CAS UROCK – TAMBAYAYONG SA KABATAAN (Brgy. Santiago, Iligan City)

 RATIONALE:

Tambayayong is more than simply helping — it is an expression of voluntary service and the joy of reaching out, especially to the lost, the last, and the least. It is a call to serve with one spirit and one goal. When people come together in this way, strengths are shared, weaknesses are lifted, and trust is built, bringing out the best in everyone.

Within the College of Arts and Sciences (CAS), Tambayayong signifies the creation of spaces where children can grow through storytelling, team building, wellness activities, and catechism. These initiatives embody the core values of faith, excellence, and service that guide St. Michael’s College of Iligan, Inc. The program also reflects the RVM’s QTIME (Quality Transformative Marian Ignacia Education), affirming that true service transforms lives.

The outreach to the children of Barangay Santiago serves as a reminder that each child is cared for, valued, and never alone. In its design and implementation, Tambayayong aligns with several United Nations Sustainable Development Goals (SDGs):

• • • SDG 3: Good Health and Well-Being — wellness activities promote holistic development, nurturing both physical and emotional well-being.

• • • SDG 4: Quality Education — storytelling and catechism provide inclusive and transformative learning opportunities, fostering literacy, values formation, and lifelong learning.

• • • SDG 10: Reduced Inequalities — the program prioritizes marginalized children, ensuring that those most at risk are included and supported.

• • • SDG 16: Peace, Justice, and Strong Institutions — community trust and solidarity are strengthened through cooperative service, cultivating peace and participatory engagement.

• • • SDG 17: Partnerships for the Goals — collaboration among faculty, students, and community members demonstrates the power of collective action in advancing sustainable development.

Tambayayong thus stands as a humble college initiative deeply rooted in institutional values while simultaneously contributing to global frameworks. It illustrates how faith-driven service can resonate with international commitments, affirming that education and outreach are vital pathways toward a more just, inclusive, and compassionate world.

CED UROCK – GAWAD KALINGA SAGIP AND SIBOL LITERACY AND SAGIP TUTORIAL PROGRAM (Brgy. GK Dalipuga, Iligan City)

 RATIONALE:

The Sagip Tutorial Program is a U Rock Program of Saint Michael’s College in the College of Education. This will be conducted at Gawad Kalinga Tag-ibo, Dalipuga, Iligan City. This is a meaningful initiative that provides academic support and guidance to learners experiencing difficulties in their studies, particularly in foundational subjects such as reading, writing, and numeracy. This program is designed not only to uplift the academic performance of struggling learners but also to nurture their confidence, motivation, and love for learning.

Student volunteers play a vital role in the success of this program. As tutors and mentors, they will serve as learning partners who extend patience, encouragement, and assistance to younger learners in need. Through their participation, volunteers will not only share knowledge but also foster values of compassion, service, and social responsibility.

This training program for student volunteers is developed to equip them with the essential skills, strategies, and attitudes necessary for effective tutoring. It provides orientation on the goals of the Sagip Tutorial Program, practical techniques for facilitating learning, approaches for addressing diverse learner needs, and ways to create a positive and inclusive tutorial environment.

By engaging in this training, student volunteers will be empowered to:

• • • Apply effective teaching and communication strategies,
    • Strengthen their leadership and mentoring skills,
    • Promote academic excellence among learners, and
    • Become advocates of education and community service.

The Sagip Tutorial Program is not only about helping learners succeed in school—it is also about shaping volunteers into compassionate leaders and lifelong learners who embody the core values of Saint Michael’s College of Excellence, Faith and Service. Together, we can make a difference in transforming lives, one learner at a time.

CBAA UROCK- BASAHANG MAASAHAN

Basahang Maasahan is a community-based livelihood initiative, URock of the College of Business Administration (CBA) of St. Michael’s College. The program focuses on rag-making skills training as a practical and sustainable source of additional income for residents in adopted communities specifically of Barangay Santiago, Iligan City. The project is anchored on the core values of: Self-sufficiency – having confidence in one’s ability to provide for personal and family needs; Self-reliance – the ability to depend on oneself to accomplish tasks and meet life’s demands and Self-governance – the capacity to make sound decisions and exercise good judgment independently. Through skills development and values formation, the program transforms simple resources into meaningful opportunities for economic empowerment.

CON UROCK – DUYOG : A HOLISTIC NURSING PROGRAM FOR COMMUNITY WELL-BEING “Building a Healthier and Happier Community Together”

RATIONALE:

Health is not merely the absence of disease but the presence of physical, mental, emotional, social, and spiritual well-being. Guided by the principles of Holistic Nursing, the DUYOG Program seeks to nurture all aspects of health through compassion, education, and community participation.

          In many local communities, health initiatives often focus solely on physical concerns, overlooking the interconnected dimensions that influence overall wellness. This program recognizes that true health can only be achieved when individuals, families, and communities work hand-in-hand — the essence of “DUYOG”(coming together) — to build resilience, self-care, and sustainable wellness practices.

