Form No.

HG-KSU-KLI-01
Republic of the Philippines
Kayakoto State University Issue Status 06

Determinado- Ko St. Zamboanga City 7000 Revision No. 05

Telephone: (082) 227-8192
Website: www.ksu.edu.ph Date Effective 09 JULY 2029
Email: president@ksu.edu.ph Approved by Dean

COURSE SYLLABUS IN FOUNDATIONS OF ART EDUCATION

Professionalism Act professionally By demonstrating respect,
VISION INSTITUTIONAL GRADUATE ATTRIBUTES and Ability to Lead and have the accountability, and
potential to be determination, and defining
entrepreneurial what actions are required to
A Top University with High and Strong Research Facilities Providing PROFESSIONALISM AND ABILITY TO LEAD and take on achieve your goals with
Relevant Intellect and Skills in Producing World-Class Professionals leadership roles in measurable results.
Who are Active Agents of Social Transformation and Development. A professional who demonstrates commitment, integrity, and their communities
responsibility while inspiring positive changes in a society that is and the
MISSION changing and developing. professions they
choose.
Kayakoto State University (KSU) is committed on producing KNOLEDGE AND UNDERSTANDING OF SUBJECT MATTER Knowledge and Possess in-depth Provide teachers with a
professionals with a sufficient level of resiliency to address societal Understanding of knowledge and foundation in pedagogical
needs and who are well-equipped to provide community services by Thinks clearly and logically, understands the logical relationships Subject Matter understanding of content knowledge so they
promoting safety and positivity to contribute in nation-building. between data points and ideas, creates helpful cognitive maps, their subject. can make concepts
connects ideas, and corrects misconceptions by making creative, understandable to the
inventive, and intellectual use of the resources at hand. learners.
GOALS Self-Aware Act with integrity Generate understanding of
SELF AWARE and accept other people's ways of
At the end of the plan period, the Kayakoto State University (KSU) responsibility for knowing and being that will
seeks to accomplish its four main goals: their actions. They prompt the teacher and the
Uses knowledge, skills, and good judgment with proficiency and are self-aware, learner to consider their own
a.) Create self-aware individuals by allowing them to discover their own adaptability in accordance with the standards when working in his field.
aptitudes and aspirations for them to maximize their ability in making reflective, flexible, mental habits, including
They possess the capacity to make independent decisions, guide their and resilient. They potential areas for
smarter decisions. own learning, be internally motivated, take deliberate actions, and be also have the improvement or growth.
b.) Impart a strong base of knowledge to future professionals to allow authentic. capacity to accept.
them to have broad perspectives on public life, honed competence, and
the capacity to work with many groups to solve issues and bring about KSU Graduate Graduate Outcomes Performance Indicators
change. Attributes
c.) Cultivate ethical decision-makers based upon mutual respect and (Provide Program Graduate Outcomes and Performance Indicators)
appropriate culturally relevant social norms for harmonious social
interaction in various situations
d.) Produce a new breed of empowered and globally competitive
graduates who are imbued with the prime movement of development.
COURSE SYLLABUS In Foundations of Art Education
Kayakoto State University Page 1 of 12
 I. COURSE INFORMATION

Course Code: LLCE2203

Course Title: Foundations of Art Education
Pre-requisite: Multicultural Development Workload of Students:
Credit: 3 units
To be able to obtain the necessary knowledge and abilities for the course, students must participate in the 42
Level: 2 hours (14 weeks) of blended mode face-to-face and online class work. Additionally, students must provide
worksheets, reflection paper, power point presentations and video presentations to deepen their learning and
Time Allotment: 42 Hours
help them apply what they have learned in the course.
Semester/Year: 3rd Year
Version number: 1

Faculty Information:

Course Description: Name: Kayakoto State University

Email: KayakotoSU@gmail.com
In accordance with the Commission on Higher Education program, The Foundation of Art Education
Contact Number: (082) 227-8192 Local 217
provides students the opportunity to assess their interest and proficiency in the visual arts while developing
Office: College of Teacher Education Room 12187
the fundamental skills that are essential building blocks to becoming a better artist. Discover the techniques
Consultation Hours: Flexible Time
and processes used within art across a wide range of creative mediums. From Life Drawing to Digital
Painting, students are enrolled in four preparatory individual courses per quarter, up to a year of continuous
study.

