This document provides a summary of Dr. Materesa A. Maguigad's qualifications and experiences. She has over 18 years of experience in leadership, management, strategic planning, human resources, training, and events management. She has significant accomplishments in establishing partnerships between universities in the Philippines and other Asian countries. Her qualifications include a PhD in Education, licenses in psychology and counseling, and experience teaching at the undergraduate and graduate levels.
The document provides details about a school guidance plan including:
1) It lists the objectives of the guidance plan which include helping students achieve their full potential and making informed life choices.
2) It describes who the guidance plan prioritizes, mainly students ages 6-16.
3) It outlines how the guidance will be implemented through various activities using available resources.
4) The resources available include human resources like teachers, tutors, and support teams as well as material resources such as computers and a career library.
5) It establishes monitoring and reviewing the plan as well as setting objectives to provide timely information, help with personal problems, and developmental career guidance.
Project Info - Developing Global Competence for Asian LeadersHora Tjitra
Built on our previous researches on Chinese and Indonesian intercultural sensitivity, we continue in this study by elaborating the cross-cultural experiences of the Chinese, Indonesian and Singaporean international assignees and their respective local co-workers in China and Indonesia. Intercultural sensitivity has been widely accepted as one of the most significant element of global competencies and one of the strongest predictor for global leaders and managers accomplishments.
The document discusses some of the issues with the current education system in India and how it negatively impacts three domains of education: cognitive, affective, and psychomotor. It argues that moving education away from homes and local communities into large schools and colleges has reduced individual attention to students, increased competition, and isolated children from their social and cultural environments. This has negatively impacted students' cognitive development, emotional well-being, and opportunities to learn practical skills. The system also lacks productive elements, economic incentives, and relevance to students' lives, further exacerbating problems. Overall, it asserts that reforms are needed to make education more holistic and beneficial to students and society.
The document summarizes four major organizations that promote lifelong learning:
1. The Coalition of Lifelong Learning Organizations (COLLO) promotes continuing adult education, networking, and information exchange. It has programs like Tech Prep and supports federal literacy programs.
2. The American Association for Adult and Continuing Education (AAACE) provides services, publications and conferences for faculty, researchers, and graduate students.
3. The Council for Adult and Experiential Learning (CAEL) focuses on employers and workforce development. It offers certification programs for prior learning assessment and career advising.
4. The National Institute of Adult Continuing Education (NIACE) encourages family learning and advocates for visionary adult learning
This presentation presents findings from careers research, policy and practice. It details key findings from an international literature review on careers education in selected OECD countries.
This document provides a summary of Terri Nadine Thomas's education, experiences, and involvement. She has a Master of Science in Higher Education from Florida State University and a Bachelor of Arts in Strategic Communication from the University of the Ozarks. Her experiences include serving as a graduate assistant at Florida State University coordinating social justice programs and as a teaching assistant. She has also held internships in student government, residential life, and disability services. Thomas has been involved in several professional associations related to higher education and student affairs.
Building a bridge from school to communityStephsmith89
This document provides an overview of person-centered transition planning from both a systems and person-centered perspective. It discusses using person-centered planning to merge with traditional IEP requirements to create a holistic plan focused on the individual's quality of life, strengths, interests and long-term vision. Key aspects of person-centered planning covered include creating a team, discovering abilities and preferences, establishing a future vision, and identifying opportunities to achieve that vision.
This document discusses the concept and principles of guidance. It defines guidance as assisting individuals, through their own efforts, to discover and develop their potential for personal happiness and social usefulness. The document outlines the need for guidance to help with self-understanding, problem-solving, decision-making, and optimal individual development. It also discusses the nature, scope, and principles of organizing guidance programs at different educational levels from elementary school through university. The goals of guidance include academic and social adjustment, career exploration, and facilitating each student's growth.
The document provides details about a school guidance plan including:
1) It lists the objectives of the guidance plan which include helping students achieve their full potential and making informed life choices.
2) It describes who the guidance plan prioritizes, mainly students ages 6-16.
3) It outlines how the guidance will be implemented through various activities using available resources.
4) The resources available include human resources like teachers, tutors, and support teams as well as material resources such as computers and a career library.
5) It establishes monitoring and reviewing the plan as well as setting objectives to provide timely information, help with personal problems, and developmental career guidance.
Project Info - Developing Global Competence for Asian LeadersHora Tjitra
Built on our previous researches on Chinese and Indonesian intercultural sensitivity, we continue in this study by elaborating the cross-cultural experiences of the Chinese, Indonesian and Singaporean international assignees and their respective local co-workers in China and Indonesia. Intercultural sensitivity has been widely accepted as one of the most significant element of global competencies and one of the strongest predictor for global leaders and managers accomplishments.
The document discusses some of the issues with the current education system in India and how it negatively impacts three domains of education: cognitive, affective, and psychomotor. It argues that moving education away from homes and local communities into large schools and colleges has reduced individual attention to students, increased competition, and isolated children from their social and cultural environments. This has negatively impacted students' cognitive development, emotional well-being, and opportunities to learn practical skills. The system also lacks productive elements, economic incentives, and relevance to students' lives, further exacerbating problems. Overall, it asserts that reforms are needed to make education more holistic and beneficial to students and society.
The document summarizes four major organizations that promote lifelong learning:
1. The Coalition of Lifelong Learning Organizations (COLLO) promotes continuing adult education, networking, and information exchange. It has programs like Tech Prep and supports federal literacy programs.
