DESIGNING A NEW AND ONLINE VERSION OF THE

GRADUATE SEMINAR ON EARTHQUAKE DISASTER MITIGATION*

Andres Winston C. Oreta¹ and Jonathan R. Dugnca2

¹ Dept. of Civil Engineering, STE Division, De La Salle University, Manila, Philippines
andres.oreta@dlsu.edu.ph
2
Dept. of Civil Engineering, GTE Division, De La Salle University, Manila, Philippines
jonathan.dungca@dlsu.edu.ph

Abstract: A Graduate Seminar on Earthquake Disaster Mitigation (EQDM) is introduced as one new version of the required
courses in the Ph.D. civil engineering curriculum at De La Salle University. The EQDM graduate seminar was designed for an
online classroom platform using Canvas as the online learning management system and Zoom for synchronous sessions. The
graduate seminar has the general objective of introducing basic concepts on disaster risk reduction and management (DRRM)
focusing on earthquake hazards to graduate students in civil engineering to broaden their research perspectives so that they will
not only solve technical problems related to their civil engineering specialization but they may also incorporate DRRM concepts
as part of the rationale of their research. This paper will present the various online teaching tools like design of modules and
voice-over lectures and student-centered learning activities and assessment tasks that were integrated to the new and online
version of the EQDM graduate seminar.

Key words: Disaster Mitigation, Earthquake. Doctor of Philosophy, Civil Engineering, Online Classroom

1 INTRODUCTION Term of AY 2021-2022,

Post-graduate programs in civil engineering in Higher 2 PHD CE CURRICULUM AT DLSU

