,500 words in total. The panel
will accept a maximum of 10% above the stated word count limit (excluding
bibliography).

A1  Design and plan learning activities and/or programmes of study

Educational Attainment

Studied Doctor of Technology from Technological University of the

Phils in March 2012. Studied Professional Education from EARIST. Won Certificate
of Compliance in 2009. Later on did PhD in Chemistry from University of the
Philippines, Diliman with 12 units earned. Then studied PhD Education from
University of Bohol, Tagbilaran City with 9 units earned in 2 nd sem. 1998.Studied
MST in Chemistry from University of San Carlos, Cebu in October 1998. Also Won
scholarship in Commission on Higher Education (CHED) - Fund for Assistance to
Private Education (FAPE).
Studied MA in Chemistry from Holy Name University, Tagbilaran
City with 18units earned from Nov 1995 to May 1996. Before that did BS in
Chemical Engineering at St. Michael’s College, Iligan City on March 1995. Won
Scholarship from Mother Ignacia Scholar (MIS) and SNPLP.

Scholarship and Recognition Awards

I have achieved some scholarships and awards during my career and their details
are below :
1. Certificate of Full Time Scholarship Awards
Commission on Higher Education in cooperation with Fund for
Assistance to Private Education from June 18, 1996 till October
1998.
2. Mother Ignacia Scholar
Religious of Virgin Mary Congregation St. Michael’s College
Iligan City from 1990 to 1995
3. Thesis Adviser for Chemistry Researches
Far Eastern University Institute of Arts and Sciences Chemistry
Department Sampaloc, Manila in February 26, 2004
4. Valuable Contribution of the Autonomous Status of MAPUA
Mapua Institute of Technology Intramuros, Manila in January 22,
2004
5. Completion of Master of Arts in Science Teaching – Chemistry
De La Salle University Dasmariñas,Dasmarinas, Cavite
Affiliate Organization

1. Asia-Pacific Chemical, Biological and Environmental Engineering Society

(APCBEES)
Joined as Senior Member with Membership code No.: 100850
on October 2013 and onwards.
2. Society of Petroleum Engineers (SPE) – Oman Chapter
Joined as Regular Member with Membership code No.:
3509124 on April 2012 and onwards.
3. International Association of Engineers (IAENG)
Was a regular Member under Membership No.: 110045 on 22
November 2010 and onwards.
4. Fil-Tribe (Filipino Teachers Recommending the Implementation of
Biotechnology Educations)
I was appointed as Founding Member in November 2009.
5. Water Environment Association of the Philippine, Incorporated in
cooperation with Water Environment Federation
Employed as a Regular Member under ID No.: 200807140 in
2008.
6. Philippine Society of NSTP Educators, Inc. (PSNEI)
Employed as a Life Member under ID No.: 544 Since 2007.
7. Philippine Association of Chemistry Teachers
Appointed as a Lifetime Member under ID No.: 2004-723 in
2004.
8. Kapisanang Kimika ng Pilipinas
Membership for Renewal
9. Philippine Institute of Chemical Engineers
Membership for Renewal

Special Trainings

Some of the special trainings which I got are as under:

Industrial Calibration
Trained at Metal Industry of Research and Development Center of the
Department of Science and Technology MIRDC – DOST, MIRDC
Compound Bicutan, Taguig City, Philippine from October 16 to 17, 2009.

Basic Training Course of Pollution Control Officer

Trained at Environmental Management Bureau in cooperation with
Water Environment Association of the Philippines, Inc. Great
Eastern Hotel Aberdeen Court, Quezon City from July 14 till 17,
2008

Adobe Photoshopes
Studied at Educational Technology Center UST Central Library,
University of Santo Tomas in November 10, 2007

Language Understanding Across the Curriculum (Teachers’ Enrichment

Program)
 English Center A Division of Customer Relationship Management
Specialists, Inc. in September 29 till October 3, 2003.

