‘Brave space’ for learning
The Academic Affairs Office constantly devises ways and means to improve the delivery of academic services in Far Eastern University.
Recently, its Academic Services Office, in collaboration with Center for Teaching and Learning and Gender and Development Desk, organized a faculty refresher on assessment-making and facilitating teaching and learning. Through workshops and group discussions in several classrooms, faculty members explored effective assessment practices and ways to create safe, gender-fair learning environments for educators and students.
The first session focused on developing rubrics aligned with intended learning outcomes and providing meaningful feedback using the Structure of the Observed Learning Outcome (SOLO) Taxonomy.
Ma. Neliza De Lara, coordinator of the Language and Learning Center and one of the session’s speakers, explained that the workshop aimed to strengthen faculty members’ knowledge and skills in assessment and evaluation. She highlighted the importance of developing clear, specific rubrics that help students understand course expectations and ensure that their performance is assessed fairly, consistently, and objectively.
Through the SOLO Taxonomy, faculty members can evaluate students’ learning at different levels, from basic understanding to more complex thinking, integration, and application of knowledge. The framework also helps educators provide constructive feedback that recognizes students’ strengths, identifies areas for improvement, and guides further learning.
“One of the morning session’s most valuable activities was reviewing a module currently used in my classes,” said Stephanie Talavera, a teaching assistant (TA) from General Education (GE). Although her role does not yet involve designing modules, the exercise helped her identify opportunities to better align intended learning outcomes, teaching and learning activities, and assessments. She also observed that some activities and assessments required additional tasks to fully address the module’s learning outcomes.
These insights would help prepare her to design modules after completing her master’s degree, Talavera said
Princess Elaine Chavez, also a TA from GE, reflected on the challenges of assessing individual performance from a group work. Drawing from her early teaching experience, she observed that group assessments may raise some students’ grades while lowering those of others, raising questions about how accurately shared scores reflect individual performance.
The first session reinforced the role of assessment beyond assigning grades. By using rubrics and feedback to guide student development, faculty members can support critical thinking, continuous learning, and academic growth.
The second session focused on creating gender-fair and safe classrooms. Its speaker, Mark Ian Magallano, invited participants to reflect whether or not a classroom can remain a safe space while addressing difficult or sensitive topics.
Raymond Presado, a faculty member of GE discussed the importance of encouraging students to participate confidently in discussions as part of building a “brave space.”
“Contentious topics bring together perspectives shaped by students’ different social and political backgrounds. These exchanges encourage students to support their opinions with evidence, consider other viewpoints, and recognize common ground,” Presado said, drawing from his experience studying Philippine History.
Presado described a safe space as the foundation for a “brave space,” where students can challenge ideas and engage in difficult conversations while maintaining respect for one another.
In response, Dr. Leo Nery, a faculty member of Interdisciplinary Studies, emphasized that educators should not be afraid to engage in difficult discussions. He explained that a safe space should foster an environment conducive to the learning environment and objectives, with discussions guided by professionals.
The two sessions during the one-day refresher highlighted how clear assessment practices, respectful dialogue, and inclusive language can help faculty members create learning environments that support students’ academic growth and participation.
Pocholo Martillo, coordinator of Student Academic Concerns, said the sessions deepened his understanding of the importance of gender-fair language. He recommended reviewing and updating policies published on FEU’s website and other platforms to replace outdated wording with language that reflects the university’s commitment to gender fairness.
Ma. Camille Parcon, Medical Technology faculty member, expressed her support for FEU’s advocacy for gender-fair language, describing it as a positive step toward a more inclusive Tamaraw community. She also recognized her department’s direction in integrating inclusivity into academic practices, including references to gender expression in its Course Information Booklets.
Through these efforts, FEU continues to strengthen teaching practices that promote fair assessment, encourage respectful exchanges, and uphold gender inclusivity, helping build a university community where educators and students feel respected and supported.
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