Republic of the Philippines

UNIVERSITY OF RIZAL SYSTEM

Morong, Rizal

COLLEGE OF ENGINEERING

SY 2023-2024 ( ) 1st Semester ( ✓ ) 2nd Semester ( ) Inter-Semester

COURSE TITLE: LIFE AND WORKS OF NATIONAL HERO DR. JOSE RIZAL COURSE CODE: Rizal 1
CONTACT HOURS: 54 CREDIT UNITS: 3
PRE-REQUISITE(S):

I .Vision The leading University in human resource development, knowledge and technology
generation, and environmental stewardship.

II. Mission The University of Rizal System is committed to nurture and produce upright and
competent graduates and empowered community through relevant and sustainable
higher professional and technical instruction, research, extension, and production
services.
III. Goals National To train the nation’s manpower in the skills
required for the national development for the
improvement of the quality of human life.
Regional To train the nation’s manpower with the skills
required for the regional development.
University To develop the full potential of an individual in
academic and technological discipline for an
empowered, productive and morally upright
citizenry.
I. Core Values Responsiveness, Integrity, Service, Excellence, Social Responsibility

II. Graduate Attributes Globally Competitive, Innovative, Adaptive, Nationalistic, Trustworthy, Service
Oriented

III. Programs General Education

IV. Program Outcomes

The General Education Curriculum aims to develop the following competencies-based outcomes:
A. INTELLECTUAL COMPETENCIES (Knowledge)
1. Analyze “texts” (written, visual, oral, etc) critically.
2. Demonstrate proficient and effective communication(writing, speaking and use of new technologies)
3. Use basic concepts across the domains of knowledge.
4. Demonstrate critical, analytical and creative thinking.
5. Apply different analytical mode in problem solving.
B. PERSONAL AND CIVIC COMPETENCIES (Values)
1. Appreciate the complexity of the human condition.
2. Interpret the human experience from various perspectives.
3. Examines the contemporary world from both Philippines and global perspectives.
4. Take responsibility or knowing and being Filipino.
5. Reflect critically on shared concerns.
6. Generate innovative practices and solutions guided by ethical standards.
7. Make decisions based on moral norms and imperatives.
8. Abdicate respects from human rights.
C. PRACTICAL SKILLS
1.Work effectively in a group.
2. Apply computing tools to process information effectively.
 3. Use current technology to assist and facilitate learning and research.
4. Negotiate the world of technology responsibly.
5. Create solutions to problems in various fields.
6. Manage one’s knowledge, skills and values from responsible and productive living.
7. Organize one’s self for lifelong learning.

Vlll. Program Outcomes Addressed by the Course:

Course Learning Outcomes Program Outcomes

At the end of the course, student should be able to: a b c d e f g h i j k l
1. Analyze “texts” (written, visual, oral, etc) critically. ✓

2. Demonstrate proficient and effective communication (writing, ✓

speaking and use of new technologies)

3. Demonstrate critical, analytical and creative thinking. ✓

4. Apply different analytical mode in problem solving. ✓

5. Interpret the human experience from various perspectives. ✓

6. Take responsibility or knowing and being Filipino. ✓

7. Reflect critically on shared concerns. ✓

8. Generate innovative practices and solutions guided by ethical ✓

standards
9. Make decisions based on moral norms and imperatives. ✓

10. Advocate respect for human rights. ✓

11. Contribute personally and meaningfully to the country’s ✓

development
 12. Work effectively in a group ✓

13. Create solutions to the problems in various fields ✓

14. Manage one’s knowledge, skills, values for responsible and ✓

productive living
15. Organize one’s self for lifelong learning. ✓

lX. Course Outcomes

After completing this course, the student must be able to develop:

1. Intellectual competencies(Knowledge)
2. Personal and civic competencies (Values); and
3. Practical skills.

X. Course Descriptions

As mandated by Republic Acct 1425, this course covers the life and works of the country’s national hero, Jose Rizal. Among the topics
covered are Rizal’s biography and his writings, particularly the novels Noli me Tangere and El Filibusterismo, some of his essays and various
correspondences.
Xl. Course Outline