Macromedia Training on Fireworks

Trained at East Asia College (Now known as East Asia College,
Far Eastern University Sampaloc, Manila from August 16 to
September 3, 2002,

Macromedia Training on Dreamweaver

Trained at East Asia College now known as East Asia College, Far
Eastern University Sampaloc, Manila in October 4 to 22, 2002

Macromedia Training on Freehand

Trained at East Asia College now known as East Asia College, Far
Eastern University Sampaloc, Manila from September 13 to
October 1, 2002

Macromedia Training on Flash

Trained at East Asia College now known as East Asia College, Far
Eastern University Sampaloc, Manila from July 23 to Auguest 9,
2002

The Basics: SPSS for Windows (12 hours)

The Asia Pacific Centre for Research (ACRE), Inc. in cooperation
with Far Eastern University Sampaloc, Manila from July 5 to 20,
2002

Massive Upgrading of General Education Instructors in Chemistry

Commission on Higher Education With FAPE, COCOPEA, SUCs
and PAGE VII held at Holy Name University and University of
San Carlos from October 1995 to May 1996

A2  Teach and/or supporting learning

Professional Work – Teaching Experiences

A. Teaching Experiences
Following are the details of my teaching experiences which I got during
different full time jobs.
I have been a Lecturer and was assigned to teach Chemistry courses in Pre-
University Program – German University of Technology at Sultanate of Oman,
Muscat from May 9, 2013 till present. I was to teach Petroleum, Petrochemicals,
and Industrial Chemistry at Higher College of Technology – Muscat in Sultanate
of Oman, Muscat from September 2011 to March 2013. I have been Instructor 5
of Chemistry, Biological Sciences, Microbiology, Earth Science, Math of
Investment, and Probability and Statistics, Chemical Process Industries and
Biochemical Engineering at College of Tourism and Hospitality Management and
College of Engineering University of Santo Tomas located in España, Manila
from November 2007 till Present.
 Further, I was Assistant Professor assigned to teach Chemistry (like Inorganic and
Biochemistry) Subjects and National Service Training Program (NSTP) at School
of Arts and Sciences, The Philippine Women’s University located at Taft, Manila
from June 2005 to 2007. Before that I was doing job as Assistant Professor 4
assigned to teach Physics and Chemistry (Like Inorganic, Physical and Analytical)
Subjects and other Related Subjects at School of Chemical Engineering and
Chemistry and Physics Department, Mapua Institute of Technology which is
situated in Intramuros, Manila . I worked there from July 2002 to March 2005.

Part-time Employment
I have done some part time jobs too during my career.
I was Civic Welfare Training Services Facilitator assigned to facilitate students in
National Services Training Program, NSTP at Mapua Institute of Technology
located at Intramuros, Manila from July 2003 to March 2005. I had to work on
Sunday only.
I have also worked as Household Survey Team Leader – Researcher and my job
was to prepare and organize Research Report about Socio-demographic
information, Migration Pattern, Housing Facilities and Amenities, Health and
Illness, Nutrition, Population, Family Planning, Membership in Community
Organization, Community Cooperation and Conflict, Problems and
Recommendations and Saving System of 15 Selected Barangays in Manila,
Philippines. I worked for this job at Far Eastern University situaded in Sampaloc,
Manila. This job continued from March 2002 until May 2002.
I worked as Full Time Lecturer to teach Natural Sciences and Related Learning
Experiences at Far Eastern University which is situated in Sampaloc, Manila. I
worked there from June 2001 until March 2002
I was a Part-time Assistant Professor C assigned to teach Chemistry and Physical
Sciences at University of the East located at Sampaloc, Manila. I worked there for
the period from November 2001 to May 2002.
I also worked as Assistant Professor 3 to teach Chemistry, Physical Sciences and
Physics at De La Salle University – Dasmarinas situated at Dasmarinas, Cavite. I
worked there from November 2000 to May 2001.
I have also worked as College Instructor assigned to teach Chemistry (Inorganic,
Organic, Analytical, Physical, Forensic Science and Toxicology and selected
topics in Biochemistry) at University of Bohol situated Ma. Clara St., Tagbilaran
City. I worked there from November 1995 until November 2000

