UNIVERSITY OF THE EAST

UNIVERSITY MISSION STATEMENT:

Imploring the aid of Divine Providence, the University of the East dedicates itself to the service of youth, country, and God, and declares adherence
to academic freedom, progressive instruction, creative scholarship, goodwill among nations, and constructive educational leadership.

Inspired and sustained by a deep sense of dedication and a compelling yearning for relevance, the University of the East hereby declares as its goal
and addresses itself to the development of a just, progressive, and humane society.

UNIVERSITY VISION STATEMENT:

As a private non-sectarian institution of higher learning, the University of the East commits itself to producing, through relevant and affordable quality
education, morally upright and competent leaders in various professions, imbued with a strong sense of service to their fellowmen and their country.

CORE VALUES:
The University adheres to the core values of Excellence, Integrity, Professionalism, Teamwork, Commitment, Transparency, Accountability, and
Social Responsibility.

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GUIDING PRINCIPLES:
The Institution declares the following to be its guiding principles:

1. Dedication forever to the service of youth, country, and God; training the youth to become good and competent citizens; promoting a deep and abiding
loyalty to the Motherland and her own way of life; and serving the will of the Creator;
2. Active encouragement of academic freedom, the only road to the realm of wisdom and truth;
3. Constant attunement of curricula to the changing needs of individuals and nations in civilizations and cultures ceaselessly being enriched by technology,
science, and scholarship;
4. Encouragement to the utmost of scholarship and research toward the broadening of knowledge to new horizons and the augmenting of mankind's
harvest of freedom, contentment, and abundance;
5. Promotion, through the bonds of culture, of international amity and goodwill as basis for the enduring world peace long dreamed of by men; and
6. Uttermost endeavor to attain and keep a position at the vanguard of higher education so that, as a beacon light to all the Orient, it may attract to its
campuses promising youth from many lands in search of wisdom and truth.

INSTITUTIONAL OUTCOMES:
In pursuit of its vision and mission, the University will produce GRADUATES
▪ attuned to the constantly changing needs and challenges of the youth within the context of a proud nation, its enriched culture in the global
community;
▪ able to produce new knowledge gleaned from innovative research – the hallmark of an institution’s integrity and dynamism; and
▪ capable of rendering relevant and committed service to the community, the nation, and the world.

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COLLEGE MISSION STATEMENT:

The College of Arts and Sciences shall endeavor to provide the students with a diversity of learning strategies and opportunities that will promote
their intellectual, personal, and social development; equip them with professional competence within their field of specialization so that they may readily
be absorbed by the labor market; and provide a dynamic curriculum, grounded on the values and traditions of our culture.

COLLEGE VISION STATEMENT:

As private non-sectarian institution of higher learning, the University of the East commits itself to producing, through relevant and affordable quality
education, morally upright and competent leaders in various professions, imbued with a strong sense of service to their fellowmen and their country.

COLLEGE GOALS:

The College of Arts and Sciences is committed to develop students who have the knowledge, skills, values, and confidence to meet the challenges of a
complex and changing society.

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 COURSE SYLLABUS IN
SCIENCE, TECHNOLOGY, AND SOCIETY
Academic Year 2022 - 2023

Course Code ZGE 1107

Course Title Science, Technology, and Society

Lecture 3 units
Credit Units
Laboratory /
-
Studio
Couse Code None
Pre-requisite(s)
Course Title None

Course Description:
The course deals with interactions between science and technology and social, cultural, political, and economic contexts that shape and are
shaped by them. (CMO No. 20, series of 2013)
This interdisciplinary course engages students to confront the realities brought about by science and technology in society. Such realities
pervade the personal, the public, and the global aspects of our living and are integral to human development. Scientific knowledge and
technological development happen in the context of society with all its socio-political, cultural, economic, and philosophical underpinnings at play.
This course seeks to instill reflective knowledge in the students that they are able to live the good life and display ethical decision making in the
face of scientific and technological advancement. This course includes mandatory topics on climate change and environmental awareness.

