DAVAO ORIENTAL STATE COLLEGE

OF SCIENCE AND TECHNOLOGY

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INSTITUTE OF EDUCATION AND TEACHER TRAINING

(PHILO 10: ETHICS)

2nd Semester; SY: 2020 - 2021

VISION

“A university of excellence, innovation, and inclusion”

MISSION

1. To elevate knowledge generation, utilization and distribution;

2. To promote inclusive sustainable development through research and extension-based higher quality education, technical vocational skills, responsive
to the needs of local and global community; and
3. To produce holistic, creative and inclusive human resource which are responsive and resilient to global challenges while maintaining strong sense of
nationhood.

CORE VALUES GRADUATE OUTCOMES

1. God-centered and humane; 1. Research-oriented and innovative;

2. Critical and Creative; 2. Critical and Creative;
3. Disciplined and Competent; 3. ICT enabled;
4. Committed and Collaborative; and 4. Effective Communicator; and
5. Resilient and Sustainable. 5. Endowed with Filipino and universal values.
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Institute of Education and Teacher and Teacher Training Goal and Relationship to DOSCST Mission

MISSION
IETT GOAL
1 2 3

It shall be the main concern of the Institute of Education and Teacher Training to produce holistically developed
teachers who are responsive and committed to the overall growth and progress of one’s society through   
appropriate effective instruction, research, extension and production activities.

IETT Outcomes and Relationship to IETT Goal

IETT OUTCOMES
GOAL
The IETT is commissioned to have its graduate outcomes. The graduates are:

a. Holistically developed as evident in their being cultured and value-laden persons and professional teachers. 

b. Endowed with competences which are relevant to the needs of the local and global markets. 
c. Empowered with scientific, academic and technical skills which make them excellent in communication, pedagogy, research,

extension and innovations.

Please see the attached Institute Goals, DOSCST Educational Objectives and Relationships to DOSCST Mission and Student Outcomes and the Relationships to Program Educational
Objectives
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COURSE INFORMATION

1. COURSE NUMBER : Philo 10

2. COURSE TITLE : Ethics
3. PRE-REQUISITE : None
4. NUMBER OF UNITS : 3 units
5. COURSE DESCRIPTION : Ethics deals with principles of ethical behavior in modern society at the level of the person, society, and in
interaction with the environment and other shared resources (CMO 20 s 2013). Morality pertains to the standards of right and wrong that an
individual originally picks up from the community. The course discussed the context and principle of ethical behavior in modern society at the level
of individual, society, and in interaction with the environment and other shared resources. The course also teaches students to make moral decisions
by using dominant moral frameworks and by applying a seven-step moral reasoning model to analyze and solve moral dilemmas. This course is
organized according to the three (3) main elements of the moral experience: (a) agent, including context – cultural, communal, and environmental;
(b) the act; and (c) reason or framework (for the act).

COURSE LEARNING OUTCOMES (CLO)

At the end of the course, the students must be able to:

CLO1 Differentiate between moral and non-moral problems;

CLO2 Describe what a moral experience is as it happens in different levels of human existence;

CLO3 Describe the elements of moral development and moral experience;

CLO4 Use ethical frameworks or principles to analyze moral experience;

CLO5 Develop sensitivity to common good;

CLO6 Explain the influence of Filipino culture on the way students look at moral experience and solve moral dilemmas ;
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CLO7 Make sound ethical judgments based on principles and facts; and
Understand and internalize the ethical principles in relation to modern society at the level of the person, society and in interaction
CLO8
with the environment and the shared resources.

ALIGNMENT OF COURSE LEARNING OUTCOMES TO STUDENT OUTCOMES

Course Outcomes Level Students Outcomes Satisfied Course Outcomes Proficiency Assessment Through

Legend: Level

/ I / = Introductory Course. This course introduces students to the SO.

/ E/ = Enabling Course. This course enables the students to eventually achieve the indicated SO.
/D/ = Demonstrative Course. This course requires students to demonstrate the achievement of the indicated SO.
Please see the attached Alignment of Course Learning Outcomes to Students (below SO of each course)
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COURSE OUTLINE

Satisfied
Time Teaching and Course
Student
Frame Topic/Task Desired Learning Outcomes (DLO) Learning Activities Learning
Assessment
(Weekly) (TLAS) Outcomes
(CLO)

Lecture 3 Hours per Week

Orientation: On-line Setting

Getting to Know
Discuss classroom rules
1st Week and regulations (online- Course Introduction Orientation Reflective Inquiry
setup)
Discuss overview of course
requirements and the
grading system
Module 1
Exhibit and examine the general
The Ethical Dimension of understanding of Ethics
Human Existence Demonstrate ethical awareness and
the ability to do ethical reflection
 What is ETHICS? Module 1
2nd – 6th
Assessment
Week Lesson 1 Define and explain the definition of Modular and Blended CLO1, CLO2
the terms Learning Rubrics for
The Value Understand the ideas of values, Reflective Journal
 Ethics and Morals ethics, and morality in a
 Descriptive and multicultural context
Normative Identify and differentiate the use of
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 Issue, Decision, the words “ethics” and “morals”

Judgment and Dilemma Distinguish between a descriptive
 Reasoning and a normative study of ethics
Recognize in a critical consideration
of the strengths and weaknesses of
the discussed theories
Lesson 2: Understand the concepts of ethics,
law, religion and culture including
Sources of Authority how they overlap and how they are
different
Law
Identify the three major theoretical
Religion approaches of the sources of
Culture
authority
Critically assess the relationship
between theory and practice
Lesson 3:
Define and determine the definition
of the self: psychologically and
Senses of the Self
philosophically
Identify and understand the three
 Subjectivism
theories about ethics that center on
 Psychological Egoism
the self and a number of problematic
 Ethical Egoism
ways of thinking of ethics
Reflect the Senses of the Self
Module 2 Identify the difference of the nature of
the “TWO ACTS”
Human Acts vs Man of Acts Demonstrate an understanding of the
Human Acts and the Act of Man
Appreciate the importance of Module 2
evaluating such actions Modular and Blended CLO1, CLO2,
Assessment
Learning CLO3, CLO5
Lesson 1:
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Rubrics for
Human Acts Reflective Journal
Explain the nature of man and its
 Nature of Man and It’s dignity
Dignity Define the concept of freedom of man
 Essential Attributes and its human action
A. Knowledge Explain the morality of Human Acts
B. Freedom Determine the determinant of human
C. Voluntariness acts
 The General
Understanding of the
Human Act
 The Structural Factors
of Action
Lesson 2:
Identify the essential qualities of act
Acts of Man Define the distinctive meaning of the
act
 Essential Qualities Explain the very nature of the act
A. Ignorance Understand the driving factors of the
B. Fear act of man
C. Passion
D. Violence
E. Habit
Prelim Exam
(Learning Assessment)
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Module 3 Discuss the basic principles of