INTENDED TEACHING AND

WEEK / TIME OUTCOME-BASED LEARNING
LEARNING CONTENT LEARNING ACTIVITIES
ALLOTMENT ASSESSMENT (OBA) RESOURCES
OUTCOMES (ILO) (TLA)
• Course Orientation Group discussion: Oral Idea Sharing Student Guidebook
Determine student
• Grading System Recitation
Week 1-2 expectations of the
• Vision/Mission/Goals
course
and Objectives of URS
 Introduction to the course
Republic Act 1425
• Lawmakers sponsored
Explain the history Lecture: Historical
RA 1425
of the Rizal Law background and context of
• The law implemented Writing Exercise: Compare Francisco, Virlyn, et.al. Rizal : A
and its important RA 1425; Why study the life
provisions • The Hero of Andres and works of Rizal?
and contrast the views of Modular Approach: Based on the
Bonifacio and the those in favor and against New CHED Curriculum
Katipuneros RA 1425, considering the
Text of the RA 1425
• The Hero of Emilio context of the 1950’s Would
Critically assess the Class Activity 1: Read the http://www.gov.ph/1956/06/12/re
Aguinaldo and the First similar arguments still have
effectiveness of the Rizal’s Law (RA 1425) public-act-no-1425/
Philippine Republic force today?
Rizal Course
• The Hero of the Other or
Constantino, Renato. The
Nationalities Making of a Filipino: a Story of
Class Activity 2: Think-
• The Hero for the Filipino Group-Share: Opening
Reflect on your secondary Philippine Colonial Politics.
Youth education: Did your school Quezon City, 1982, pp. 224-247
question will be posted by
comply with RA 1425? How
instructor. Think of a recent Jose B. Laurel, Jr. “The Trials of
effective is the Rizal Law in
novel/story that you have the Rizal Bill, “ Historical Bulletin
insisting patriotism among
read. How did you learn Vol. 4, no. 2 (1960) :130-139
secondary school students?
from the story? Apply this
Schumacher, John. “The Rizal
experience to Rizal’s novels
Bill of 1956:Horacio dela Costa
impart patriotism. Reflect
and the Bishops, Philippine
individually then discuss as
Studies 59 no. 4 (2011): 529-
a group discussions in class
553.
Caroline S. Hau, Introduction” in
Necessary Fictions: Philippine
Literature and the Nation, 1946-
1980. Quezon City: Ateneo de
 Manila University Press, 2000,
99. 1-14.
Laptop
IPAD
Cell phone
Online activities
Module
The Philippines in 19th
Lecture: Brief summary of Pop Quiz: Graphic
Century as Nelson, Gloria Luz. “Mga
Spanish colonization of the Organizer/table mapping the
Rizal’s context Pananaw hinggil sa ugnayan ng
Philippines as a changes in the nineteenth-
Appraise the link talambuhay at lipunan, “in
• The Rise of Liberalism background century Philippines,
between the Diestro, D. et al. Si Heneral
in Spain and the categorizing social, political,
individual and Paciano Rizal sa Kasaysayan
Philippines economic, cultural changes.
society. • The Political Situation in Lecture:The nineteenth
Filipino. Los Banos: UPLB
Analyze the various Spain Sentro ng Wikang Filipino, 2006.
century as a century of
social, political , • The Political Situation in Reflection paper about the
change D. Wright Millas, “The
Week 3-4 economic and the Philippines film. Promise” The
cultural changes • The Social Stratification Class activity: Film viewing
in the Philippines Guide Questions: Sociological
that occurred in the of “Ganito Kami Noon,
• The Economic Imagination. Oxford:
nineteenth century. Paano Kayo Ngayon” • Describe the
Development Oxford University
nineteenth-century
Understand Jose • The Advent of press, 1959.
Philippine as E. http://legacy.lclark.edu/
Rizal in the context Nationalism in the
Film: Ganito Kami Noon, represented in the film
of his times. Philippines -
Paano Kayo Ngayon? • Based on your class
• Definition of Nationalism goldman/socimaginatio
Directed by Eddie Romero reading discussion,
• The Factors that Led to n.html
(1976) what can you say
the Rise of Nationalism
about the film’s
in the Philippines
 representation of the P. Sztompka. “Great Individuals
nineteenth-century as Agencies of Change” in the
• What is the main Sociology Change. Wiley, 1993.
question that the film
seeks to answer? John Schumacher. “Rizal in the
What is your own Context of the 19th Century
reflection based on Philippines” in the Making of a
the film and your Nation: Essays on Nineteenth-
understanding? Century Filipino Nationalism.
Quezon City: ADMU Press,
1991.
Laptop
IPAD
Cell phone
Online activities
Module
Rizal’s Life, Lecture: Rizal’s Family,
Childhood and Early
Analyze Rizal’s life, Family, Childhood and Early
Education
family, childhood,
Education
and early education Students will write a short Francisco, Virlyn, et.al. Rizal : A
•
Birth of the Hero biographical essay that Modular Approach: Based on the
Week 5 Evaluate the people Class Activity: Read Rizal’s
• The Mixed Ancestry compare the student’s early New CHED Curriculum
and events and Memoirs of a Student in
• The Childhood childhood with Rizal’s own
their influence in memories Manila, Chapter 1
the early life of • The Story of the Moth
Rizal • Journey to His Early
Education Class Activity: Create a
• The First Day in Binan timeline of Rizal’s
 • A Victim of Bullying Childhood and Early
• Daily Life in Binan Education
• Success in Binan
• Return to Calamba
PRELIM
Rizal’s Life: Higher Francisco, Virlyn, et.al. Rizal : A
Education and Life Abroad Modular Approach: Based on the
Describe the life of New CHED Curriculum
Rizal in Ateneo and • Glorious student’s Life
in UST Starts at Ateneo de
Municipal Schumacher, John. The
• Success in Lecture: Rizal’s education Propaganda Movement, 1880-
Ateneo de Municipal at Ateneo Municipal and at 1885: The Creation of a Filipino
• Extra-Curricular University of Sto. Tomas; Consciousness. The Making of a
Explain the
Activities at Rizal’s life abroad Revolution. Quezon City: Ateneo
principle of
Ateneo de Manila University Press,
assimilation
• Literary Works of Written document analysis 1997.
Week 6-7 advocated by the
Jose Rizal in Ateneo Class Activity: Read first the worksheet
Propaganda Laptop
• The Release of issue of La Solidaridad and
Movement
his Mother from analyse the aims stated IPAD
Appraise Rizal’s Prison therein; answer written
Cell phone
relationship with • The :oves of document analysis
other Rizal during his worksheet Online activities
Propagandists Teenage Years
Module
Analyze Rizal’s • College Life in
growth as a Universidad de
propagandist Santo Tomas
• The Literary
Triumph of Rizal
in UST
• The First Journey
to Europe
• Life in Barcelona
and Madrid
• Miss C.O.Y.R
• Mi Piden Versos
• Rizal in Paris
• Rizal Joined the
Masonry
• The Toast for
Luna and
Hidalgo
• The Concepts of
Brindis
• Brindis Speech
of Jose Rizal-The
Toast
• The Academic
Records of Rizal
in Universidad
Central de
Madrid
• Rizal,
Assimilation and
propaganda
Movement
• The Conflict
between Jose
Rizal and
Antonio Luna
 • The Conflict
between Jose
Rizal and
Wenceslao
Retana
• The Conflict
between Marcelo
H. del Pilar and
Rizal