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 COURSE OUTCOMES
Upon completion of the course, the learner will be able to:

Knowledge
1. Articulate the impacts of science and technology on society, specifically Philippine society.
2. Explain how science and technology affect society and the environment and its role in nation-building.
3. Analyze the human condition in order to deeply reflect and express philosophical ramifications that are meaningful to the student as part of
society.
4. Define and demonstrate the impact of social media on the students’ life and Philippine society in general.

Values
1. Imbibe the importance of science and technology in the preservation of the environment and the development of the Filipino nation.
2. Critique human flourishing vis-à-vis the progress of science and technology such that the student may be able to define for himself/herself the
meaning of the good life.
3. Foster the value of a healthy lifestyle toward the holistic and sustainable development of society and the environment.

Skills
1. Creatively present the importance and contributions of science and technology to society.
2. Examine shared concerns that make up the good life in order to come up with innovative and creative solutions to contemporary issues guided
by ethical standards.
3. Illustrate how the social media and information age impact their lives and their understanding of climate change.

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 LEARNING MATRIX
Teaching-Learning Activities
Week Hours Learning Outcomes Content Resources Assessment
Name/Title Synch Asynch
At the end of the lesson, A. GENERAL Lecture and Discussion ✓ Unit 1: Chapter 1 (Casas, Jusayan, Quiz
the learner will be able CONCEPTS AND STS Menor and Obanan (2020))
to: HISTORICAL Activity: “Standing on ✓ Graded recitation
DEVELOPMENTS the Shoulders of Giants” Science over Time: Standing on the
Shoulders of Giants
1. Discuss the https://www.sciencelearn.org.nz/resource Group presentation
interactions between 1. Historical Film viewing ✓ s/2612-science-over-time-standing-on-
S&T and society antecedents in which the-shoulders-of-giants Seatwork
throughout history social considerations
1st - 3rd 9 changed the course of Library
2. Discuss how scientific science and technology
work/Research work
and technological a) In the World:
developments affect Ancient, Middle,
society and the and Modern Ages
environment b) In the Philippines

3. Identify the paradigm

shifts in history
4. Articulate ways by 2. Intellectual revolutions Lecture and Discussion ✓ Unit 1: Chapter 2 (Casas, Jusayan, Quiz
which society is that defined society Menor and Obanan (2020))
transformed by science a) Copernican Film viewing ✓ Graded recitation
and technology b) Darwinian The Renaissance and the Scientific
Revolution: The Age of Growth
c) Freudian Activity: Map out the https://blogs.umass.edu/p139ell/2012/11/ Group presentation
d) Information different intellectual ✓ 19/the-renaissance-and-the-scientific-
e) Meso-American revolutions and their revolution/ Seatwork
f) Asian effects to society
g) Middle East The Freudian Theory of Personality Library
h) African http://journalpsyche.org/the-freudian-
4th work/Research work
3 theory-of-personality/

