SCHOOL OF ARTS, SCIENCES AND EDUCATION

Vision: A community of dynamic and proactive scholars and learners within the Asia-Pacific Region, upholding high standards of
excellence in education, research, and community service, towards the attainment of a better quality of life.

Mission: To purposively link quality education, training, and research with community service in pursuing the holistic development of
individuals through innovative programs and productive activities attuned to the needs of the global community.

Goals: St. Dominic College of Asia aims to:

1. Prepare the students to become competent, productive, and socially responsible professionals by means of learner-centered activities
provided through both traditional and non-traditional delivery modes of instruction.
2. Actively promote research and the utilization of new technology for the enhancement of individual competencies.
3. Assume leadership role in addressing the concerns of the academic community towards improving their quality of life.

Core Values: S- Service D- Dynamism C- Competence A- Accountability

Quality Policy: SDCA commits to providing excellent academic and support services that exceed the expectations of all stakeholders as the
College continuously develops and sustains the effectiveness of its quality management system.

Quality objectives
1. To achieve excellence in academic programs and projects guided by the College vision – mission, and in compliance with the
CHED, DepEd and TESDA requirements as well as those standards observed by duly accredited educational institutions.
2. To establish, implement and maintain effective and efficient quality management system.
3. To assume leadership role in improving the quality of life of the people by engaging SDCA stakeholders in meaningful community
services.
4. To focus on its task of revolutionizing education by instilling creativity and innovation among the faculty members, students and
administrative staff working collaboratively on enhancing the culture of research in the College.
5. To identify, nurture, and enhance human, physical and financial resources for productivity and sustainability.

BAC 113 Investigative Journalism Page 1 of 16

SDCA QUALITY OF LIFE FORMULA

R - Research and Product Development (RPD)

Indicator/s:
1. Demonstrate ability to develop researches and to produce scientific and entrepreneurial outputs

M - Moral and Spiritual Accountability

Indicator/s:
1. Embrace moral/ spiritual values in one’s life.
2. Apply moral/ spiritual practices in all aspects of life.
M - Multicultural Advocacy

Indicator/s:
1. Demonstrate knowledge of values and beliefs of various cultures
2. Effectively engage in multicultural society
3. Develop a global perspective

U -Understanding the Discipline

Indicator/s:
1. Demonstrate a systematic and coherent understanding of an academic field of study.

S - Self-Directed Learning

Indicator/s:
1. Demonstrate the ability to work independently
2. Identify appropriate resource
3. Take initiative
4. Take a lead in managing project or an activity through completion

BAC 113 Investigative Journalism Page 2 of 16

I -Information and Technology Literacy

Indicator/s:
1. Access, evaluate, use of variety of relevant sources and produce materials of the same.

C -Critical Thinking

Indicator/s:
1. Identify relevant assumptions or implication
2. Evaluate arguments
3. Apply analytic thought to analyze coherent arguments
C -Communication Skills

Indicator/s:
1. Express ideas clearly in unity
2. Speak articulately
3. Use media as appropriate in order to communicate effectively

C -Creativity and Innovation

Indicator/s:
1. Demonstrate ability to work creatively and innovatively in any setting that result in a productive output

C -Collaboration and Community Engagement

Indicator/s:
1. Demonstrate responsible participation
2. Engage in meaningful activities in the academic, in the community, and beyond.

BAC 113 Investigative Journalism Page 3 of 16

PROGRAM EDUCATIONAL OBJECTIVES (PEO):
Graduates of BA Communication are able to:
1. focus on how verbal and non-verbal messages are used to create meanings in different contexts using diverse media platforms.
It includes a broad range of subject matter ranging from the study of communication in interpersonal relationships, groups,
organizations, and cultures.
2. equip students with the knowledge and skills in the theory and practice of communication applicable in various professions and
contexts, with focus on the media professions.
3. find e m p l o y m e n t as public and corporate communication/information officers, social science and communication
researchers/analysts, communication/media planners and managers, program/project development officers, public relations and
advertising practitioners, media practitioners, learning system designers, multimedia designers, and allied/related professions.