        Through this initiative, nursing students, local health workers, and community members unite to create an environment that promotes preventive care, health empowerment, and holistic healing, aligned with the United Nations Sustainable Development Goal 3: Good Health and Well-being.

General Objective:

• • • To enhance the overall health and wellness of the community through the collaborative and holistic efforts of nursing professionals, local health units, and community members.

Specific Objectives:

• • • To assess the holistic health needs of the community through participatory health assessment and surveys.
    • To promote physical wellness through preventive care, nutrition education, and fitness activities.
    • To strengthen mental and emotional wellness by providing stress management, counseling, and mindfulness sessions.
    • To promote social wellness through community-building activities that encourage cooperation and inclusion.
    • To nurture spiritual wellness through reflection, value formation, and faith-based activities.
    • To promote environmental wellness through eco-friendly initiatives and community clean-ups.
    • To evaluate the effectiveness of holistic interventions and measure improvements in community wellness.

CHTM UROCK – THE FAITH N’ HRM PROGRAM “End World Hunger by 2026”

RATIONALE:

In response to Pope Francis’ call to “End World Hunger by 2026,” the FAITH N’ HRM Program translates this global appeal into concrete, community-based action through sustainable livelihood, food security, and environmental responsibility initiatives. Beyond addressing food insufficiency, the program integrates the conduct of seminars and research-based outreach initiatives that promote sustainable and environmental tourism, environmental awareness, and responsible community participation in local tourism development, recognizing that long-term food security is closely linked to sustainable resource management. By encouraging mindful food choices, reducing waste, and strengthening community education, the program affirms that everyday actions—when guided by faith, stewardship, and shared responsibility—can create lasting impact, beginning at the local level and contributing to the global effort to end hunger.

Objectives:

The objectives of this program are the following:

• • • To address food insufficiency through sustainable livelihood, agricultural, and home-based initiatives.
    • To provide livelihood skills training, including the production of income-generating items.
    • To promote environmental awareness and responsible community participation for more sustainable living.

COC UROCK – SAFE (Self-Awareness on Forthright Emergency) PROGRAM

RATIONALE:

There has been a clear shift in thinking to acknowledge that reducing the risk from natural hazards will be enhanced by the willingness and ability of individuals, households, and community groups to plan and prepare effectively. From response and reaction to anticipation, mitigation, and preparedness parallels an idea in emergency management, crime prevention, and public health, and has become known as the ‘community safety paradigm’ (or ‘community safety approach’). Defining characteristics include the general themes of shared responsibility, identifying and protecting those at risk, securing sustainable reductions in the source of the danger and the unreasonable fear of it, and the development of community-based programs and multi-agency partnerships.

OBJECTIVES

• • • To increase awareness and understanding of hazard risk and preparedness among the community residents. 
    • Formulate a comprehensive Disaster Risk Reduction and Management Plan. 

CCS UROCK – COMPUTER LITERACY (ROCK IT) 

RATIONALE:

The nature of the program is to spearhead a transformative effort to uplift and equip the identified partner community with the necessary set of skills in the basics of computer literacy. The program is primarily anchored on the basics of logistical effort of supporting self-sustaining and skilled community workforce.

The aim of this program is also to develop and animate the core value of service and excellence in the fields of expertise of the students of the college of engineering and computer studies. 

In this module, the participants will be able to use Microsoft Office, and aid real life situations with design principles that benefactors might use to accomplish far more.

The module will be set to a step-by-step instructional material. 

OBJECTIVES

At the end of the module the participants from the community partners will be able to: 

• • • Lead a life motivated by Ignacian Spirituality through the efforts of the college’s mission.
    • Apply the theoretical and technical skills for their development as a catalyst of change in the society.
    • Meet immerging demands for computer literacy.
    • Manifest excellence for future educational advancement and opportunities.

GRADUATE SCHOOL UROCK – KARUNUNGAN AT KASANAYAN PARA SA KABATAAN: A PROGRAM FOR CSWD DAY CARE TEACHER VOLUNTEERS OF THE 44 BARANGAY OF ILIGAN CITY

RATIONALE:

The 2K+1 Program at St. Michael’s College continues to play a vital role in enhancing the quality of early childhood education by equipping daycare teacher volunteers with updated pedagogical skills. The 2024 evaluation revealed notable gains in children’s literacy, numeracy, and social skills, along with stronger parental engagement and community partnerships. However, gaps remain in communication with stakeholders, access to technology and learning materials, and program adaptability for diverse learning needs. For SY 2025–2026, the program will focus on bridging these gaps while sustaining gains in teacher competence aligned with ECCD and the MATATAG curriculum and community collaboration.

Objectives

• • • Enhance stakeholder communication by ensuring the CSWD day care teachers clearly understand program goals, modules, and expected outcomes.
    • Strengthen instructional delivery by providing daycare teachers with continued training on differentiated instruction, technology integration, and updates on ECCD and MATATAG curriculum.
    • Improve access to learning resources by addressing technological limitations and material shortages.
    • Sustain and expand community partnerships to support early childhood learning and holistic child development.