hau mission and vision - hau.edu.ph · program goal this program aims to equip students with the...

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HOLY ANGEL UNIVERSITY ANGELES CITY

SCHOOL OF ARTS AND SCIENCES

DEPARTMENT OF LANGUAGES AND COMMUNICATION BACHELOR OF ARTS IN COMMUNICATION

HAU MISSION AND VISION We, the academic community of Holy Angel University, declare ourselves to be a Catholic University. We dedicate ourselves to our core purpose, which is to provide accessible quality education that transforms students into persons of conscience, competence, and compassion.

We commit ourselves to our vision of the University as a role‐model catalyst for countryside development and one of the most influential, best‐managed Catholic universities in the Asia-‐Pacific region.

We will be guided by our core values of Christ-centeredness, integrity, excellence, community, and societal responsibility. All these we shall do for the greater glory of God. LAUS DEO

SEMPER!

SCHOOL OF ARTS AND SCIENCES Vision The School of Arts and Sciences is a premiere college that serves as an avenue for developing students’ learning competencies within and across the many disciplines of human inquiry, particularly in mass media and psychology, attaining excellence in instruction, research and community development.

Mission To produce professionally competent, morally upright, socially responsive and spiritually mature persons through holistic and transformative liberal education

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Program Goal This program aims to equip students with the knowledge and skills in the theory and practice of communication applicable in various professions and contexts, with focus on the media professions.

Program Outcomes

1. Define and access information needs; assess and organize information and knowledge; produce, share and utilize information and knowledge 2. Communicate in different formats and platforms (print, broadcast and online) 3. Prepare communication/media plan 4. Conduct communication and media research and evaluation 5. Develop and produce communication materials in different formats and platforms 6. Demonstrate communication management and leadership skills 7. Develop entrepreneurial capabilities 8. Adhere to ethical standards and practices 9. Know and practice rights and responsibilities and accountabilities in the communication profession 10. Demonstrate a development orientation in communication work and 11. Apply communication theories/models, principles, practices and tools in development work

PROGRAM OUTCOMES Academic

Quality and Organizational

Excellence

Authentic Instrument for

Countryside Development

Great University to

Work For

Faithful Catholic

Education

Define and access information needs; assess and organize information and knowledge; produce, share and utilize information and knowledge

√

Communicate in different formats and platforms (print, broadcast and online) √ Prepare communication/media plan √ Conduct communication and media research and evaluation √ Develop and produce communication materials in different formats and platforms √ Demonstrate communication management and leadership skills √

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Develop entrepreneurial capabilities √ Adhere to ethical standards and practices √ Know and practice rights and responsibilities and accountabilities in the communication profession √ Demonstrate a development orientation in communication work √ Apply communication theories/models, principles, practices and tools in development work √ √

Values Objectives

1. Instill the importance of patience and hard work among the students 2. Emphasize the value of integrity, honesty and discipline in analyzing various research cases

3. CORE VALUES AB COMMUNICATION PROGRAM OUTCOMES

CHRISTCENTEREDNESS INTEGRITY EXCE- LLENCE

COMMU- NITY & SOCIE-

TAL RESPONSIBILITY

LEADER- SHIP

SCHOLAR -SHIP

LIFELONG LEAR- NING

EFFEC- TIVE

COMMU- NICATIO N

INNO- VATION

GENDER SENSITIVITY

TECHNOLOGICAL INTEGRATION

1. Define and access information needs; assess and organize information and knowledge; produce, share and utilize information and knowledge.

√ √ √ √

2. Communicate in different formats and platforms (print, broadcast and online).

√ √ √ √ √ √ √ √

3. Prepare comm./media plan. √ √ √ √ √ √ √ √ 4. Conduct communication and media research and evaluation.

√ √ √ √ √

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5. Develop and produce communication materials in different formats and platforms.