2. The American Association for Adult and Continuing Education (AAACE) provides services, publications and conferences for faculty, researchers, and graduate students.
3. The Council for Adult and Experiential Learning (CAEL) focuses on employers and workforce development. It offers certification programs for prior learning assessment and career advising.
4. The National Institute of Adult Continuing Education (NIACE) encourages family learning and advocates for visionary adult learning
This presentation presents findings from careers research, policy and practice. It details key findings from an international literature review on careers education in selected OECD countries.
This document provides a summary of Terri Nadine Thomas's education, experiences, and involvement. She has a Master of Science in Higher Education from Florida State University and a Bachelor of Arts in Strategic Communication from the University of the Ozarks. Her experiences include serving as a graduate assistant at Florida State University coordinating social justice programs and as a teaching assistant. She has also held internships in student government, residential life, and disability services. Thomas has been involved in several professional associations related to higher education and student affairs.
Building a bridge from school to communityStephsmith89
This document provides an overview of person-centered transition planning from both a systems and person-centered perspective. It discusses using person-centered planning to merge with traditional IEP requirements to create a holistic plan focused on the individual's quality of life, strengths, interests and long-term vision. Key aspects of person-centered planning covered include creating a team, discovering abilities and preferences, establishing a future vision, and identifying opportunities to achieve that vision.
This document discusses the concept and principles of guidance. It defines guidance as assisting individuals, through their own efforts, to discover and develop their potential for personal happiness and social usefulness. The document outlines the need for guidance to help with self-understanding, problem-solving, decision-making, and optimal individual development. It also discusses the nature, scope, and principles of organizing guidance programs at different educational levels from elementary school through university. The goals of guidance include academic and social adjustment, career exploration, and facilitating each student's growth.
Career Cities: A Way ForwardAarhus University, DenmarkDeirdre Hughes
This presentation sets out examples of Deirdre Hughes' ongoing work on shaping experiences of learning and work within cities. It begins by setting out the rationale for building a careers offer for everyone young person that can be applied both within and outside of cities. The issues associated with child poverty are presented with a call for greater emphasis on career learning for all. The second part focuses on the evidence-base underpinning career education and its impact on pupil's skills and outcomes. It highlights findings from research designed to locate robust casual evidence on career education impact, drawing on experimental and quasi-experimental design.
In Custody and the Inspiration Agenda: positive steps forwardDeirdre Hughes
This keynote from Karen Adriaanse, Senior Associate, reflects on findings from the Inspiration in Custody agenda activities and partnership work across the West Midlands region to establish best practice and help promote the importance of future delivery of this type of provision in prisons. The focus of the evaluation was on the impact the events and activities have had on motivating the prisoners to plan for their release and to take actions, while still in prison, that would enhance their chances of future employment or self-employment.
A positive school culture is key to making initiatives successful when facing limited budgets. The principal of Shiloh High School outlines several strategies to build such a culture, including celebrating successes, modeling expectations, increasing parent/community involvement, and developing a shared vision. He emphasizes the importance of collaboration through common planning times, technology, and professional development led by teacher leaders. Building capacity in teachers, students, and administrators helps ensure consistent messaging that supports the school's vision.
This document contains Farai Gildah Shumba's curriculum vitae. It provides her personal and contact details, as well as information about her educational and professional background. She holds a Bachelor's degree in Sociology from the University of Zimbabwe. Her professional experience includes roles managing programs for non-profit organizations in Zimbabwe and South Africa, focusing on areas such as sexual and reproductive health, gender issues, and community development through sport. She is currently employed as an educator at a school in South Africa, where she teaches various subjects and coaches sports teams.
Along with a fellow counselor, I was asked to give an update on our district "character education." I used the opportunity to review the state model for guidance and counseling. Then, I focused in on the guidance curriculum component and how we are meeting the objectives through our guidance curriculum.
DeLois R Robison has over 30 years of experience in education, youth development, parent education, HIV prevention, and business consulting. She holds a BA in Humanities, Arts and Letters and an MA in Education from Michigan State University and Wayne State University. Her skills include program development, management and evaluation, group facilitation, training, and proposal/grant writing. She has successfully managed various education, counseling, and outreach programs and has extensive experience conducting surveys, interviews, and focus groups.
Reort of the orientation programme on guidacne and counselling for the princi...Ramakanta Mohalik
This document summarizes the proceedings of a three-day orientation program on guidance and counseling for principals of Jawahar Navodaya Vidyalayas (JNVs). The program aimed to create awareness about the importance of guidance and counseling in schools and develop skills for organizing these services. Over the three days, topics included the meaning and types of guidance, methods of educational guidance, guidance services, and basic counseling skills. Participatory teaching methods like group work and discussions were used. The principals engaged actively and gained understanding of constructing a student's self through guidance and counseling.
Sharae Kalian Clinical Trainer and Education Specialist SharaeKalian
I am motivated by a self-felt, self-accepted calling to the cause of good, growth, and gain in the lives of others. Influential communication of ideas is a primary way of achieving those objectives. I am a passionate supporter of education, excellence and equity, and a fully engaged member of social change in the welfare and benefit of America’s Healthcare system.
This document provides a summary of Paula A. Sims' qualifications, including her objective, skills, employment history, accomplishments, and education. Her objective is to develop engaging online curriculum in psychology, sociology, or general education. She has experience instructing and developing programs in various educational settings. Her employment history includes positions at several colleges where she developed curriculum and instructed courses. She has authored various online content and articles. Her education includes a Psy.D in Clinical Psychology and an M.A. in Counseling.
