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Course Syllabus (Competency/ Outcome-Based Education: Curriculum Quality Audit)

Discipline Science Program General Education
Course Code GE 10 Course Title Environmental Science
Credit Units 3 units Duration 54 hours
Program Prerequisite none
Placement First Year
A. COURSE DESCRIPTION AND COURSE INTENDED LEARNING OUTCOMES (CD-CILOs/ Outcomes)
This course deals on the interrelationships among components of the natural world; environmental problems, their causes, associated risks, preventive measures and alternative
solutions. Central to the discussion is the environment and sustainability. Furthermore, environmental economics and ethics will be included, arguing that the field has undergone
dramatic changes since its beginnings in 1970’s.

Environmental Science is an interdisciplinary study of how the earth (nature) works, how humans interact with the environment and how humans can live more sustainably. A key
component of environmental science is ecology, the branch of biology that focuses on how living organisms interact with the living and nonliving parts of their environment. The major
focus of ecology is the study of ecosystem. An ecosystem is a biological community of organisms within the defined area of land or volume of water that interacts with one another
and with the nonliving chemical and physical factors in their environment.
.
At the end of the course, the learners are to:
Attitudes:
1. Foster attitudes and commitments to make informed and responsible decisions about environmental issues and associated challenges.
2. Nurture more positive perceptions about the value of the natural world
3. Acquire a set of values and feeling of concern for the environment by doing sustainable environmental practices.
4. Develop their psychological and spiritual relationships with nature to make a difference in how we treat the earth on which our lives and economies depend

Skills
1. Appropriately utilize laboratory tools such as water quality parameter laboratory kits to create awareness on environmental problems
2. Practice eco- friendly habits ( recycling, waste segregation, produce less waste etc.) to bring about environmental sustainability
3. Use scientific method to understand nature, environmental problems and create possible solutions
Knowledge
1. Understand the science of ecology to become environmentally literate citizens
2. Learn the principles of sustainability to ensure protection and improvement of the environment.
3. Describe how ecosystems work and trace the effects of human impacts on the natural environment

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B. COURSE CONTENT AND STRUCTURE (CCS/ Content)

Duratio Content/ Intended Learning Outcomes-Based Teaching- Outcomes-Based Assessment CILO
n Topic (by Unit/ Chapter/ Outcomes Learning (OBLT) (Ref DM: (OBA)(Ref DM: Constructive Alignment) BGI
(by week) Module) process+particularity/purpose+pro Constructive Alignment) (Ref
duct Teaching and Resource Type Tool/ DM:
(Ref DM: Written Constru
Learning (Instructional Instrument ctive
(Ref DM: Introduce/ Demonstrate/ Work/ Performance
Practice)
Activity Material/ Task/ Major Exam) Align-
Reading) ment)
(TLA)
(ILO)
NOrSU A-Respond by providing an Group discussion Powerpoint of
Pre-liminaries interpretation of NOrSU mission slides on
Institutional Intended Learning as integrated in this course NOrSU VM,
1 Outcomes (IILOs) as PILOs, and
√ VM/ Grad CILOs
Attributes S-Create an illustration of the Group creation of
√ Cmps/Col/ Sch Goals CILOs emphasizing the contents illustration
cascaded to of the course
Program
Intended Learning
Outcomes (PILO) K-Contextualize a position essay Group written
cascaded to of the above concepts for the essay
Course course
Intended
Learning
Outcomes
(CILOs)

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Duration Content/ Intended Learning Outcomes-Based Teaching- Outcomes-Based Assessment CILO

(by week) Topic (by Unit/ Chapter/ Outcomes Learning (OBLT) (Ref DM: (OBA)(Ref DM: Constructive Alignment) BGI
Module) process+particularity/purpose+pro Constructive Alignment) (Ref
duct Teaching and Resource Type Tool/ DM:
(Ref DM: Written Constru
Learning (Instructional Instrument ctive
(Ref DM: Introduce/ Demonstrate/ Work/ Performance
Practice)
Activity Material/ Task/ Major Exam) Align-
Reading) ment)
(TLA)
(ILO)
-Lecture -powerpoint
2 Environment and Sustainability  Define Terms : -Group discussion -book -Written Chapter -Questionnaire
2. 1 Define Terms Environmental Science, - video “ Exam
Ecosystem, Ecology, -Video Renewable and
2.2 Principles of sustainability Environmentalism or presentation Nonrenewable - Reflections/ -Rubrics
Environmental Activism Renewable & Non Resource” Reading Report
2.3 Components of Sustainability: Renewable
Natural resources, Ecosystem  Explain the key principles Resource -Reading -Calculate the
services, Solar Energy, of sustainability or the materials: doubling time of
Renewable and Nonrenewable major lessons from Reading Activity Tragedy of the city/ municipality
Resources nature “Tragedy of the Commons’
Commons” by
2.4 Principles of Sustainability  Discuss how humans are Garrett Hardin Or Laudato Si -Personal
based on economics, political affecting the earth (1915-2003) by Pope Ecological
science and ethics Francis Footprint Analysis
 Explain why we are Calculation of
2.5 Environmental Impact model encountering Doubling Time
using IPAT environmental problems using the Rule of
Impact = Population x Affluence x  Discuss environmental 70
Technology impact using IPAT model