Education Institutions (HEI) aim to train professionals to
become leaders in research on a specific field of civil
engineering specialization such as Construction Technology
and Management; Geotechnical Engineering; Structural
Engineering; Transportation Planning and Engineering; and
Hydraulics and Water Resources Engineering. However,
HEIs should also broaden the knowledge and understanding
of PhD, MSCE or Master of Engineering graduates on
societal issues specifically to address one of the fundamental
principles of the CE Code of Ethics: “Civil engineers shall
uphold and advance the integrity, honor and dignity of the
civil engineering profession by using their knowledge and
skill for the enhancement of human welfare and the
environment.” Hence, at De La Salle University, the
“Graduate Studies in Civil Engineering aims (also) to train
professional civil engineers in providing solutions to
contemporary issues on sustainability and disaster risk”
(DLSU Website). These two themes on sustainability and
disaster risk are integrated in graduate courses or seminars
that students may take as one of their elective courses. In the must have a broader perspective where societal issues are
PhD curriculum, a graduate seminar is required to complete
the 30 units of academic courses. A graduate seminar on
Earthquake Disaster Mitigation (EQDM) is added as one of
the possible seminars that PhD students may take. The EQDM
graduate seminar envisions that DLSU graduates will become
leaders and advocates for building a safe and more resilient
built environment. This paper describes the design and
components of a new and online version of the graduate
seminar on Earthquake Disaster Mitigation which was
implemented during the 2nd Term of AY 2020-2021 and 1st
* Philippine Institute of Civil Engineers (PICE) 2022 Midyear National Convention & Technical Conference,
June 17-18, 2022
The Doctor of Philosophy or PhD Program in Civil
Engineering at De La Salle University which started in AY
2012-2013 with six successful PhD graduates as of AY2020-
2021, offers a program with five fields of specialization,
namely: Construction Technology and Management;
Geotechnical Engineering; Structural Engineering;
Transportation Planning and Engineering; and Hydraulics and
Water Resources Engineering. The curriculum of the PhD
program is composed of 30 units of coursework and
dissertation, summarized as follows:
o Philosophy Course: 3 units
o Specialization Courses: 12 units
o Graduate Seminar: 3 units
o Dissertation: 12 units
Total: 30 units
Although a PhD program is specialized, graduate students
integrated to technical solutions. Hence, PhD students are
required to take an elective course or a graduate seminar
under any of the two integrative themes: (a) Sustainable
Infrastructures for the Natural and Built Environment and (b)
Natural Disaster Risk Mitigation and Management.
A list of the graduate courses can be found at the DLSU
website. In the list, there are three graduate seminars: (a)
Sustainable Infrastructures and The Environment, (b) Applied
Computing in Civil Engineering and (c) Disaster Risk
Reduction an Infrastructure Development. The graduate
seminar on Earthquake Disaster Mitigation is introduced as a
new course under the theme of disaster risk in the list of
seminars and integrative courses in the DLSU graduate
program in civil engineering.
3 LEARNING MANAGEMENT SYSTEM
The De La Salle University system is supported by a learning
management system, AnimoSpace, which is powered by
Canvas, a popular cross-platform learning space used by more
than 3,000 universities and educational institutions around the
world (dlsumanila.medium.com, 2018). Canvas consists of
“various immersive and interactive components” where the
faculty can design teaching and learning modules, post
announcements and assignments, create quizzes and surveys,
conduct conferences or online lectures, record attendance,
engage students to do collaborative work, develop videos and
monitor student’s mastery of the subject matter. The cloud-
based video conferencing program, Zoom is integrated in
Canvas for synchronous online sessions. The challenge to the
faculty is for them to design teaching and learning tasks using (Oreta and Dungca 2022) are PowerPoint presentations with
Canvas and Zoom applications effectively for the online
implementation of a course or seminar.
4 TEACHING AND LEARNING MODULES
The online delivery of the seminar follows the Outcomes
Based Education or OBE framework (Biggs 2003). In OBE,
there will be alignment of learning outcomes with the
teaching and learning activities and assessment tasks. The
course design for the EQDM seminar adapted to the new
normal of online delivery of content and student engagement
through the Canvas Learning Management System. Teaching
and learning modules were designed and posted in Canvas
while video lectures were developed and integrated in the
Canvas Modules and delivered asynchronously via Zoom
program.
The design of the EQDM syllabus followed the conceptual
framework of “Hazards + Vulnerability = Disaster Risk” or
H + V = R as shown in Fig. 1.
CONCEPTUAL FRAMEWORK (H+V = R)
EARTHQUAKE DISASTER MITIGATION – DLSU CE Department
Specifically, the conceptual framework aims to answer the
following questions:
 EARTHQUAKE HAZARDS: What are the different
types of hazards related to earthquakes? How do you
assess the specific hazard? What are the parameters to
consider?
 VULNERABILITY: What are the effects of earthquake
hazards to structures – buildings and bridges? What
make these structures vulnerable to the hazard? What
are the parameters to consider?
 DISASTER RISK: What earthquake disaster mitigation
measures can be done to reduce disaster risk due to the
various types of earthquake hazards?
Guided by the H+V=R conceptual framework, the seminar
was subdivided into independent modules where each
module consists of at least one EQDM Video Lecture which
is delivered asynchronously via Zoom and can be replayed
asynchronously at Canvas. The EQDM Video Lectures
voice-over specifically developed and integrated to the
seminar modules. The EQDM Video Lectures are aligned to
Hazard, Vulnerability or Disaster Risk in the conceptual
framework in Fig. 1. The learning modules with the
corresponding EQDM Video lectures are listed below:
 Module 1 – Quake Basics
 EQDM-01: Quake Basics
 Module 2 – Earthquake & Disasters
o EQDM-02: Earthquake Disasters
 Module 3 – Seismic Hazard Assessment
o EQDM-03: Seismic Hazard Assessment
 Module 4 – Seismic Damage, Vulnerability & Screening
of Buildings
o EQDM-04: Earthquake Ground Shaking
Effects on Buildings
o EQDM-05: Seismic Damage and Vulnerability
of Buildings
o EQDM-06: Rapid Seismic Screening of
Buildings
 Module 5 – Structural Seismic Assessment of Buildings
o EQDM-07: Structural Seismic Assessment of
Buildings
 Module 6 - Seismic Retrofitting of Buildings

o EQDM-08: Seismic Retrofitting of Buildings

 Module 7 – Geotechnical Hazards
EARTHQUAKE
HAZARDS
DISASTER
RISK
VULNERABILITY
OF STRUCTURES o EQDM-11: Geotech Hazards: Liquefaction
o EQDM-12: Geotech Hazards: Landslides
 Module 8 – Seismic Damage/Vulnerability of Bridges
HAZARDS & DISASTERS DISASTER MITIGATION : MINIMIZE RISKS TO BUILDINGS