Kodili Obinna Nnadozie has over 15 years of experience in education, mental health, and cognitive neuroscience. He holds a PhD in Cognitive Neuroscience from UCLA and MS in Neuroscience from University of Maryland. Currently he is an instructor at Guru's Education where he teaches life skills and applies behavior analysis techniques. He is also a board member of Mental Health Association in Africa where he develops mental health programs. His expertise includes teaching, research, public speaking, and leadership.
Belete Deribie Woldegies is an Ethiopian professor with over 25 years of experience in teaching, curriculum development, and leadership roles in both governmental and non-governmental organizations. He currently serves as an Assistant Professor at the Ethiopian Civil Service University, where he teaches courses in leadership and manages the Leadership and Good Governance Institute. Previously he held executive roles developing education programs, conducting research, and managing projects for organizations focused on areas such as livelihood support, capacity building, and women's and children's rights. He holds a PhD in Leadership and Change from Antioch University and has extensive training and experience in curriculum development, project management, and community engagement.
Marvin N. Tolentino is seeking a position that matches his skills and qualifications. He has a Master's degree in Guidance and Counseling from Central Luzon State University and a Bachelor's degree in Psychology from the same institution. He has over two years of experience as a guidance counselor and psychology instructor. Additionally, he has 1.5 years of experience in human resources management conducting interviews and administering psychological tests for hiring. He also has research experience authoring publications and presenting at conferences. His qualifications include skills in counseling, teaching, HR processes, statistics software, and program organization.
Ray Christian V. Batac is seeking an ESL/EFL teaching position. He has a Standard Certificate in TESOL, two years of English tutoring experience, and experience facilitating seminars and workshops. He has six years of project development and implementation experience and graduated with a degree in Business Administration.
Richard Sallows is seeking a new position and has over 20 years of experience in education, human resources, and youth development roles. He has a passion for training and developing people and has held positions as a teacher, youth support worker, HR manager, and trainer/assessor. Richard has a Bachelor's degree in Education and qualifications in training and assessment and human resources. He emphasizes skills in communication, leadership, conflict resolution, and developing others.
Matthew Schroeder is a South African social anthropologist who has extensive experience in education, research, humanitarian work, and leadership. He holds qualifications including a Bachelor of Social Sciences from the University of Cape Town, a Bachelor of Arts Honours in Social Anthropology from UCT, and a Masters of Social Science in Social Anthropology from UCT. His career has involved teaching English, conducting ethnographic research, managing humanitarian projects, and working as an anthropology assistant
David Harry's CV outlines his personal and professional qualifications. He has a Bachelor's degree in Political Science and Public Administration from the University of Nairobi and seeks to build an innovative career using his skills and talents. His experience includes internships in solid waste management, marketing, and policy work. He has strong communication, leadership, and problem-solving abilities and is proficient in Microsoft Office.
- Ashley Le Grange has extensive experience as a licensed mental health counselor and school counselor, specializing in adolescent mental health and substance abuse issues. She has founded two non-profit organizations focused on promoting social-emotional health and wellness for teens. She also has experience delivering counseling, prevention programs, and curriculum development for schools, treatment centers, and organizations. She holds a master's degree in school and community counseling and maintains several professional licenses and certifications.
Eduardo A. Rivas has experience counseling children with developmental disorders through summer therapy programs at UC Irvine. He has a bachelor's degree in psychology and Hispanic studies from Lewis & Clark College, where he held several roles including student admission liaison, IT service desk technician, and special project assistant focused on inclusion and multicultural engagement. Rivas is bilingual in English and Spanish and has experience tutoring English as well as data entry and analysis skills.
Mary Hall is a senior policy advisor for the New Zealand School Trustees Association (NZSTA). She has over 15 years of experience in policy roles for government and non-profit organizations. Her responsibilities include researching and developing policy positions, drafting submissions to government, managing stakeholder relationships, and representing NZSTA on inter-agency groups. She has strong writing, critical thinking, and project management skills and has successfully led several organizational improvement initiatives for NZSTA.
Martins Opeyemi Maxine is a motivated social development professional with over 4 years of experience in community engagement, program implementation, and management across Nigeria. She holds an M.A. in Policy and Strategic Studies from the University of Lagos and a B.Sc. in International Relations from Benson Idahosa University. Currently she works as a Volunteer Program Officer at FHI 360 in Lagos, where she supports program development, monitoring, and reporting. Prior to this, she held administrative roles at FEDCAM in Abuja and worked on HIV prevention initiatives through OSSACA in Osun State.
Career Cities: A Way ForwardAarhus University, DenmarkDeirdre Hughes
This presentation sets out examples of Deirdre Hughes' ongoing work on shaping experiences of learning and work within cities. It begins by setting out the rationale for building a careers offer for everyone young person that can be applied both within and outside of cities. The issues associated with child poverty are presented with a call for greater emphasis on career learning for all. The second part focuses on the evidence-base underpinning career education and its impact on pupil's skills and outcomes. It highlights findings from research designed to locate robust casual evidence on career education impact, drawing on experimental and quasi-experimental design.
In Custody and the Inspiration Agenda: positive steps forwardDeirdre Hughes
This keynote from Karen Adriaanse, Senior Associate, reflects on findings from the Inspiration in Custody agenda activities and partnership work across the West Midlands region to establish best practice and help promote the importance of future delivery of this type of provision in prisons. The focus of the evaluation was on the impact the events and activities have had on motivating the prisoners to plan for their release and to take actions, while still in prison, that would enhance their chances of future employment or self-employment.