utilitarian ethics
Utilitarianism Distinguish between two utilitarian
models: the quantitative model of
Jeremy Bentham and the qualitative
model of John Stuart Mill
Apply utilitarianism in understanding
and evaluating local and international
scenarios
Lesson 1 Identify the factors that govern
actions: ”sovereign masters”- pleasure
The Principle of Utility and pain
Understand the characteristics of
Benthan and Mill’s moral value
Determine the difference of Bentham Module 3
and Mill’s principle of utility Assessment
7th – 12th Modular and Blended CLO1, CLO2,
Week Lesson 2: Discuss Mill’s response to such Learning CLO3, CLO5
Rubrics for
sentiments that national, geographical, Reflective Journal
The Principle of the Greatest and political categories are not an
Number objective basis for moral valuations.
Determine the claim of Mill’s social
moral obligation
Understand the main interest of
utilitarianism which is the best
consequence for the higher number
Lesson 3: Know “What is Right?
Determine the measuring cup of
Justice and Moral Rights certain action to be right
Evaluate Mill’s Justice when directed
to society’s pursuit for the greatest
happiness of the greatest number.
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Module 4
Recognize how Thomas Aquinas
made use of Ancient Greek concepts
Natural Law
in the view of Philosophical approach
Provide a rational grounding to an
ethical theory based on the Christian
faith
Apply the precepts of the natural law
to contemporary moral concerns
Lesson 1 Discuss the relation and differences of
the eternal law, human law and divine
Thomas Aquinas law
Identify the natural law in distinction
from, but also in relation to, the other
types of law mentioned by Aquinas Module 4
Evaluate Aquinas’s context of the Assessment
CLO1, CLO2,
Christian story and the context of
Modular and Blended CLO3, CLO4,
Aquinas’s Ethics Rubrics for
Learning CLO7
Lesson 2 Reflective Journal
Discuss the central belief of the
Christian that has been shaped by
The Greek Heritage
Plato
Provide a rational grounding to an
ethical theory based on the Christian
faith
Define The Republic as an objective
basis and standard for the striving to
be moral
Recognize Aristotle’s “Being and
Becoming” said to have four causes
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Lesson 3 Identify uniqueness not as different

but more of the purpose of existence
The Essence and Varieties of Discuss that the acts are rightly
Law directed towards ends by reason
Identify the uniqueness of beings:
with other beings and with other
animals
Recognize Aquinas inclination to
good as “Uniquely Human”
Module 5 Discuss the basic principle of
deontology
Deontology Apply the concepts of agency and
autonomy to one’s moral experience;
and
Evaluate the actions through these
theories to focus on whether ethical
decisions per se are right or wrong,
regardless of the consequences or
Modular and Blended CLO2, Module 5
intentions of those ethical decisions.
Learning CLO3, CLO4, Assessment
Lesson 1 CLO5
Discuss the action as to what is the
right behavior Rubrics for
Duty and Agency Reflective Journal
Define the basic principle of Kant’s
duty and the action
Recognize the strengths of Kant’s
duty of this theory
Emphasize Kant’s theory of duty in
the categorical imperative
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Lesson 2 Discuss and differentiate the nature of

autonomy and heteronomy
Autonomy Differentiate the moral theories as
medium to demonstrate autonomy of
the will
Recognize Kant’s claim the difference
between rational will and animal
impulse
Lesson 3 Discuss the distinctive nature of
substantive moral theory and formal
Universalizability moral theory of the actions
Explain Kant’s rational permissibility
Evaluate actions using the
universalizability test
MidTerm Exam
(Learning Assessment)
Module 6 Discuss the meaning and basic
principles of virtue ethics
Virtue Ethics Distinguish virtuous acts from non-
virtuous act
Apply Aristotle’s ethics in
understanding the Filipino character
Lesson 1 Define and discuss the relation of
13th – 8th Module 6
“Happiness” and the “Ultimate
Week Assessment
Happiness and Ultimate Purpose Purpose”
Explains Aristotle’s discussion every
CLO1, CLO2, Rubrics for
act(a person does), directed to a
Modular and Blended CLO3, CLO4, Reflective
purpose – telos
Learning CLO5, CLO6 Journal
Recognize Aristotle’s argument that
what defines a person is the function
or activity of reason
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Lesson 2 Discuss the highest purpose of a

human person
Virtue as Excellence Define the difference of the human
soul of Aristotle
Explain and define the two ways of
attaining intellectual excellence
Lesson 3 Discuss the basic principles of moral
virtues and mesotes
Moral Virtue and Mesotes Present Aristotle’s excess and
deficiencies corresponding to mesotes
Recognize Aristotle’s principle on the
mesotes as guide to a morally virtuous
person
Module 7 Discuss the principles of monism,
relativism and pluralism
Ethical Monism, Relativism Present the previous ethical theories
and Pluralism presented in the previous discussion
Reflect what effective/possible
theories to be applied
Lesson 1 Module 7
Investigate the objection of other
Assessment
theories from ethical monism CLO1, CLO2,
Monism and Relativism Discuss the controversy of monism Modular and Blended CLO3, CLO4,
Rubrics for
and relativism Learning CLO5, CLO6,
Reflective
Apply the one valid ethical theory in CLO7
Journal
contrast to personal preference
Lesson 2 Present two same actions that may
provide different level of result
Ethical Pluralism Clarify the argument that all ethical
discussion are equally true
Reflect the clear argument of
DesJardins’s principle of ethical
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pluralism