√ √ √ √ √

6. Demonstrate comm. management and leadership skills.

√ √ √ √ √ √

7. Develop entrepreneurial capabilities.

√ √ √ √ √ √

8. Adhere to ethical standards and practices.

√ √ √ √ √ √ √

9. Know and practice rights and responsibilities & accountabilities in the communication profession.

√ √ √ √ √ √ √

10. Demonstrate a development orientation in communication work.

√ √ √ √ √ √

11. Apply communication theories/models, principles, practices and tools in development work.

√ √ √ √ √ √

SELECTING LEARNING ACTIVITIES & INTEGRATING ALL COURSE COMPONENTS:

Learning Outcomes for Ways of Assessing this

Acutal Teaching

Helpful Resources for Teaching and Learning Alignment of CLO’s to PLO’s & ILO’s

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Course Kind of Learning and Learning Activities

1.Explain the circumstances of Jose Rizal in the context of the nineteenth century

2.Analyze the context of Rizal’s various works, particularly his novels Noli me Tangere and El Filibusterismo, his annotations of Chapter 8 of Morga, his essay on Sobre la Indolencia de los Filipinos and other works

Student Participation

Written Analysis

Cooperative learning Activity

Review/Critique article

Quiz


Written Analysis

Cooperative Learning Activity


Quiz

Interactive discussion and lectures

Interactive discussion and lectures

https://www.scribd.com/doc/135167190/John-N-Schumacher-S-J-Rizal-in-the-Context-of-Nineteenth-Century-Philippines

Jose Rizal: Life, Works and Writings of a Genius, Writer, Scientist and a National Hero. Gregorio F. Zaide, Sonia M. Zaide

Mojares, Resil.2013. Jose Rizal and the invention of a national literature. In Isabelo’s archive,213-21.Mandaluyong City:Anvil.

https://prezi.com/qawe8nczviaq/rizals-annotation-of-sucesos-de-las-islas-filipinas/

Jose Rizal: Life, Works and Writings of a Genius, Writer, Scientist and a National Hero. Gregorio F. Zaide, Sonia M. Zaide

CLO1

PLO1

PLO2

ILO3

ILO4

CLO2

PLO2

ILO3

ILO1






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3. Evaluate Rizal’s various works through meaningful communication that states convincingly a particular interpretation

4. Articulate the significance and paradoxes of Rizal’s contributions to Filipino nationals


Written Analysis



Quiz


Written Analysis



Quiz

Interactive Discussion




Quibuyen, Floro C. (2008). A Nation aborted : Rizal, American hegemony, and Philippine nationalism. Ateneo de Manila University Press, Quezon City Jose Rizal: Life, Works and Writings of a Genius, Writer, Scientist and a National Hero. Gregorio F. Zaide, Sonia M. Zaide

CLO3

PLO1

ILO1

ILO3

CLO4

PLO1

PLO3

ILO3

ILO4



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5. Relate the present national situation making use of the values imparted by Rizal’s life as a comparison of Filipino sense of nation building

6. Produce a creative work such as portfolio that conveys personal thoughts of Rizal’s life and works for the current generation


Written Analysis



Quiz


Written Analysis


Portfolio


Quiz



Schumacher, John 1997.Journalism and Politics,1883-1886. In the propaganda movement: 1880-1895; The creators of Filipino consciousness, the makers of the revolution, 19-39. Also read page 236. Quezon City: Ateneo de Manila University Press

Quibuyen, Floro C. (2008). A Nation aborted : Rizal, American hegemony, and Philippine nationalism. Ateneo de Manila University Press, Quezon City




CLO5

PLO1

PLO3

ILO2

ILO3

CLO6

PLO2

ILO1

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7. Appraise the value of primary sources as a vital way of re-reading the course.


Written Analysis

Small group discussion/s


Quiz





CLO7

PLO1

ILO2

COURSE CONTENT:

Timetable

Desired Learning Outcomes Course Content/Subject

Matter/ CLO

Teaching and Learning Activities

(Methodology)

Assessment Task/Student

Output

Evaluation Tool/Performance

indicators

Resource Materials

Week 1

1. Discuss the student manual focusing on the explanation of student attendance, computation of grades,

Republic act 1425

Interactive discussion on the orientation and preliminary planning

Cooperative Learning activity.