PROGRAM OUTCOMES

A. COMMON TO ALL PROGRAMS IN ALL TYPES OF SCHOOLS

The minimum standards for the BA Communication program are expressed in the following minimum set of learning outcomes:
1. The ability to engage in lifelong learning and understanding of the need to keep abreast of the developments in the specific field
of practice. (Philippine Qualifications Framework or PQF level 6 descriptor)
2. The ability to effectively communicate orally and in writing using both English and Filipino.
3. The ability t o work e f f e c t i v e l y a n d independently i n multi-disciplinary and multi-cultural teams. (PQF level 6
descriptor)
4. A recognition of professional, social, and ethical responsibility.
5. An appreciation of "Filipino historical and cultural heritage" (based on RA 7722)

B. Specific to the Bachelor of Arts in Communication Program

Graduates of BA Communication are able to:
1. Define and access information needs; assess and organize information and knowledge; produce, share and utilize
information and knowledge;
2. Communicate in different formats and platforms (print, broadcast, and online);
BAC 113 Investigative Journalism Page 4 of 16
 3. Prepare communication/media plan;
4. Conduct communication and media research and evaluation;
5. Develop and produce communication materials in different formats and platforms;
6. Demonstrate communication management and leadership skills;
7. Develop entrepreneurial capabilities;
8. Adhere to ethical standards and practices;
9. Know and practice rights and responsibilities and accountabilities in the communication profession;
10. Demonstrate a development orientation in communication work; and
11. Apply communication theories/models, principles, practices, and tools in development work.

C. Common to Social Sciences and Communication

Graduates of the Social Sciences and Communication programs are able to:
1. Understand and apply social science concepts and theories to the analysis of social issues;
2. Design and execute social research using appropriate approaches and methods; and
3. Practice professional and ethical standards in the fields of social sciences and communication.
4.
D. COMMON TO A HORIZONTAL TYPE AS DEFINED IN CMO 46 S. 2012
Graduates of professional institutions demonstrate a service orientation in one’s Profession.

E. Common to a SDCA Graduate (Based on SDCA Quality of Life Formula)

The SDCA graduates have the ability to:
a. apply critical and research skills using technological relevant resources/materials;
b. engage effectively in meaningful activities in a multi-cultural society; and
c. accomplish tasks independently and creatively, and express ideas articulately.

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COURSE CODE BAC 113
COURSE TITLE Investigative Journalism
UNITS 3
CONTACT HOURS TBA
PRE-REQUISITE BAC 104 Journalism Principles and Practices & BAC 108 Broadcasting Principles and Practices

INSTRUCTOR TBA
TEXTBOOK de Burgh, Hugo et.al (2016). Investigative Journalism (Fifth Edition). London & New York. Routledge
Taylor & Francis Grou
OTHER Investigative Journalism videos and seminars
SUPPLEMENTAL
MATERIALS
SPECIFIC COURSE INFORMATION
A. LEVEL OF COMPETENCY:
P – Allows student to practice competencies (no input but competency is evaluated)

B. COURSE DESCRIPTION

This course is intended to be extremely practical, while at the same time causing every student to think deeply about the stories they will
be covering, documenting, writing, reporting and why they need to investigate. This is a hands-on course reflecting the values and
experiences of the contemporary professional newsroom. Such practical experience in documenting, researching and writing serious, in-
depth, nonfiction articles suitable for publication, using forms, styles, and subject matter appropriate for the tradition known as investigative
journalism.