Copernicus and the Scientific Revolution

https://youtu.be/zHUWP9zu4W8

Charles Darwin - Prophet of Evolution

https://youtu.be/L1QQCVEKIEU

Claude Shannon: The Man Who Turned

Paper Into Pixels
https://youtu.be/Q8rVJZ-VDKQ

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 5. Discuss the role of
Science and Technology Technology and
in Philippine nation Nation Building
building
6. Evaluate government
policies pertaining to
science and technology
in terms of their
contributions to nation
building
5th - 6th 6
7. Identify actual science
and technology policies
of the government and
appraise their impact on
the development of the
Filipino nation
3. Science and Lecture and Discussion ✓ Unit 1: Chapter 3 (Casas, Jusayan, Quiz
Menor and Obanan (2020))
Film viewing ✓ Graded recitation
a) The Philippine Rizal was an inventor as well
https://www.philstar.com/business/scien
Government Activity: (Reflection) ce-and- Group presentation
S&T Agenda What are the relevant ✓ environment/2015/01/01/1408250/rizal-
b) Major S&T programs was-inventor-well Seatwork
development initiated/promoted by
programs the government? How Research and Development and Library
and do S&T advancements Technology in the Philippines
https://pidswebs.pids.gov.ph/CDN/PUBL Work/Research work
personalities help in the
in S&T in the development of the ICATIONS/pidsbk03-ppstechnology.pdf
Philippines Philippine nation?
c) Science DOST Approved Harmonized National
RD Agenda
Education in https://www.dost.gov.ph/phocadownload
the /Downloads/Journals/Approved%20Har
Philippines monized%20National%20RD%20Agend
d) Selected a%20%202017-2022.pdf
indigenous
science and
technologies
PRELIMINARY EXAMINATION
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Week Hours Learning Outcomes
At the end of the lesson, the
learner will be able to:
1. Analyze the human
condition in order to deeply
reflect and express
philosophical ramifications
that are meaningful to the
student as a part of society
7th- 8th
2. Critique human flourishing
6 network/2015/sep/23/developing-poor-
vis-à-vis the progress of
science and technology so
that the student can define
for himself/herself the
meaning of the good life
3. Examine shared concerns
that make up the good life in
order to come up with
innovative, creative solutions
to contemporary issues
3 guided by ethical standards
9th
4. Examine human rights in
order to uphold such rights
10th -
9 in technological ethical
12th dilemmas
LEARNING MATRIX
Teaching-Learning Activities Resources Assessment
Content
Name/Title Synch Asynch
STS AND THE Lecture and ✓ Unit 2: Chapter 1 - 2 (Casas, Jusayan, Quiz
HUMAN CONDITION Discussion Menor and Obanan (2020))
Graded recitation
1. The Human Film viewing ✓ What is Eudaimonia? The Concept of
Eudaimonic Well-Being and Happiness
Person flourishing http://positivepsychology.org.uk/the- Group presentation
in terms of Activity: Presentation concept-of-eudaimonic-well-being/
science and of an artwork that ✓ Seatwork
technology helps reveal who the Forget 'developing' poor countries, it's
human person is in time to 'de-develop' rich countries Library
2. Technology as a the face of modern https://www.theguardian.com/global-
development-professionals- work/Research work
Way of Revealing technology
countries-de-develop-rich-countries-sdgs
The Magician’s Twin: CS Lewis and the
Case against Scientism.
https://youtu.be/FPeyJvXU68k
The Technological View of the World of
Martin Heidegger
https://www.futurelearn.com/info/courses/
philosophy-of-technology/0/steps/26314
4. The Good Life Lecture and ✓ Unit 2: Chapter 3 (Casas, Jusayan, Quiz
Discussion Menor and Obanan (2020))
Graded recitation
Film viewing ✓ The Good Life: Aristotle
https://youtu.be/VFPBf1AZOQg
Group presentation
Activity: Case Study Aristotle’s Ethics
on the production and ✓ https://plato.stanford.edu/entries/aristotle Seatwork
consumption of -ethics/#HumaGoodFuncArgu
sugars Library
That Sugar Film (2014)
https://youtu.be/Bhwlyop7fKs work/Research work
5. When technology Lecture and ✓ Unit 2: Chapter 4 (Casas, Jusayan, Quiz
and humanity cross Discussion Menor and Obanan (2020))
Graded recitation
6. Why does the Film viewing ✓ Why the Future Doesn't Need Us
https://www.wired.com/2000/04/joy-2/ Group presentation
future not need us?
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Week Hours Learning Outcomes
5. Evaluate contemporary
human experience in order
to strengthen and enlighten
the human person
functioning in society
LEARNING MATRIX
Teaching-Learning Activities Resources Assessment
Content
Name/Title Synch Asynch
Activity: Find and Is Google Making Us Stupid?
examine local ✓ https://www.theatlantic.com/magazine/ar Seatwork
government policies chive/2008/07/is-google-making-us-
that protect the well- stupid/306868/
Library
being of the person in Will Robots Bring About the End of work/Research work
the face of new Work?
technologies https://www.theguardian.com/science/po
litical-science/2017/oct/01/will-robots-
bring-about-the-end-of-work
The Ethical Dilemmas of Robotics
http://news.bbc.co.uk/2/hi/technology/64
32307.stm
The Medawar Lecture 1998: Is Science
Dangerous?
https://www.ncbi.nlm.nih.gov/pmc/article
s/PMC1569503/
How are Today’s Biggest Tech Trends
Affecting our Human Rights?
https://www.weforum.org/agenda/2017/1
2/how-are-today-s-biggest-tech-trends-
affecting-human-rights/
MIDTERM EXAMINATION
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Week Hours Learning Outcomes
At the end of the lesson, the
learner will be able to:
1. Link learned concepts to
the development of the
information age and its
13th impact on society.
3 2. Illustrate how social
media and the information
age have impacted our lives
1. Determine the
interrelatedness of society,
environment, and health
2. Discuss the ethics and
implications of GMOs and
potential future impacts
14th 3 talong-case-striking-at-heart-of-ph-
LEARNING MATRIX
Teaching-Learning Activities
Content Resources Assessment
Name/Title Synch Asynch
C. SPECIFIC Lecture and Discussion ✓ Unit 3: Chapter 1 (Casas, Jusayan, Menor Quiz
ISSUES IN STS and Obanan (2020))
1. The Information Film viewing ✓ Graded recitation
Age (Gutenberg to
Social Media) Activities: Group presentation
• Debate on the ✓
merits of internet Seatwork
• Technology and Library
Past (Interviews with work/Research work
elders)
• (Reflection) A Day
without technology
3. Biodiversity and Lecture and Discussion ✓ Unit 3: Chapter 2 - 3 (Casas, Jusayan, Quiz
the Healthy Society Menor and Obanan (2020))
Film viewing ✓ Graded recitation
3. Genetically Biodiversity & Human Well-being
https://www.greenfacts.org/en/biodiversity/
Modified Activities: l-3/1-define-biodiversity.htm Group presentation
Organisms: • Philippine ✓
Science, Health, Endangered IUCN Red List of Threatened Species Seatwork
and Politics Species Profile https://www.iucnredlist.org/
Library
• (Reflection) Are Bt talong Case: Striking at heart of PH
work/Research work
GMOs safe? concerns
https://opinion.inquirer.net/92844/bt-
concerns#ixzz7YMVpA6XN
Bt corn Mainstreamed
https://www.sunstar.com.ph/article/90620
Genetically Modified Organisms (GMOs):
Transgenic Crops and Recombinant DNA
Technology
https://www.nature.com/scitable/topicpage
/genetically-modified-organisms-gmos-
transgenic-crops-and-732/
Page 10 of 18