Lesson 3 Identify which moral framework

works/applicable to individual/society
Intrapersonal and Interpersonal Discuss the basic principle of
Pluralism intrapersonal and interpersonal
pluralism
Elaborate and define ethical
framework (if there is) to be
considered correct.
Module 8 Identify the different factors that shape
an individual in her/his moral
Synthesis: decision-making
Making Informed Decisions Internalize the necessary steps toward
making informed moral decisions;
Apply the ethical theories or
frameworks on moral issues involving Module 8
the self, society and the non-human Assessment
CLO1, CLO2,
environment
Modular and Blended CLO3, CLO4,
Lesson 1 Discuss the context of “Know Rubrics for
Learning CLO5, CLO6,
Thyself” as the new approach of Reflective
CLO7, CLO8
The Moral Agent and Contexts philosophizing Journal
Discuss the basic principles of “Who
one is”
Differentiate the “Filipino way” of
doing things and the “Filipino way”
of thinking about what the right thing
to do
Discuss Rachels criticism of the logic
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of cultural relativism
Apply the philosophical approach of
RC Reyes in a Filipino setting

Lesson 2 Discuss the basic principles of the

moral development
Moral Deliberation Identify the six(6) stages of moral
development
Synthesize the principles of the
Sources of Authority
Reflect Kholsberg’s moral reasoning
Lesson 3 Discuss the value of the
Self/Individual
Self, Society and Environment Present the Social Life: In the
Philippine Context and in the Global
Village
Reflect the main course of the subject
“A Closing that is Really an Opening”
Final Exam
(Learning Assessment)

REFERENCES:

a. Thelma Q. Meer, Lou S. Hualda and Lamberto M. Mamba, Jr, Basics of Logic, Trinitas Publishing, Inc., Trinitas Complex, Pantoc Road,
Meycauayan, Bulacan, 2004
b. Bulaong, O. et al. (2018). Ethics: Foundations of Moral Valuation. Rex Bookstore; Manila.
c. Glenn, P. (1968). Ethics. B. Herder Book Co.; London.
d. MacKinnon, Barbara and Andrew Fiala. (2015). Ethics: Theory and Contemporary Issues. Cengage learning; Stamford.
e. Nur Yeliz GÜlcan. Faculty of Education, Girne American University,University Drive PO Box 5, Karaoglanoglu, Kyrenia
f. James Rachels. (1989). The Right Thing To Do: Basic Readings in Moral Philosophy
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GRADING SYSTEM

Journal Activity/E-Written Activity - 30%

Video Report and E-Written Report - 30%
Final Output (Prelim, MidTerm and Final) - 40%
100%

COURSE REQUIREMENTS

Students in the course must follow the rules stipulated in the school handbook. Participation in class activities is graded. Thus, class attendance is
one of the considerations to gauge performance in class. Deadlines for submission of different requirements are set and students are expected to submit their
requirements on time. Course requirements include activity sheets, reflection paper, quizzes and work output. Quizzes shall be regularly conducted to test
if students recall the principle and concepts they learn. Major exam can either be written or oral.

OTHERS:
1. E-Copy of Resumȇ
2. E-Copy of OE Form
3. E-Class Card (format provided)

CLASS POLICIES:

1. Policies on grading system, submissions, and violations are based on the college code and student handbook.
2. All Provisions of the State College Students’ handbook shall apply.
3. Mutual respect and scholarly inquiry are two crucial pillars of your engagement in the course.
4. A class card is required to document the grades gained and to self-assess.
5. You will automatically be issued an incomplete grade when you fail to submit the Course Terminal Assessment.
6. Assessment Tasks should be submitted promptly. Only those with meritorious excuses as stated in the College Students’ handbook shall be
granted with extension. Failure to do so shall review no credit for the missed AT/s.
7. All Assessment Tasks shall be submitted individually following the format that will be discussed in the class.
8. You will be responsible for informing the instructor of other specific needs from your end.
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9. Reading List shall be updated from time to time.

10. Practice 5s before and after the class starts.
11. Other policy not indicated in the student handbook: cellphone/s must be in silent or airplane mode, or off. Violation of the policy committed
by a student/s or faculty is subject for penalty as discussed and agreed by the body (class) during the orientation.

Prepared by:

Chris Lloyd A. Ceniza Nino M. Plaza Clarence M. Viernesto

Faculty Date Faculty Date Faculty Date

Checked by:

Eric E. Sarcia Robie Catubigan Helina Jean P. Dupa, Ph.D

Program Head Date Program Head Date Program Head Date

Recommending Approval: Approved by:

Saturnino E. Dalagan Jr., Ph.D Ma. Cecilia L. Catubig, Ph.D

Dean Date Director for Instruction Date
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INSTITUTE OF EDUCATION AND TEACHER TRAINING (IETT)

Appendix A – Bachelor of Elementary Education

DOSCST Bachelor of ELEMENTARY Education Program Educational Objectives and Relationships to DOSCST Mission
PROGRAM EDUCATIONAL OBJECTIVES (PEO) DOSCST MISSION
The DOSCST Bachelor of ELEMENTARY Education graduate will be able to: 1 2 3
A. Demonstrate in-depth understanding of the Diversity of learners in various learning areas.   
B. Manifest meaningful and comprehensive pedagogical content knowledge (PWK) of the different subject areas.  
C. Utilize appropriate assessment and evaluation tools to measure learning outcomes.  
D. Manifest skills in communication, higher order thinking and use of tools and technology to accelerate learning and
 
teaching.
E. Demonstrate positive attitudes of a model teacher, both as an individual and as a professional.  
F. Manifest a desire to continuously pursue personal and professional development.  

Student Outcomes and Relationships to Program Educational Objectives

STUDENT OUTCOMES (SO) PEO

Upon completion of the program, the DOSCST Bachelor of Elementary Education (BEEd)students will
A B C D E F G
demonstrate the following:
Identify various types of learners and provide them with appropriate, culturally-relevant learning
1 
activities and experiences.
2 Develop and utilize relevant materials that match the learner’s learning styles, goals and culture. 
3 Select instructional strategies for the development of learners’ critical and creative thinking. 
4 Utilize developmentally appropriate activities in teaching the different learning areas. 
5 Utilize appropriate technologies to achieve the learning outcomes. 
6 Apply theories of learning in designing learning-teaching experiences. 
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7 Explain subject matter content clearly, accurately and comprehensively. 