C. PRE-REQUITIES BAC 104 Journalism Principles and Practices &

CO-REQUISITES BAC 108 Broadcasting Principles and Practices

D. COURSE
CLASSIFICATION Elective Courses Based on Institutional and Program Outcomes
(Required/Elective/Sele
BAC 113 Investigative Journalism Page 6 of 16
 cted Elective)
SPECIFIC GOALS FOR THE COURSE
PROGRAM OUTCOMES
By the end of four (4) years, graduates have PO1 - Efficient accessing and gathering of
the ability to:
PO1 - Define and access information
needs; assess and organize information and
knowledge; produce, share and utilize
information and knowledge
PO2 - Apply communication theories
/models, principles, practices, and tools in
development work.
PERFORMANCE INDICATORS
need-
based, accurate, authentic, and reliable
information through print, broadcast,
and online sources, research, and other
Investigative techniques.
- Skillful selection, analysis,
organization, and presentation of
essential information in the
development and production of
print broadcast and online stories.
PO2 - Skillful use of participatory
strategies in planning, implementing, and
evaluating communication programs
COURSE OUTCOMES
At the end of the semester, the students will
be able to:
1. Acquire skills and practical knowledge of
an advanced course in tools and techniques
of contemporary in-depth reporting.
2. To be expose in a sophisticated
investigation techniques and practice
working both as an individual reporter and as
part of a news gathering team.

INSTITUTIONAL PLAN
TEACHING- ASSESSMENT
LEARNING CONTENT/ RESOURCES
WEEK NO. LEARNING TASKS TOOLS
OUTCOMES TOPIC NEEDED
ACTIVITIES
 Know the meaning  What is At the end of the lesson Video about
of investigative Investigative the student must be able Investigative
1 journalism Journalism? to: Groupings Rubrics Journalism
 Understand the  Importanc
importance of e of  Provide and de Burgh, Hugo et.al
Investigative Investigative explain (2016).
Journalism Journalism examples of Oral quiz / Investigative
good recitation Journalism (Fifth
investigative Edition). London &
BAC 113 Investigative Journalism Page 7 of 16
 reporting. New York. Routledge
 Explain and Taylor & Francis
illustrate key Group.
skills and
techniques Gadgets
appropriate to
launching
investigations
 To choose a public  Creating  Come up with a Each group Video about
2 figure given by the an well prepared will Investigative
professor Investigat story board formulate Journalism
 To formulate a ive prior to their an outline /
story board Journalis respective story board Rubrics de Burgh, Hugo et.al
 To personally m project investigative (2016).
explain the project. Investigative
advantages of Journalism (Fifth
 Explain and
being prepared in Actual Edition). London &
illustrate key
investigating a assessments New York. Routledge
skills and
specific topic. about the Taylor & Francis
techniques
presented Group.
appropriate to
launching story board
Gadgets
investigations.

 Gather information  Extensive Use their skills in a Investigativ

3 by using documents field experience wide range of new and e
and databases, by old media technologies journalism Rubrics
interviewing more in developing and field work
effectively, and by polishing actual Pre production
getting out into the investigative Gadgets and
field. techniques to come up Equipments
with an accurate, fair,
BAC 113 Investigative Journalism Page 8 of 16
 comprehensive and
clear investigative
documentary.
 Provide an actual  Team’s  Come up with Each group
4 high-level Initial an initial will discuss Video about
conceptual Presentati document about their initial Rubrics Investigative
understanding of on their respective gathered Journalism
contemporary investigative documents
media practices  Some project. de Burgh, Hugo et.al
 Examine issues of Facts  Explain and
Actual (2016).
ethics, fairness and About assessments Investigative
understand fact
accuracy. Investigat about the Journalism (Fifth
about
 Examine ive Investigative presented Edition). London &
“neglected” or Journalis documents New York. Routledge
journalism
“under reported” m Taylor & Francis
 Grasp the Group.
stories Recitation /
mechanics of quiz
investigative
 “Alkansy Gadgets
stories through
a” – An I-
the I-witness
Witness
documentary.
document
ary

 report / present an  Actual Prelim Exam:

5 investigative news in Documentary
an accurate, fair, Presentation Produce and present a Actual Rubrics Video output about
comprehensive and high-level 20 minutes assessments Investigative
clear manner. Investigative about the Journalism
Journalistic presented
documentary documents