II. COURSE OUTCOMES (CO):

On the completion of the course, a student is expected to be able to do the following:

Course Outcomes Graduate Outcomes Aligned to

COURSE SYLLABUS In Foundations of Art Education

Kayakoto State University Page 2 of 12
 CO1 The students should be able to common and distinct characteristics among diverse foundations of
arts based on periods/styles and themes of different cultures.
CO2
Demonstrate understanding of the concepts, elements, and principles of the foundations of art
CO3 Relate foundations of art to different cultural practices
CO4 Create outputs based on their understanding of the concepts of arts on their different foundations
GO1 Manifest meaningful and comprehensive understanding of different aspects of the foundations of arts
on a diverse culture.
GO2 Manifest meaningful and comprehensive understanding on different aspects of the arts on a diverse
culture.
GO3 connecting relationships.
GO4 Demonstrate creativity and appreciation towards artworks from a diverse foundations.

III. LEARNING EVIDENCE:

As evidence of attaining the above learning outcomes, the student has to do and submit the following:

Learning Evidence Description and other Details Course Outcomes it represents

LE1 Worksheets
The learners will be provided with worksheets for them to answer to test their knowledge about the distinct CO1
characteristics among foundations of arts and design.
LE2 Reflection Paper Portfolios
The learners compile their reflection papers about their understanding of the concepts, elements, and
CO2
principles of the topic being discussed.

LE3 PowerPoint Presentations

The learners shall prepare a PowerPoint presentation containing their own research about the topic given
CO3
and present and discuss it with the class.

LE4 Video Presentations

The learners will use their creativity in creating their on video based on their understanding of the concepts
C04
of arts on each diverse culture.

IV. MEASUREMENT SYSTEM:

Learning Evidence: LE1: Worksheets

Area to Assess Beyond Expectation Expected Satisfactory Acceptable

(5 points) (4 – 3 point) (2 points) (1-0 point)

COURSE SYLLABUS In Foundations of Art Education

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 Punctuality (10%)
Content and Accuracy (20%)
Following Instructions (10%)
Organized Work (10%)
Learning Evidence: LE2 Reflection Paper Portfolios
Area to Assess
Accuracy (Grasp of readings) (15%)
Argument (depth of analysis) (10%)
Clarity (10%)
Following Instructions (5%)
COURSE SYLLABUS In Foundations of Art Education
Learners completed the worksheet ahead of Learners completed the
time. worksheet on time.
All answers on the worksheets are accurate. Most of the answers on the
There are no factual mistakes. worksheet is correct but there
is few information that is
incorrect.
There are few factual mistakes
on grammar.
All the instructions stated on the worksheet are All the instructions stated on
followed. the worksheet are mostly
followed.
The content of the worksheets is followed The content of the worksheet is
accurately. mostly followed.
Beyond Expectation Expected
(5 points) (4-3 point)
Paper represents the authors’ ideas, evidence or Paper represents the author’s
conclusions accurately, fairly and eloquently. ideas, evidence and
Shows a firm understanding of the implications conclusions accurately.
of each author’s argument(s).
Paper fully meets requirements of assignment. Paper fully meets the
Explores implications of chosen ideas for the requirements but does not
arts in classical Greece or today in thoughtful exceed them. Makes good
and/or original ways. Makes convincing case for case for why selected key
why selected key ideas connect (or contradict) ideas connect (or contradict)
two texts, and/or connect (contradict) texts and two texts, and/or connect
lectures. (contradict) texts and lecture
Consistently precise and unambiguous wording, Mostly precise and
clear and lucid sentence structure. All quotations unambiguous wording, mostly
are well chosen, effectively framed in the text clear sentence structure.
and explicated where necessary Mostly effective choice of
quotation. Mostly effective
framing and explication of
quotation where necessary
All Instructions are followed. All Instructions are somewhat
followed.
Paper is clean, correctly formatted (12-point font, Paper is clean, correctly
Kayakoto State University
Learners completed the
worksheet behind time.
Some of the answers on the
worksheet are incorrect.
There are also some factual
mistakes on grammar and
punctuation marks.
All the instruction stated on
the worksheet are somewhat
followed.
The content of the worksheet
is somewhat followed.
Satisfactory
(2 point)
Paper represents the authors’
ideas, evidence and
conclusions accurately but not
sufficiently clearly. Minor
inaccuracies.
Paper does not address some
aspects of the assignment.
Makes somewhat
unconvincing case for why
selected ideas connect
(contradict) two texts, and/or
connect (contradict) texts and
lectures.
Imprecise or ambiguous
wording. Confusing sentence
structure. Poorly chosen
quotations, or ineffective
framing and explication of
quotations.
All Instructions are barely
followed.
Paper is clean, correctly
Learners completed the worksheet few days late.
Few answers on the worksheets are accurate and it is
generally confusing. There is more than one factual
mistake on grammars as well as proper use of
punctuation marks.
All the instructions stated on the worksheet are barely
followed.
The content of the worksheet is barely followed.
Acceptable
(1-0 points)
Paper misrepresents the authors’ ideas, evidence
and/or conclusions. Major inaccuracies. Or does not
distinguish between major ideas and less relevant points
Paper does not address the assignment Selects minor
rather than key ideas, and/or does not show why the
selected ideas connect (or contradict) texts, and/or
connect (contradict) texts and lectures.
Consistently imprecise or ambiguous wording, confusing
sentence structure. Quotations contradict or confuse
student’s text. Quotations used to replace student’s
writing.
All Instructions are not followed.
Paper is sloppy or incorrectly formatted, not written in
Page 4 of 12