A positive school culture is key to making initiatives successful when facing limited budgets. The principal of Shiloh High School outlines several strategies to build such a culture, including celebrating successes, modeling expectations, increasing parent/community involvement, and developing a shared vision. He emphasizes the importance of collaboration through common planning times, technology, and professional development led by teacher leaders. Building capacity in teachers, students, and administrators helps ensure consistent messaging that supports the school's vision.
This document contains Farai Gildah Shumba's curriculum vitae. It provides her personal and contact details, as well as information about her educational and professional background. She holds a Bachelor's degree in Sociology from the University of Zimbabwe. Her professional experience includes roles managing programs for non-profit organizations in Zimbabwe and South Africa, focusing on areas such as sexual and reproductive health, gender issues, and community development through sport. She is currently employed as an educator at a school in South Africa, where she teaches various subjects and coaches sports teams.
Along with a fellow counselor, I was asked to give an update on our district "character education." I used the opportunity to review the state model for guidance and counseling. Then, I focused in on the guidance curriculum component and how we are meeting the objectives through our guidance curriculum.
DeLois R Robison has over 30 years of experience in education, youth development, parent education, HIV prevention, and business consulting. She holds a BA in Humanities, Arts and Letters and an MA in Education from Michigan State University and Wayne State University. Her skills include program development, management and evaluation, group facilitation, training, and proposal/grant writing. She has successfully managed various education, counseling, and outreach programs and has extensive experience conducting surveys, interviews, and focus groups.
Reort of the orientation programme on guidacne and counselling for the princi...Ramakanta Mohalik
This document summarizes the proceedings of a three-day orientation program on guidance and counseling for principals of Jawahar Navodaya Vidyalayas (JNVs). The program aimed to create awareness about the importance of guidance and counseling in schools and develop skills for organizing these services. Over the three days, topics included the meaning and types of guidance, methods of educational guidance, guidance services, and basic counseling skills. Participatory teaching methods like group work and discussions were used. The principals engaged actively and gained understanding of constructing a student's self through guidance and counseling.
Sharae Kalian Clinical Trainer and Education Specialist SharaeKalian
I am motivated by a self-felt, self-accepted calling to the cause of good, growth, and gain in the lives of others. Influential communication of ideas is a primary way of achieving those objectives. I am a passionate supporter of education, excellence and equity, and a fully engaged member of social change in the welfare and benefit of America’s Healthcare system.
This document provides a summary of Paula A. Sims' qualifications, including her objective, skills, employment history, accomplishments, and education. Her objective is to develop engaging online curriculum in psychology, sociology, or general education. She has experience instructing and developing programs in various educational settings. Her employment history includes positions at several colleges where she developed curriculum and instructed courses. She has authored various online content and articles. Her education includes a Psy.D in Clinical Psychology and an M.A. in Counseling.
Kodili Obinna Nnadozie has over 15 years of experience in education, mental health, and cognitive neuroscience. He holds a PhD in Cognitive Neuroscience from UCLA and MS in Neuroscience from University of Maryland. Currently he is an instructor at Guru's Education where he teaches life skills and applies behavior analysis techniques. He is also a board member of Mental Health Association in Africa where he develops mental health programs. His expertise includes teaching, research, public speaking, and leadership.
Belete Deribie Woldegies is an Ethiopian professor with over 25 years of experience in teaching, curriculum development, and leadership roles in both governmental and non-governmental organizations. He currently serves as an Assistant Professor at the Ethiopian Civil Service University, where he teaches courses in leadership and manages the Leadership and Good Governance Institute. Previously he held executive roles developing education programs, conducting research, and managing projects for organizations focused on areas such as livelihood support, capacity building, and women's and children's rights. He holds a PhD in Leadership and Change from Antioch University and has extensive training and experience in curriculum development, project management, and community engagement.
Marvin N. Tolentino is seeking a position that matches his skills and qualifications. He has a Master's degree in Guidance and Counseling from Central Luzon State University and a Bachelor's degree in Psychology from the same institution. He has over two years of experience as a guidance counselor and psychology instructor. Additionally, he has 1.5 years of experience in human resources management conducting interviews and administering psychological tests for hiring. He also has research experience authoring publications and presenting at conferences. His qualifications include skills in counseling, teaching, HR processes, statistics software, and program organization.
Ray Christian V. Batac is seeking an ESL/EFL teaching position. He has a Standard Certificate in TESOL, two years of English tutoring experience, and experience facilitating seminars and workshops. He has six years of project development and implementation experience and graduated with a degree in Business Administration.
Richard Sallows is seeking a new position and has over 20 years of experience in education, human resources, and youth development roles. He has a passion for training and developing people and has held positions as a teacher, youth support worker, HR manager, and trainer/assessor. Richard has a Bachelor's degree in Education and qualifications in training and assessment and human resources. He emphasizes skills in communication, leadership, conflict resolution, and developing others.
Matthew Schroeder is a South African social anthropologist who has extensive experience in education, research, humanitarian work, and leadership. He holds qualifications including a Bachelor of Social Sciences from the University of Cape Town, a Bachelor of Arts Honours in Social Anthropology from UCT, and a Masters of Social Science in Social Anthropology from UCT. His career has involved teaching English, conducting ethnographic research, managing humanitarian projects, and working as an anthropology assistant
David Harry's CV outlines his personal and professional qualifications. He has a Bachelor's degree in Political Science and Public Administration from the University of Nairobi and seeks to build an innovative career using his skills and talents. His experience includes internships in solid waste management, marketing, and policy work. He has strong communication, leadership, and problem-solving abilities and is proficient in Microsoft Office.