A3  Assess and give feedback to learners

Throughout the years, I have managed a wide scope of appraisal structures in my jobs
as Program Director, Module Leader and External Examiner, External Assessor and
individual from approval boards and have worked intimately with associates that have
such duties (K2, K6). I buy in to the HEA's (2012) declaration for changing
evaluation in Higher Education. That is, I target surveying for learning (rather than
evaluating of getting the hang of), guaranteeing appraisal is good for reason and
incorporating appraisal proficiency into course plan. I guarantee that module content,
supporting material, L&T exercises identifying with conveyance and appraisal are
lined up with the learning results laid out in the program/module depictions,
considering the structure standards referenced above, which are upheld by CLIPP
(K2, K6, V3). My way to deal with evaluation is planned for empowering the
advancement of exclusive requirements of realizing, which is improved by utilizing
appraisal to draw on past information, show higher request learning and incorporate
new information for training focused intercessions (K1, K2, K5, V4)

At a full scale level, I have driven/informed on the plan concerning PG programs

highlighting a decent and adjusted evaluation across and inside modules (Stefani,
2009; Biggs and Tang, 2011; HEA, 2012; Broxham, 2014) – the most recent model is
the Distance Learning MSc HRM and Business (proof for this is given in area A1). At
a miniaturized scale level, with respect to the UG and PG modules on Strategy,
Change Management and Entrepreneurship that I educate, I have planned and
actualized a wide scope of appraisal structures, both developmental and summative.
This incorporates numerous decision tests, gathering and individual coursework and
introductions, and shut book assessments. To guarantee a top notch learning process, I
attempt to find some kind of harmony among developmental and summative appraisal
and give students open doors for arrangement before they are summatively evaluated.
A scope of input strategies furnish students with chances to build up their ability to
utilize criticism successfully. I attempt to guarantee that students know about and
comprehend the appraisal brief and checking standards for every evaluation part,
regularly through fake appraisal, and give casual and formal input that is ideal and
helpful (Broaxham, 2014; HEA, 2012; QAA 2014) (A3, K2, K6).

For example, developmental appraisal is a necessary piece of the learning procedure

in the PG Strategy, Change and Leadership module (singular coursework) and the UG
Strategic Aspects of Organizational Performance module (bunch introductions with
an individual part). These individual coursework and gathering introduction appraisal
segments empower students to draw on past information in various parts of
methodology improvement and change, show higher request learning, incorporate
new information and get readied for the last evaluation (K1, K2).

I for the most part hold post-appraisal meetings in class/on the web (K4) following I
have denoted their tasks (Strategy, Change and Leadership), or evaluated their
introductions (Strategic Aspects of Organizational Performance), underscoring
normal issues and giving instances of good practice. I at that point give inside and out,
explicit oral and ideal composed input. On account of introductions, oral criticism is
quick. This way to deal with criticism persuades students, upgrade their intelligent
limit and improve their learning experience (Broadbank and McGill 2007; Hoskins
and Newstead, 2009; Broxham, 2014) (K2, K3, V3)

At last, concerning morals, advertise driven instructive arrangement reshapes the

crucial advanced education organizations and in this new scene many wail over the
expanding dangers of defilement (see for example Giroux, 2014). In that regard, one
must be aware of coursework and issues identifying with possession and
counterfeiting.

A4  Develop effective learning environments and approaches to student support

and guidance
This case of creating compelling learning conditions portrays a venture in my and
BSc International Business Management module, Introduction to Intercultural

Interchanges. The class was immensely various in race, ethnicity and citizenship (V2;
V4). Drawing on Ladson-Billings' (1995) Culturally Relevant Pedagogy and Cochran-
Smith's (1995) limits of race and educating, I endeavored to have the understudies
learn major fundamental hypotheses and ideas of prejudice, ethnocentrism and
inclination without me being at the focal point of the conversation (K1). In one
anticipate the understudies considered subjects of othering, ethnocentrism and
absorption in the film Get Out (A1; K2; K4). The understudies were managed the
opportunity to consider the utilization of

the hypotheses of Integrated Threat and Acculturation Models from their own
viewpoint, as opposed to through my examination based perspective(V1). The white
understudies in the class were in various gatherings (naturally) when undertaking this
venture and were (certainly) given the errand of taking a gander at prejudice from a
point of view of self-reflection while watching the film with their friends (K2; V1;
V2).

