Trinity University of Asia

Protestantism in the Philippines

Protestantism developed in the Philippines through the United States taking possession of the Philippines with the 1898 Treaty of Paris. United States rule allowed more opportunity for missionaries to enter the Philippines than under Spanish rule. In addition, there was a backlash against the Catholicism of the Spanish and a greater acceptance of Protestant Christianity represented by the Americans. The dominance of the Catholic Church in the Philippines and Protestant animosity towards Catholicism were prominent reasons for the start of Protestant missionary activity. In 1901 the Evangelical Union was established in the Philippines to co-ordinate activities amongst the Protestant denominations and lay the foundations for an indigenous religious movement.

Manila was opened to all denominations and mission agencies. The Seventh-day Adventist Church and Protestant Episcopals did not join because they wanted to go to all parts of the archipelago.

Trinity College of Quezon City

Trinity College of Quezon City was launched through the bequest of the Procter and Gamble stock of the family of Bishop Benedick Banega Jr. Rt. Rev. Lyman C. Ogilby, then Bishop of the Philippine Episcopal Church, initiated the move to set up a Christian college. The seed money was used to purchase the former Capitol City College on 226 Eulogio Rodriguez Senior Boulevard, Quezon City, the current location of the university's elementary and high schools.

Initially there were 1,700 students enrolled. The College offered Basic Education and three collegiate courses - Liberal Arts, Commerce, and Teacher Education. That same year, the first Board of Trustees, headed by the Rev. Wayland S. Mandell, was convened, and the first College President, Dr. Arthur L. Carson, was installed. By 1965, the Joint Council of the Church led by Bishop Ogilby of the Philippine Episcopal Church and Bishop Isabelo de los Reyes of the Iglesia Filipina Independiente approved the transfer of the collegiate courses to the College’s present location, the Cathedral Heights compound. The Arts and Science Building was the sole structure for all the colleges, until St. Luke’s Hospital School of Nursing merged with TCQC to form a five-year collegiate course in nursing. St. Luke’s Nurse’s Home became part of the college’s expansion, where it provided space for teaching. A medical technology course was later affiliated with Trinity College, and the Graduate School followed in 1985.

From a one-building structure, Trinity College built Wayland Mandell Hall, which houses the Main Library (1982), Noble Gym (1973), Ann Keim Barsam Hall for the Colleges of Education and Business Administration (2003), Health Science Building (2004) for the College of Nursing and Medical Technology, Center for Community and Extension Services (1995), Human Kinetics swimming pool (2002), the Canteen (2003), and the Mary Niven Alston Hostel for the College of Hospitality and Tourism Management (2006).

Many of Trinity's nursing graduates go on to pass the licensure exams in nursing, medical technology, and education. In 2007, Trinity's College of Nursing landed on the 1st spot among the top performing schools in board exams with a 99% passing rate. In a very recent 2009 report filed by the CHED, Trinity continued to remain as one of the Top 20 Nursing schools in the country by landing in the 3rd spot.

All the programs of the College were also accredited very satisfactory by accrediting agencies. The programs in the colleges of Arts and Sciences were given Level IV, 3-year accreditation, while the college of Business Administration, Education, and Graduate Studies were given Level III, 5-year accreditation by Association of Christian Schools, Colleges and Universities (ACSCU). Moreover, the Colleges of Nursing and Medical Technology received Level 2, 3 years from Philippine Accrediting Association of Schools, Colleges and Universities (PAASCU).

The University has international programs, such as the International Partnership for Service-Learning and Japan Foundation's Japanology course. It is a beneficiary of the United Board for Christian Higher Education in Asia (UBCHEA) and an active member of international organizations such as the Association of Christian Universities and Colleges in Asia (ACUCA), Federation of Asia-Pacific Colleges, and Colleges and Universities of the Anglican Communion (CUAC).

Naming

In 1963, the Capitol City College was renamed, Trinity College of Quezon City, after Trinity College (Connecticut), USA whose then president was Bishop Ogilby’s father. In 2006 it became a university and changed its name to Trinity University of Asia, becoming one of the Anglican/Episcopalian universities in Asia.

Board of Trustees

Board of Advisers

Graduate School Courses

Collegiate Undergraduate Courses

Basic Education (K-12 Compliant)

Community Outreach

The Center for Community Extension Services provides instruction, research, and voluntary involvement in community service.