Week Hours Learning Outcomes
1. Discuss the major
impacts (both potential and
realized) of nanotechnology
on society
15th 3 2. Analyze the issue through
the conceptual STS lenses
3. Critique the issue on its
costs and benefits to society
1. Describe gene therapy
and its various forms
2. Assess the issue’s
potential benefits and
detriments to global health
16th 3 What are the ethical
1. Identify the causes of
climate change
17th -
6 His Epic Message Will Make You Want to
18th 2. Assess the various
impacts of climate change
including economic,
LEARNING MATRIX
Teaching-Learning Activities
Content
Name/Title
4. The Nano World Lecture and Discussion
Film viewing
Activity:
What are the relevant
uses of nanoproducts
for you?
5. Gene Therapy Lecture and Discussion
(Stem Cells)
Film viewing
Activity:
What risks are
associated with gene
and cell therapy?
issues associated with
gene and cell therapy?
Why are stem cells so
important in gene and
cell therapy?
6. Climate Change Lecture and Discussion
and the Energy
Crisis Film viewing
7. Environmental Activity:
Awareness
Page 11 of 18
Resources Assessment
Synch Asynch
Food, Genetically Modified
https://www.who.int/news-room/questions-
and-answers/item/food-genetically-
modified
✓ Unit 3 - Chapter 4 (Casas, Jusayan, Menor Quiz
and Obanan (2020))
✓ Graded recitation
Nanotech: The Unknown Risks
https://e360.yale.edu/features/nanotech_th
e_unknown_risks Group presentation
✓
How Nanotechnology Can Change Your Seatwork
Life
https://youtu.be/IGjCOJqINPA Library
work/Research work
✓ Unit 3: Chapter 5 (Casas, Jusayan, Menor Quiz
and Obanan (2020))
✓ Graded recitation
Promises and Dangers of Stem Cell
Therapies
https://youtu.be/hsFEcBwO8O4 Group presentation
✓
American Society of Gene and Cell Seatwork
Therapy
https://patienteducation.asgct.org/ Library
The Story of Dolly the Cloned Sheep work/Research work
https://www.youtube.com/watch?v=tELZE
PcgKkE
Conversations: Ethics, Science, Stem cells
https://youtu.be/qLPyrbCu0wc
✓ Unit 3: Chapter 6 - 8 (Casas, Jusayan, Quiz
Menor and Obanan (2020))
✓ Graded recitation
Save the World
✓ Group presentation
https://youtu.be/B-nEYsyRlYo