Francisco, Virlyn, et.al. Rizal : A

Class activity: Read the Modular Approach: Based on the
Appraise the
Constitution of La Liga New CHED Curriculum
important character
Filipina and fill out a table
of the novel and
(graphic organizer) with the
what they represent
aims of La Liga Filipina in Coates, Austin. Rizal: Filipino
one column and examples nationalist and martyr.
Noli Me Tangere of his these aims could be
Examine the What is your reflection and Hongkong: Oxford University
• Characters of the Novel attained in another column Press, Quezon City : Malaya
Week 8-9 present Philippine understanding based on the
situations through • The Result of Noli Me novel Books, 1969.
the examples Tangere
Class Activity: Read Rizal’s Ileto, Reynaldo. “Rizal and the
mentioned in the Underside of Philippine History”
last letter to family
novel In Filipinos and their Revolution:
members and Blumentritt
Event Discourse and
Historiography. Quezon City:
Class Activity: Read Ateneo de Manila University
Teodoras Alonzo’s etter to press, 1998, pp. 29-79
Governor General Polavieja
 and write a similar letter Teodora Alonzo’s petition to
persuading him to spare Camillo Polavieja, Manila, 28
Rizal’s life. December 1896.
Laptop
Film Viewing: Option 1: IPAD
Jose Rizal, GMA Films,
Cell phone
directed by Marilou Diaz
Abaya Online activities
Module
Option 2: Rizal sa Dapitan,
directed by Tikoy Aguiluz
Lecture on the background
Compare and of the publication of the El
contrast the plot, Filibsterismo
character and
theme of El
Filibusterismo and Lecture on the major Graphic organizer: Compare Francisco, Virlyn, et.al. Rizal : A
Noli Me themes, plot, characters and contrast and show
El Filibusterismo Modular Approach: Based on the
Week 10 TangereRizal and ideas in the novel continuities and/or changes New CHED Curriculum
• Characters of the Novel in Rizal’s ideas expressed in
the Noli and Fili
Value the role of Class activity: Read the
youth in the dedication to Gomburza
development of
future society
Class activity: Group
discussion on the
 differences between the
Noli and El Filibusterismo
Analyze the factors
Lecture: Rizal’s last year’s Francisco, Virlyn, et.al. Rizal : A
which led to Rizal’s
Rizal’s Life: Exile and covering his exile, trial and Idea Sharing Modular Approach: Based on the
Week 11-12 execution
Execution death New CHED Curriculum
Analyze the effects
of Rizal’s execution
MIDTERM