8 Relate current content with past and future lessons. 
9 Integrate recent developments in education and in the specific filed to enrich learning 
10 Provide examples from real life to make learning meaningful. 
11 Utilize appropriate teaching-learning methods and technology for specific subject matter content. 
Keep abreast with educational issues, trends and practices vis-à-vis local and global context to
12 
provide relevant learning experiences
13 Design authentic assessment, evaluation and instruments and alternative assessment tools. 
14 Interpret assessment results and use these to improve learning and teaching. 
Keep accurate and updated records of the learners’ performance using technology tools where
15 
feasible and appropriate.
16 Provide timely feedback of assessment results to parents and other stakeholders. 
Demonstrate skills in creative and critical thinking, logical reasoning, problem solving, and decision
17 
making in various classroom situations.
18 Create learning experiences that develop the learners’ higher order thinking skills. 
19 Provide opportunities that develop the learners’ communication skills. 
20 Use tools and technology to enhance learning and teaching 
Act according to the norms of the teaching profession in dealing with students, parents, colleagues
21 
and other stakeholders
22 Manifest positive personal and professional qualities of a teacher 
Observe integrity and professionalism in handling issues, conflicts, and controversies related to
23 
student welfare as well as parents’ community concerns.
Pursue personal growth and professional development through attendance in seminar-workshops,
24 
participation in demo-fests, conducting action research, and other education-related activities.
25 Participate actively in the school’s community outreach activities. 
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ALIGNMENT OF COURSE OUTCOME TO STUDENT OUTCOMES

Course Outcomes Level Student Outcomes Satisfied CO Proficiency Assessed through

CLO 1 I 1 Reflective Journal Activity and Assignment (online set-up)
CLO 2 I, E 1,2,3 Reflective Journal Activity and Assignment (online set-up)
CLO 3 I,E 6,7,8 Reflective Journal Activity and Assignment (online set-up)
CLO 4 I, E 9,10 Reflective Journal Activity and Assignment (online set-up)

Legend: Level

/ I / = Introductory Course. This course introduces students to the SO.

/ E/ = Enabling Course. This course enables the students to eventually achieve the indicated SO.
/D/ = Demonstrative Course. This course requires students to demonstrate the achievement of the indicated SO.
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Appendix B – Bachelor of Special Needs Education

DOSCST Bachelor of Special Needs Education Program Educational Objectives and Relationships to DOSCST Mission

PROGRAM EDUCATIONAL OBJECTIVES (PEO) MISSION

The DOSCST Bachelor of Special Needs Education graduate will be able to: 1 2 3
A. Provide respectful and meaningful learning experiences and collaborative opportunities for students with additional needs
  
and their families
B. Respond effectively to educational needs of students with exceptionalities.
 
C. Create safe, inclusive, culturally responsive learning environments for students with additional needs.  
D. Use knowledge of general and specialized learning for students with additional needs.  
E. Use evidence-based instructional strategies to maximize learning opportunities for students with additional needs.  
F. Use multiple methods of assessment and data-sources to make sound educational decisions for students with additional
 
needs.
G. Demonstrate reflective thinking and professional self-direction. 

Student Outcomes and Relationships to Program Educational Objectives

STUDENT OUTCOMES (SO) PEO

Upon completion of the program, the DOSCST Bachelor of Special Needs Education (BSNEd)students will
A B C D E F G
demonstrate the following:
1 Demonstrate cultural, disability and gender sensitivity; 
2 Make educational decisions which are found on evidence-based practice; 
3 Communicate in a clear, appropriate and respectful manner; 
Engage in collaborative and consultative partnerships with parents, families, teachers, and
4 
professionals to address concerns;
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Maintain accurate, confidential and complete student records, and prepare reports on students and
5 
activities;
6 Model compassion, patience, flexibility, resourcefulness, and respect for individuals; 
Observe the learner as he/she relates to others and the environment and determine his/her educational
7 
needs in the light of his/her nature and learning characteristics;
8 Identify and respect learning differences among students; 
9 Demonstrate an understanding of typical and atypical learners by facilitating their learning in different

learning environments;
Plan, organize and structure safe, positive and community-responsive learning environments that
10 
support individuals with additional needs;
11 Motivate students to explore learning opportunities’ and persevere with challenging tasks; 
Use positive behavior supports and refrain from using aversive techniques related to the application of
12 
disciplinary methods and behavior change procedures;
Demonstrate knowledge of the general education and specialized curricula for students across a wide
13 
range of performance levels;
14 Demonstrate proficiency in the content of the subject matter they will teach; 
Teach personal development skills such as goal setting, independence, and self-advocacy, as well as
15 
functional and life skills;
Apply a wide range of evidence-based teaching process skills, strategies and approaches in inclusive
16 and segregated educational settings ( including individualization, curriculum and program 
development and modification, lesson planning, materials development, formative assessment);
Use assistive technology and information communication technology for individuals with additional
17 
needs;
18 Employ a variety of behaviour and classroom management approaches; 
Identify and use a variety of appropriate formal and informal assessment tools to evaluate student
19 
performance;
20 Interpret and utilize assessment results for instructional planning and placement of students; 
Develop individualized education programs, individualized family service plans, behaviour
21 
intervention plans and individualized transition programs based on assessment results;
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22 Participate in and conduct professional development activities, such as research, conferences, learning

communities; and
Demonstrate reflective thinking, self-evaluation, self-direction and commitment to pursue excellence
23 
as a lifelong learner.

ALIGNMENT OF COURSE OUTCOME TO STUDENT OUTCOMES

Course Outcomes Level Students Outcomes Satisfied Course Outcomes Proficiency Assessment Through

CLO 1 I, E 1, 3 Reflective Journal Activity and Assignment (online set-up)

CLO2 I, E 2, 3,4 Reflective Journal Activity and Assignment (online set-up)
CLO3 I, E 3,4 Reflective Journal Activity and Assignment (online set-up)
CLO4 I, E 3, 4, 9 Reflective Journal Activity and Assignment (online set-up)
CLO5 I, E 2, 3, 4 Reflective Journal Activity and Assignment (online set-up)
CLO6 I, E 3, 5 Reflective Journal Activity and Assignment (online set-up)
CLO7 I, E 3, 4, 5, 7 Reflective Journal Activity and Assignment (online set-up)
CLO8 I, E 9, 10 Reflective Journal Activity and Assignment (online set-up)

Legend: Level

/ I / = Introductory Course. This course introduces students to the SO.