o EQDM-09: Bridges: Seismic Damage and

 EQDM-01: Quakebasics
 EQDM-02: Earthquake Disasters
STRUCTURAL DAMAGE & COLLAPSE
 EQDM-07: Structural Seismic Assessment
 EQDM-04: Earthquake Ground
Shaking Effects
 EQDM-03: Seismic Hazard  EQDM-08: Seismic Retrofitting of  EQDM-05: Seismic Damage and
Assessment Vulnerability
 EQDM-11: Geotech Hazards:
Buildings
 EQDM-10 Post-Seismic Inspection &
Vulnerability
 EQDM-06: Rapid Seismic
Liquefaction
o EQDM-10 Bridges: Post-Seismic Inspection
 EQDM-12: Geotech Hazards:
Retrofitting
 EQDM-14: Safe Schools & Hospitals
Screening of Buildings
BRIDGES
Landslides  EQDM-09: Seismic Damage and
 EQDM-13: Tsunami
and Retrofitting Vulnerability

 Module 9 – Tsunami Hazards

Fig. 1. Conceptual Framework with aligned EQDM o EQDM-13: Tsunami Hazard: Impact,
Assessment and Mitigation
Video Lectures  Module 10 – Safe Schools & Hospitals (Optional)
o EQDM-14: Safe Schools and Hospitals
* Philippine Institute of Civil Engineers (PICE) 2022 Midyear National Convention & Technical Conference,
June 17-18, 2022
Aside from the EQDM Video Lectures, each Canvas module
also contains the following:
o Photo-Video Presentations
o Online Videos from YouTube and websites
o Online References (Manuals, Books and Papers)
o Student Exercises (PVEX, INDEX, GROUPEX)
earthquake and then applying the PHIVOLCS Earthquake
Intensity Scale (PEIS). The PEIS ratings were plotted in a
map and isoseismal lines were drawn to estimate the
location of the epicenter of the earthquake.

5 STUDENT ASSESSMENT TASKS

The EQDM graduate seminar does not have quizzes or exams

for student assessment, Instead, student exercises that must be
completed individually or by a group were assigned to assess
the achievement of the learning outcomes of the course. The
various student assessment tasks as described below are (a)
PVEX, (b) INDEX, (c) GROUPEX and (d) Case Study.

(a) Photo-Video Exercises (PVEX) - Students watch photo

and video presentations on Understanding Earthquakes
and Disasters and then they submit an assignment related
to the photo-videos. The photo-video presentations come
from the blogsite at http://digitalstructures.blogspot.com
(Oreta 2008).
Shown in Fig, 2 is a student output related to a PVEX about
the Luzon 1990 earthquake, after watching the photo-video,
the students were asked to prepare a poster addressing the
following questions: Which three cities experienced an
Earthquake Intensity VIII during the 1990 Luzon EQ? For
each city, describe briefly the type of major effects (damages,
failures) of the earthquake. Recommend at least one risk
reduction measure.
Fig 3. Exercise on Locating the Epicenter
(c) Group Exercises (GROUPEX) - The class was divided
into groups so that they work as a team to accomplish
the group exercises.
There were three group exercises: (a) GROUPEX #1 –
Seismic Hazard Assessment of a Site, (b) GROUPEX #2 –
RVS of a Building and (c) GROUPEX #3 – STERA3D
Modeling
In the offering of the EQDM seminar in 2nd Term of AY
2020-2021 and 1st Term of AY 2021-2022, the case study
was about “Seismic Performance of an Irregular Building,”
Each group modeled and analyzed a specific type of
irregular building using STructural Earthquake Response
Analysis 3D or STERA3D. They perform both push-over
analysis and time-history analysis to determine the
performance of the irregular building and identify potential
weaknesses. They reanalyzed using STERA3D at least one
retrofit method and compared to the original model. A
sample output is shown in Fig. 4.