- Ashley Le Grange has extensive experience as a licensed mental health counselor and school counselor, specializing in adolescent mental health and substance abuse issues. She has founded two non-profit organizations focused on promoting social-emotional health and wellness for teens. She also has experience delivering counseling, prevention programs, and curriculum development for schools, treatment centers, and organizations. She holds a master's degree in school and community counseling and maintains several professional licenses and certifications.
Eduardo A. Rivas has experience counseling children with developmental disorders through summer therapy programs at UC Irvine. He has a bachelor's degree in psychology and Hispanic studies from Lewis & Clark College, where he held several roles including student admission liaison, IT service desk technician, and special project assistant focused on inclusion and multicultural engagement. Rivas is bilingual in English and Spanish and has experience tutoring English as well as data entry and analysis skills.
Mary Hall is a senior policy advisor for the New Zealand School Trustees Association (NZSTA). She has over 15 years of experience in policy roles for government and non-profit organizations. Her responsibilities include researching and developing policy positions, drafting submissions to government, managing stakeholder relationships, and representing NZSTA on inter-agency groups. She has strong writing, critical thinking, and project management skills and has successfully led several organizational improvement initiatives for NZSTA.
Martins Opeyemi Maxine is a motivated social development professional with over 4 years of experience in community engagement, program implementation, and management across Nigeria. She holds an M.A. in Policy and Strategic Studies from the University of Lagos and a B.Sc. in International Relations from Benson Idahosa University. Currently she works as a Volunteer Program Officer at FHI 360 in Lagos, where she supports program development, monitoring, and reporting. Prior to this, she held administrative roles at FEDCAM in Abuja and worked on HIV prevention initiatives through OSSACA in Osun State.
Lee Pamuspisan Malapad has over 20 years of experience in education, training, and business management. He currently works as the Training and Consultancy Manager for RIMANSI Organization for Asia and the Pacific, where he designs and implements training programs for partner organizations. He has a Bachelor's degree in Marine Biology from UP Los Baños and is trained in areas such as corporate governance, sales, and scuba diving. Prior work experience includes operating his own deli business, managing a coffee shop, teaching science and entrepreneurship, and representing a pharmaceutical company.
This document contains personal and professional information about Mardy Eserjose Dizon. It includes his contact information, educational background, work experience, skills, and certifications. Some key details:
- He holds a Doctor of Philosophy in Psychology and has over 10 years of experience working as a psychologist and educator in the Philippines and UAE.
- His most recent role is as a psychologist at RAK Hospital in Ras Al Khaimah, UAE, where he provides psychological services like assessments, treatment plans, and referrals.
- Prior to that, he held roles as an educational consultant, HR assistant manager, accountant, and faculty member at various organizations in the UAE and Philippines.
Susan Dollar Curriculum Vita October 2015Susan Dollar
This document provides a summary of Susan D. Dollar's qualifications, education, and experience. She has over 20 years of experience in higher education administration and student services. She holds a PhD in Higher Education Administration from Texas A&M University and has held roles such as Assistant Dean, Director of the University Career Center at UT San Antonio, and Director of Career Services at Emporia State University. Her experience includes strategic planning, program development, assessment, and management of multi-million dollar budgets and large staffs.
Ramona Jean Williams is applying for a teacher position. She has over 24 years of experience in childcare and education, including teaching children with special needs. She believes in helping children succeed and creating positive outlooks. Her experience and education qualify her for the position, and she is requesting an interview.
This summary provides an overview of Sarah Wright's education, skills, work experience and leadership experience:
Sarah Wright received a Bachelor of Science in Psychology from Santa Clara University in 2015 with a minor in Studio Art. She has worked in various roles in healthcare and behavioral therapy, including as a volunteer coordinator, QME coordinator, behavioral interventionist, and teacher's assistant. She also has leadership experience as the president of her sorority chapter where she oversaw a budget of $150,000 and coordinated various events.
Allan J. Collins has over 15 years of experience in education, counseling, and nonprofit management. He holds a Master's degree in Psychology and has worked as an intern school counselor, data analyst, volunteer director, and program coordinator. Collins has extensive experience managing budgets, developing partnerships, and coordinating volunteers and community initiatives. He is fluent in Spanish and has a diverse set of skills including leadership, public speaking, grant writing, and technology.
Meri MacLeod has over 30 years of experience in higher education, including as an educational consultant, director of distance learning programs, dean, and faculty member. She specializes in areas like online program development, enrollment strategies, faculty development, and integrating technology into teaching and learning. Her consulting clients include various colleges, seminaries, and non-profits. She has a Ph.D. in Educational Studies from Trinity International University and has published on topics like state authorization requirements and changing models of learning.
Kimberly Grace is a licensed school counselor with nearly five years of experience in education. She utilizes an innovative and student-led counseling style along with analytical skills to address student needs and implement a multi-tier collaborative system of care. Her experience includes serving as a counselor at multiple schools where she developed counseling programs, guidance lessons, and collaborated with others to support students.
Similar to Curriculum Vitae - Ma. Teresa A. Maguigad - (20)
1. M A. T E R E S A A. M AG U I G AD , P H . D .
teremaguigad@gmail.com • +639175980320
Equipped with knowledge, skills, and experiences in leadership
and management, strategic planning, research, resource
generation and mobilization, psychological/behavioral
processes, human resource management, training, corporate
communication, educational management, accreditation and
certification processes, and events management, I utilize these
for people’s professional enhancement, organizational
development, human resource advancement, and social
progress.