/ E/ = Enabling Course. This course enables the students to eventually achieve the indicated SO.
/D/ = Demonstrative Course. This course requires students to demonstrate the achievement of the indicated SO.
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Appendix C – Bachelor of Early Childhood Education

DOSCST Bachelor of Early Childhood Education Program Educational Objectives and Relationships to DOSCST Mission

PROGRAM EDUCATIONAL OBJECTIVES (PEO) MISSION

The BECEd students shall have: 1 2 3
1. Demonstrate high level of content and pedagogical knowledge;   
2. Demonstrate appreciation for diversity;   
3. Manifest collaborative skills;   
4. Demonstrate innovative thinking;
5. Apply critical and problem-solving skills;
6. Advocate for children’s rights, equity, community, and nationalism and democratic ideas; and
7. Pursue lifelong learning.

Student Outcomes and Relationships to Program Educational Objectives

STUDENT OUTCOMES (SO) PEO

Upon completion of the program, the BECEd students will demonstrate the following: 1 2 3 4 5 6 7
1 Apply high level of content and pedagogical in the early childhood learning environment; 
Utilize pedagogical approaches that are learner-centered, innovative, inclusive, and developmentally
2 
appropriate Early Childhood curriculum in different context;
Apply child development concepts and principles to appropriately respond to the needs of diverse
3 
learner;
Develop instructional materials that are culturally relevant and developmentally appropriate for young
4 
learners;
5 Adapt or modify existing strategies that address the unique needs of young learners; 
6 Build a collaborative relationship between and among internal and external stakeholders; 
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Demonstrate understanding and appreciation of the contributions of other disciplines to Early

7 
Childhood Education;
8 Design learning opportunities that promote innovative thinking; 
9 Create and use instructional materials that encourage innovative thinking; 
Integrate appropriate technology in designing curriculum and learning environment that manifest
10 
innovative thinking;
11 Design, implement, and evaluate a curriculum that demonstrate critical and problem solving skills; 
12 Design and implement assessment tools that apply critical and problem solving skills; 
Utilize pedagogical approaches that are learner-centered, innovative, and engage the learners in
13 
critical and problem solving skills;
14 Practice the ethical and professional standards of the Early Childhood Practitioners; 
15 Promote positive values and respect for dignity and individuals; and 
16 Practice lifelong learning skills. 

ALIGNMENT OF COURSE OUTCOME TO STUDENT OUTCOMES

Course Outcomes Level Student Outcomes Satisfied CO Proficiency Assessed through

CLO 1 I 14, 15, 16 Reflective Journal Activity and Assignment (online set-up)
CLO 2 I, E 14, 15, 16 Reflective Journal Activity and Assignment (online set-up)
CLO 3 I,E 2, 3, 4, 11, 13, 14, 15, 16 Reflective Journal Activity and Assignment (online set-up)
CLO 4 I, E 14, 15, 16 Reflective Journal Activity and Assignment (online set-up)

Legend: Level

/ I / = Introductory Course. This course introduces students to the SO.

/ E/ = Enabling Course. This course enables the students to eventually achieve the indicated SO.
/D/ = Demonstrative Course. This course requires students to demonstrate the achievement of the indicated SO.
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Appendix D – Bachelor of Education Major in Physical Education

DOSCST Bachelor of Education Major in Physical Education Educational Objectives and Relationships to DOSCST Mission
PROGRAM EDUCATIONAL OBJECTIVES (PEO) MISSION
The BSED-Biological Science students shall have: a b c d e f g h
1. Upgrade new strategies and trends of curricular programs relevant to the local, national, and international
√ √ √ √ √ √ √ √
requirements.
2. Offer avenues for quality research and extension involvement activities that will attend to the demands of the
√ √ √ √ √ √ √ √
educational system and community.
3. Produce well-rounded graduates who can execute and practice ethical values in the field of teaching profession. √ √ √ √ √ √ √ √
4. Expose prospective teachers through seminars, fora, symposia, conferences, workshops, and trainings on teaching
√ √ √ √ √ √ √ √
strategies, content, and sports and socio-cultural development.
5. Equip prospective teachers with knowledge, skills, and attitudes to become effective and efficient leaders in the
√ √ √ √ √ √ √ √
Philippines and beyond

Student Outcomes and Relationships to Program Educational Objectives

STUDENT OUTCOMES (SO) PEO
Upon completion of the program, the BSED-Biological Sciences students will demonstrate the following: 1 2 3 4 5
a. Apply scientific and evidence-based-based practices critical to the educational and learning processes. √ √ √ √ √
b. Demonstrate skillful performance in a variety of physical activities. √ √ √ √ √
c. Adapt performance to variety of physical activity settings (formal classes, recreational and competitive). √ √ √ √ √
d. Critically examine the curriculum program (content pedagogy and assessments) and enhance (innovate) them
√ √ √ √ √
necessarily.
e. Plan and implement safe and effective physical activity programs to address the needs of the individual in school
√ √ √ √ √
and/or industry settings.
f. Monitor and evaluate physical activity programs in school and/or non-school settings. √ √ √ √ √
g. Use appropriate assessments in, as and for student or client learning. √ √ √ √ √
h. Use information, media and technology in pedagogy and for lifelong learning. √ √ √ √ √
i. Demonstrate firm work/professional ethics. √ √ √ √ √
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j. Cultivate solidarity by working and dealing with/relating to others harmoniously. √ √ √ √ √

k. Promote the advancement of the profession by making sense of and getting involved in current discourse that impact
√ √ √ √ √
on the profession.
l. Pursue lifelong learning for personal and professional development. √ √ √ √ √
m. Communicate effectively with PE practitioners, other professionals and stakeholders. √ √ √ √ √
n. Use oral, written, and technology formats deftly. √ √ √ √ √

ALIGNMENT OF COURSE OUTCOME TO STUDENT OUTCOMES

Course Outcomes Level Student Outcomes Satisfied CO Proficiency Assessed through

CLO 1 I h, i ,l, m, n Reflective Journal Activity and Assignment (online set-up)
CLO 2 I, E h, i ,l, m, n Reflective Journal Activity and Assignment (online set-up)
CLO 3 I,E h, i ,l, m, n , k Reflective Journal Activity and Assignment (online set-up)
CLO 4 I, E j, k, h, i ,l, m, n Reflective Journal Activity and Assignment (online set-up)

Legend: Level

/ I / = Introductory Course. This course introduces students to the SO.

