action research about modular distance learning in the philippines

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Challenges and mechanisms of teachers in the implementation of modular distance learning in the Philippines: a phenomenological study

Sapienza: International Journal of Interdisciplinary Studies

COVID-19 pandemic brought so many changes in the state of education after school’s temporary closure. Educational institutions transitioned to modular distance learning from the usual face-to-face teaching which put both teachers and students less prepared, if not totally unprepared. This qualitative phenomenological study explored the challenges and mechanisms of teachers in the implementation of modular distance learning in the Philippines amidst COVID-19 pandemic. Data were gathered through in-depth interview to twelve (12) teachers, six (6) were teaching in the elementary, and the other six (6) teaching in the secondary level. Recorded interviews were transcribed and analyzed using the following steps: data reduction, data display, and conclusion drawing and verification. Ethical issues were considered in the conduct of the study. Results revealed that the challenges of teachers in modular distance learning includes time-consuming, incomplete and unanswered modules, inadequate p...

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Tazanna Sevilla

This study aimed to identify the challenges of teachers in the use of modular distance learning modality amidst pandemic and how teachers cope with these challenges. This study is a qualitative research which employed the phenomenological research design to determine the challenges encountered by teachers in the use of modular distance learning modality. The study was conducted among teachers in different public secondary schools within Tacloban City. Ten (10) professional public secondary teachers were approached to request their voluntary involvement as key participants through convenience sampling. The personal experiences and coping mechanisms of the teachers were gathered through a survey, particularly by using a semi-structured questionnaire with open-ended questions. Colaizzi's method was used in the interpretation of data. The challenges of teachers were identified based on how they plan, prepare and distribute modules, monitor students' learning, check, evaluate outputs, and provide feedback on students' performance. Furthermore, teachers used various ways to cope with the challenges encountered in modular distance learning modality such as time management, innovating teaching strategies, adapting to the changes brought by the new normal trend in education, being flexible, providing alternative plans, being optimistic, patient, and equipping oneself with the necessary skills for the new normal ways of education. Various stakeholders need to work and plan for alternatives on different issues that may arise as they are involved in the teaching-learning process considering all the limitations in these trying times brought by the pandemic.

CERN European Organization for Nuclear Research - Zenodo

Alcher Arpilleda

Indonesian Journal of Educational Research and Review

Leomarich Casinillo

Due to the COVID-19 pandemic, schools, particularly in rural areas, employed Modular Distance Learning (MDL) to ensure educational continuity. Modular distance learning is the current learning modality of primary education, where parents serve as parent-teachers to their children. This study seeks to evaluate the experiences of students and teachers of Elementary School, on modular distance learning during the pandemic. This study used the qualitative method of interviewing nine students and six teachers to learn about their MDL experiences. Data process involves combining related concepts and themes to produce a more structured and organized picture of the data. MDL strengthens family bonding, promotes independent learning, and economizes money and time. However, it is an additional workload for working parents; there needs to be more teacher-student interaction, preventing pupils from socializing and gadget distractions. The article revealed that MDL has positive and negative experiences for teachers and students. Therefore, the impact may vary depending on individual circumstances and adaptability. The study suggests that suitable strategies should address any challenges during implementation and evaluation. Furthermore, teachers must undergo training related to MDL to address existing problems in delivering their lessons.

Trans Stellar Journals

TJPRC Publication , FITZGERALD KINTANAR

Both academics and parents have been affected by the COVID-19 pandemic's widespread incidence. Modular Distance Learning was established as an early response to the global health crisis to assure educational continuity. The primary goal of this study is to learn about the challenges parents face when implementing Modular Distance Learning at

International Journal of Multidisciplinary: Applied Business and Education Research

Primo Villanueva

The challenges brought about by the COVID- 19 pandemic was not only on the health, economic, and medical sector. It also brought about drastic changes to the education sector. With the "No Child Would Be Left Behind" philosophy, the Department of Education ensured that classes would push through without face-to-face communication. This policy led to various Online Distance Learning (ODL) designs per Division or locality. This qualitative study done through narrative inquiry aims to determine the different challenges experienced and recommendations proposed by the ODL teachers in the actual delivery of education at this time of pandemic and inputs for a better implementation of the school learning continuity plan. Responses from fifteen participants from the Division of Dasmarinas yielded experiences by which various themes were extracted from the participants. Written interviews were sent to many public elementary and high school teachers experiencing the Online Distance L...

