College Life

Ms. Kyla Mae B. Rogador

01 02
Key Differences STI Mission & Vision
between High School
and College

03 04
Institutional The STIer’s
Outcomes Creed
Key Differences
between High School
and College
College Life A. Mode of
Learning
Key Differences
between High School
B. Assignment
and College Types
C. Daily Schedule
D. Diverse Social
Life
In college, collaborative learning is more
Key Differences between emphasized than individualized learning.
High School and College In college, collaborative group work is
assigned in almost every class. However,
these group projects are designed in a
A. MODE OF way to teach the students not only the
content of the subject but how to
LEARNING
communicate effectively towards a
common goal.
In high school, since students went to the same
class every day, the majority of the assignments
Key Differences between
were small tasks such as worksheets and reading
High School and College
checks while in college, these are essays, short
and long-term projects, and research
assignments.
Students are completely in control of their time
B. but they have to maintain discipline and focus as
ASSIGNMENT these things were crucial to success.
TYPES In addition, professors or instructors do not
check in on students the same way that high
school teachers would do.
Key Differences between College students have a more flexible
High School and College daily schedule. For them, every single day
is different, with a different schedule,
different responsibilities, and different
C. DAILY amount of free time. Organization and
time management skills are vital to
SCHEDULE schedule your tasks accordingly.
In college, you will gain so many new
Key Differences between friends — from your studying spaces, from
High School and College classes, extracurricular activities, and
part-time work. This leads to a much richer
social life than the one you may have had
during high school. Your social calendar
D. DIVERSE will be much more varied as well. With new
SOCIAL LIFE things added such as club meetings, new
volunteer opportunities, study groups and
clubs.
STI Mission & Vision
We are an institution committed to
provide knowledge through the
development and delivery of superior
learning systems.
We strive to provide optimum value to all
STI MISSION our stakeholders – our students, our
faculty members, our employees, our
partners, our shareholders, and our
community.
We will pursue this mission with utmost
integrity, dedication, transparency, and
creativity.
To be the leader in innovative and
relevant education that nurtures
STI VISION individuals to become competent and
responsible members of society.
STI Institutional
Outcomes
1. Character – An STIer is a
STI person of character. An STIer’s
INSTITUTIONA response regardless of
L OUTCOMES circumstances is consistently
virtuous.
Indicators:
• Adheres to ethical behavior
• Able to manifest commitment to
STI principles and values
INSTITUTIONA • Strives to do work right the first time
L OUTCOMES • Practices fairness and objectivity in
dealing with others
• Honors commitments
Indicators:
• Applies own learning experiences to
situations
STI • Manifests enthusiasm when confronted
INSTITUTIONA with challenging situations
• Able to manifest commitment and
L OUTCOMES
dedication
• Deals constructively with own failures
and mistakes for self-improvement
2. Critical-thinker – An STIer is a
STI critical-thinker. An STIer discerns
INSTITUTIONA through open-minded analysis
L OUTCOMES and challenges one’s beliefs to
further improve creative ideas
Indicators:
• Can diagnose situations and pinpoint
problem areas
• Able to identify cause and effect in a
STI given situation
• Arrives at logical conclusions and
INSTITUTIONA decisions using available information
L OUTCOMES • Able to weigh alternatives against
objectives and arrives at reasonable
decisions
• Formulates reasons and arguments in
a logical manner
3. Communicator – An STIer
communicates to understand
and be understood. An STIer
STI recognizes the emotion behind
INSTITUTIONA the information read or heard
L OUTCOMES and expresses his/her own
emotion when giving
information, may it be verbal or
written.
Indicators:
• Writes and speaks clearly and
effectively
• Able to make presentations and public
STI speaking appropriate to the
INSTITUTIONA requirement
• Demonstrates openness and honesty
L OUTCOMES verbally and nonverbally
• Displays active listening skills
• Asks questions and seeks
clarifications courteously
4. Change-adept – An STIer is
change-adept. An STIer utilizes
such ability to manage when a
STI need for transformation or
INSTITUTIONA transition arises to uplift
L OUTCOMES his/her capabilities and build
the capacity of the community
where he/she belongs.
Indicators:
• Works to achieve continuous
performance improvement in self and
in others
STI • Deals constructively with own failures
and mistakes for self-improvement
INSTITUTIONA • Listens constructively to feedback and
L OUTCOMES gives feedback to others in return
• Shows willingness to be coached and
mentored
• Able to rapidly understand and adapt
to new and unfamiliar situations
Indicators:
• Shows genuine passion for learning
new things and exploring varied
challenges
STI • Displays alertness and readiness to
INSTITUTIONA respond to requirements
• Shows willingness to participate and
L OUTCOMES be involved
• Develops team spirit
• Able to support team decisions
regardless of disagreements
The STIer’s Creed
I am an STIer, I am here to learn.
I thirst for knowledge and skills that will
make me a leader of tomorrow.
I am an STIer, I keep an open mind.
I challenge every knowledge I seek and
understand.
THE STIER’S I am an STIer, I embrace change.
CREED I continuously reinvent myself.
I am an STIer, I am a person of character.
I speak, I act, and I live for the common good.
I am an STIer, I am determined.
I accept the challenge to become the best
that I can be.
I am an STIer, a proud STIer!
Thank you!
Ms. Kyla Mae B. Rogador