Presentation (10%)
Learning Evidence: LE3: PowerPoint Presentations
Area to Assess
Content, Organization
& Structure (15%)
Power Point
Preparation (10%)
Presentation Skills (5%)
Mastery of Content (15%)
COURSE SYLLABUS In Foundations of Art Education
Times New Roman, normal margins), written in formatted (12-point font, Times
full sentences. Quotations are all properly New Roman, normal margins),
attributed and cited in a consistent style. Virtually written in full sentences.
no spelling or grammatical errors. Quotations are all properly
attributed and cited in a
consistent style. A few minor
spelling or grammatical errors.
Beyond Expectation Expected
(5 points) (4-3 point)
- Content is accurate. - Content is comprehensive.
- Responses are adequate and address - Responses are inadequate or
assignment. do not address assignment.
- Content and purpose of the writing are clear. - Structure of the answers is
- Structure is mostly clear and easy to follow. not too easy to follow.
- Paragraph transitions are present.
-Presentation of PowerPoint is clear and Visual aid is clear.
creative. Student utilizes the visual aid
-Student utilizes the visual aid effectively by somewhat effectively. Visual
making it part of the presentation - the whole aid includes minor spelling
presentation is free of misspellings and mistakes and few
inaccuracies. inaccuracies.
Presentation is clearly organized and engaging. Presentation is clearly
The presenter uses effective organized. The presenter uses
presentation skills: loud voice, eye contact, no some
jargon, etc. Student is effective presentation skills:
professional is their voice, attitude, and method loud voice, eye contact, with
of presentation. Student is few jargons, etc. The
creative, and correctly cites sources using APA presenter somewhat engages
format. students, but not convincing
discussion or an activity.
Reporters studies their presentations Reporters somewhat studies
contextually. their presentations
Reporters can answer Questions contextually.
Reporters can Explain presentations very well Reporters can somewhat
answer Questions
Kayakoto State University
formatted (12-point font,
Times New Roman, normal
margins), written in full
sentences. Some improperly
attributed quotations and/or
inconsistent citation style. A
number of spelling or
grammatical errors.
Satisfactory
(2 points)
- Content is not
comprehensive.
- Responses are inadequate
or do not address assignment.
- Structure of the answers is
not easy to follow.
Visual aid is somewhat clear
and creative. Student utilizes
the visual aid
somewhat effectively. Visual
aid includes minor spelling
mistakes and few
inaccuracies.
Presentation is somewhat
clearly organized. The
presenter uses some
effective presentation skills:
loud voice, eye contact, no
jargon, etc. The
presenter somewhat engages
students, but lacks discussion
or an activity.
Reporters barely studies their
presentations contextually.
Reporters can barely answer
Questions
Reporters can somewhat
full sentences. Many improperly attributed quotations or
inconsistent style of citation. Many spelling or
grammatical errors.
Acceptable
(1-0 point)
-Content is incomplete.
- Major points are not clear.
- Organization and structure detract from the
Visual aid is not very clear nor very creative. Student
does not utilize the visual aid effectively: student either
reads
directly from visual aid or does not refer to it at all.
Visual
aid has multiple misspellings and inaccuracies.
Presentation is not clearly organized. The presenter
does
not use effective presentation skills: loud voice, eye
contact, no jargon, etc. The presenter does not attempt
to engage
students and includes minimal information.
Reporters do not study their presentations contextually.
Reporters cannot answer Questions
Reporters cannot Explain their presentations very well.
Page 5 of 12
 Reporters can Explain their
presentations
While reporting, table of contents are being While reporting, table of
accurately followed contents are being somewhat
Organized Work (5%) Reporting flows smoothly. followed
Reporting somewhat flows
smoothly.
Explain their presentations
While reporting, table of
contents are barely followed
Reporting barely flows
smoothly.
While reporting, table of contents are not being
somewhat followed
Reporting do not flow smoothly.