Dianne Balibrea

Distance learning has become the sole modality of the teaching and learning process in the Philippines due to the Covid-19 pandemic. Since face-to-face classes are still prohibited with no end in sight, it is important to assess the experience of teachers handling distance learning education in terms of the support they have received, and the challenges encountered. This study examines the support provided by the schools, the challenges encountered by the teachers, and the support they need to thrive in distance learning education. By applying a quantitative approach through an online survey, 151 teachers - including 108 women, 41 men, and 2 respondents who did not mention their gender - served as the respondents of this study. The study derived promising results in that the majority of the respondents received adequate support from their respective schools in terms of capacity building, technical and data privacy matters, systems of information dissemination, and online learning ma...

EPRA International Journal of Research & Development (IJRD)

Emma Trovela

This research investigated the parents and learners’ perceptions on modular distance learning that they are experiencing during this time of pandemic as part contemporary new normal education setup. The main purpose of this study was to understand parents’ and learners’ perceptions on modular distance learning as contemporary teaching strategy and how they coped with the experiences and challenges of the new normal education settings. The participants of this study where five (5) senior high school learners and five (5) parents/guardians of senior high school learners of Sta. Catalina Integrated National High School. The research was conducted in Majayjay District from School Year 2020-2021. This study used Qualitative Research through Descriptive research where in-depth interviewing and storytelling was done to gather the narratives or accounts of the research participants. Using an interview protocol and with a strong collaboration with the participants, the researcher will manage...

Psychology and Education: A Multidisciplinary Journal

Psychology and Education , Axel Rose R. Jaicten , Abigael Rave M. Uzarraga

Due to the increase in COVID-19 cases, educational institutions have struggled to transition from face-to-face instruction to distance learning which is the modular distance learning. With the said transition, teachers were not prepared as to what will be their roles and how will the handle the said modality This study will look at how teachers actually cope with the new normal of modular distant learning. The study used qualitative research approach and employed phenomenology as research design. Eight (8) individuals participated in this study, which focused on the real-life experiences of the teachers of Inawasan Provincial Community High School. After data has been gathered, the researchers generated 2 themes; the Struggles and Challenges of teachers in modular distance learning, and the ineffectiveness of modular distance learning. These themes serve as clear examples of how educators are thriving despite the challenges, they face during the modular distance learning. This study recommends the teachers to partner modular distance learning with other learning modality to make it more effective, develop localized module, and improve the quality of the material used in making the modules.

Cindy Obiena

Philippine Social Science Journal

dennis madrigal

Coronavirus Disease 2019 forced educational sectors worldwide to implement various distance learning modalities. In the Philippines, printed modular distance learning modality was implemented to continue delivering quality and relevant education amid the pandemic. Thus, this study assessed the quality and implementation of PMDL in public elementary schools. Likewise, this study ranked the challenges encountered by the teachers in the quality and implementation of PMDL. Using descriptive and inferential analyses, the results revealed that both quality and implementation of PMDL were consistently excellent, indicating the adherence of the modality to the national standards set by the Department of Education. However, significantly lower quality of PMDL among small and medium schools and the encountered challenges of teachers on assessments, activities, outputs, parents' incapacity, inconsistent participation, and compliance established the need for instructional supervision.

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Philippine E-Journals

Home ⇛ aide interdisciplinary research journal ⇛ vol. 3 no. 1 (2022), modular distance learning in the area of education during the new normal: a systematic review.

JONATHAN P. ROQUE

Discipline: Education

In the Philippines, attempting to push through education despite the fatal pandemic caused by Covid-19 has proven difficult. Despite several objections, the Department of Education (DepEd) and the Commission on Higher Education (CHED) accepted and implemented the flexible blended learning model, despite the risk of open courses due to the virus. Modular (Printed), Modular (Digital), Online, Educational TV, Radio-Based Instruction, Home Schooling, and Blended Learning are the many learning modes. Using the systematic review, the study aims to determine the main educational experiences that used the Modular Distance Learning approach to promote educational knowledge within the Higher Education stage. Modular Distance Learning is implemented for those living in rural areas or provinces where internet connection is only available for a few. The usage of Modules created by teachers with various tasks and learning activities based on fundamental learning abilities is known as modular distance learning. Thus, the main findings of the study revealed that the implementation of modular distance learning or distance education resulted in a significant improvement in students’ knowledge of the specific content covered, despite the fact that both technical and non-technical problems occur during their teaching in distance learning.