Rubric for the cooperative learning activity

College Student Manual

http://www.officialgazette.gov.ph/1

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submission of requirements and passing of related school works, and expected behavior in and outside the classroom as mandate in the student manual

2. Explain the Republic Act 1425, its scope and limitations with emphasis on the arguments of its approval

3. Relate the issues of Rizal Bill to present-day Philippines

• Group class activity: Answer a worksheet with the following questions: (1) Considering the context of the 1950s, what issues and interests were at stake in the debate over the Rizal Bill? (2) Do these issues remain pertinent in the present day?

• Interactive discussion

The class will present their answers in the class.

956/06/12/republic-act-no-1425/

Week 2 1. Establish the vital contributions of Jose Rizal’s works and writings that helped in nation building.

2. Explore Rizal’s life as a child with emphasis on his family

Significance of Rizal Course:Rizal as a National Hero


• Power point presentation

• Lecture • Group

Submission of essay explaining the Pueblo system in the Spanish era

Rubric

Jose Rizal: Life, Works and Writings of a Genius, Writer, Scientist and a National Hero.

Chapter 1 . Page 1-10

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lineage

3. Discuss the cultural way of living in Rizal’s time as to give explanation to pueblo system, as means of socio-cultural and political status in the nineteenth century.

Week 3 1. Identify the different important events that happened in the nineteenth century with emphasis on the following:

a.Opening of Suez Canal

b.Secularization

c.Frailocracy

d. Birth of middle class/reformers

e. Call for representative in the Spanish Cortes.

2. Analyze the condition of the Philippines in the aspect of socio-cultural and political aspects in the midst of the identified world events that served as a gateway for enlightenment.

Philippine condition during Rizal’s time




Assignment

Individual class activity: KWHLAQ chart

Rubric Paper and pen test


Week 4-7 1. Discuss Rizal’s childhood time with

connection on the social, cultural • Interactive

discussion • Power point

Output of the group assignment

Rubric Paper and pen

Jose Rizal: Life, Works and Writings of a Genius, Writer, Scientist and a





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and political condition of the Philippines of which Rizal was born and raised

2. Analyze the system of education that Rizal experienced in his formal education in Binan, Ateneo and UST.

3. Identify the remarkable events that happened while Rizal is still a student, which played a vital role to his growing age such as:

a. the injustice arrest and imprisonment of his mother

b. the execution of GOMBURZA

4.Identify the teachers that made a primary contribution to Rizal’s choice of education and character formation

5. Write an essay as a part of portfolio, regarding Rizal’s life, its significance and role to the present generation.

Childhood of Rizal

Education in Binan,Ateneo and UST

presentation • Group

Assignment

(portfolio) to be presented in the class “factors that molded Rizal’s thinking and sense of nationalism”

test National Hero.

Chapter 1 2. Page 1-19

Jose Rizal: Life, Works and Writings of a Genius, Writer, Scientist and a National Hero. Chapter2- 3. page 11-26

Jose Rizal: Life, Works and Writings of a Genius, Writer, Scientist and a National Hero. Chapter 4. page 27-37


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Week 8 and 9

1. Explain the relationship of literature and society

2. Give an assessment on Rizal’s interpretations of Morga’sSuccessosdelas Islas Filipinas

3. Convey a personal conviction on how one learns “patriotism and “nationalism” from literature.

Jose Rizal and the invention of a national literature

Morga’sSuccessosdelas Islas Filipinas Chapter8




Activity/Advance readings

Group class activity: Each group will formulate 3 questions about the readings. Every group will be given an opportunity to answer the questions.

Rubric Paper and pen test



MID TERM EXAMS Week

10 1. Identify the different women

who were romantically involved to Jose Rizal

2. Examine the reason behind Rizal’s decision not to be married.

3. Discuss Rizal’s descriptions of German women and how he wanted the Malolos women to emulate them

Rizal’s personal struggle on marriage and relationship.