Francisco, Virlyn, et.al. Rizal : A

Identify the different
Modular Approach: Based on the
women who had
New CHED Curriculum
romantic
relationship to Rizal

Discuss the impact Group discussion on the Blumentritt, Ferdinand. Prologue

of the relationship The Loves of Rizal to Jose Rizal, Annotated Copy
Week 13 loves of Rizal’s
to the life of Jose of Antonio de Morga’s Sucesos
Rizal de las Islas Filipinas (Manila:
Analyze and examine the National Centennial
Appraise important
women who had romantic Commission, 1962)
characters in the
novel and what they relationship with Rizal Ocampo, Ambeth. Rizal’s Morga
represent and views of Philippine History in
Philippine Studies vol 46 no. 2
(1998)
http://www.philippinestudies.net/
ojs/index.php/ps/article/viewFile/
662/663
Salazar, Zeus.”Legacy of the
Propaganda: The Tripartile View
of the Philippine History” in Atoy
Navarro and Flordeliza
Lagbao-Bolante, eds. Mga
babasahin sa Agham
Panlipunang Pilipino:
Sikolohiyang Pilipino,
Pilipinolohiya, at Pantayong
Pananaw. QC: C&E Publishing,
2007.
http://bagongkasaysayan.org/do
wnloadable/zeus 005.pdf
Rizal, Jose. Historical events of
the Philippine Islands by Dr.
Antoniode Morga, published in
Mexico 10609, recently brought
to light and annotated by Jose
Rizal, preceded by a prologue by
Dr. Ferdinand Blumentritt.
Manila: Jose Rizal national
centennial Commission, 1962.

Laptop
 IPAD
Cell phone
Online activities

Lecture on Rizal’s
representation of conditions
The Political Thoughts of and problems of Philippine
Discuss the content Jose Rizal in His Essays: society Class activity: group
of the different The Indolence of The discussion on Rizal’s essay Rizal, Jose. “The Philippines a
essay of Rizal Filipino People, The and the arguments he Century Hence” Can be
Philippines a Century Hence presented accessed through:
and Letter to the Young http://www/archive.org/stream/ph
Women of Malolos ilippinescent00rizal/philippinesce
Essay writing: Write a
Explain the impact • The Indolence of the nt00riza djvu.txt
response to Jose Rizal with
Week 12 of the essay to the Filipino People the students situating Laptop
rise of the • The Philippines a
Lecture on” The Philippines themselves a century after
Philippine Century Hence IPAD
a Century Hence” Rizal’s time
Nationalism • Letter to the Young Cell phone
Examine and Women of Malolos
• The Reforms Needed Online activities
compare the Alternative: Give a speech
Philippine situation by the Philippines that will serve as a response Module
then to now according to Rizal as to Rizal
Stated in His Works
 Class Activity 1: Present a
skit showcasing a theme
presented in the Noli (some
examples: comparison of
women in the nineteenth
century and in the present,
social change, colonization;
church ministers, social
hierarchy; patriotism; social
reform)

Class activity 2: Write essay

with the aim of answering
the following:
a. What is freedom?
b. How is the lack of
freedom?
c. How is the situation
in the novel different
from today?
Class activity 3: Divide
class into groups and have
each group draw the family
of Crisostomo Ibarra, Have
each group present in class
and discuss:
IV. What were the
changes from
 one generation to
the next, and
V. What do theses
changes suggest
about the Creoles
in the
Philippines?
Class Activity 4:
Write an essay with
the aim od
addressing the
questions:
a. What are the anti-
modern aspects
of colonial society
portrayed in Noli
Me Tangere?
b. B. Why can
modernity be
considered as the
central problem
of Rizal’s novel?
FINALS

Xll. REFERENCES (APA Style)

A.Books
Almario, Virgilio. Si Rizal: Nobelista. Quezon City: University of the Philippine Press, 2008.