2.6 Natural capital Use and

Degradation or Ecological

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Footprint Global
 Discuss how to become Footprint and
2.7 Environmental Problems: Writing Activity Living Planet
environmentally
Population Increase, Poverty, Biomimicry : How 2014 Report “
sustainable society
Unsustainable resource Use might your lifestyle -Ecological
change if you Debtors and
2.8 Biomimicry Principles followed all the Creditors”
principles of
biomimicry?

Science, Matter, Energy and  Describe how scientist Lecture

Systems learn about nature -book -Written Chapter Questionnaire
3 3.1General Process that Scientist  Discuss matter and what -Group discussion Exam
Use for Discovering and Testing happens when it - Fish in the
Ideas undergoes change - Experiment Aquarium - Experiment -Rubrics
Observation of a Report
3.2 Matter and What Happens  Discuss energy and what Fish -Case Study :
When It Undergoes Change happens when it Experimenting Case Study
undergoes change - Case Study : with A Forest Report
3.3Energy and Laws of Forest and
Thermodynamics  Explain systems and how Deforestation
do respond to change Graph Data Analysis
3.4 Systems ; Inputs, Flows, -Data Analysis: using the Graph
Outputs and Feedback Graph
loops

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4 Ecosystems  Discuss the first law of -Lecture -powerpoint

4.1 First law of ecology ecology : Everything is -Group discussion -Written Chapter -Questionnaire
connected to everything -book Exam
4.2 Earth’s Life Support System else -Reading activity - Rubrics
major Components Microorganisms: - Nutrient Cycle
 Explain the earth’s life World’s Most Diagram Reading Report
4.3 Major Components of an support system Important
ecosystem ; Biotic and Abiotic Organisms - Food Web
Diagram
-Reading activity
4.4 Levels of organization of  Discuss the major Properties of Food Chain Reflection Writing
Matter in Nature components of an Water Diagram Using the Law of
4.5 Energy flows through ecosystem Thermodynamics :
Ecosystems in Food Chains and  Explain what happens to -Reading activity Explain why many
Food Webs energy as it flows through Planetary -Reading poor people in
4.6 Explain net primary food chains and food Boundaries Material less developed
productivity (NPP) webs Microorganism countries live
4.7 Nutrient Cycle within and s: World’s Most mostly on mostly
 Discuss Net Primary
among Ecosystems Observation : Important vegetarian diet
Productivity
Swamps and Organisms
Grasslands Observation
 Explain what happens to
-Reading Report: Swamps
matter in an ecosystem
material and Grasslands
Properties of using this guide
Water question
Why do you think
swamps have
Observation of higher NPP than
Grasslands grasslands?
and Swamps

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5 Biodiversity and Evolution  Explain importance of - -Lecture -power point

biodiversity -book -Written Chapter -Questionnaire
5.1 Biodiversity: Ecological, -Group discussion - video Exam
Functional, Genetic and Species  Discuss the roles do Biodiversity -Rubrics
species play in -video on -Video Reports
5.2 Species Major Role in ecosystems Biodiversity -Reflection :
ecosystem “We should not -Reflection Writing
- Reflection worry about air Report
5.3 Evolution  Explain how the earth’s writing pollution
5.3.1 Genetic variability and life change over time because -Reading Report
Natural Selection Reading Activity natural
 Discuss factors affecting Causes of selection will -
5.4 Speciation biodiversity Amphibian enable humans
Declines or to develop
5.5 Artificial Selection lungs that can
Geological detoxify
5.6 Genetic Engineering / Processes pollutants”
Synthetic Biology Affecting
biodiversity
5.7 Species Extinction