EQDM Graduate Seminar:

Fig 2. PVEX about the Luzon 1990 earthquake Group Exercise #3 & Case Study using STERA-3D
SEISMIC PERFORMANCE OF AN IRREGULAR BUILDING USING STERA-3D: Model and analyze an
EARTHQUAKE DISASTER MITIGATION – DLSU CE Department

irregular building using STERA3D. Perform Push-Over Analysis and Time-History Analysis. Discuss the
performance of the irregular building and identify potential weaknesses. Reanalyze using STERA3D
at least one retrofit method and compare to the original model.
(b) Individual Exercises (INDEX) – These are exercises
usually on the use of online tools. There are four
individual exercises:
a) Locating the Epicenter using earthquake intensity
survey
b) Using PHIVOLCS Fault Finder, Hazard Hunter and
PEM at a site
c) Applying “How Safe is My House?” Checklist
d) Liquefaction Assessment using Borehole Data

Shown in Fig. 3 is a student output of INDEX#1 on locating Fig 4. STERA-3D Exercise

the epicenter using observations at various sites during an
* Philippine Institute of Civil Engineers (PICE) 2022 Midyear National Convention & Technical Conference,
June 17-18, 2022
(d) Case Study: The final requirement of the course is a
Group Case Study applying the various information,
tools and concepts presented in the seminar. The case
study is submitted as a technical paper and presented in
a public online forum (Fig. 5). The outline of the Case
Study Paper is shown below:
o Introduction – Discuss the H+V=R framework in
relation to your case study. Describe the type of
irregularity with sample images and performance in
past earthquakes based on RRL.
o Case Study – Describe the structural model, section
dimensions and material properties. Show vertical and
floor plans. Show the STERA3D Model and mode
shapes.
o Seismic Performance using STERA3D – Present the
STERA3D outputs of the push-over and time history
analysis (THA) and describe the performance of the
building and points of weaknesses or failure.
o Seismic Retrofitting Strategies – Show various seismic
retrofit methods (local/global) that may be applied to
the building. Model one or two strategies.
o Comparison of Seismic Performance of
Retrofitted/Original Buildings – Present the STERA3D
outputs and discuss
o Conclusion
Prof. Taiki Saito
Fig 5. EQDM Forum via Zoom with Prof, Saito,
STERA-3D Developer as guest
The student assessment for determining their final grade for
the three unit-seminar is based on the general average which
is computed as follows:
o Individual Exercises (INDEX/PVEX) = 50%
o Group Exercises (GROUPEX) = 30%
o Case Study Paper/Oral Report = 20%
6 STUDENT FEEDBACK
Fig 5. EQDM Online Forum
At the end of the term, a feedback survey was submitted by
the students so they may give a comments about the online
implementation of the seminar and suggest possible
improvements. Shown in Table 1 are the student feedback
about the EQDM graduate seminar.
* Philippine Institute of Civil Engineers (PICE) 2022 Midyear National Convention & Technical Conference,
June 17-18, 2022
Table 1. Student Feedback on EQDM graduate seminar
The delivery of EDQM course is effective even in the
1 blended learning. Modules are delivered well and
the exercises are helpful in deeper understanding of
the concepts on Disaster Mitigation.
I learned many things in this subject, especially in
2 Hazard Disaster Risk Assessment, Seismic
Assessment and Retrofit, and Building
Vulnerabilities. Would definitely take another
earthquake related course in the future to
supplement my learnings in this subject. One
suggestion would be additional guest speakers on
specific topics. Thank you for an informative and
interesting course.
I learn a lot here in this course subject and I am
3 fully understanding the topics. Through this subject,
I can develop researches pertaining seismic which I
personally experiences those series of earthquake.
Overall, I am grateful that I was able to enroll in
4 this course. I never expected to learn so much about
earthquake disaster mitigation particularly on how
we conduct hazard assessment and vulnerability
assessment of a structure. On top of that, I was able
to learn a new software which is STERA3D. I have
used other structural software such as ETABS,
STAAD, SPACEGASS, etc., but this is a great
program especially for research. I would definitely
recommend this course to everyone.
Overall, a very informative course. However,
5 EQDM-11 and EQDM-12 were very condensed, so
some points were not well explained. PVEX, INDEX,
and GROUPEX were all effective in enhancing
student's knowledge.
6 I truly appreciate the approach of the lectures and
the assessments.
Some of the lectures are loaded of too much
7 information that it's hard for us to absorb it all.