/ E/ = Enabling Course. This course enables the students to eventually achieve the indicated SO.
/D/ = Demonstrative Course. This course requires students to demonstrate the achievement of the indicated SO.
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Appendix E – Bachelor of Secondary Education Major in Biological Science

DOSCST Bachelor of Secondary Education Major in Biological Science Program Educational Objectives and Relationships to DOSCST Mission

PROGRAM EDUCATIONAL OBJECTIVES (PEO) MISSION

The BSED-Biological Science students shall have: 1 2 3
1. Manifested excellence in the following areas:
a. Oral and written communication;
b. Information and Communication Technology (ICT);
  
c. Teaching using varied, research-based approaches and methodologies;
d. Educational research, extension and innovations; and
e. Personal and professional values.
2. Demonstrated competence in sciences and educational researches.   
3. Exhibited confidence and mastery in teaching contents in Biological Sciences to both Filipinos and foreign students
with emphasis on areas covered for the licensure examinations.   

Student Outcomes and Relationships to Program Educational Objectives

STUDENT OUTCOMES (SO) PEO

Upon completion of the program, the BSED-Biological Sciences students will demonstrate the following: 1 2 3
1 Concrete knowledge on contents in Biological Sciences;   
2 Art in teaching pedagogy and related courses;   
3 Ability to teach contents analytically in all areas of Biological Sciences to Filipinos and foreign students; and   
4 Flexibility in teaching natural sciences observing research outputs, varied approaches and methodologies.   
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ALIGNMENT OF COURSE OUTCOME TO STUDENT OUTCOMES

Course Outcomes Level Student Outcomes Satisfied CO Proficiency Assessed through

CLO 1 I 1, 3, Reflective Journal Activity and Assignment (online set-up)
CLO 2 I, E 14 Reflective Journal Activity and Assignment (online set-up)
CLO 3 I,E 1, 2 Reflective Journal Activity and Assignment (online set-up)
CLO 4 I, E 8, 10 Reflective Journal Activity and Assignment (online set-up)

Legend: Level

/ I / = Introductory Course. This course introduces students to the SO.

/ E/ = Enabling Course. This course enables the students to eventually achieve the indicated SO.
/D/ = Demonstrative Course. This course requires students to demonstrate the achievement of the indicated SO.
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Appendix F – Bachelor of Secondary Education Major in TLE

DOSCST Bachelor of Secondary Education Major in TLE Program Educational Objectives and Relationships to DOSCST Mission
PROGRAM EDUCATIONAL OBJECTIVES (PEO) COLLEGE MISSION
The Bachelor of Technology and Livelihood Education (BTLE) students shall: 1 2 3
1. Manifested excellence in the following areas:
a. Oral and written communication;
b. Information and Communication Technology (ICT);
  
c. Teaching using varied, research-based approaches and methodologies;
d. Educational research, extension and innovations; and
e. Personal and professional values.
2. Demonstrated competence in TLE and educational research.   
3. Exhibited confidence and mastery in teaching contents in TLE to both Filipinos and foreign students with emphasis
  
on areas covered for the licensure examinations.

Student Outcomes and Relationships to Program Educational Objectives

PEO
Upon the completion of the program, BTLE students will demonstrate the following:
1 2 3
1. Concrete knowledge on contents in all areas of TLE;   
2. Art in teaching pedagogy and related course;   
3. Ability to teach contents analytically in all areas of TLE to Filipinos and foreign students;   
4. Flexibility in teaching TLE courses observing research outputs, varied approaches and methodologies.   

ALIGNMENT OF COURSE OUTCOME TO STUDENT OUTCOMES

Course Outcomes Level Student Outcomes Satisfied CO Proficiency Assessed through
CLO 1 I 1, 3 Reflective Journal Activity and Assignment (online set-up)
CLO 2 I, E 1, 3 Reflective Journal Activity and Assignment (online set-up)
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CLO 3 I,E 1, 2, 3, 4 Reflective Journal Activity and Assignment (online set-up)

CLO 4 I, E 1, 2, 3, 4 Reflective Journal Activity and Assignment (online set-up)

Legend: Level

/ I / = Introductory Course. This course introduces students to the SO.

/ E/ = Enabling Course. This course enables the students to eventually achieve the indicated SO.
/D/ = Demonstrative Course. This course requires students to demonstrate the achievement of the indicated SO.
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INSTITUTE OF COMPUTING AND ENGINEERING (ICE)

Institute of Computing and Engineering Goal and Relationship to DOSCST Mission

MISSION
ICE GOAL
1 2 3

Focus on student-centered programs that would provide a nurturing environment tailored to engineering, information
communication technology, industrial technology, pure and applied mathematics; promoting the students’ creativeness,   
critical thinking, communication skill and collaboration with a unified sense of purpose and direction towards innovation.

Appendix A – Bachelor of Science in Civil Engineering

DOSCST BSCE Educational Objective in Relation to the College Mission

PROGRAM EDUCATIONAL OBJECTIVES (PEO) MISSION

The DOSCST Engineering Graduates will: 1 2 3
1. Integrate theories with professional practices in the field of Civil and Engineering with dignity and honor;  
2. Act appropriately in professional matters for the enhancement of human well-being and environment; and  
3. Continue in increasing their competence and professional growth particularly to need-based research in response to the
  
local/global society’s needs.

Student Outcomes and Relationships to Program Educational Objectives

PROGRAM STUDENT OUTCOMES (PSO) PEO

Upon completion of the program, the DOSCST Civil Engineering Students will demonstrate: 1 2 3
A An ability to apply knowledge of mathematics and science to solve civil engineering problems;   
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B An ability to identify, formulate, and solve civil engineering problems; and   

C An ability to use techniques, skills, and modern engineering tools necessary for civil engineering practice.   

ALIGNMENT OF COURSE OUTCOMES TO STUDENT OUTCOMES

Course Outcomes Level Students Outcomes Satisfied CO Proficiency Assessed through

CLO 1 I/E 1,2, 3 Reflective Journal Activity and Assignment (online set-up)
CLO 2 I/E 1, 2, 3 Reflective Journal Activity and Assignment (online set-up)
CLO 3 I/E 1, 2,3 Reflective Journal Activity and Assignment (online set-up)
CLO 4 I/E 1, 2,3 Reflective Journal Activity and Assignment (online set-up)
CLO 5 I/E 1, 2,3 Reflective Journal Activity and Assignment (online set-up)
CLO 6 I/E 1,2 ,3 Reflective Journal Activity and Assignment (online set-up)
CLO 7 I/E 1, 2, 3 Reflective Journal Activity and Assignment (online set-up)
CLO 8 I/D 1, 2, 3 Reflective Journal Activity and Assignment (online set-up)
CLO 9 I/E 1, 2, 3 Reflective Journal Activity and Assignment (online set-up)
CLO 10 I/E 1, 2, 3 Reflective Journal Activity and Assignment (online set-up)

Legend: Level

/ I / = Introductory Course. This course introduces students to the SO.