6 Species Interactions,  Explain species -Lecture -powerpoint

Ecological successions and interaction -Written Chapter -Questionnaire
Population control -Group discussion -book Exam
 Discuss how communities -Rubrics
6.1 Major types of interaction and ecosystems respond - Calculation of -youtube - Calculate the
among species to changing Carrying Capacity Clownfish and carrying capacity -Answer to
environmental conditions Sea anemones of the island for problems on
6.2 Ecological Succession fruit bat population carrying capacity
-Critical Thinking from 1980-2010
6.3 Factors that Limit population  Discuss factors that limits Question and
Size growth of population Answer Using the second
law of
6.3.1 Reproductive Patterns thermodynamics

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and the concept of

6.3.2Survivorship Curve
food chain and
6.3.3 Nature’s Population Control food webs ,
explain why
predators are less
abundant than
their prey?

-Lecture -Power point

7 Human Population and  Explain factors -Written Chapter -Questionnaire
Urbanization influencing the size of the -Group discussion -book Exam
human population
7.1 Human Population Growth - Reflection -blackboard Reflection Reports -Rubrics
“ Altering Nature -video
7.2 Factors Influencing size of to Meet Our Guide Question
human population  Discuss how a Needs” In your daily living
population’s age structure which harmful
7.3 Factors Affecting Birth and affecting growth or environmental
Fertility Rates decline impacts have you
contributed
7.4 Factors Affecting Death Rates directly or
 Discuss the major urban -Tradeoffs indirectly? Explain
7.5 Migration resource and Analysis : Bicycle
environmental problems Use Tradeoffs Analysis
7.6 Age Structure of a Population Report
 Explain major urban
7.7 Slowing Population Growth resource and
environmental problems
7.8 Urban Resource and
Environmental Problems  Discuss how can we
make cities more
sustainable and livable

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-Lecture -Power point

8 Climate and Biodiversity  Explain factors affecting -Written Chapter -Questionnaire
climate -Group discussion -book Exam - Rubrics
8.1 Factors Influencing Climate
 Discuss the major types -Video:
8.2 Major terrestrial ecosystem of terrestrial ecosystems Biodiversity - Critical -Critical Thinking
and how are humans affecting and how are humans Thinking Question’s answer
them affecting these Question:
ecosystems - Critical Thinking How might the
8.3 Major types of marine Question and loss of most of
ecosystems and how are humans  Discuss the major types Answer the world’s
affecting them of marine aquatic remaining
ecosystem and how are tropical coral
8.4 Major types of freshwater humans affecting them reefs affect
systems and how are human your lives and
activities affecting them  Discuss the major types what are the
of freshwater systems things you
and how are humans could do to
affecting them help reduce
this loss?

-Lecture -Power point

9 Sustaining Biodiversity and  Describe the role of -Written Chapter -Questionnaire
humans play in the loss -Group discussion -book Exam
Saving Ecosystems
of species and ecosystem
services -video Philippine -video -Data Analysis -Rubrics
9.1 Extinction, Endangered, Eagle discussions Correlation
Threatened Species  Discuss how to sustain Characteristics
terrestrial and aquatic that can put a
9.2 Sustaining terrestrial and ecosystem biodiversity species in Fish print
and the ecosystem greater danger computation
aquatic biodiversity
services they provide of becoming
extinct

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9.3 HIPPCO = Habitat destruction,

 Explain how humans Ecological Assume a
degradation and fragmentation;
accelerate species footprint Analysis country harvest
Invasive species; Population 18 M metric
extinction and
growth and the resulting degradation of ecosystem tons of fish
increased use of resources; services annually from
Pollution; Climate Change; and an ocean with -Oral Recitation
Overexploitation  Explain how we can Data Analysis an average
sustain wild species and Correlation productivity of -Role Playing
the ecosystem services between size of 1.3 metric tons
9.3 Population Growth, Resource country and the per hectare and
they provide
Use, Pollution and Climate percentage of a weighting
Change Contributing to Species  Discuss how can we threatened factor of 2.68,
Extinctions sustain terrestrial and breeding bird What is the
aquatic biodiversity species annual fish
print of that
9.4 Killing, Capturing and Selling
 Discuss forest ecosystem country?
of Wild Species Threatening
Biodiversity and the economic
services it provides
- Role Playing
9.5 Forest Ecosystem and the “ What would you
Economic Services say if you could
talk to the poacher
who illegally killed
9.6 Treatise and Laws on Species
an animal”
Protection