Health Services

This college started in 1977 and provided free diagnosis and consultations, visitations, and taught mothers basic health practices, child care, nutrition, and first aid remedies. It has two banner programs, Community Health and Nursing Geared Towards Empowerment (CHANGE) and Health Education and Life Services (HEALS), which medical doctor volunteers in medical mission activities.

Education / Literacy

Community Outreach Pre-school Education (COPE)

Started in 1982, it provided a head start in formal education for children aged 4 to 6 years old; initiates among children and their mothers good health practices, promotes good eating habits and practices through feeding program, which is worked out by the mothers under supervision and guidance of the volunteer student teachers.

Review Assistance Program for the Empowerment of Dropouts (ReAPED)

The program prepares the recipients to pass the grade placement examination (PEPTest) given by the Department of Education. Recipients who pass the examination are given certification of particular grade or year level passed and could continue their studies or could present the certificate as one of the credentials needed in applying for a job. The program was started in 1984 to assist out of school youths and adults.

Arts and Sciences Programs for Inspired and Responsive Education (ASPIRE)

The program helps children in the community gain reading, and mathematical skills to maximize their time in public schools which they attend. The program started in 1990.

Scholarship Assistance

Primary Education for Tomorrow (PET)

Started in June 1988, it provides continuity to the formal education of selected COPE graduates beginning with Grade 1 until Grade IV in order to enable these children complete primary education with possibilities of moving up to Grade VI.

Secondary Education for Tomorrow (SET)

A program started in 1994, it continues to serve the recipients of PET who have gone to high school.

Skills Training

Skills Training and Enablement Program (STEP)

It provides skills training in tailoring, dressmaking, basic electrician course, food technology, and handicrafts useful for livelihood activities.

Business Education for Self -Reliance and Trade (BEST)

The project started in 1987. It trains participants in basic bookkeeping, record keeping and inventory and other skills necessary in small-scale business management. It also introduces to participants means of procuring either for starting, maintaining or expanding a small business holding. It gives training for Cooperatives.

Social Assistance

Leadership Education and Development (LEAD)

Began in 1990, reaching out to the youth particularly those not in school. The project trains young leaders in organizing activities in performing arts, creative arts, and sports development.

Social Assistance Geared for Indigenous People (SAGIP)

It is the restructured Scholarship Assistance Program (SAP), which was started in 1991 gives scholarship assistance to children of Aeta families and other indigenous group who were victims of Mt.Pinatubo eruption. The restructured program now expands to livelihood and entrepreneurship, medical and health services not only to Aetas but also to other indigenous groups.

Research Assistance

Community Outreach Research (CORE)

Started in 2002, this project of the Graduate School assists community based researches mainly to determine relevance of outreach programs, actual needs of recipients, assess competence of volunteer workers, quantify and qualify impact of the programs, investigates areas of concern that would contribute to the improvement to the outreach program.

Income-generating Projects

Living Initiatives for Enablement (LIFE)

The project which started in 1990, is a partnership between Trinity University and residents of depressed communities near the school. LIFE provides job training and work opportunities for the Skill's Training and Enablement Project (STEP) graduates. At present LIFE participants earned by sewing school uniforms for Trinity University.

International Partnership for Service Learning (IPSL)

Trinity University of Asia had been a pioneer in linking study and volunteer service. Many departments require students to engage in service in the neighboring communities and rural areas off-campus. Since 1986, the International Partnership for Service-Learning (IPSL), the international organization linking academic study and community service, has sent international students to TUA to learn and serve.

The IPSL and TUA, with the support of the Henry Luce Foundation, offer a program of service learning through a six-week program that includes academic study, community service, field trips and sight-seeing in and around Metro Manila. It also provides opportunity to study and become friends with students of many nations.

The program welcomes applicants from all religious traditions, faiths and cultures. The Henry Luce Foundation support is for students from Asian nations and the United States . Participants share their values and beliefs as they reflect on their experience of service, studying and living together in the Philippines .

IPSL Study Abroad Programs

Graduate Program

Kobe International University

Kobe International University (KIU) is a private university with approximately 1,700 students. The university campus, completed in 2002, is located on Rokko Island, a man-made island offshore from Kobe, Japan.

KIU has two major departments:

The university also has minor concentration programs in English and Foreign Languages, Information Science, and Teacher Training. QUT students are offered a tailor-made program which includes three hours of Japanese language tuition per day and participation in other regular courses (in Japanese) with one-on-one support.

National

International