Week Hours Learning Outcomes
geopolitical, biological,
meteorological, etc.
3. Apply STS concepts to
the issue of climate change
LEARNING MATRIX
Teaching-Learning Activities
Content Resources Assessment
Name/Title Synch Asynch
Research, present, and Impacts of Climate Change
8. Alternative make a stand on https://youtu.be/u2UVmqrdC4I Seatwork
Energy Resources environmental issues
that currently affect Renewable Resource Coalition
https://www.renewableresourcescoalition Library
Philippine Society work/Research work
US Energy Information Administration
https://www.eia.gov/energyexplained/index
.php
Philippine Department of Energy
https://www.doe.gov.ph
FINAL EXAMINATION
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 REFERENCES
Textbook Casas, J.M., Jusayan, P., Menor, A. & Obanan, S. (2020). Science, Technology & Society. C & E Publishing, Inc.

Other GENERAL CONCEPTS AND STS HISTORICAL DEVELOPMENTS

References A. Historical antecedents in which social considerations changed the course of science and technology
1. Philosophy of Science (Encyclopedia) Scientific Progress, Scientific Revolutions
• (http://www.encyclopedia.com/topic/Philosophy_of_science.aspx#3)
• (http://www.encyclopedia.com/topic/Scientific_Revolutions.aspx#3)
2. Floridi, Luciano. 2014. The Fourth Revolution: How the Infosphere is Reshaping Human Reality, Oxford University
3. Caoli, Olivia. “A History of Science and Technology of the Philippines,” in Analysis of Conditions for National Scientific andTechnological
Self-Reliance: The Philippine Situation, Quezon City: University of the Philippines, 1986.
4. Youtube: World’s Greatest Inventions (3 minutes)
5. Anderson, Philip W. “More is Different—One More Time,” in More is Different: Fifty Years of Condensed Matter Physics, ed. N. Phuan
Ong and Ravin N. Bhatt, Princeton University Press, 2001.
6. https://explorable.com/scientific-reductionism
7. https://explorable.com/what-is-a-paradigm
8. Kuhn, Structure of Scientific Revolution
(http://projektintegracija.pravo.hr/_download/repository/Kuhn_Structure_of_Scientific_Revolutions.pdf)

B. Intellectual revolutions that defined society

1. http://www.flowofhistory.com.readings
2. Flowcharts/revival-west/the-age-enlightenment (https://www.bl.uk/restoration-18th-century-literature/articles/the-enlightenment)

C. Science and technology and nation building

1. https://studylib.net/doc/25607846/topic-3---science-and-technology-and-nation-building
2. https://neda.gov.ph/science-technology-and-innovation-key-to-driving-growth-addressing-global-challenges-neda/
3. https://www.dost.gov.ph/phocadownload/Downloads/Journals/HNRDA_booklet_FINAL3_2018-10-23.pdf

STS AND THE HUMAN CONDITION

A. The Human Person flourishing in terms of science and technology
1. Heidegger, Martin. The Question Concerning Technology and Other Essays, HarperCollins, 1982.