10 Food Production and the  Explain food security and - -Questionnaire

Environment why is it difficult to attain -Lecture -Powerpoint Written Chapter -Rubrics

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-Group discussion -book Exam

-
10.1Industrialized, Traditional,  Discuss how food is
Organic Agriculture produced -Critical thinking
List down ways to - video Critical Thinking
10.2 Green Revolution promote more presentation Report
 Explain the environmental
sustainable food
effects of industrialized
10.3 Genetic Revolution production. Which Desertification Good
food production
of this actions do Environmental
10.4 Environmental Effects of you think are the Practices Report
 Explain how can we
Food Production most important
produce food more
 Top soil erosion ones
sustainably
 High Energy Inputs
- Good
 Desertification
Environmental
 Soil and Water Pollution
Practices ; Live
 Climate Change lower in the food
 Reduction of chain by eating
Biodiversity less meat or no
meat at all for 1
10.5 Producing food more week. Make a
sustainably report on whether
or not you have
done it
successfully and
write a short essay

 Explain how we can -Lecture -Powerpoint

11 Water Resources and Water increase freshwater - book -Written Chapter -Questionnaire
Pollution supplies -Group discussion - WHO Report Exam

11.1 Fresh Water Management  Discuss how we use Reading Report -Rubrics
fresh water sustainably
11.2 Ground and Surface water

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11.3 Water footprint

11.4 Sustainable Use of  Discuss how we can

Freshwater reduce water pollution - Reading Activity Practice
“WHO Report on Problem
11.5 Water Pollution number of people Critical Thinking
 Point Source died due to lack of Calculate how Report
 Non-Point Source access to safe many liters of
drinking water water are lost
11.6 Preventing Water Pollution in 1 month by a
Critical Thinking toilet or faucet
11.7 Use of Fresh water Why you are for or that leaks 2
Sustainably against the raising drops of water
of price of water per second

..

-Lecture -Power point

Geology and Non Renewable  Explain earth’s geological -Group discussion -book -Written Chapter -Questionnaire
12 Mineral Resources processes and mineral Exam
resources -video: Geologic -video : -Rubrics
12. 1 Rocks and Minerals  Discuss the Hazard Geologic Video Report
environmental effects of Hazards Discussion
12.2 Rock Cycle using nonrenewable -Reading Report “
mineral resources The Real Cost of Reading Report
12.3 Environmental effects of  Explain how we can use Gold”
Using Non Renewable Mineral mineral resources more
Resources sustainably -Role Playing
 Describe earth’s major You are an
12.4 Use of Non Renewable geological hazards igneous rock,
Mineral Resources Sustainably Describe what you
experience as you
12.5 Earth’s Major Geological move through the

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hazards rock cycle.

Repeat when you

are sedimentary
and metamorphic.

-Lecture -- Powerpoint
13 Energy Resources -book -Written Chapter -Questionnaire
 Explain energy and its’ -Group discussion Exam
13.1Oil, Natural gas and Coal : importance -video; Nuclear
Production, Consumption  Discuss advantages -Debate Fuel Cycle -Video Reports -Rubrics
Advantages, Disadvantages, and disadvantages as Resolve: “ And Refining
Environmental Impact, Climate the environmental Crude Oil -Debate :
Change impact of fossil fuels Government Submission of
subsidies for all -Debate material/document
13.2 Nuclear Power : Fuel Cycle,  Discuss the energy used during the
Advantages and Disadvantages, advantages and alternatives should debate
Radioactive Wastes and Climate disadvantages of be eliminated so as debaters,
Change using nuclear power that all energy researchers,
choices can coach
13.3 Net Energy  Explain net energy compete on a
level playing field
13.4 Energy Efficiency  Explain the in the market
 In Industries and importance of energy place”
Utilities efficiency as an Submission of
 Electrical Grid energy resource -Essay Essay
 Transportation List down 3 things
 Building Design  Discuss the you could do to
advantages and reduce your
13.5 Renewable Energy disadvantages of dependence on oil
 Solar using renewable and gasoline and
 Flowing and Falling energy resource explain how you
Water will do it
 Wind