S I G N I F I C A N T A C C O M P L I S H M E N T S
• Youth Ambassador to the 26th
Ship for Southeast Asian Youth Program and headed the
Protocol Committee for sustained professional decorum of Filipino participating-youth in
relation with other ASEAN counterparts
• Youth Ambassador to the Japan- Philippines Friendship Program for the 21st
Century
under the Social Development category and participated in the formulation of advocacies
for social sustainability
• Designed, organized and implemented the Cultural Exchange Program of St. Paul
University Philippines for ASEAN students and professionals
• Designed the English Enhancement Program Framework of St. Paul University
Philippines for ASEAN counterparts as well as students from Japan and Korea
• Presented the following researches in an international research conference: “On the
Road to ASEAN Regional Integration: The St. Paul University Philippines Experience”
and “English Enhancement Program for ASEAN Counterparts”
• Tutored Principals across the Philippines and Southeast Asia for curriculum and
instructional leadership under the headship of the Southeast Asian Ministers of
Education Organization – Innovative Technology (SEAMEO – INNOTECH) towards a
more responsive educational environment for the youth
• Trained professionals across the Philippines in counselling, strategic planning, human
resource management, human behavior in organization, and curriculum and
instructional leadership
• Initiated the network of St. Paul University Philippines with the Association of Christian
Universities and Colleges of Asia, an association that sustainably works for better
educational opportunities, collaboration, and linkage across the youth and professionals
of Asia
• Established linkages and network for St. Paul University Philippines with national and
international institutions
• Participated in the formulation of policies and quality assurance procedures for
organizational flow and direction
2. • Participated in resource generation and mobilization initiatives of St. Paul University
Philippines to fund projects for its partner-communities and its Science Agri-Based
Entrepreneurial High School for the poor and underprivileged children of farmers
• Prepared project proposals for resource generation towards the empowerment of
partner-communities
• Conducted Strategic Planning and Operational Planning with the Top Management and
Middle Managers of St. Paul University Philippines from 2010 to 2015 and crafted the
corresponding strategic plans and operational plans, respectively
• Coordinated and Implemented the Work and Travel Program to the United States of St.
Paul University Philippines in partnership with First Place Inc. from 2010 to 2014
• Initiated and collaborated with British Council Philippines the opening of a review
program for the International English Language Testing System (IELTS) in Region 02
and Northern Luzon
• Organized, implemented, and managed trainings for stakeholders on Customer Care
and Customer Relations, Enhancing Human Resource Capabilities of Institutions,
Adlerian Approach to Counselling and Psychotherapy, Events Management, Information
Technology Enabled Scholarship Program for Teachers of Tuguegarao City, Group
Process for Children of Overseas Contract Workers, Career Counseling for the
iGeneration, and Self-Directed Learning for the Poor and Marginalized
• Organized institutional events like International Conferences , Visits of Foreign
Dignitaries at St. Paul University Philippines, Concerts for a Cause, Team Building of
Employees, Book Launchings, Annual Pre-Opening Activities for Administration and
Faculty, Installation of the Presidents of St. Paul University Philippines, and other
significant events
• Advocated the Green IT Project of St. Paul University Philippines in collaboration with
the Information and Communications Technology Department for environmental
preservation
• Fostered the organization of Kapihan with the President (Breakfast Meeting with
Stakeholders) to resolve pressing community issues and concerns for social progress.
• Prepared and published the President’s Report of St. Paul University Philippines from
2007 to 2015
• Prepared press kits and media releases, speeches, correspondences and other
significant documents for the Office of the President of St. Paul University Philippines
• Chaired the Publicity Committee of St. Paul University Philippines’ Centennial
Celebration and spearheaded massive advertising on the event both on print and mass
media across the Philippines and the United States
• Associate Editor of the Centennial Coffee Table Book of St. Paul University Philippines
• Designed the Doctor in Social Psychology curriculum of St. Paul University Philippines
• One of the few selected by the Commission on Higher Education in partnership with
Ateneo De Manila University to evaluate the General Psychology textbook and readings
circulated in the country
3. • Designed and organized the offering of review programs for Licensure Examination for
Teachers (LET), National Medical Aptitude Test (NMAT), and Abhu Dhabi Haad for
Middle East employment
• Initiated the conduct of researches in the Guidance and Counseling Center of St. Paul
University Philippines under the Nursing Program in 1994 to 2000 for academic
counselling
• Formulated Memorandum of Understanding and Memorandum of Agreement with
partner institutions
• Liaised the activities of the six universities of the St. Paul University System as
Executive Assistant to the Chancellor
H I G H L I G H T S O F Q U A L I F I C AT I O N S
• Eighteen years of managerial and administrative experience
• Proven track record in leadership and management
• Human resource consultant to some business establishments
• Excellent skills in counselling, psychotherapy, group dynamics, human relations, and
other psychological processes
• Communicates effectively in English, Filipino, Ilocano, Itawes, Visayan and Ibanag
• Trained and experienced in establishing linkage and network with local, national, and
international institutions
• Maintains high standard on customer care and client relations
• Sought after speaker in counselling, leadership and management, group process,