• Lecture • Individal

assignment

Reaseach on the background of the different women who were romantically involved to Dr Jose Rizal with an analysis on the issue that Rizal was not married to Josephine Bracken

• Rubric

http://www.joserizal.ph/lv01.html http://lifestyle.inquirer.net/154917/gemma-reveals-rizals-true-love/ http://lifestyle.inquirer.net/230676/jose-rizal-in-romantic-heidelberg-his-thoughts-on-women/

Week 11 and

12

1. Revisit Rizal’s life abroad with focus of discussion on the different organizations and

Rizal’s life in Europe


• Power point

A written essay explaining the role of

Rubric

Jose Rizal: Life, Works and Writings of a Genius, Writer, Scientist and a National Hero.

http://lifestyle.inquirer.net/154917/gemma-reveals-rizals-true-love/


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groups he joined that made historical marks, touching on the following: a. Propaganda Movement b. La Solidaridad

2. Explain Rizal’s reasons for leaving the Philippines in connection to his mission and secret pact with Paciano

3. Discuss the different historical events Rizal’s witnessed while he was in Europe with an analysis on Rizal’s response and reactions to each event, with emphasis to: a. Igorot Human exhibition b. Students demonstrations in

defense to Professor Morayta

4. Analyze the conflict that took place among the Illustrados in an attempt to explain the reasons for all the misunderstanding

presentation • Lecture • Individual

Reseach Paper about propaganda movement the conflict with the members of the organization

Propaganda movement and the issues that were confronted by the leaders of the movement

Chapter 6 and 7. Page 57-87 Jose Rizal: Life, Works and Writings of a Genius, Writer, Scientist and a National Hero. Chapter 8. page 88-104


Week 13 and

14

1. Evaluate what the propaganda movement is and what it stood for.

2. Examine Rizal’s involvement in the

• Noli Me Tangere

• El Felibusteris



• Lecture

Students take turns leading discussion in a cooperative

• Rubric

Schumacher, John 1997.Journalism and Politics,1883-1886. In the propaganda movement: 1880-1895; The creators of Filipino consciousness, the makers of the

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movement 3. Review Noli and ElFili as

two novels known to be works of propaganda movement

4. Describe the context in which Rizal wrote Noli Me Tangere and El felibusterismo

5. Evaluate on how Noli Me Tangere and El Felibusterismo..

6. Identify the different characters in Noli Me Tangere and who they immortalized in real life.

7. Compare and contrast Noli Me Tangere and El Filibusterismo in the context of its manner and style of writing, content and ending

mo

• Group Assignment

group.

Activity: Say Something

The faculty asks the learners to analyze the different charcatres in Noli andEl Fili depicting real life scenario in Rizal’s time.

Activity: Quick think

revolution, 19-39. Also read page 236. Quezon City: Ateneo de Manila University Press. Online access: (Schumacher)

https://www.google.com/search?q=Schumacher+John+the+propaganda+movement&ie=utf-8&oe=utf-8&client=firefox-b-ab&gfe_rd=cr&ei=uhNRWY6mBo_D8AeVi6TADw Jose Rizal: Life, Works and Writings of a Genius, Writer, Scientist and a National Hero. Chapter 8, 18

Rizal’s Home • Interactive

discussion Group class activity: Read Rubric . Jose Rizal: Life, Works and Writings

of a Genius, Writer, Scientist and a

https://www.google.com/search?q=Schumacher+John+the+propaganda+movement&ie=utf-8&oe=utf-8&client=firefox-b-ab&gfe_rd=cr&ei=uhNRWY6mBo_D8AeVi6TADw






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Week 15

1. Identify the events happened in

the Philippines that became reasons for Rizal’s decision of homecoming

2. Discuss how Rizal handled the issues he witnessed in the Philippines in his home coming.

coming

(First and Second)

• Group Assignment:primary source about Calamaba incident

Rizal’s letter on Calamba incident. Answer worksheet on analyzing a primary source. Present in class.