Get Out (2017) is a sarcastic blood and gore movie about the racial separation, bigotry
and oblivious inclination in the United States. It's additionally completely agreeable
and a film industry hit. Understudies could move toward the errand as though viewing
an ordinary film. Joyce's (2010) depiction that, "Learning is breaking out all around"
propelled changing the appraisals with the goal that they depended on work that was
socially significant, but on the other hand were a piece of a college understudy's
ordinary experience (K3; V3). Later when

setting up the venture yield they had the option to all the more altogether look at how
unpredictable and definite the social editorial in the film was (K4). Understudies
detailed that they found the undertaking illuminating, connecting with and sincerely
testing (K2;

K3). They dug further into the point than I at any point requested refering to race
researchers and Critical Race Theory and applying the brain science of oblivious
predisposition to the characters in the film (K5). The result was a comprehension of
the propagation of dread to empower prejudice, othering and xenophobia, and an
away from of Integrated Threat Theory, In-Group/Out-Group Theory and
Acculturation Models without having me - a white ladies with some degree of benefit
- addressing a class that is more than ⅔ understudies of shading on why bigotry is
awful (K2; V1; V4).

The venture was fruitful to the point, that I stretched out the way to deal with another
appraisal, a webcast called Ear Hustle that is recorded from within San Quentin in the
United States (K4) and spreads issues of race, culture and network inside the dividers
of the jail. The evaluation had the understudies tune in to the communicate and
compose a short paper on intercultural changes and outskirt crossing among non-US
residents in an American jail (A1; A3). While the understudies' social setting isn't that
of an American jail, it empowered them to apply homeroom speculations to outside
social and policy driven issues (K1) while creating aptitudes to do likewise inside
their own networks (K2; K3; V1).
A5  Engaging in continuing professional development in subjects/disciplines and
their pedagogy, incorporating research, scholarship and the evaluation of
professional practices
At whatever point I introduced my study hall research, I was offered with a few
unavoidable conversation starters: Have you thought about intersectionality?
(Crenshaw, 1994); Will you examine the exchange of race and social class in your
proposal? The appropriate responses felt much more disastrously unavoidable. I had
sifted through practically all minorities in Massachusetts schools - just by
concentrating on the working class (K1; V4). It was these encounters that propelled a
more noteworthy contribution in Equality, Diversity and Inclusion (EDI) work (V1;
V2).

Coming up next is a depiction of the proceeding with proficient advancement I have

been a piece of in the previous scarcely any years, explicitly refering to the work that
shows my pledge to forming all the more completely into a scientist and educator in
the field of EDI. As far as building up my instructing in this vein, I have taken an
interest in a few online courses with Facing History, Facing Ourselves a non-benefit
instructive association giving assets on showing the more monstrous parts of history.
Specifically, their seminars on Understanding We and They helped me mesh these
subjects into a basic talk investigation class (K2; K3; V1). As far as more
straightforward turn of events, I showed a module on Intercultural Communication, a
subject that was totally obscure to me before starting at Aston. I went through an
escalated a month prior to the class started acclimating myself with the basic and
contemporary issues in the field which have a solid premise in the hypotheses behind
prejudice, xenophobia and segregation (K1).

I joined organization to help raise the profile of people of color researchers in the
institute (K2; V4). From that point I took an interest in the association and
coordination of workshops at the Center for Education for Racial Equality in Scotland
welcoming a differing board of speakers to introduce their work on separation,
personality and encounters in the scholarly community (V1; V2; V4). I am as of now
working with the EDI board of trustees inside LSS, on an arrangement to welcome
more ladies of shading to give talks and workshops. At Edinburgh Napier I went to 'I
'm In! ' a community oriented day long workshop on Inclusive Education in Scotland,
with key partners from colleges, government, Further Education and the NHS (V1;
V4).

Despite the fact that a more uninvolved type of expert turn of events, I have become a
functioning individual from scholastic Twitter, where I connect with researchers from
around the globe (K4;V4). It is likewise a showing asset, giving me access to a huge
number of educators for tips and study hall recommendations. It has assumed an
outsized help job in building up my training (K2; K4). Through this outlet, I have
associated with a race instruction specialist from Royal Holloway and have started to
layout an exercise

book for educators on incorporating benefit training in the homeroom. The main
significant advance of building up the book will lead a workshop at the current year's
CERES meeting in Scotland to assemble criticism and get understanding from
specialists in the field (V3; V4).