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 Biomass
 Liquid Biofuels
13.6 Transition to a more
Sustainable Energy in the Future  Describe how we can
transition to a more
sustainable energy in
the future
-Lecture - Power point Written Chapter Questionnaire
14 Environmental Hazards and  Explain how biological -Group discussion -book Exam
Human Health hazards threaten human -blackboard
health -Reading Activity Reading Activity -Rubrics
14.1 Biological Hazards: Bacteria, Controversy over -video Report
Virus, Parasite, Molds and Yeast :  Explain how chemical BPA bisphenol A
Reduction of Risks and hazards threaten human
Management health - Video Report
 Tuberculosis Discussion
 Malaria  Discuss risks reduction
 HIV Epidemic and management of -Video on the Critical Critical Thinking
 Covid -19 Pandemic health risks Movement of Thinking Essay Essay
different forms of A number of
14.2 Chemical Hazards Causing  Explain chemical toxicity toxic mercury from potentially
 Cancers, Mutations, Birth the atmosphere harmful
Defects  Explain the 3P principle into an aquatic chemicals are
 Immune and Nervous ecosystem where found in many
System  Discuss health risks it is biologically homes. Does
magnified in the the fact that we
 Endocrine analysis and evaluation
food chain do not know
much of the
14.3 Chemical Toxicity  Discuss ways to reduce
- long term
health risks
harmful effects
14.4 Pollution Prevention Pay
make us less
Principle
likely to
minimize the
14.5 Health Risks Analysis and
use. Explain
Evaluation

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14.6 Reducing Health Risks

 Describe the nature of the

15 Air Pollution, Climate Change atmosphere -Lecture - Power point Written Chapter Questionnaire
and Ozone Depletion  Discuss major indoor and -book Exam
outdoor pollution
15.1 Nature of the atmosphere -video Video Report -Rubrics
15.2 Major Outdoor Air Pollutants - video on Melting Discussion
15.3 Indoor Air Pollution  Explain ways to reduce Ice in Greenland
15.4 Laws and Regulations to air pollution 1982 – 2012 Photo Submission
Reduce outdoor and indoor air
pollution  Explain why the earth’s Position Paper
15.5 Climate Change climate is changing -Photo Submission
 Role of human Submission
 Role of Sun Photochemical Essay submission
 Role of the Oceans  Discuss the likely effects Smog where you
 Effects of Cloud cover of climate change live
 Effects of outdoor
pollutants in current  Discuss how we can slow -Group Discussion
atmospheric warming climate change Reducing Carbon
Footprint of
15.5 Effects of Climate Change NORSU to craft
 Describe the current
 Melting of Ice position paper
activities on earth that
 Methane Emissions from depletes ozone in the
thawing permafrost stratosphere
 Rising Sea Levels
 Severe Drought
 Extreme Weather
 Threats to Biodiversity,
Food Production, Human

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health

15.6 How to Slow Climate Critical Thinking

Change Essay
List down 3
15.7 Ozone Depletion aspects in your
lifestyle that
directly contribute
to greenhouse
gas?

 Explain the environmental

16 Solid and Hazardous Waste problems related to solid Lecture Power point Written Chapter Questionnaire
and hazardous and toxic -book Exam
16.1 Growing Problem on and E waste
municipal solid waste, hazardous - Visit to dumpsite Dumpsite Visit -Rubrics
toxic, and E-waste  .Discuss how to deal with report
solid and hazardous - Reading Activity
16.1 Waste Reduction and waste Cradle to Cradle Reading Activity
Management Approach and report
 Explain the importance of Sustainability
 4R’s of Waste Reduction refusing, reducing,
 Alternatives to the reusing and recycling -Critical Thinking
Throwaway Economy Group Discussion
16.2 Advantages and  Discuss the advantages “ Describe
Disadvantages of burning of and disadvantages of NORSU solid
burying solid waste burning or burying solid waste
waste management
16.3Handling Detoxifying and program and list
Storing Hazardous waste  Discuss how to deal with ways in which you
hazardous waste would improve”
16.4 Shifting to Low Waste

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Economy  Discuss how can we shift

to a low waste economy

17 Environmental Economics,  Explain how are Lecture Powerpoint

Politics and Ethics economic systems Written Chapter Questionnaire
related to the -book Exam
17.1 Human Economics as biosphere -Group Discussion
subsystems of the biosphere  Explain how the use “ Tragedy of the Critical Thinking -Rubrics
of economic tools Commons Report
 Estimating the future deal with
value of a resource environmental -Reading Activity
 Economic Tools to deal problems Living Sustainably Reading report
environmental problems  Discuss ways in
 Taxing Pollutions and which economic Group discussion
Wastes instead of theory and -Critical Thinking report
wages and profits applications must be Live lightly by
 Reducing poverty helps modified to explicitly shrinking
the environment accommodate the ecological
 Shifting to more goal of sustainability footprints and
environmentally expanding
sustainable economies  Discuss sustainable beneficial
and just environmental
17.2 Sustainable and just environmental impact
environmental policies policies
 Environmental justice
 Environmental Policy
Principles