human resource development, building self-awareness, and other psychology-related
topics, stress management, decision-making management, proper decorum and
discipline, professional behavior and etiquette at work
• Knowledgeable and understanding of ASEAN culture and tradition
• Wide network of youth and professionals among ASEAN member-countries and Japan
• Proficient in writing and editing reports, speeches, and correspondences
• Reputable track record in teaching behavioral science and educational management
courses, both in the undergraduate, graduate, and post graduate levels
• Skilled in thesis and dissertation advising
• Proficient in Microsoft Office Suites (Word, Excel and Power Point)
• Numerous attendance in professional development opportunities for knowledge
deepening and skills enhancement
• Efficient facilitator and master of ceremonies of national and international events
• Accustomed to work in a team of diverse backgrounds and can work with minimum
supervision
• Trustworthy, decisive, resourceful, innovative and with good interpersonal skills
4. E D U C AT I O N A L B A C K G R O U N D
Post Graduate: Doctor of Philosophy in Education
Major in Educational Management
St. Paul University Philippines
Tuguegarao City
March 2007
Graduate Studies: Master of Arts in Psychology
St. Paul University Philippines
March 1999
Finished Academic Requirements In:
Master of Arts in Education Major in Guidance and
Counseling
Master in Public Administration
Baccalaureate: Bachelor of Science in Psychology
Magna Cum Laude
St. Paul University Philippines
March 1994
E L I G I B I L I T I E S A N D L I C E N S E S
• Civil Service Eligibility (For Honor Graduates)
• Professional Regulatory Commission of the Philippines Licensed Psychologist
• Professional Regulatory Commission of the Philippines Licensed Psychometrician
• Professional Regulatory Commission of the Philippines Licensed Guidance Counsellor
W O R K E X P E R I E N C E S
Director, Planning and Development June 2011 to Present
St. Paul University Philippines
Tugegarao City, Cagayan Valley
• Concomitant to the position is to function as the Executive Assistant to the President
• Prepares executive reports, correspondences, speeches, minutes of executive
meetings, programs of activities, events, media releases and other essential
management responsibilities for the Office of the President
• Handles strategic planning and management as well as annual operational planning for
the organization
• Responsible for the productivity and operations of the following units: Review Center and
Intercultural Institute for Languages
5. Associate Professor Current Professional Rank
Graduate School and Undergraduate Education
• Teaches the following courses in the Graduate School: Advanced Human Resource
Management, Strategic Planning and Management, , Early Childhood Development,
Human Behavior in Organization, Filipino Human Behavior in Organization, Educational
Psychology, Human Relations in Management, Psychology of Human Development,
Career Guidance and Counseling, Psychology of Exceptional Children, Projective
Techniques, Methods of Research in Psychology, Thesis Writing, Administration and
Supervision of Guidance, Theories, Tools and Techniques in Counseling, Philosophical,
Psychological, Sociological and Anthropological Foundations of Guidance, Theories of
Personality, Group Process, Learning Psychology, and Social Psychology
• Handled the following subjects in the Tertiary Level: Human Resource Management,
General Psychology, Introduction to Humanities, Experimental Psychology, Psychology
of Human Development, Early Childhood Education, Theories of Personality, Clinical
Psychology, Guidance and Counseling, Industrial Psychology, Learning and Cognitive
Psychology, Social Psychology, Psychology of Exceptional Children, Problems and
Issues in Local Government, Local Government Administration, Theory and Practice in
Public Administration, Methods of Research, and Thesis Writing
Consultant, Human Resource management 2003 to Present
Cubacub Law and Accounting Office
Provincial address: 24 D1 Rizal Street Centro 10,
Tuguegarao City, Cagayan 3500
Since 2003
Manila address: Unit 3B Corinthian Plaza, Paseo de Roxas,
Legaspi Village, Makati City 1220
Since 2014
Densha Business Hub, Inc.
Unit 208 Cityland Pioneer, Boni Avenue,
City of Mandaluyong 1550
Since 2015
• Provides expert advice on marketing and recruitment of employees
• Facilitates skills enhancement trainings of employees
• Institutes assessment and evaluation measures on employees’ capabilities,
performance, and needs for efficient work flow and enhanced productivity
• Settles employees’ conflicts and concerns affecting work efficiency
• Conducts employees’ counseling as deemed necessary
Accreditor July 2014 to Present
Philippine Association of Colleges and Universities Commission on Accreditation (PACUCOA)
• Conducts accreditation, regulation, and assessment along curriculum and instruction in
graduate and undergraduate programs in Psychology
Chairman/Member, Thesis/Dissertation Panel of Examiners June 1999 to Present
• Examines researches of graduate students if these merit approval and meet standards
of quality
ISO Internal Auditor June 2014 to January 2016
St. Paul University Philippines
Tugegarao City, Cagayan Valley
• Conducted internal audit for quality assurance and sustained quality standards of the
organization
6. • Prepared report of internal quality audits as reference for process enhancements and
efficiency
Director, Center for Professional Development June 2009 to May 2011
St. Paul University Philippines
Tugegarao City, Cagayan Valley
• Responsible for the planning and implementation of continuing education programs and
trainings as well as the management of programs and services at the Publications
Office, Public Affairs, Print and Visual Arts Center, Review Center, and Intercultural
Institute for Languages
Executive Assistant to the Chancellor June 2012 to May 2013
St. Paul University System
• Accountable in the preparation of correspondences, technical reports, and significant
documents under the Office of the Chancellor who manages seven universities all over
the Philippines.