Anderson, Bendict. Why Counting: A Study of Forms of Conciousness and Problems of Language in Noli Me Tangere and
 El Filibusterismo. Quezon City: Ateneo de Manila University Press, 2008.

Blumentritt, Ferdinand. Prologue to Jose Rizal, Annotated Copy of Antonio de Morga’s Sucesos de las Islas Filipinas
(Manila: National Centennial Commission, 1962)

Caroline S. Hau, Introduction” in Necessary Fictions: Philippine Literature and the Nation, 1946-1980. Quezon City:
Ateneo de Manila University Press, 2000, 99. 1-14.

Caroline S. Hau, “Introduction” in “Necessary Fictions: Philippine Literature and the nation, 1946-1980. Quezon City:
Ateneo de Manila University Press, 2000.
Coates, Austin. Rizal: Filipino Nationalist and Martyr. Hongkong: Oxford University Press. Quezon City : Malaya Books,
1969; or Filipino translation by Nilo S. Ocampo. Rizal: Makabayan at Martir. Quezon City: University of the
Philippines Press, 2007.
Coates, Austin. Rizal: Filipino nationalist and martyr. Hongkong: Oxford University Press, Quezon City : Malaya Books,
1969.
Constantino, Renato. The Making of a Filipino: a Story of Philippine Colonial Politics. Quezon City, 1982, pp. 224-247
Constantino, Renato. “Our task; to make Rizal obsolete” in This Week, Manila Chronicle (14 June 1959)
Darroy, Petronilo. Rizal contrary essays. Quezon City: Guro Books, 1968.
De Ocampo, Esteban, Who made Rizal our Foremost national Hero and Why? In Jose Rizal: Life and Works and Writings
of a Genius, Writer, Scientist and National Hero edited by Gregorio zaide, 1984.
Eugenio, Damiana. Philippine Folk Literature:The Epics. QC: UP Press, 2001.
John Schumacher. “Rizal in the Context of the 19th Century Philippines” in the Making of a Nation: Essays on Nineteenth-
Century Filipino Nationalism. Quezon City: ADMU Press, 1991.

Ileto, Reynaldo. “Rizal and the Underside of Philippine History” In Filipinos and their Revolution: Event Discourse and
Historiography. Quezon City: Ateneo de Manila University press, 1998, pp. 29-79
Joaquin, Nick. Question of heroes. Pasig: Anvil, 2005.(Chapters on Rizal, Bonifacio and Aguinaldo)
Jose B. Laurel, Jr. “The Trials of the Rizal Bill, “ Historical Bulletin Vol. 4, no. 2 (1960) :130-139
Lahiri, Smitha. “Writer, hero. Myth and script: The Changing image of Jose Rizal. “Cornell University papers on Southeast
 Asia’
Nelson, Gloria Luz. “Mga Pananaw hinggil sa ugnayan ng talambuhay at lipunan, “in Diestro, D. et al. Si Heneral Paciano
Rizal sa Kasaysayan Filipino. Los Banos: UPLB Sentro ng Wikang Filipino, 2006.
Nolasco, Ricardo Ma. D.”Pinagmulan ng salitang bayani” sa Diliman Review, vol 45, no. 2-3, 1997, pp. 14-18.
Ocampo, Ambeth. Rizal’s Morga and views of Philippine History in Philippine Studies vol 46 no. 2 (1998)
P. Sztompka. “Great Individuals as Agencies of Change” in the Sociology Change. Wiley, 1993.
Revel, Nicole, ed. Literature of voice: Epics in the Philippines. QC: ADMU Press, 2005.
Reyes, Miguel Paolo. “ El Filibusterismo and Jose Rizal as “Science Fictionist” in Humanities Diliman vol. 10no. 2 (2013)
Rizal, Jose. “Memoirs of a Student in Manila, “Appendix Section of Gregorio Zaide’s Jose Rizal : Life and Works and Writings
Rizal, Jose. Historical events of the Philippine Islands by Dr. Antoniode Morga, published in Mexico 10609, recently brought to light and annotated
by Jose Rizal, preceded by a prologue by Dr. Ferdinand Blumentritt. Manila: Jose Rizal national centennial Commission, 1962.
Rizal, Jose. Noli Me Tangere. Trans. Virgilio Alamarion or Soledad Maximo Locsin
Salazar, Zeus.”Legacy of the Propaganda: The Tripartile View of the Philippine History” in Atoy Navarro and Flordeliza
Lagbao-Bolante, eds. Mga babasahin sa Agham Panlipunang Pilipino: Sikolohiyang Pilipino, Pilipinolohiya, at
Pantayong Pananaw. QC: C&E Publishing, 2007.