BAC 113 Investigative Journalism Page 9 of 16

 PRELIMINARY EXAMINATION

 To understand that  The Future  Explain and Actual Video about

6-7 the future of of understand that assessmen Investigative
journalism is Journalism the future of ts about Journalism
Investigative journalism is the Rubrics
Journalism  The definitely the presented de Burgh, Hugo et.al
 Examine issues of Practices of Investigative videos (2016).
ethics, fairness and Investigative journalism and power Investigative
accuracy. Journalism point Journalism (Fifth
 Grasp the
 Develop and polish mechanics of presentati Edition). London &
investigative  “PSG” – An investigative ons New York. Routledge
techniques I- Witness Taylor & Francis
stories through
documentary Quiz / Group.
the I-witness and
 “Yaman ng Reporter’s Brainstor
mga ming Gadgets
Notebook
Marcos” – A documentaries.
Reporter’s
Notebook
Documentar
y
 To choose a topic  Creating an  Produce and Actual Video about
8-9 and formulate a Investigative present a high- assessmen Investigative
story board Journalism level back ts about Journalism
 To personally project grounding piece the Rubrics
explain the  Gathering of about their presented de Burgh, Hugo et.al
advantages of data respective document (2016).
being prepared in  Extensive Investigative s Investigative
investigating a field experience Journalistic Journalism (Fifth
specific topic. documentary quiz Edition). London &
New York. Routledge
BAC 113 Investigative Journalism Page 10 of 16
 Taylor & Francis
Group.
Gadgets
 Produce and  Actual Midterm Exam: Actual
10 - 11 present a high-level Documentary assessmen Student’s
back grounding Presentation  Produce and ts about output about their
piece about their present a high- the respective
respective level back presented Rubrics Investigative
Investigative grounding piece document Journalism
Journalistic about their s project
documentary respective
Investigative
Journalistic
documentary

MIDTERM EXAMINATION
 To understand what  Investigative
 Explain and Video about
Journalism
13 is the English Law And English understand that in Investigative
in Investigative Law terms of legal Actual Journalism
Journalism  The English liability, assessment Rubrics
Freedom of
 To personally Information journalists have s about the de Burgh, Hugo et.al
explain the Act advantages and presented (2016).
advantages of  TV 5’s disadvantages documents Transmuta Investigative
being prepared in Crime tion Journalism (Fifth
over official
investigating a Classic investigators even Quiz / Tables Edition). London &
specific topic. Documentary though they may recitation New York.
 To understand what share the same Routledge Taylor &
is The English objectives of Francis Group.
Freedom of exposing wrong –
Information Act doings. gadgets
 Grasp the
BAC 113 Investigative Journalism Page 11 of 16
 mechanics of
investigative
stories through
the TV 5’s Crime
Classic
Documentary.

 To personally  Gathering  Use their skills in

14 - 15 explain the of data a wide range of
advantages of  Extensive new and old Investigati Rubrics
being prepared in field media ve
investigating a experience technologies in journalism Pre production
specific topic. developing and field work Gadgets and
 Gather information polishing actual Equipments
by using investigative
documents and techniques to
databases, by come up with an
interviewing more accurate, fair,
effectively, and by comprehensive
getting out into the and clear
field. investigative
documentary.

 report / present an  Actual Final Exam: Actual

16 - 17 investigative news Documen  Produce and assessment Student’s
in an accurate, fair, tary present a high- s about the Rubrics Video output about
comprehensive and Presentati level 30 minutes presented their respective
clear manner. on Investigative documents Investigative
Journalistic Journalism
documentary project
FINAL EXAMINATION
BAC 113 Investigative Journalism Page 12 of 16
COURSE REQUIREMENTS
1. Periodic Examinations: (Preliminary, Midterm, and Final)

1.1. For Prelims

Each group will choose a public figure given by the professor. They need to create a twenty minute investigative documentary by
checking the background of that person using techniques of actual data gathering. Each team must focus on the moral part of
their respective subject based on the reality of investigative news in an accurate, fair, comprehensive and clear manner.