Coordinator, Public Affairs June 2008 to May 2009
St. Paul University Philippines
Tuguegarao City, Cagayan
• Spearheaded school marketing and promotions and public relations for St. Paul
University Philippines
• Established international, national, and local linkages for St. Paul University Philippines
Coordinator, Center for Professional Development June 2004 to May 2009
St. Paul University Philippines
Tuguegarao City, Cagayan
• Implemented continuing education programs and trainings for professionals external to
St. Paul University Philippines
• Developed training modules for continuing professional development
• Initiated the opening of review programs for the International English Language Testing
System in partnership with British Council Philippines
Program Chairperson, Psychology Department June 2000 to May 2004
St. Paul University Philippines
Tuguegarao City, Cagayan
• Responsible for the curriculum review and revision, curriculum verification, and
curriculum implementation of Bachelor of Science in Psychology and Master of Arts in
Psychology
• Managed faculty loading, faculty assignments and pertinent submissions relative to
students’ performance
Adviser, Supreme Board of Students June 1997 to May 1999
St. Paul University Philippines
Tuguegarao City, Cagayan
• Managed student- officers and student activities of the college department of St. Paul
University Philippines
• Organized students’ fora and assemblies to address concerns and problems pertinent to
institutional services for enhanced student-management relationship
7. Guidance Counsellor May 1994 to May 1999
St. Paul University Philippines
Tuguegarao City, Cagayan
• Handled individual records, testing, group processes, and counselling services of the
School of Nursing and School of Information Technology of St. Paul University
Philippines
R E S E A R C H E S C O N D U C T E D
• On the Road to ASEAN Regional Integration: The St. Paul University Philippines
Experience, 2016
• English Enhancement Program for Non-English Speaking ASEAN Counterparts, 2015
• The Public Image of St. Paul University Philippines, 2010
• A Continuing Professional Education Model for Middle Managers of Higher Education
Institutions, 2007 (Published in SPUP Research Digest Volume XI No. 2)
• The Growing Incidence of Effeminacy Among Selected Male Students of St. Paul
University Philippines, 2004 (Published in SPUP Research Digest Volume I)
• The Effect of Hypnotic Imagery Exercises on Recall: A Pilot Study, 1999
• The Relationship Between Nursing Aptitude Test and Academic Performance, 1995
• The Homeroom Guidance of the Grade School Department of St. Paul University
Philippines, 1994
I N T E R N AT I O N A L E N G A G E M E N T S / PA R T I C I PAT I O N
• International Research Conference
St. Paul University Philippines
January 14-16, 2016
• ICTBPM Conference and Expo on Glocalization: Local Solutions for Global
Challenges
Marriott Hotel, Cebu City
June 3-4, 2015
• 16th
World Council for Curriculum and Instruction World Conference on Education
Town and Country Resort and Convention Center, San Diego, California
August 17-24, 2014
• Business Meetings with the President of St. Paul University Philippines
California and New York, USA
August to September 2014
• Management Convention
Association of Christian Universities and Colleges of Asia
Fu Jen Catholic University, Taipei, Taiwan
November 2013
8. • Board Members’ Meeting (President’s Representative)
Association of Christian Universities and Colleges of Asia
Fu Jen Catholic University, Taipei, Taiwan
April 2013
• Conference on Whole Person Education
Association of Christian Universities and Colleges of Asia
Tokyo, Japan
October 2012
• Business Meetings and Conferences on International Students’ Recruitment and
Admission Requirements together with the President of St. Paul University
Philippines
Houston, Los Angeles, Indiana, and Florida, USA
August 2008
• Improving Training Quality Through Interactive Learning Technologies (PHASE II)
University of Surabaya, University of Science Malaysia and University of Illinois,
Surabaya, Indonesia
May 2004
• Improving Training Quality Through interactive Learning Technologies (PHASE I)
University of Surabaya, University of Science Malaysia, and University of Illinois
Penang, Malaysia
October 14 – 30, 2007
• 26th
Ship for Southeast Asian Youth Program for Youth Ambassadors of the
ASEAN member - countries
Japan, Malaysia, Indonesia, Vietnam, Singapore, and Thailand
October – December 1999
• Japan – Philippines Friendship Program of the 21st
Century
Social Development Category
Osaka, Kyoto, Tokyo, Hiroshima, Ishikawa and Narra Prefectures in Japan
January – February, 1999
C H A R A C T E R R E F E R E N C E S
DR. ALLAN PEEJAY LAPPAY
Director, Alumni, Advocacies and Public Affairs
He is a colleague under the Office of the President
e-mail address: aplappay@spup.edu.ph
Mobile No.: +639162353963
ATTY. JOSE EDUARDO NATIVIDAD
Regional Director, Department of Transportation and Communications
Cordillera Administrative Region
He was my student in the Graduate School and he consults me in managing government
programs in his area of leadership.
e-mail address: gensangladiators@yahoo.com
9. Mobile no.: +639065313278
ATTY. ALETH JOYCE CUBACUB
Practicing Lawyer and Accountant
She is my employer and partner in social and environmental advocacies
e-mail address: aleth_joyce44@yahoo.com
Mobile nos. : +639175758384 / +639175815292
I hereby certify that the aforementioned information and details are true and correct to the best
of my knowledge.
MA.TERESA A. MAGUIGAD
Applicant
10. Mobile no.: +639065313278
ATTY. ALETH JOYCE CUBACUB
Practicing Lawyer and Accountant
She is my employer and partner in social and environmental advocacies
e-mail address: aleth_joyce44@yahoo.com
Mobile nos. : +639175758384 / +639175815292
I hereby certify that the aforementioned information and details are true and correct to the best
of my knowledge.
MA.TERESA A. MAGUIGAD
Applicant