National Hero. Chapter 10 and 21

Week

16

1. Evaluate Rizal’s deportation in Dapitan through Film showing, with an emphasis on the following: a. Rizal as doctor in Dapitan b. Rizal’s relationship with the

people of Dapitan Rizal and Josephine Bracken

Rizal’s Exile in Dapitan


• Film showing

Watch the film “Rizal in dapitan” Submit a reaction paper

• Rubric

Jose Rizal: Life, Works and Writings of a Genius, Writer, Scientist and a National Hero. Chapter 10, 19, 21

Week 17 and

18

1. Review the kind of court

proceedings given to

• Rizal’s Trial and Execution

• Retraction



• Film showing

Film showing “Jose Rizal’ Informal debate on Rizal issue of

Individual though paper Rizal retraction

(videos and documentations.) Jose Rizal: Life, Works and Writings of a Genius, Writer, Scientist and a National Hero. Chapter 24 and 25, pages 251-263

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Rizal as a part of his trial.

2. Analyze the results of Rizal’s trial that led to his final judgment of execution

3. Evaluate the political arena in

Rizal’s time of trial and execution 4. Discuss the nature of

“Retraction” as one of the issues in Rizal’s execution.

5. Investigate evidences that would prove or question what is behind the retraction issue.

retraction Probing evidences of the retraction issue

issue : An Analysis of from a millennial perspective

Rizal without the Overcoat:Ambeth Ocampo

FINAL EXAM

COURSE REQUIREMENTS:

1. Quizzes, Major Exam 2. Library research, Oral Presentation 3. Active participation in group and individual discussions, exercise, workshop 4. Active participation in film showings, lecture, forum 5. Portfolio 6. Educational outbound tour

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REQUIRED READING REFERENCES

TEXTBOOK:

Zaide, Sonia M. (2014). Jose Rizal: Life, Works, and Writings

1. Canonigo, Cristina Santos (1991). 100 selected poems for young and adults : plus nursery rhymes and limericks and famous poems of Dr. Jose Rizal. Published by Palinsad, Manila

2. Delos Santos, Andres R. (2013). A Review on the life and works of the first Filipino : Jose Rizal. Published by Jimczyville Publications, Malabon City 3. Mercene, Floro L. (2007). Manila men in the new world : Filipino migration to Mexico and the Americas from the sixteenth century. University of the Philippines

Press, Quezon City 4. Ocampo, Nilo S. (2001). Istiloko : Rizal romatik, mgatalangpag-asam at pag-ibig 5. Quibuyen, Floro C. (2008). A Nation aborted : Rizal, American hegemony, and Philippine nationalism. Ateneo de Manila University Press, Quezon City 6. Rizal, Jose. (1997). Jose Rizal : El Filibusterismo:subversion:a sequel to Noli Me Tangere. 7. Mojares, Resil.2013. Jose Rizal and the invention of a national literature. In Isabelo’s archive,213-21.Mandaluyong City:Anvil. 8. Schumacher, John 1997.Journalism and Politics,1883-1886. In the propaganda movement: 1880-1895; The creators of Filipino consciousness, the makers of the

revolution, 19-39. Also read page 236. Quezon City: Ateneo de Manila University Press. 9. Maranan, Ruben D. (2015). Jose Riza;First Global Filipino Hero 10. http://lifestyle.inquirer.net/154917/gemma-reveals-rizals-true-love/ 11. http://lifestyle.inquirer.net/230676/jose-rizal-in-romantic-heidelberg-his-thoughts-on-women/

Classroom Policies:

1. Attendance and Punctuality. Regular attendance is expected of all students. The student must attend every class meeting on time and prepared.

2. Active class participation.


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The student must participate actively in class recitations, discussions, and other activities as the case may be. He/She must be responsible for his/her own learning and performance in class. Please refer also to Expectations from Students below.