17.3 Human Centered and Life
centered Systems of
Environmental Ethics

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 Discuss how an
individual is a
teleological center of
life. The individual is
more intrinsically
valuable than any
other living thing but
should see
themselves as equal
members of Earth’s
community

C. REQUIRED READING MATERIALS AND REFERENCES

 Miller, G.T. 2019. Environmental Science 16th ed, Cengage Learning Inc., MA.
Print  Thampapillai,D.J. 2019. Environmental Economics, Henry Ling Limited, United Kingdom
 Pojman, L.P. 2017. Environmental Ethics , 7th edition, Cengage Learning Inc., MA.

Non-Print
file:///C:/Users/ITSO/Downloads/Essentials%20of%20Anatomy%20And%20Physiology.pdf
D. COURSE REQUIREMENTS AND GRADING SYSTEM
Course Requirements -Activity Reports
- case Study Reports

Grading System Cut-off or required grade in relation to the

course/ program standard is 75.
Recitation, Seatwork, Quizzes 35%
Activity 35%

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Midterm/Final Exam 30%

TOTAL 100%

E . C L A S S P O L I C I E S (Specific to the Course)

Pedagogical The course implements Blended Mode of Instruction/ BMI through schoology.com. Enrollment to the said learning
Nature and management system will be discussed in the classroom. This is on a flexi-learning course as the FS fieldwork requires
Delivery a presentation of Action Research.
Attendance, Students are required to observe attendance in the class as monitored in the School Register Form. In case of BMI, the
Assignment and important dates are considered the attendance. Assignments and their submission are to be on time as announced or
Submission Policies as scheduled in the class sessions/ BMI.
Uniform and Students are deemed accountable to follow the “Damn Psychology of Clothing” and the “RESPECT the 6 Cs” as
Decorum campaigned in the class through posters.

Academic Honesty All forms of dishonesty as indicated as ideal class rules in the basic and higher education is automatically equivalent to
and Scholarship a failing grade of the academic exercise. Plagiarism is automatic “Failed” in an output.

Special Education Persons with physical/ learning disabilities are requested to see the Professor within the first two weeks of the
Need and Disability semester. A doable strategy is designed by both the Professor and student throughout the semester. Have an
Accommodation appointment with the Professor for his/ her consultation time.
Gender and All oral and written communication outputs/ class interactions are required to observe the use of gender sensitive
Development language. The course prohibits discrimination and harassment based upon race, ethnicity, sex (including sexual
Related assault), pregnancy, color, religion, national origin, physical or mental disability, age, marital status, sexual orientation,
Accommodation gender identity, and genetic information. Any student who has concerns about such behavior should the Professor.

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Religious In the academic work in the class, everybody is required to avoid conflicts with student’s religious practices and/ or
Accommodation observances. For an exemption, the student may request reasonable accommodations. This request must be in writing,
and the Professor will review the request and this may even seek for assistance from the Dean.
Academic Students are required to attend a tutorial class (2 hours per week) as part of the enhancement. Also, each student
Mentoring, Coaching could avail of consultation time (one-on-one) with the instructor upon reservation (3 hours per week).
and
Consultation

PROFESSORIAL TEAM FOR THE COURSE

Lead GERALDINES.QUINONES Ph.D. Environmental Science (in progress) Associate NAME H EdQ
Faculty Faculty

Schedule 8-9 MWF ST 33 Schedule TIME & DAY VENUE

LMS Quinonesg625@gmail.com BMI LMS EMAIL BMI

Associate NAME H EdQ Associate NAME H EdQ

Faculty Faculty
Schedule TIME & DAY VENUE Schedule TIME & DAY VENUE

LMS EMAIL BMI LMS EMAIL BMI

Prepared By: Reviewed By: Approved By: Vice President, Academic Affairs

GERALDINE S.QUINONES DELILAH ABLONG MICHAEL P. BALDADO, JR.,Ph.D.

ROSEMARIE T. PINILI, Ed.D., Ph.D.
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_ __ _ UNC O NT R O LLED ____C O N T R O L L E D ___Standard___Law___Regulation

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