/ E/ = Enabling Course. This course enables the students to eventually achieve the indicated SO.
/D/ = Demonstrative Course. This course requires students to demonstrate the achievement of the indicated SO.
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INSTITUTE OF BUSINESS AND PUBLIC AFFAIRS (IBPA)

Institute of Business and Public Affairs Goal and Relationship to DOSCST Mission

MISSION
IBPA GOALS
1 2 3
1. To create a vibrant classroom environment by providing ample classroom facilities, laboratory equipment and apparatus to
  
enrich instructional experiences.
2. To produce technically competent and globally competitive hoteliers and restaurateurs by nurturing and sustaining a
  
renowned level of skills-based training and research-based development in the hospitality and tourism sector.
3. To generate adequately skilled and technically knowledgeable law enforcers who are proficient in law enforcement and in
  
the fields of criminalistics.
4. To spawn ethical and globally qualified professionals equipped with a reasonable managerial, financial and entrepreneurial
  
skills.

Appendix A – Bachelor of Science in Criminology

DOSCST BS Criminology Program Educational Objectives and Their relation to the College Mission

PROGRAM EDUCATIONAL OBJECTIVES (PEO) MISSION

The BS Criminology Program shall have the following outcomes: 1 2 3
1. Foster the values of leadership, integrity, accountability and responsibility while serving their fellowmen, community and
  
country;
2. Prepare the students for careers in crime prevention, law enforcement, scientific crime detection and correctional administration;   
3. Encourage research and inquiry on the nature, causes treatment or punishment of criminal behavior and how criminal justice
  
agencies respond to crime, criminals and victims.
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Student Outcomes and Relationships to Program Educational Objectives (PEO)

STUDENT OUTCOMES (SO) PEO

Upon completion of the program, the DOSCST Bachelor of Science in Criminology graduates will be able to: 1 2 3
1 Engage in lifelong learning and understand the need to keep abreast with the developments in the practice of criminology;   
2 Communicate effectively and express one’s thought, principles, and convictions confidently;   
3 Work effectively and independently in multi-disciplinary and multi-cultural teams;  
4 Demonstrate patriotism, leadership, courtesy and respect; 
5 Appreciate and value Filipino historical and cultural heritage and uphold constitutional and statutory guarantees; 
Utilize criminological research on crimes, crime causation, victims and offenders in the promotion of public safety/social
6   
defense;
7 Apply knowledge and skills essential to the practice of crime detection and investigation;   
8 Apply knowledge in the organization and operations of law enforcement agencies in the Criminal Justice System;   
Demonstrate scientific knowledge, skills in handling officers’ welfare and development for their re-integration to the
9   
community; and
10 Apply knowledge, skills in handling officers’ welfare and development for their re-integration to the community.   

ALIGNMENT OF COURSE LEARNING OUTCOMES TO STUDENT OUTCOMES

Course Outcomes Proficiency
Course Outcomes Level Students Outcomes Satisfied
Assessment Through
CLO 1 I, E 1, 3 Reflective Journal Activity and Assignment (online set-up)
CLO2 I, E 2, 3,4 Reflective Journal Activity and Assignment (online set-up)
CLO3 I, E 3,4 Reflective Journal Activity and Assignment (online set-up)
CLO4 I, E 3, 4, 9 Reflective Journal Activity and Assignment (online set-up)
CLO5 I, E 2, 3, 4 Reflective Journal Activity and Assignment (online set-up)
CLO6 I, E 3, 5 Reflective Journal Activity and Assignment (online set-up)
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CLO7 I, E 3, 4, 5, 7 Reflective Journal Activity and Assignment (online set-up)

CLO8 I, E 9, 10 Reflective Journal Activity and Assignment (online set-up)

Legend: Level

/ I / = Introductory Course. This course introduces students to the SO.

/ E/ = Enabling Course. This course enables the students to eventually achieve the indicated SO.
/D/ = Demonstrative Course. This course requires students to demonstrate the achievement of the indicated SO.
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Appendix B – Bachelor of Hospitality Management

DOSCST Bachelor of Hospitality Management Program Educational Objectives and Relationships to DOSCST Mission
MISSION
PROGRAM EDUCATIONAL OJECTIVES (PEO)

The DOSCST Hospitality Management graduate shall: 1 2 3

1. Manifest excellence and competitiveness in hospitality industry and thrive in the borderless economy.   
2. Promote meaningful partnership with tourism industry and the community for the convergence of relevant HRM aptitude and
  
talents.
3. Become empowered individuals and responsible and accountable entrepreneurs in their respective careers.  
4. Become involved and become active participants in government and non-government agenda contributory to national development.  

Students Outcomes and Relationships to Program Educational Objectives

STUDENT OUTCOMES (SO) PEO

Upon the completion of the program, the DOSCST Bachelor of Hospitality Management Students will be able to: 1 2 3 4
1. Performed work activities effectively to standards expected in the operation required in the hospitality/tourism sectors;    
2. Undertaken task, functions, duties, and activities in the operation of hotels, restaurants, travel, government and non-
   
government agencies with the competency standard; and
3. Analyzed situation, identified problems, formulated solutions and implemented corrective and/or mitigating measures and
  
action;

ALIGNMENT OF COURSE LEARNING OUTCOMES TO STUDENT OUTCOMES

Course Outcomes Proficiency
Course Outcomes Level Students Outcomes Satisfied
Assessment Through
CLO 1 I, E 1, 3 Reflective Journal Activity and Assignment (online set-up)
CLO2 I, E 2, 3,4 Reflective Journal Activity and Assignment (online set-up)
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CLO3 I, E 3,4 Reflective Journal Activity and Assignment (online set-up)

CLO4 I, E 3, 4, 9 Reflective Journal Activity and Assignment (online set-up)
CLO5 I, E 2, 3, 4 Reflective Journal Activity and Assignment (online set-up)
CLO6 I, E 3, 5 Reflective Journal Activity and Assignment (online set-up)
CLO7 I, E 3, 4, 5, 7 Reflective Journal Activity and Assignment (online set-up)
CLO8 I, E 9, 10 Reflective Journal Activity and Assignment (online set-up)

Legend: Level

/ I / = Introductory Course. This course introduces students to the SO.