3. Group work requirements. The student is expected harmoniously collaborate other students and/or groupmates through group presentations, study groups or peer discussions and contribute

significantly to the preparation of their group work.

4. Peer group evaluation. Members of the team would evaluate/assess the work of each team member by providing honest feedback.

Expectations from students:

It is the student’s responsibility to attend every class meeting prepared and on time. The student should participate actively in discussions, recitations, small-group work and presentations. He/She is expected to complete and submit assignments and take all examinations at a designated time. It is his/her responsibility to ask the faculty concerned for an exam he/she failed to take. A student who fails to take a major written exam should present a valid excuse slip (noted by the Department Chairperson) prepared by the student’s parent/ guardian.

ACADEMIC INTEGRITY:

All students are expected to be academically honest and persons of integrity. They should embody the scholastic attitude adhering to the holistic development of their character through the following:

1. To be truthful at all times in all academic dealings and transactions with teachers and co-learners;

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2. To observe proper decorum in learning engagement inside and outside the classroom and the university;

3. To be respectful and sensitive to the needs of others at all times;

4. To be considerate in the use of common resources;

5. To practice punctuality in coming to class and in submitting requirements;

6. To be judicious in their preparations for major examinations and all academic requirements;

7. To create outputs of original contents in respect to ethical standards.

Acts contrary to academic integrity will be subjected to sanctions in accordance with existing rules and policies stipulated in the College Student Handbook.

POLICY on ABSENCES:

The maximum numbers of absences allowed for students, based on the College Student Handbook is as follows: for subjects held once a week is 3; subjects held twice a week is 7; for subjects held 3x a week is 10; subjects held 4x a week is 14; and for subjects held 5x a week is 18. Request for excused absences or waiver of absences must be presented upon reporting back to class. Special examinations will be allowed only in special cases, such as prolonged illness. It is the responsibility of the student to monitor his/her own tardy incidents and absences that might be accumulated leading to a grade of “FA.” It is also his/her responsibility to consult with the teacher, chair or dean should the case be of special nature.

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Class Standing. : Quizzes, Written Works (70%)

Major Exams : (30%)

Passing Grade (50%)

CAMPUS++ COLLEGE ONLINE GRADING SYSTEM

Legend: (All Items in Percent)

CSA Class Standing Average for All Performance Items (Cumulative)

M Midterm Examination Score

F Final Examination Score

MEA Major Exam Average

MCA Midterm Computed Average

FCA Final Computed Average

Note: For purposes of illustration, the sharing between CSA and MEA is shown below as 70% and 30%, respectively, when computing

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the Computed Average for each Grading Period. Depending on the grading parameters set for a subject the sharing may be 65%-35%, 60%-40%, or other possible combinations.

Computation of Midterm Computed Average (MCA)

CSA = 𝑺𝑺𝑺𝑺𝑺𝑺 𝒐𝒐𝒐𝒐 𝑹𝑹𝑹𝑹𝑹𝑹 𝑺𝑺𝑺𝑺𝒐𝒐𝑺𝑺𝑺𝑺𝑺𝑺𝑺𝑺𝑺𝑺𝑺𝑺 𝒐𝒐𝒐𝒐 𝑷𝑷𝑺𝑺𝑺𝑺𝒐𝒐𝑺𝑺𝑺𝑺𝑷𝑷 𝑺𝑺𝑺𝑺𝒐𝒐𝑺𝑺𝑺𝑺𝑺𝑺

𝒙𝒙 𝟏𝟏𝟏𝟏𝟏𝟏

Note: A student's Computed Average is a consolidation of Class Standing Percent Average and Major Exam Percent Average.

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Computerized Grading System ( College Level) of the University. The computation is as follows:

Midterms = CSx2 +ME Finals = CSx2+FE MG+FG = FCG

2 2 2 CONSULTATION HOURS:

Days Time Room SJH Faculty Room

hau mission and vision - hau.edu.ph · program goal this program aims to equip students with the...

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