Learning Evidence: LE4: Video Presentations

Area to Assess Beyond Expectation Expected Satisfactory Acceptable

Organization (5%)
Accuracy of language use (10%)
Accuracy of information (15%)
Understanding of different culture (10%)
Comprehension (10%)
(5 points)
The presentation was very easy to
follow.
The student communicated well using
correct vocabulary and grammar.
All information presented in writing was
clear, accurate and thorough.
Interprets intercultural experience from
the perspectives of own and more than
one worldview.
The student was able to accurately
answer almost all questions posed by
audience about the topic.
(4-3 points)
The presentation was easy to follow
The student made a few mistakes in
vocabulary and grammar but there
were no patterns of errors.
Most information presented in writing
was clear, accurate and thorough.
Recognizes intellectual and emotional
dimensions of more than one
worldview.
The student was able to accurately
answer most questions posed by
audience about the topic
(2 points) (1-0 points)
The presentation was not The presentation was difficult to follow due to
easy to follow. disorganization of the utterances.
The student made some It was hard to understand due to incorrect use of
mistakes in vocabulary and vocabulary and grammar
grammar.
Most information presented in Most of the information was inaccurate or not clear.
writing was clear, but was not
usually accurate.
Identifies components of other Views the experience of others but does so through
cultural perspectives but own cultural worldview.
responds in all situations with
own worldview.
The student was able to The student was unable to accurately answer
accurately answer a few questions posed by audience about the topic.
questions posed by audience
about the topic.

OTHER REQUIREMENTS AND ASSESSMENT ACTIVITIES (AA)

Aside from the final output, the student will be assessed at other times during the term by the following:

Assessment Activity Description and other Details Course Outcomes it represents

AA1 Quizzes
The learner is expected to pass both written and oral quizzes. CO1

COURSE SYLLABUS In Foundations of Art Education

Kayakoto State University Page 6 of 12
 AA2 Learning
PerformanceOutco
Task Learning
The learner is required Activitiestheir understanding, knowledge, Required
to perform or demonstrate and expertiseReading
in the given subject Evidences
CO2
Outcomes me course. Activities
AA3 Reports
(ILO) The learners are required
(TLA) to prepare for and deliver presentations on a range of topics that are pertinent to the course
CO3
List topics
AA4down/State
Exams (Midterms and Finals) The learner must Concept
pass the 60-item Quescussion
test questions for the KSU
midterm and final
VMGO, exams.
IGA and Objectives CO4
Mapping of
the KSU CO4 AA1
KSU VMGO,
VMGO, IGA Group KSU Hymn AA2
IGA,
and I. Course Orientation Performance LE1
Objectives
objectives II. VMGO and Objectives Ecumenical Prayer
and KSU
with ease of KSU and the College Mystery Quotation
Hymn.
Explicitly Sing 1 Department
the KSU III. Course Outline,
Discussion of
Hymn. Policies, rules and
Policies
Recite The regulations.
affecting
Ecumenical
Students.
Prayer
efficiently.

Define https://www.google.com/url?sa=t&source=web&rct=j&url=https://
Foundations CO1 Module 1,2 and 3 www.jstor.org/stable/3191971&ved=2ahUKEwi-p8K07OL7AhULCd4KHdx
of Art Assessment AA3
Classify CO2 LE3
transiently the 20 items Quiz LE4
different types CO3
Face to Face
of Arts
Discussion
Identify the
I. Introduction to
different
Foundation of Arts Reporting
Genres of
2-3 I. Types of Arts
Arts
II. Genres of Arts Video
operationally
III. History of Arts Presentation
and
contextually.
Summarize
the History of
Arts briefly.