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2. McNamara, Daniel J. in “A Return to the Beginning,” in Stellar Origins, Human Ways: Readings in Science, Technology, and Society, ed.
Ma. Assunta Cuyegkeng, Quezon City: Ateneo de Manila University Press, 2011.
3. Movie Clip (YouTube): The Magician’s Twin: CS Lewis and the case against Scientism
4. Film: Akiro Kurosawa’s Dreams “Village of the Watermills”
5. Forget ‘developing’ rich countries, it’s time to ‘de-develop’ rich countries by Jason Hickel (http://www.theguardian.com/global-
development-professionals- network/2015/sep/23/developing-poor- countries-dedevelop-rich-countries-sdgs)
6. Dayrit, Fabian. “Sustainable Development: An Evolving Paradigm for the 21st Century,” in Stellar Origins, Human Ways: Readings in
Science, Technology, and Society, ed. Ma. Assunta Cuyegkeng, Quezon City: Ateneo de Manila University Press, 2011.

B. The Good Life

1. Book VI and Bk X Nichomachean ethics of Aristotle
2. Feynman, Richard. “The Pleasure of Finding Things Out: What Is and What should be the role of scientific culture in modern society” in
The Best Short Works of Richard Feynman, pp. 97–115, Perseus Books. 1999.
3. Gripaldo, Rolando. “The Concepts of the Public Good: A View from the Filipino Philosopher” in The Making of a Filipino Philosopher and
Other Essays, pp. 82-100, National Bookstore, 2009.
4. Maboloc, Christopher Ryan. “Eudaimonia and Human Flourishing” in Ethics and Human Dignity, 15-23, Rex Bookstore, 2010.
5. YouTube: That Sugar Film (2015) (documentary)

C. When technology and humanity cross

1. The ethical dilemmas of robotics (http://news.bbc.co.uk/2/hi/technology/6432307.stm)
2. Is Google Making Us Stupid? 2008. Nicholas Carr (https://www.theatlantic.com/magazine/archive/2008/07/is-google-making-us-
stupid/306868/)

D. Why the future does not need us

1. Summary: Why the Future Doesn’t Need Us (2000) – Bill Joy, Chief Scientist and Corporate Executive Officer of Sun Microsystems
(https://reasonandmeaning.com/2016/02/15/summary-of-bill-joys-why-the-future-doesnt-need-us/)
2. Movie: “A I”, Isaac Asimov, “I Robot”

SPECIFIC ISSUES IN STS

A. The Information Age
1. Book: “Alan Turing: The Enigma” (Andrew Hodges and Douglas Hofstadter)
2. TEDTalk: Julian Assange on “Why the World Needs Wikileaks”
3. Balakrishnan, Janaki and B V Sreekantan, eds. Nature’s Longest Threads: New Frontiers in the Mathematics and Physics of Information
in Biology, World Scientific, 2014.
4. Lehrer, Jonah. How We Decide, Mariner Books, 2010.

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5. Von Baeyer, Hans Christian, Information: The New Language of Science, Harvard University Press, 2005.
6. Rodriguez, Socorro M. “Philippine Science and Technology: Economic, Political and Social Events Shaping Their Development,” 1996
7. Ecker, David J. Germ Catcher, Scientific American, 2014.
8. Physics of the Future: How science will shape human destiny and our daily lives by the year 2100 (Michio Kaku, Doubleday, 2011)

B. Biodiversity and the healthy society

1. Ecoscience-Biodiversity: an overview
2. Article: “The politics of golden Rice” (Dubock, Adrian GM Crops & Food. Jul-Sep 2014, Vol 5 Issue 3 p 210-222 13p.)
3. Article: “Ethics in Research with Vulnerable Populations and Emerging Countries: The Golden Rice Case.” (Duguet, Anne Marie et. al.,
Journal of International Law and Commercial Regulations. Summer 2013, Vol. 38 Issue 4, p979- 1013, 35p)