1.2. For Mid Terms and Finals

Each team will choose a public figure within the campus, with approval of the professor, and background that person using
techniques and documents discussed in class and in the power point and video seminars The 30 minute investigative
documentary project will have three parts – a two-page outline document explaining why the person is important and detailing
their strategy for finding information; a written 5-8 page carefully organized report or story memo that reflects the results of that
strategy; and finally a journalistic feature article on the subject.

The story memo will include exactly what information each group found, how they found the information, specifically where did
they found it (example: website locations, court documents, land records, names of human sources, library documents etc.), any
dead-ends they encountered, and a strategy for discovering more about the person. Each team’s investigative journalistic
documentation should describe fully, in compelling literary and hard-hitting story form, the results of their investigation and why
those results are important to everyone. These criteria include techniques, sources, thoroughness, resourcefulness and effective
writing of the investigative profile. The back grounding piece is due at mid-semester while the final investigative documentation
will be presented during the last week of final grading period.

Note: All Documentation whether print or video will be tie up to the Community Extension Services office of SDCA.
2. Class Standing
a. Seatwork
b. Recitation
c. Assignment
d. Quizzes/ Long Test
e. OBE Related Output ( Portfolio of major activities in Number Theory)

BAC 113 Investigative Journalism Page 13 of 16

Grading System

For a student to pass the course, one should get a grade of 75% in his/her final grade, which is computed from the following:

A. TERM GRADE

Class Standing 60%

Recitation /Assignments/ 20%
Seatwork
Quizzes/ Long Test 20%
Oral Presentation of Paper/ 20%
Projects/ OBE Related Output

Periodic Examination 40%

100%
B. SEMESTRAL GRADE

The Semestral Grade is obtained by getting the sum of the 33% of the Prelim Grade (PG), 33% of Midterm Grade (MG), and
34% of the Final Grade (FG) for the course.
SG = (PG x 0.33) + (MG x 0.33) + (FG x 0.34)

Classroom Policies

On Attendance.
All students are expected to attend their class regularly to be entitled to credit units in the course in which they enrolled.
A student who incurs more than the maximum allowable absences, i.e. 20% of the required school days, shall be reported/referred to
the Program Chair, who shall determine whether or not the student should be given a failing grade and given no credit for the course or
subject, for reasons considered valid and acceptable to the school. In a case the student is allowed to continue, he shall be held
responsible in keeping up with lessons and assignments and taking examinations when applicable.
Authorized absences (with medical certificate / prior approval) entitle a student for special quizzes and special exams for missed
class.

BAC 113 Investigative Journalism Page 14 of 16

On Google Classroom
Every student must be enrolled in the Google Classroom assigned for the course.
Students should do the entire assigned task posted in the Google Classroom most specially during the time that the classes are
suspended due to bad weather condition or the professor’s not available for an actual discussion.
Submission of class requirements like videos, ppt’s, photos, documents, and alike must be submitted thru Google Classroom.

On ID/ Uniform
Students should always wear their ID inside the campus.
Student should be in prescribed uniform. Where civilian or alternative clothing is applied, permission must be sought from the SPS.

On Cleanliness/ Others
Students should help in the maintenance of cleanliness and orderliness inside the classroom.
Electronic gadgets or materials (cellular phone, MP3, laptops, etc.) not related to learning and without prior approval from
instructors are not allowed to be used while in class.

BAC 113 Investigative Journalism Page 15 of 16

Prepared by: / Date: Endorsed by: / Date: Approved by: / Date

ROMEO P. GONZALVO JR.

Faculty Member
Reviewed by: / Date:

DR. MARY NELLIE T. ROA DR. NILDA W. BALSICAS

Dean Vice President for Academics
JERICA V. DIONEDA and Research
SASE Librarian

ROMEO P. GONZALVO JR.

Program Chair

BAC 113 Investigative Journalism Page 16 of 16