Perhaps, slowing down the discussion or breaking it
into simpler slides would help. Little interaction of
students makes the class a little boring unlike in face
to face set up. It is good that there is student
participation part in the sharing of assignments.
The video lectures were very informative and useful
8 especially in doing the activities and assignments.
We were completely guided throughout the course of
these EQDM video lectures.
In general, I find the video-lectures very convenient
9 to go over with when you forget or miss something
during the lecture. It is very effective and relevant
especially during the pandemic.
Online lectures coupled with assignments and
10 research works had provided online students beyond
my expectations. I think DLS's highly competent
professors have contributed much on my learning
process.
7 CONCLUSION
After offering the EQDM graduate seminar during the 2nd
Term of AY 2020-2021 and 1st Term of AY 2021-2022, the
following specific student learning outcomes can be stated:
 Students learned basic principles on EQDM through the
video lectures synchronously (via Zoom) and
asynchronously (via Canvas).
 Students became familiarized and applied various
PHIVOLCS tools and resources.
 Students performed individual internet research to
accomplish the required EQDM exercises (PVEX,
INDEX).
 Students experienced working with a team in
accomplishing the group exercises (GROUPEX) and
case study.
 Students learned to use a computer software, STERA-3D
in the modeling and analysis of buildings under seismic
loads and ground motion.
 Students learned how to write a technical paper following
a format similar to international conferences.
 Students experienced presenting a technical paper (case
study) in a public forum.
 Students were introduced to various resources
(references, software, websites) for them to pursue more
detailed research and studies related to EQDM.
The broader outcomes of the EQDM seminar are described
below:
 The seminar opens the door to the students to the field of
Disaster Risk Mitigation and Management (DRRM) with
a special focus on earthquake hazards.
 The seminar provided a broader perspective to the
students in their specialized research or thesis, where
they may not only focus on technical issues but may also
incorporate DRR concepts as part of the rationale of their
research.
For example: Structural, Geotechnical and Construction
Engineering majors can highlight not only technical
design to assure stable and safe structures but also the
societal cost and benefit of safety of people and resilient
built environment to earthquake hazards. On the other
hand, Transportation and Water Engineering majors can
address management of transportation and water systems
during earthquake disasters
 The seminar envisions graduates who will become
leaders and advocates for building a safe and more
resilient built environment.
* Philippine Institute of Civil Engineers (PICE) 2022 Midyear National Convention & Technical Conference,
June 17-18, 2022
Overall, the feedback of the graduate students was positive
and encouraging. The recommendation from the students
specifically on content and more class interaction will be
considered to improve the future offering of the seminar.
ACKNOWLEDGMENT
The “Video Lectures for The Online Modules in the Graduate
Seminar on Earthquake Disaster Mitigation” was completed
through the DLSU University Research Coordination Office
(URCO). The video-lecture on Tsunami Hazards by Dr, Mario
De Leon, Assoc. Professor in HWR is acknowledged.
Graduates students, Garret Sia and Revin Berces are also
acknowledged for preparing video lectures on USGS Shake
Map and STERA-3D, respectively.
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Biggs, John (2003). “Aligning Teaching and Assessing to
Course Objectives,” Teaching and Learning in Higher
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https://medium.com/@DLSUManila/animo-space-the-
lasallian-learning-management-system-ff836eb17970
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https://www.dlsu.edu.ph/colleges/gcoe/academic-
departments/civil-engineering/graduate-studies/
Oreta, A.W.C. and Dungca, J.R. (2022). “Video Lectures for
the Online Modules in the Graduate Seminar on Earthquake
Disaster Mitigation,” DLSU URCO Materials Development
(MD) Project No. 39 M U 3TAY20-1TAY21, Completed
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Disasters: Photo-Video Presentations for Public Awareness
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2008, Clark, Pampanga. Videos can be accessed at
http://digitalstructures.blogspot.com/2008/11/understanding
-eathquakes-disasters.html
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