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ISSN 2960-365X (Online)

ISSN 2945-4603 (Print)

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Copyright © 2024  KITE E-Learning Solutions |   Exclusively distributed by CE-Logic | Terms and Conditions

A Comparative Study of Online and Modular Distance Learning of Third-Year BEED College Students at Bestlink College of the Philippines

Vol.3, no.1c.

• Emilio J. Gregorio Bestlink College of the Philippines
• Francisca A. Macabinquel Bestlink College of the Philippines
• Manilyn M. Heligan Bestlink College of the Philippines
• Mikee S. Abad Bestlink College of the Philippines
• Shonny A. Lojera Bestlink College of the Philippines

In recent months, the demand for online learning has risen significantly. Online Distance Learning is used for any learning across distance, not in a traditional classroom.  Meanwhile, Modular Distance Learning features individualized instruction using Self-Learning Modules in print or digital format.  Bestlink College of the Philippines provided students with two learning modalities for the education continuum and to mitigate the immediate impact of school closure without putting aside the quality of education. In addition, the researchers aimed to determine and compare the two learning modalities which were found to impact students’ performance levels directly and to determine the problems faced by the students who utilized their chosen modality.

The study used the comparative descriptive method and sampled thirty (30) students from third-year Bachelor of Elementary Education who have experienced utilizing Online and Modular Distance Learning.  They served as the respondent who provided their responses through the Google Forms survey. In choosing the respondents, the researchers used the purposive sampling method.

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Distance learning in the Philippines: A year of hits and misses

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This is AI generated summarization, which may have errors. For context, always refer to the full article.

REMOTE EDUCATION. Parents and students return the modules to teachers at the Araullo High School in Manila on Tuesday, July 13, as the school year came to a close.

Every morning, Adelaide Dolar would ask a favor: could she charge her mobile phone at her neighbor’s house? She didn’t have electricity at home, and her children needed her gadget for online class work. She did this for the whole duration of the school year 2020-2021. 

The pandemic made it difficult for financially struggling families like hers to fulfill their children’s needs for distance learning, the 43-year-old vendor from Batangas province told Rappler in an interview on Sunday, July 18.

Despite this, she made sure that her children would not miss school the past year, when the government enforced a remote setup due to pandemic lockdowns.

Her three children – all basic education students – were enrolled under the modular learning system. The eldest, who was in Grade 10, needed to occasionally attend online classes. The younger ones, however, couldn’t just answer the modules distributed by the school; they also needed to watch video lessons uploaded on YouTube or do research for their classes.

With a meager income of P300 ($5.91) a day from selling afternoon snacks to her neighbors, Dolar had to budget this amount between their meals and an allotment of mobile data   for her children’s online classes.

“If they have online classes, I need to have P200 for internet ‘load.’ If my eldest son needs to attend a Google meet, I need to buy internet load worth P50 per hour. Of course, there’s also research that needs to be done, so the P50 load won’t be enough – that’s why we’re spending P200 for it. It will be registered for three days,” she said.

To make a living, Dolar and her husband sell snacks every afternoon in their neighborhood. Her husband has been diagnosed with bipolar disorder, so he cannot help that much with household finances. Dolar also does laundry services just to get by.

Not good for mental health

Aside from the financial burden brought by remote education, Dolar said that her children’s mental health had been affected. Without teachers explaining the lessons to students, she had to change her morning routine so she could guide and motivate her children to answer their learning modules. That delayed her preparation of food she would sell in the afternoon.

“They’re looking for the [in-person] school. They said in-person classes are better. They miss their interaction with their classmates. They are unmotivated to study. What will happen next school year? Will we be in this kind of situation again?” Dolar asked.

“They were culture-shocked. They are not used to this kind of situation. They’re hoping to interact with their teachers and their classmates,” she added.

In a recent video interview released by the Ateneo School of Government, Professor Carmel Abao said that aside from the issue of accessibility, remote learning also had an impact on students’ mental health.

