LSE in Education and Teaching

        LSE becomes the color that appears in the curriculum that is compiled and built by the ten study programs at UPJ. This is because LSE competencies are reflected in the learning objectives of each course available at UPJ - or commonly known as General Instructional Objectives (TIU) and Specific Instructional Objectives (TIK). Thus, when students deepen their competencies according to the study program they choose, lecturers also provide materials and learning evaluations in such a way that students also have broad insight, awareness of the importance of sustainable environmental development and the ability to seize opportunities through innovative ideas and creative thinking.
        Therefore, all courses at UPJ, from Discrete Mathematics in the Informatics Engineering Study Program to Design Drawing in the Civil Engineering Study Program actually include LSE in their learning objectives. This is referred to at UPJ as curriculum mainstreaming, in collaboration with the Higher Education Quality Assurance (PMP) section. In addition, LSE is also delivered in the form of courses, or in other words, becomes the UPJ institutional curriculum. With a forum like this, lecturers provide materials, topics, and teaching materials about LSE in separate lectures. These courses are designed to achieve specific LSE competencies for both cognitive, affective and psychomotor aspects. So in addition to taking courses provided by the Study Program, UPJ students take courses coded LSE. LSE is also realized in the Open-To-All initiative. Open-To-All is a course without prerequisites that is available in all 10 Study Programs. Because it is without prerequisites, this course can be taken by students from various different Study Programs. In this way, students learn in a cross-disciplinary context.
         The three steps of LSE integration in education and teaching – through curriculum mainstreaming, institutional curriculum courses and Open-To-All – are explained in the following pages. The following explanation also includes learning methods, learning models, learning evaluations and indicators related to LSE competencies. These are recommended by UPJ in order to achieve LSE competencies optimally, effectively and efficiently. Therefore, it can be analogized that UPJ's recommendations are like chef's recommendations on a restaurant menu. On the other hand, UPJ opens up space for the development of methods, models, evaluations and indicators because UPJ encourages innovation and creativity of lecturers in delivering teaching materials to students. The most important thing is that LSE competencies are ensured to be achieved at the end of the learning process.

Mainstreaming LSE in the Curriculum

       LSE-04-LSE-in-Education-and-Teaching-Mainstreaming-LSE-in-Curriculum-1Each Study Program prepares its graduate competencies according to input from various stakeholders including professional and industrial circles. This is then the curriculum, General Instructional Objectives (TIU) or the results achieved by students after the teaching and learning process is completed and Specific Instructional Objectives (TIK) or the results achieved in each lecture session, to learning methods, evaluations and competency indicators. LSE competencies are integrated into graduate competencies and are reflected in TIU, ICT, learning methods, evaluations and competency indicators for each course at UPJ. This is because LSE competencies are part of the core competencies and supporting competencies of graduates who will be produced by UPJ.

LSE Courses as Institutional Curriculum

        LSE-04-LSE-in-Education-and-Teaching-Institutional-Curriculum-Courses-2Institutional curriculum is a number of study materials and lessons determined by the institution because it is considered in accordance with the characteristics of the university. Therefore, this institutional curriculum is specific and related to the core curriculum of the Study Program. At UPJ, this is manifested in the form of a group of LSE-coded courses that must be taken by all UPJ students. These courses represent the characteristics of UPJ which are the embodiment of the main scientific pattern. Therefore, LSE competence is also reflected in TIU and ICT as well as the entire teaching material delivered in these LSE-coded courses.

Open-To-All

           LSE-04-LSE-in-Education-and-Teaching-Open-To-All-3What is meant by Open-To-All is an elective course without prerequisites that is available in the ten study programs. Because the course is without prerequisites, it can be assumed that the course can be taken by all students from any study program because it does not require a certain mastery of knowledge. For example, as follows: Stress Management is an elective course, without prerequisites, managed by the Psychology Study Program and coded PSI. Students from the Informatics Systems Study Program to Industrial Product Design can take the Stress Management course. Like other courses, Open-To-All also integrates LSE competencies and is based on student-centered learning.
          UPJ encourages students to take Open-To-All courses because it reflects the development of the current world which is colored by meetings between various different disciplines. For example, the online game or animation industry which is a meeting between Informatics Engineering, Information Systems, Psychology, Communication, Visual Communication Design and various other sectors.
          Therefore, it is important for UPJ to encourage its students to learn about fields outside their chosen study program. This is why Open-To-All offers a rich learning process. Discussions of certain topics can be viewed from different perspectives, because UPJ students bring knowledge from their respective study programs into the learning process. Architecture to Accounting students can sit together in courses managed by the Management Study Program and discuss Management case studies from diverse perspectives.