/ E/ = Enabling Course. This course enables the students to eventually achieve the indicated SO.
/D/ = Demonstrative Course. This course requires students to demonstrate the achievement of the indicated SO.
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INSTITUTE OF AGRICULTURE AND LIFE SCIENCES (IALS)

Institute of Agriculture and Life Sciences Goal and Relationship to DOSCST Mission

MISSION
IALS GOAL
1 2 3
The Institute of Agriculture and Life Sciences endeavours for agri-entrepreneurial growth, environment integrity,
food and health security through applied and pure sciences. It further nurtures and develops graduates who are   
technologically-adept, development-oriented, cultural and gender sensitive and deep concern for life.

Appendix A – Bachelor of Science in Biology

DOSCST Bachelor of Science in Biology Educational Objectives and Relationships to DOSCST Mission
PROGRAM EDUCATIONAL OBJECTIVES (PEO) MISSION
The DOSCST BS Biology program is structured to meet the needs of professional biologist who: 1 2 3
1. Can be employed in government, private or self-enterprises where scientist with biological expertise are

needed;
2. Can teach at the tertiary level; and   
3. Undertake research in various areas of biology. 

Student Outcomes and Relationships to Program Educational Objectives

STUDENT OUTCOMES (SO) PEO

Upon completion of the program, the DOSCST BS Biology students must: 1 2 3

1 Have an in-depth understanding of the basic principles governing biological science;   
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Be able to extend knowledge and understanding to a critical assessment of current views and theories in
2  
selected areas of the biological sciences;
Be able to perform basic biological and chemical techniques in either a laboratory or fieldwork research
3   
setting;
4 Be able to carry out basic mathematical and statistical computations;   
5 Have adequate technical writing skills and effective oral communication abilities;   
6 Develop critical, analytical, and problem solving skills;   
7 Develop the skills required for both autonomous practice and teamwork;   
Be able to think critically, solve problems, and appreciate the limitation and implications of science in
8   
everyday life;
9 Develop an objective viewpoint for discerning information and analyzing biases of other people;   
Be precise in making observations and able to distinguish small differences between samples and events,
10   
and most importantly;
11 Have a strong sense of ethical behavior.   

ALIGNMENT OF COURSE LEARNING OUTCOMES TO STUDENT OUTCOMES

Course Outcomes Proficiency
Course Outcomes Level Students Outcomes Satisfied
Assessment Through
CLO 1 I, E 1, 3 Reflective Journal Activity and Assignment (online set-up)
CLO2 I, E 2, 3,4 Reflective Journal Activity and Assignment (online set-up)
CLO3 I, E 3,4 Reflective Journal Activity and Assignment (online set-up)
CLO4 I, E 3, 4, 9 Reflective Journal Activity and Assignment (online set-up)
CLO5 I, E 2, 3, 4 Reflective Journal Activity and Assignment (online set-up)
CLO6 I, E 3, 5 Reflective Journal Activity and Assignment (online set-up)
CLO7 I, E 3, 4, 5, 7 Reflective Journal Activity and Assignment (online set-up)
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CLO8 I, E 9, 10 Reflective Journal Activity and Assignment (online set-up)

Legend: Level

/ I / = Introductory Course. This course introduces students to the SO.

/ E/ = Enabling Course. This course enables the students to eventually achieve the indicated SO.
/D/ = Demonstrative Course. This course requires students to demonstrate the achievement of the indicated SO.
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Appendix B – Bachelor of Science in Agribusiness Management

DOSCST Bachelor of Science in Agribusiness Management Educational Objectives and Relationships to DOSCST Mission

PROGRAM EDUCATIONAL OBJECTIVES (PEO) MISSION

The DOSCST Bachelor of Science in Agribusiness Management graduate should be able to: 1 2 3
1. Incorporate technologies and information that promote well-rounded, capable professional in Agribusiness. 
2. Continue to undertake relevant researches to improve the productivity and profitability of the marginal

communities through Agribusiness technology transfer.
3. Maintain a corps of ethical standard and contented socially responsible entrepreneur in the midst of globally

competitive business environment.

Student Outcomes and Relationships to Program Educational Objectives

STUDENT OUTCOMES (SO) PEO
Upon completion of the program, the DOSCST Bachelor of Science in Agribusiness Management graduates will be
1 2 3
able to:
1 Define management and the role it plays in development; 
2 Differentiate the various types, tasks, skills and responsibilities of managers;  
3 Discern the traditional from contemporary management views; 
4 Discuss the relationship of the firm to its environment; 
5 Compare the various forms of business organization in the Philippines business scenario; 
6 Relate the various roles of manager as they apply to management process; 
7 Integrate the various managerial functions in the Philippine business realities; 
8 Translated concepts learned in solving assigned cases; 
9 Defend satisfactorily the assigned roles; and 
10 Comply with the learning tasks specified.  
 DAVAO ORIENTAL STATE COLLEGE
OF SCIENCE AND TECHNOLOGY
SYLLABUS
F-DOI - 003 | Rev. 0 | 01/15/18 | Page 42 of 42

ALIGNMENT OF COURSE OUTCOMES TO STUDENT OUTCOMES

Course Outcomes Level Students Outcomes Satisfied CO Proficiency Assessed through
CLO 1 I/E 3 Reflective Journal Activity and Assignment (online set-up)
CLO 2 I/E 2, 5 Reflective Journal Activity and Assignment (online set-up)
CLO 3 I/E 4 Reflective Journal Activity and Assignment (online set-up)
CLO 4 I/E 7 Reflective Journal Activity and Assignment (online set-up)
CLO 5 I/E 8 Reflective Journal Activity and Assignment (online set-up)
CLO 6 I/E 5, 7 Reflective Journal Activity and Assignment (online set-up)
CLO 7 I/E 5, 7 Reflective Journal Activity and Assignment (online set-up)
CLO 8 I/P 8 Reflective Journal Activity and Assignment (online set-up)
CLO 9 I/E 3, 8 Reflective Journal Activity and Assignment (online set-up)
CLO 10 I/E 9, 10 Reflective Journal Activity and Assignment (online set-up)

Legend: Level

/ I / = Introductory Course. This course introduces students to the SO.

/ E/ = Enabling Course. This course enables the students to eventually achieve the indicated SO.
/D/ = Demonstrative Course. This course requires students to demonstrate the achievement of the indicated SO.