COURSE SYLLABUS In Foundations of Art Education

Kayakoto State University Page 7 of 12
 Intended Course Weeks Topics Teaching- Assessment Learning
Learning Outco Learning Activities Required Reading Evidences
Outcomes me Activities
(ILO) (TLA)
Recognize https://www.google.com/url?sa=t&source=web&rct=j&url=https://
key CO1 Think- Pair -Repair www.jstor.org/stable/3191971&ved=2ahUKEwi-
theoretical CO2 p8K07OL7AhULCd4KHdxXC40QFnoECCgQAQ&usg=AOvVaw3wR41cv9
debates CO3 Brainwriting CyOR1YbfDcF4PX LE1
within the LE2
discipline of Active Group Activity AA2
Contemporary I. Basic Elements of Reading
Art Practice. Art (Module)
Compare and II. Contemporary and
Contrast the Historical Artworks Online
Contemporary 4-5 III. Historical Forms of Discussion
and Historical Arts (google meet,
Artworks IV. 21st Century MS Teams)
Analyze the Artwork
different Video
Historical Presentation
forms of art
Assess
relatedly the
21st Century
Artworks.
Interpret and https://www.google.com/url?sa=t&source=web&rct=j&url=https://
Evaluate the CO2 One Minute Essay www.jstor.org/stable/3191971&ved=2ahUKEwi-
21’st Century CO4 p8K07OL7AhULCd4KHdxXC40QFnoECCgQAQ&usg=AOvVaw3wR41cv9
Artworks. Jigsaw CyOR1YbfDcF4PX LE1
V. Interpretations of AA2
Face to Face
Create an 21’s Century Reflection Paper AA1
Discussion
original Artwork
artwork with 6-7
Question and
coherent,
 Original Contemporary Answer
formal and
procedural Artwork
relationship to
21’st Century
Artwork.

COURSE SYLLABUS In Foundations of Art Education

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 Intended Course Weeks Topics Teaching- Assessment Learning
Learning Outco Learning Activities Required Reading Evidences
Outcomes me Activities
(ILO) (TLA)
https://www.google.com/url?sa=t&source=web&rct=j&url=https://
Exercise and CO4 www.jstor.org/stable/3191971&ved=2ahUKEwi-
Demonstrate Asses the p8K07OL7AhULCd4KHdxXC40QFnoECCgQAQ&usg=AOvVaw3wR41cv9 AA2
I. Mastery of the
used and different CyOR1YbfDcF4PX AA3
8 Elements of
Mastery of Elements of
Artworks
the Elements Art Reporting (PPT
of Artworks. Presentation)

Week 9
Midterm Midterm AA4
Examination Examination
Interpret https://www.google.com/url?sa=t&source=web&rct=j&url=https://
concisely the CO2 Practical www.identifythisart.com/timeline-of-art-history/
Artworks in CO3 Examination &ved=2ahUKEwjr74u27uL7AhXYgVYBHZ53CBwQFnoECDIQAQ&usg=A
different CO4 OvVaw06P46gOBHydtD4qgYGtvku AA1
periods. Concept Map AA2
Categorize LE1
accordingly LE2
Active
the Notable Reflection Paper
Reading
Artist in
I. Artworks in (Module)
different
different Period
periods.
II. Notable Artist in Online
Appraise
10-11 Different Periods Discussion
Notable
III. Notable Artworks (google meet,
Artworks in
IV. Notable Works of MS Teams)
different
Arts.
Period
Video
consequently
Presentation
Discuss
specifically
the Notable
Works of Art
in different
periods.

Show 15-16 I. The Importance of Active https://www.google.com/url?sa=t&source=web&rct=j&url=https://

COURSE SYLLABUS In Foundations of Art Education

Kayakoto State University Page 9 of 12
 Intended Course Weeks Topics Teaching- Assessment Learning
Learning Outco Learning Activities Required Reading Evidences
Outcomes me Activities
(ILO) (TLA)
Reading Oral Examination artincontext.org/art-periods/&ved=2ahUKEwiupZXU6-
(Module) L7AhVUAt4KHWuRAbkQFnoECAoQBQ&usg=AOvVaw23q9heD5Yawgq9
Genuine
the Foundation of 10 -Items Quiz ncPdOyC-
Appreciation
Arts in our Society Online https://www.google.com/url?sa=t&source=web&rct=j&url=https://
to the
II. The Role of Art in Discussion Brainstorming blog.academyart.edu/why-taking-art-foundations-classes-is-important-for-
Importance of
our Culture (google meet, art-history-students/
Foundations
III. The Influences of MS Teams) &ved=2ahUKEwiXnvPY7uL7AhUmr1YBHQnnDBwQFnoECAkQAQ&usg=
of Art
Art to Society AOvVaw3nLZc8O59pP-_mUanp3fAb
Question and
Answer
Adapt Group https://www.google.com/url?sa=t&source=web&rct=j&url=https://
Foundations IV. The Relevance of Performance blog.academyart.edu/why-taking-art-foundations-classes-is-important-for- LE4
Showcasing
of Arts in the Foundations of art-history-students/ AA2
17 of
creating an Art in creating Vlog &ved=2ahUKEwiXnvPY7uL7AhUmr1YBHQnnDBwQFnoECAkQAQ&usg=
Performances
aethetically masterpieces. AOvVaw3nLZc8O59pP-_mUanp3fAb
masterpieces.
Week 18
Final Final Examination AA4
Examination
In order to achieve the outcomes of this course, learners will go through this learning plan