“There’s an issue on the impact of this kind of learning on mental health. I still think that this is not advisable. Our kids are not made for this kind of isolation. Even if you do perform well in online learning, it’s different if you’re able to see, feel, and talk with your classmates,” she said.

Students didn’t learn as much

In a Rappler Talk interview on Friday, July 16, senior high school graduate Cheska Avenido said she found the remote learning setup really difficult.

“Besides the adjustment under the new modes of learning, sometimes we ask ourselves if studying during a pandemic is still worth it, because there are a lot of uncertainties,” she said.

Dolar shared that sentiment, saying her children didn’t learn that much in the remote setup, as she could not teach them properly. Though Dolar graduated with a degree in computer science, she wasn’t able to practice any related profession.

“I think they’re learning, but learning with teachers is far way better. Sometimes, I find it really hard to understand their lessons. Face-to-face classes is still the best way to go,” Dolar said.

Aside from the school system being unprepared for the shift, remote education also posed a major challenge for students who did not have anyone to facilitate learning at home, or whose parents were not capable of guiding them due to lack of knowledge. (READ:  Parents bear the brunt of distance learning as classes shift online )

Dolar said that, most times, she was the one attending her children’s online classes, especially in mathematics, so she could explain the concepts to them when answering their modules.

An online survey conducted by the multisectoral group Movement for Safe, Equitable, Quality and Relevant Education (SEQuRE) found that 86.7% of students under modular learning, 66% under online learning, and 74% under blended learning said they “learned less” under the alternative modes of learning compared with the traditional face-to-face setup.

The survey also found that only 5.4% under the blended learning, 5.7% under modular learning, and 9.1% under online learning “learned more.”

The survey was conducted from June 25 to July 12 among 1,278 teachers, 1,299 Grades 4 to 12 students, and 3,172 parents.

Teachers’ Dignity Coalition chairperson Benjo Basas said in a Rappler interview that, while the teachers would always do their best to teach students under any circumstance, they didn’t have any control on how students would respond.

“Either of those modalities, whether online or modular, it was difficult to learn. It’s difficult for the students. It’s also difficult for the teachers because we’re not trained for this system,” he said.

In March, senators questioned a report from the Department of Education (DepEd) that said 99% of public school students obtained a passing grade in the first quarter of the school year (October-December 2020).

The lawmakers were baffled by the high passing rate because many students struggled with distance learning. They cited instances when it was the parents or household members who ended up answering the exercises in the learning modules.

In remote learning, some students pay someone else to do their classwork

Education Undersecretary Diosdado San Antonio said it was likely that teachers were being considerate and therefore gave students high passing rates.

When pandemic is over, Basas said, teachers would have a tougher job because the students will need to catch up on the level of learning that corresponds to their grade or class.

“We have a lot of catching up to do because we’re promoting students to the next level even though we’re unsure if they do actually learn. But then we cannot do something about it because we’re asked to be considerate since we’re in a pandemic,” he said.

Erroneous modules, not enough gadgets

Education advocates have said that the pandemic highlighted the gaps in the Philippine education system. This was evident in the erroneous learning modules distributed to public school students during the pandemic.

“Painful” grammatical errors ,  wrong math equations , and depictions of  gender stereotypes  alarmed a public already worried over the quality of education that over 24 million students were receiving during the pandemic.

Aside from learning module blunders, Ateneo’s Abao said the pandemic exposed the “cracks” in the country’s education system.

“If the problem before the pandemic was the lack of classrooms, the problem now is the lack of computers. We have a problem with the quantity and quality which were magnified by the pandemic,” she said.

Better than academic freeze

Still, there were those who appreciated that the Department of Education (DepEd) and the Commission on Higher Education were able to go ahead with the school year amid the pandemic.

Dolar said that, even though the implementation was flawed, distance learning was still better than having an academic break. (READ: School time out during a pandemic? Pros and cons of an academic break )

“They have nothing to do at home, that’s why it’s okay to have distance learning. But we hope that they can improve the implementation and provide support to parents, teachers, and students,” she said.

Professor Jayeel Cornelio, director of Ateneo de Manila University’s development studies program, said that while remote education provided an opportunity for those in the academe to be creative, it would not be as effective if not all had equal access to the tools needed for the digital shift.