C. The Nano world

1. TEDTalk: Ray Kurzwell on “How Technology Will Transform Us”
2. Article: “Nanoethics: The ethical and Social Implications of Nanotechnology” (Patrick Lin and Fritz Allhoff, Hoboken, New Jersey: John
Wiley and Sons, Inc. 2007)
3. Article: “Environmental Impacts of Nanotechnology and Its Products” (Zhang et. al. Proceedings of the 2011 Midwest Section Conference
of the American Society for Engineering Education, 2011)

D. Gene therapy
1. Youtube: Science Friction: Stem Cell Research
2. TEDTalk: Susan Lim on “Transplant Cells Not Organs”
3. TED Talk: Juan Enriquez on “the Next Species of Human”

E. Climate Change, Energy Crisis and Environmental Awareness

1. YouTube: “An Inconvenient Truth: The Planetary Emergency of Global Warming and What we can Do About It” (Al Gore)
2. BUHOS: A Climate Change Documentary by Loren Legarda
3. Article: “Reigning in the Weather” (Webster, Donovan, Discover, 02747529. Jun2008, Vol. 29, Issue 6)
4. Doomsday Clock (https://thebulletin.org/doomsday-clock/current-time/)

OTHER ELEMENTS

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Grading System Class standing – 60% (Quizzes, Seatwork, Assignment, Group/Individual Presentation), Major exam – 40%

Cumulative Grading System is prescribed by the University. As such, the following computations are applied:

Classroom Engagement, Attendance, and Participation

Policies • Engagement in various collaborative and individual activities will be taken into account in the computation of your grades.
• Solicited response in thread Discussions, participation in scheduled Chat sessions, as well as attendance and participation in
synchronous interactions via video conferencing will also form part of your grades.
• Attendance during synchronous sessions will be checked.
• As you enter our video conference session, muted mic and turned off camera shall be the default arrangement. However, there may
be select instances when you will be requested to turn on your camera. One such case is during summative assessment performed
during synchronous sessions. You are expected to make the necessary arrangements in terms of internet connectivity and device
usage during these schedules. For technical and internet connectivity issues before and during these sessions, please inform me
ASAP via Canvas Chat, Google Hangouts, Canvas Inbox, or Gmail.
• In case I got disconnected due to internet connectivity issue in the middle of our video conference session, please wait for a couple
of minutes for me to establish connection to continue our session. You can also access Canvas Chat because I will reach out to
you there if my mobile data permits.

Submission of Course works and Major Requirements

• All activities in your course are provided with opening, closing, and due dates. Please be mindful of the schedules.
• Perform the stipulated activities as soon as they are available to you and submit them before the respective due dates.
• You will no longer be able to access an activity beyond the closing date.
• If due date is set earlier than the closing date and you submitted after the due date, your work shall automatically be marked late.
• Activities must be submitted to the correct Assignment item in Canvas. Submitting them in Canvas Inbox, email, Google Hangouts,
and other platforms will not be considered.

Data Privacy
In line with Data Privacy Act, please be advised that specific personal information will be collected in the conduct of our classes. I might
record the video conference sessions and share the generated files to you. The recordings are resources that you can refer to and
review since they capture our discussions and interactions. Aside from the real-time video, transcript of our chat conversations in the
video conference software may also be shared to you. All files (videos, and chat transcripts) gathered throughout the semester will be
kept in a secure location and will be disposed of before the start of the next semester. As for your part, you are not allowed to share

Page 16 of 18
any personal information of the people in our class to others without their permission. These include photos, video recordings, chat
conversation, student numbers, and email addresses.

Page 17 of 18
 PREPARED BY: VERIFIED BY:

PROF. STEVE OBANAN PROF. JOHN MILLER CASAS

PROF. AIDA MENOR DR. PEIRCE JUSAYAN

REVIEWED BY: RECOMMENDING APPROVAL: APPROVED BY:

PROF. MARY ANN ARIZO PROF. NENA BELLO DR. GARY DY

Department Chair Associate Dean/College Sec Dean
Natural Sciences CAS CAS

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