Note: In order to formulate intended learning outcomes, you can use a reference learning taxonomy like Bloom’s taxonomy in order to see the Low-Order Thinking Skills verbs that needs to be activated before reaching the High-
Order Thinking Skills verbs. For example, if the course outcome uses the verb DESIGN, then intended learning outcomes should include verbs starting from IDENTIFY/RECALL  UNDERSTAND  SYNTHESIZE  ANALYZE
 DESIGN. Do not forget that the rubric criteria and descriptors should serve as a guide in determining essential content or topics and its arrangement in the learning plan.

VII. REFERENCES/ARTICLES TO READ:

1. https://www.google.com/url?sa=t&source=web&rct=j&url=https://www.jstor.org/stable/3191971&ved=2ahUKEwi-
p8K07OL7AhULCd4KHdxXC40QFnoECCgQAQ&usg=AOvVaw3wR41cv9CyOR1YbfDcF4PX

COURSE SYLLABUS In Foundations of Art Education

Kayakoto State University Page 10 of 12
 2. https://www.google.com/url?sa=t&source=web&rct=j&url=https://www.jstor.org/stable/3191971&ved=2ahUKEwi-
p8K07OL7AhULCd4KHdxXC40QFnoECCgQAQ&usg=AOvVaw3wR41cv9CyOR1YbfDcF4PX
3. https://www.google.com/url?sa=t&source=web&rct=j&url=https://www.jstor.org/stable/3191971&ved=2ahUKEwi-
p8K07OL7AhULCd4KHdxXC40QFnoECCgQAQ&usg=AOvVaw3wR41cv9CyOR1YbfDcF4PX
4. https://www.google.com/url?sa=t&source=web&rct=j&url=https://www.jstor.org/stable/3191971&ved=2ahUKEwi-
p8K07OL7AhULCd4KHdxXC40QFnoECCgQAQ&usg=AOvVaw3wR41cv9CyOR1YbfDcF4PX
5. https://www.google.com/url?sa=t&source=web&rct=j&url=https://www.identifythisart.com/timeline-of-art-history/
&ved=2ahUKEwjr74u27uL7AhXYgVYBHZ53CBwQFnoECDIQAQ&usg=AOvVaw06P46gOBHydtD4qgYGtvku
6. https://www.google.com/url?sa=t&source=web&rct=j&url=https://blog.academyart.edu/why-taking-art-foundations-classes-is-important-for-art-history-
students/&ved=2ahUKEwiXnvPY7uL7AhUmr1YBHQnnDBwQFnoECAkQAQ&usg=AOvVaw3nLZc8O59pP-_mUanp3fAb
7. https://www.google.com/url?sa=t&source=web&rct=j&url=http://www.citykidz.co.za/news/report/importance-art&ved=2ahUKEwib27SI7-
L7AhVhslYBHR8PCRoQFnoECCwQAQ&usg=AOvVaw2_cI0bH5-TVYWWuJHTcEGD

VIII. CLASSROOM POLICIES:

1. Be on time. Avoid being late or you will be considered absent

2. For the whole semester, you are only allowed a maximum of three absences. You will be removed from this course if you exceed this cap.
3. Submit your requirements before due dates to avoid the instructor marking you as incomplete (INC)
4. Stay on Task. Participate to the fullest extent that you can.
5.

Prepared by: Reviewed by: Approved:

Camille J. Fernandez

Elaine Jane M. Abian

Danielle Ann M. Campaner

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 Alshamier Bryan B. Aripuddin
Celane L. Fernandez

Faculty Program Head/Chair Dean

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