“As a professor, [remote education for me] is a good. We take advantage of every platform available, but the question is – who is winning and losing here? The reality is that if you come from an elite private school, you can easily cope with it. But we cannot say that flexible learning is the way to go for small private schools and state universities,” he said.

Students and teachers remain safe from the virus while they continue learning from their homes. Despite the challenges brought by remote learning, senior high school graduate Avenido said she still felt unsafe to return to face-to-face classes.

“I’d be comfortable to return to face-to-face classes if the government finds better solutions to our pandemic problems. If they can find ways to contain virus spread and ramp up vaccination, it’s the only way I will feel safe to join face-to-face classes,” she said.

Over a year into the pandemic, the Philippines is still struggling to contain the deadly virus that has so far infected more than 1.5 million and has killed over 26,000 of its population. The country is bracing for a possible surge in infections, as the threat of a more virulent Delta variant looms.

Finding local solutions

Regina Sibal, lead convenor of education advocacy group Aral Pilipinas, said that, aside from the slow response, the government’s top-down approach in its policy making was another barrier in the reopening of schools. She said that the government should not be implementing a “blanket rule” across the country.

“Our remote learning now is for all schools and no provision is given to other areas that are able to do face-to-face classes. Disparity in education access has been more pronounced now, especially in marginalized areas that lack resources,” she said.

Sibal said that what government should be doing now is to provide local communities with guidelines on finding solutions specific to their areas and situations. (READ: Empower LGUs to make decisions on school opening – advocacy group )

President Rodrigo Duterte turned down several times calls for face-to-face classes due to the threat of the pandemic.

Education Secretary Leonor Briones, however, was hopeful the DepEd would get the go signal to start limited face-to-face classes in some 100 schools it had identified. She was banking on the vaccination of teachers and the planned inoculation of students.

Are PH schools ready for face-to-face classes during pandemic?

The DepEd had said that it was preparing for “the delivery of quality education no matter what the circumstances will be in the coming months.”

Public schools in the country will start classes for school year 2021-2022 on September 13 , while private schools can start as early as June since they closed the past school year earlier.

“Enhanced”  blended distance learning will continue to be implemented. But will the government make it right for millions of students this time around? – Rappler.com

Editors’ Note: All Filipino quotes were translated into English .

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UC's record graduating class prepares for next chapter

Uc will recognize the biggest spring graduating class in its 205-year history.

The University of Cincinnati caters to students such as Quincy Allfree who — like the poet Walt Whitman said — contain multitudes.

The Carl H. Lindner College of Business student completed a co-op in Kentucky, earned a certificate in Spanish business and joined a mentoring fellowship all while pursuing a double major in marketing and business information systems.

He will have a large cheering section of family when he walks across the stage at Fifth Third Arena for the largest spring commencement in the 205-year history of the university based on preliminary numbers.

With four ceremonies spread across three days, UC’s spring commencement kicks off at 3 p.m. Thursday, April 25, with the doctoral hooding and master’s recognition ceremony. Doors open at 1:30 p.m. Tickets are required for all guests. The arena only allows clear plastic bags.

UC’s undergraduate commencement will consist of two ceremonies at 10 a.m. and 3 p.m. Friday, April 26, and 10 a.m. Saturday, April 27. The ceremonies will be streamed live .

UC President Neville Pinto will address a record number of graduates at spring commencement. Photo/Andrew Higley/UC Marketing + Brand

Pursuing your passions

Allfree enjoys art and drawing, but he also wanted to learn more about how to reach a bigger audience. So he double-majored in marketing and business information systems in the Lindner College of Business.

And he wanted to learn more about photography and videography, so he minored in media production in UC’s College-Conservatory of Music.

Because he likes to travel, he wanted to brush up on his language skills, so he got a certificate in business Spanish from UC’s College of Arts and Sciences.

Allfree is in UC’s Darwin T. Turner Scholars Program, where he became fast friends with his first-year roommate. The program is designed to give first-generation and underrepresented college students a community of support to help them succeed.

Allfree said being a Turner scholar made the transition to college much easier.

“I think it worked for me because I come from a small high school in Cincinnati,” he said. “I didn’t know many people at UC, so it allowed me to have a built–in community.”

Quincy Allfree, pictured center, belonged to UC Business Fellows, a professional mentorship group in UC's Carl H. Lindner College of Business. Photo/Joseph Fuqua II

Allfree joined UC Business Fellows, a mentorship program for future business leaders.

Some of his favorite experiences were trips abroad to Canada and Colombia. He traveled to Toronto in his first year at Lindner. And during spring break he went to Colombia for a study-abroad program, where he put his Spanish skills to the test.

He has a large contingent of family coming to commencement. And he’s looking forward to UC’s Afrocentric graduation celebration called Tyehimba. 

Allfree said apart from imparting new skills and knowledge, UC demonstrated the importance of kindness.

“You never know what people are going through,” he said. “Be a friend to people, even if it’s not someone you see yourself fraternizing with.”

About the spring class of 2024

UC will confer degrees to 7,521 degrees to 7,391 students. (Some students are earning multiple degrees.) Both represent new records dating back two centuries at UC for a single graduating class.

UC will award 539 associate degrees, 4,549 baccalaureate degrees, 252 doctoral degrees, 1,886 master’s degrees, 3 micro-credentials and 292 professional certificates.

This year 15% of graduates are first-generation college students. And 210 students come from Cincinnati Public Schools. Nearly 3% of grads are U.S. veterans or dependents of veterans.

New this year, three students will graduate from UC’s micro-credentialing program as electronic health records specialists. UC also will celebrate its first spring graduating class in the new master’s of legal studies program.

UC has seen a dramatic increase in master’s graduates in information technology and baccalaureate graduates in cybersecurity in the College of Education, Criminal Justice, and Human Services. Meanwhile, the College of Engineering and Applied Science has seen a surge in graduates in its computer science and biomedical engineering programs, reflecting a growing interest in these fields.

The spring class of 2024 has the largest-even percentage of master’s and doctoral graduates, representing more than 28% of graduates. And nearly 15% of grads participated through distance learning programs.

Graduates hail from 84 of Ohio’s 88 counties, a new record. They come from 47 states and 76 countries as far away as Australia, New Zealand, South Africa, the Philippines and Japan.

Women represent 56% of the spring class of 2024. And 57 grads will celebrate their birthday during the three days of commencement.

UC College of Design, Architecture, Art, and Planning graduate Tim Brown will receive an honorary degree during UC's spring commencement at Fifth Third Arena. Photo/Lisa Ventre/UC

Spirit of entrepreneurship

The Board of Trustees will award an honorary degree to UC graduate and international entrepreneur Timothy Brown, co-founder and chief innovation officer for the sustainable shoe and clothing company Allbirds.

Brown, a native of Wellington, New Zealand, is a 2005 graduate of UC’s College of Design, Architecture, Art, and Planning, where he majored in graphic design and worked in UC’s top-rated co-op program.

Tim Brown was a standout soccer player at UC. Photo/UC Athletics

At UC, he was a standout soccer player who turned professional, playing for the Richmond Kickers in Virginia, the Newcastle Jets in Australia and the Wellington Phoenix in New Zealand.

He used his experience as a professional athlete and a designer to make what Time magazine called “the world’s most comfortable shoe.” Allbirds uses natural and sustainable fibers like wool.

“I consider my design education such a valuable thing for what I’m now doing as an entrepreneur,” Brown said in a 2016 interview.

Brown returned to campus in 2019 to accept UC Athletics’ Outstanding Alumni Award. While there, he addressed students at his alma mater, telling them not to listen to naysayers about what is and is not possible. He was warned how difficult a task it would be to succeed in Division 1 soccer while taking on a demanding program like graphic design. 

“I had to fight through the warnings and prove people wrong,” he told students. 

UC College of Engineering and Applied Science Professor Neil Armstrong folds a paper airplane with his aerospace engineering students during a lesson on flight characteristics. Armstrong taught at UC after serving as a test pilot and being the first person to set foot on the moon. Photo/UC Marketing + Brand

Following a legend

UC graduate Chin Hua “Odin” Ou is following in the footsteps of Neil Armstrong, the first person to walk on the moon. Armstrong came to UC to teach aerospace engineering after leaving NASA. Before becoming an astronaut, Armstrong was an engineer and test pilot who worked to improve the aerodynamics of aircraft.

UC College of Engineering and Applied Science graduate Odin Ou wants to design aircraft. Photo/Provided

Like Armstrong, Ou wants to help design better airplanes. He will accept a master’s degree in aerospace engineering from UC’s College of Engineering and Applied Science.

Among his UC highlights was publishing a paper on unmanned aerial vehicle design at a conference and competing in an international competition in Fort Worth, Texas, as a member of the UC AeroCats. They finished an impressive fourth overall in the 2023 competition.

Ou said the trip to Texas was epic.

“We built two types of UAV. To transfer them to Texas, we rented a truck and van to drive down from Cincinnati,” he said. “It’s the biggest road trip I’ve taken.” They celebrated their good finish at a barbecue restaurant.

“I would definitely recommend the aerospace engineering program at UC. It’s a great place to study,” he said. “The environment here is very friendly. And there are a lot of resources to use.”

Ou is an international student from Taiwan. During his time at UC, he traveled to Montana, Washington and Florida. And he went to Detroit to visit his younger brother who is studying transportation design there.

Their father is a retired electrical engineer. He is excited to see his parents at commencement. Afterward, he will return to Taiwan to complete his mandatory military service. And then he hopes to work for an aviation company.

“After all these years of studying, it’s a big end to me — and a new chapter,” he said.

UC graduates Jaina and Benton Hellmann, pictured with their family, will graduate together this spring. Photo/Provided

No sibling rivalry

Siblings Jaina and Benton Hellmann are graduating together this year.

Jaina is an Honors Program student who conducted research at a pediatric hospital while studying chemistry in UC’s College of Arts and Sciences.

“Our project focuses on how your body develops an immune ‘memory’ against antigens that have invaded you before,” she said. “I never dreamed of doing biomedical research. I’ve seen myself grow as a researcher and team member at UC.”

Siblings Jaina and Benton Hellmann are graduating together this spring. Photo/Provided

Now she plans to pursue a doctorate in environmental engineering in UC’s College of Engineering and Applied Science.

“She’s the brains of the family,” her brother, Benton, joked.

Benton has a job offer in cybersecurity after graduating with a bachelor’s degree from the School of Information Technology in UC’s College of Education, Criminal Justice, and Human Services.

“I took some computer classes in high school and that kicked things off with me. I wanted to have a secure future so information technology was a safe bet,” he said.

Benton said he especially liked living on campus.

“It was easy to get to a game and be a part of campus life. And it was convenient to get help from classmates,” he said. 

Jaina said she tried to balance academics with research and her social life. She took part in RallyCats, a student spirit organization that provides a cheering section for a range of student sports. Their motto: They play the games; we make the noise!

“There are so many fun memories, like when we beat Houston to make the College Football Playoff and stormed the field. Being a part of that is something I’ll never forget,” she said.

She wants to pursue a career in water-quality monitoring.

“UC has been a really good place for me to discover who I am as a person in and out of the classroom,” she said.

UC will celebrate spring commencement over three days at Fifth Third Arena. Photo/Andrew Higley/UC Marketing + Brand

Pushing frontiers of medicine

Darl Jacob is earning a bachelor’s degree in chemistry from UC’s College of Arts and Sciences, where he conducted research in immunology.

“We were working on therapeutic interventions for people who are diagnosed with immune deficiencies,” he said.

He has been interested in chemistry since high school. The field of immunology is seeing dramatic advancements in treatments of diseases like cancer, he said.

“It’s been interesting to see how you can modify the body’s immune cells,” he said.

Jacob was born in India but grew up in the United Arab Emirates. His family will come from two continents to attend his commencement. Meanwhile, his brother is in Europe, working on a graduate internship in electrical engineering in the United Kingdom.

“My mom and dad are coming from the UAE and my grandmother is coming from India,” he said.

His dad also works in chemistry as a biochemist.

“The good thing is my dad was able to give me a lot of insights about opportunities in chemistry, particularly if I wanted to go into research,” he said.

After graduation, Jacob will attend Brown University for graduate school.

“One of the biggest lessons I learned is that resilience is a good thing. And it’s really important to ask questions when you don’t know something,” he said. “That’s something I’ll take to grad school.”

Featured image at top: UC students will celebrate commencement over three days at Fifth Third Arena. Photo/Andrew Higley/UC Marketing + Brand

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Whether you’re a first-generation student or from a family of Bearcats, UC is proud to support you at every step along your journey. We want to make sure you succeed — and feel right at home.

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