Salazar, Zeus A. “Ang bayani bilang Sakripisyo: pag-aanyo ng pagkakabayani sa agos ng kasaysayang Pilipino” in Kalamidad, Rebolusyon,
Kabayanihan: Mga kahulugan nito sa kasalukuyang panahon, QC: ADHIKA ng Pilipinas, 1996.
Schumacher, John. “The Rizal Bill of 1956:Horacio dela Costa and the Bishops, Philippine Studies 59 no. 4 (2011):
529-553.
Schumacher, John. The Propaganda Movement, 1880-1885: The Creation of a Filipino Consciousness. The Making of a
Revolution. Quezon City: Ateneo de Manila University Press, 1997.

Teodora Alonzo’s petition to Camillo Polavieja, Manila, 28 December 1896.

Wright Millas, “The Promise” The Sociological Imagination. Oxford: Oxford University press, 1959.
B.Online Resources / Open Educational Resources
Jose B. Laurel, Jr. “The Trials of the Rizal Bill, “ Historical Bulletin Vol. 4, no. 2 (1960) :130-139
http://www.gov.ph/1956/06/12/republic-act-no-1425/
http://bagong kasaysayan.org/downloadable/zeus 005.pdf
http://legacy.lclark.edu/-goldman/socimagination.html
http://www.philippinestudies.net/ojs/index.php/ps/article/viewFile/662/663
http://bagongkasaysayan.org/downloadable/zeus 005.pdf
http://journals.upd.eu.ph/index.php?humanitiesdiliman/article/view/4168/3774
http://www.seasite.niu.edu/Tagalog/Modules/Modules/PhilippineReligion/article-rizaal.htm

Xlll. Course Policies

Face to Face Learning Modality

1. Classes will start on the given schedule.
2. A student should be responsible for any missed lessons, written works, performance task, or major exams.
3. Active Participation in class activities is expected.
Flexible Learning Modality
1. Synchronous
a. Online distance learning through Visual, Reading, Writing, and Online distance learning.
b. During the online review, students are advised to click the “raise hand button” if he/she wants to actively participate like to share
his/her thought or to answer a teacher’s question, to mention a few.
c. Keep the microphone muted and video off when the instructor is presenting.
d. Attendance on the online review is highly encouraged to hear the discussions.
 2. Asynchronous
a. Module are to be uploaded in the Google classroom
b. On-line activities. The group chat shall be used as an online platform for students consultation regarding the lessons.
c. Quizzes, activity and examinations are to be uploaded in the google classroom

XlV. Grading System

60%- Class Standing (Formative Test, Reports, Recitations, Activities, Projects (Compilation of Links, Screen Shots,
Powerpoint
Presentation of reports, Activities Quizzes and examination), Attendance, Attitudes, etc…)
Attendance_____5%
Recitation _____20%
Quizzez _______20%
Project _______15%

40%- Major Examinations ( Prelim, Midterm and Final)

100%

XV.Consultation Hours
Day Time Place
Friday 7:00-3:00 Online(Class Group Chat)
Adapted and Submitted by: Reviewed by: Approved by:

EMELITA F. JIMENEZ, Ed.D JOHN TROY S. BORROMEO, RCE ALLAN P. ANORICO, MSIT
Program Head, CIVIL ENGINEERING Dean, College of Engineering
Date:_________________________ Date:_________________________

LEILANE SD. CARIGMA, CpE

Program Head, COMPUTER ENGINEERING
Date:_________________________

MICHAEL L. PASCUA, MSCM, EE

Program Head, ELECTRICAL ENGINEERING
Date:_________________________

NOTE: Indicate as Footer the Control Number of the syllabus from DCC Rev. 00 Effectivity: