SCHOOL OF ARTS, SCIENCES AND EDUCATION

Vision: A community of dynamic and proactive scholars and learners within the Asia-Pacific Region, upholding high standards of
excellence in education, research, and community service, towards the attainment of a better quality of life.

Mission: To purposively link quality education, training, and research with community service in pursuing the holistic development of
individuals through innovative programs and productive activities attuned to the needs of the global community.

Goals: St. Dominic College of Asia aims to:

1. Prepare the students to become competent, productive, and socially responsible professionals by means of learner-centered activities
provided through both traditional and non-traditional delivery modes of instruction.
2. Actively promote research and the utilization of new technology for the enhancement of individual competencies.
3. Assume leadership role in addressing the concerns of the academic community towards improving their quality of life.

Core Values: S- Service D- Dynamism C- Competence A- Accountability

Quality Policy: SDCA commits to providing excellent academic and support services that exceed the expectations of all stakeholders as the
College continuously develops and sustains the effectiveness of its quality management system.

Quality objectives
1. To achieve excellence in academic programs and projects guided by the College vision – mission, and in compliance with the
CHED, DepEd and TESDA requirements as well as those standards observed by duly accredited educational institutions.
2. To establish, implement and maintain effective and efficient quality management system.
3. To assume leadership role in improving the quality of life of the people by engaging SDCA stakeholders in meaningful community
services.
4. To focus on its task of revolutionizing education by instilling creativity and innovation among the faculty members, students and
administrative staff working collaboratively on enhancing the culture of research in the College.
5. To identify, nurture, and enhance human, physical and financial resources for productivity and sustainability.

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SDCA QUALITY OF LIFE FORMULA

R - Research and Product Development (RPD)

Indicator/s:
1. Demonstrate ability to develop researches and to produce scientific and entrepreneurial outputs

M - Moral and Spiritual Accountability

Indicator/s:
1. Embrace moral/ spiritual values in one’s life.
2. Apply moral/ spiritual practices in all aspects of life.
M - Multicultural Advocacy

Indicator/s:
1. Demonstrate knowledge of values and beliefs of various cultures
2. Effectively engage in multicultural society
3. Develop a global perspective

U -Understanding the Discipline

Indicator/s:
1. Demonstrate a systematic and coherent understanding of an academic field of study.

S - Self-Directed Learning

Indicator/s:
1. Demonstrate the ability to work independently
2. Identify appropriate resource
3. Take initiative
4. Take a lead in managing project or an activity through completion

BAC 101 Risk Disaster & Humanitarian Communication Page 2 of 17

I -Information and Technology Literacy

Indicator/s:
1. Access, evaluate, use of variety of relevant sources and produce materials of the same.

C -Critical Thinking

Indicator/s:
1. Identify relevant assumptions or implication
2. Evaluate arguments
3. Apply analytic thought to analyze coherent arguments
C -Communication Skills

Indicator/s:
1. Express ideas clearly in unity
2. Speak articulately
3. Use media as appropriate in order to communicate effectively

C -Creativity and Innovation

Indicator/s:
1. Demonstrate ability to work creatively and innovatively in any setting that result in a productive output

C -Collaboration and Community Engagement

Indicator/s:
1. Demonstrate responsible participation
2. Engage in meaningful activities in the academic, in the community, and beyond

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PROGRAM EDUCATIONAL OBJECTIVES (PEO):
Graduates of BA Communication are able to:
1. focus on how verbal and non-verbal messages are used to create meanings in different contexts using diverse media platforms.
It includes a broad range of subject matter ranging from the study of communication in interpersonal relationships, groups,
organizations, and cultures.
2. 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.
3. find e m p l o y m e n t as public and corporate communication/information officers, social science and communication
researchers/analysts, communication/media planners and managers, program/project development officers, public relations and
advertising practitioners, media practitioners, learning system designers, multimedia designers, and allied/related professions.

PROGRAM OUTCOMES

A. COMMON TO ALL PROGRAMS IN ALL TYPES OF SCHOOLS

The minimum standards for the BA Communication program are expressed in the following minimum set of learning outcomes:
1. The ability to engage in lifelong learning and understanding of the need to keep abreast of the developments in the specific field
of practice. (Philippine Qualifications Framework or PQF level 6 descriptor)
2. The ability to effectively communicate orally and in writing using both English and Filipino.
3. The ability t o work e f f e c t i v e l y a n d independently i n multi-disciplinary and multi-cultural teams. (PQF level 6
descriptor)
4. A recognition of professional, social, and ethical responsibility.
5. An appreciation of "Filipino historical and cultural heritage" (based on RA 7722)

B. Specific to the Bachelor of Arts in Communication Program

Graduates of BA Communication are able to:
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);
BAC 101 Risk Disaster & Humanitarian Communication Page 4 of 17
 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.

C. Common to Social Sciences and Communication

Graduates of the Social Sciences and Communication programs are able to:
1. Understand and apply social science concepts and theories to the analysis of social issues;
2. Design and execute social research using appropriate approaches and methods; and
3. Practice professional and ethical standards in the fields of social sciences and communication.
4.
D. COMMON TO A HORIZONTAL TYPE AS DEFINED IN CMO 46 S. 2012
Graduates of professional institutions demonstrate a service orientation in one’s Profession.

E. Common to a SDCA Graduate (Based on SDCA Quality of Life Formula)

The SDCA graduates have the ability to:
a. apply critical and research skills using technological relevant resources/materials;
b. engage effectively in meaningful activities in a multi-cultural society; and
c. accomplish tasks independently and creatively, and express ideas articulately.

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COURSE CODE BAC 101
COURSE TITLE Risk Disaster, & Humanitarian Communication
UNITS 3
CONTACT HOURS TBA
PRE-REQUISITE None
INSTRUCTOR TBA
TEXTBOOK Wallensteen, Peter and Anders Bjurner (eds) (2016) Regional organizations and peacemaking : challengers
to the UN? Milton Park, Abingdon, Oxon ; New York: Routledg
OTHER John Wiley & Sons, Inc., (2017).Culture and Crisis communication : Transboundary Cases from Nonwestern
SUPPLEMENTAL Perspectives Piscataway, NJ : IEEE Press ; Hoboken, New Jersey.
MATERIALS Videos and seminars
SPECIFIC COURSE INFORMATION
A. LEVEL OF COMPETENCY:
L – Facilitates learning of the competencies (input is provided and competency is evaluated)

B. COURSE DESCRIPTION

This course aims to expose students to critical and practical approaches to the management of both natural and man-made disasters. The
concept of disasters refers here to armed conflicts, geophysical events or other crises (such as famines, epidemics or rapid-onset climatic
events) with a direct impact on peoples' lives (e.g. excess mortality or morbidity, forced displacement), while disaster management
encompasses preparedness, warning, relief, recovery and reconstruction. Students will be introduced to a range of approaches to disaster
management, from development-oriented disaster preparedness and reconstruction on the one hand to emergency responses predicated on
humanitarian principles on the other hand. The course requires students to apply concepts and methods across a range of contexts and types
of crises. In so doing, the course aims to provide students with a clear understanding of the dimensions of disasters, particularly in our
country, in Asia, and the skills required to successfully interact with professional disaster management teams across a wide range of settings.
C. PRE-REQUITIES none
CO-REQUISITES
D. COURSE
CLASSIFICATION CHED Required Courses
(Required/Elective
/Selected Elective)
BAC 101 Risk Disaster & Humanitarian Communication Page 6 of 17
SPECIFIC GOALS FOR THE COURSE
PROGRAM OUTCOMES PERFORMANCE INDICATORS
By the end of four (4) years, graduates have PO1 - Efficient accessing and gathering of
the ability to: need-based, accurate, authentic, and reliable
PO1 - Define and access information information through print, broadcast,
needs; assess and organize information and and online sources, research, and other
knowledge; produce, share and utilize Investigative techniques.
information and knowledge - Skillful selection, analysis,
organization, and presentation of
PO2 - Apply communication theories / essential information in the
models, principles, practices, and tools in development and production of
development work. print broadcast and online stories.
PO2 - Skillful use of participatory
strategies in planning, implementing, and
evaluating communication programs
COURSE OUTCOMES
At the end of the semester, the students will
be able to:
1. Understand the dimensions of disaster
management, including preparedness,
relief, recovery and reconstruction .
2. Recognize and assess the relevance of
various paradigms and approaches to disaster
management. Engage with debates on
these paradigms and approaches .
3. Evaluate preparedness plans and actual
responses to specific hazards and conflict-
related issues across a range of settings

INSTITUTIONAL PLAN
TEACHING- ASSESSMENT
LEARNING CONTENT/ RESOURCES
WEEK NO. LEARNING TASKS TOOLS
OUTCOMES TOPIC NEEDED
ACTIVITIES
At the end of the lesson Video about
Understand the dimensions Dimensions of the student must be able The lesson
1 of disaster management, Disaster to: Groupings Rubrics
including preparedness, Management Wallensteen, Peter
relief, recovery and  Provide and and Anders Bjurner
reconstruction explain the (eds) (2016) Regional
dimensions of Oral quiz / organizations and
disaster recitation peacemaking :
management. challengers to the
UN? Milton Park,
Abingdon, Oxon ;
BAC 101 Risk Disaster & Humanitarian Communication Page 7 of 17
 New York: Routledg

Gadgets
 Develop a critical Integrating the  Come up with a Each group Video about
2 capacity to evaluate Four Research well prepared will The lesson
the principles and Communities: formulate
story board
practices of disaster Disasters, an outline / Wallensteen, Peter
risk reduction and prior to their
Development, respective story board Rubrics and Anders Bjurner
management
Climate Change (eds) (2016) Regional
 Develop the research project.
and Poverty organizations and
capacity to  Explain and
participate in Alleviation peacemaking :
illustrate key
debates on disaster Actual challengers to the
skills and
governance and assessments UN? Milton Park,
societal
techniques
about the Abingdon, Oxon ;
reconstruction appropriate to
presented New York: Routledg
 Identify local, research
presentation. story board
national, regional
and global levels of Gadgets
response to
disasters, focusing
on crises in Asia and
responses by Asian
countries to disasters
in the region and
elsewhere

 Gather information The impacts of Use their skills in a Investigativ

3 by using documents climate change wide range of new and e Video about
and databases, by on the risk of old media technologies journalism Rubrics The lesson
interviewing more natural in developing and field work
effectively, and by disasters,’ polishing actual Wallensteen, Peter
BAC 101 Risk Disaster & Humanitarian Communication Page 8 of 17
 getting out into the Disasters investigative techniques and Anders Bjurner
field. to come up with an (eds) (2016) Regional
accurate, fair, organizations and
comprehensive and peacemaking :
clear investigative challengers to the
documentary. UN? Milton Park,
Abingdon, Oxon ;
New York: Routledg

Gadgets
 Provide an actual  Come up with Each group Video about
4 high-level an initial will discuss The lesson
conceptual Reducing hazard document about their initial Rubrics
understanding of vulnerability their respective gathered Wallensteen, Peter
contemporary towards a research project. documents and Anders Bjurner
media practices common (eds) (2016) Regional
 Explain and
 Examine issues of approach understand fact Actual organizations and
ethics, fairness and between disaster assessments peacemaking :
about reducing
accuracy. risk reduction about the challengers to the
hazard
 Evaluate and climate vulnerability presented UN? Milton Park,
preparedness plans adaptation documents Abingdon, Oxon ;
towards a
and actual New York: Routledg
common
responses to approach Recitation /
specific hazards between disaster quiz
and conflict-related Gadgets
risk reduction
issues across a and climate
range of settings adaptation

BAC 101 Risk Disaster & Humanitarian Communication Page 9 of 17

  report / present an Disaster Risk Prelim Exam: Video about
5 investigative news in Reduction, The lesson
an accurate, fair, Resilience, Produce and present a Actual Rubrics
comprehensive and Social Capital, high-level 15 minutes assessments Wallensteen, Peter
clear manner. Adaptation and about Disaster Risk about the and Anders Bjurner
Socio- Political Reduction, presented (eds) (2016) Regional
Transformation Resilience, Social documents organizations and
Capital, Adaptation peacemaking :
Community and Socio- Political challengers to the
Resilience as a Transformation UN? Milton Park,
Metaphor, Abingdon, Oxon ;
Theory, Set of New York: Routledg
Capacities, and
Strategy for
Disaster Gadgets
Readiness

PRELIMINARY EXAMINATION

 Develop the Urban,  Explain and Actual Video about

6-7 ability/skill needed Technological, understand assessments The lesson
to Biological, and Urban, about the
discover/innovate/c Hydro Technological, presented Rubrics Wallensteen, Peter
reate, as meteorological Biological, and videos and and Anders Bjurner
demonstrated by Disasters: how Hydro power point (eds) (2016) Regional
students possessing does Governance meteorological presentatio organizations and
critical thinking make a Disasters . ns peacemaking :
skills to assess difference in challengers to the
ideas, acquiring slow and rapid Quiz / UN? Milton Park,
research skills, onset disasters? Brainstormi Abingdon, Oxon ;
synthesizing New York: Routledg
BAC 101 Risk Disaster & Humanitarian Communication Page 10 of 17
 knowledge across ng
disciplines or
applying academic Gadgets
knowledge to self-
life problems

 Demonstrate  Policy and  Produce and Actual Video about

8-9 accomplishment of advocacy present a high- assessments The lesson
discovery/innovatio Networks: the level back about the
n/creativity through humanitarian grounding piece presented Rubrics Wallensteen, Peter
producing system and about their documents and Anders Bjurner
/constructing participatory respective (eds) (2016) Regional
creative works/new frameworks for Journalistic quiz organizations and
artefacts, effective disaster documentary peacemaking :
solutions to real- governance challengers to the
life problems or  ‘The United UN? Milton Park,
new processes Nations’ Abingdon, Oxon ;
Humanitarian New York: Routledg
Pillar: Re-
focusing the
UN’s Disaster Gadgets
and Emergency
Roles and
Responsibilities

 Frameworks Midterm Exam: Actual Video about

10 - 11 Identify local, national, of Disaster assessments The lesson
regional and global levels Preparedness  Produce and about the
of response to disasters, , Mitigation, present a high- presented Wallensteen, Peter
focusing on crises in Relief, level back Rubrics and Anders Bjurner
BAC 101 Risk Disaster & Humanitarian Communication Page 11 of 17
 Asia and responses by Recovery grounding piece documents (eds) (2016) Regional
Asian countries to and about their organizations and
disasters in the region Reconstructi respective peacemaking :
and elsewhere on research challengers to the
 The Social Journalistic UN? Milton Park,
Construction documentary Abingdon, Oxon ;
of New York: Routledg
Vulnerabilit
y in Disaster
Policy: Gadgets
Mobility,
Gender,
Health,
Education

MIDTERM EXAMINATION
 To understand what is  Societal  Explain and Video about
13 the Societal Perspectives understand Societal The lesson
Perspectives on on Perspectives on Actual
overcoming overcoming overcoming assessment Rubrics Wallensteen, Peter
Vulnerability and Vulnerabilit Vulnerability and s about the and Anders Bjurner
enhancing Resilience y and enhancing presented (eds) (2016)
 To personally enhancing Resilience. documents Transmu Regional
explain the Resilience tation organizations and
advantages of  Human Quiz / Tables peacemaking :
being prepared in Security, recitation challengers to the
investigating a Community UN? Milton Park,
specific topic. Resilience, Abingdon, Oxon ;
and New York: Routledg
Decentralize
d Disaster
BAC 101 Risk Disaster & Humanitarian Communication Page 12 of 17
 Governance Gadgets
 To personally The Responses  Use their skills in
14 - 15 explain the and a wide range of Video about
advantages of Responsibilities new and old Investigati Rubrics The lesson
being prepared in of Ageing media ve
investigating a Societies during technologies in journalism Wallensteen, Peter
specific topic. Disasters developing and field work and Anders Bjurner
 Gather information polishing an (eds) (2016)
by using How do Societies actual Regional
documents and adapt and investigative organizations and
databases, by transform in the techniques to peacemaking :
interviewing more face of disaster come up with an challengers to the
effectively, and by crisis events? accurate, fair, UN? Milton Park,
getting out into the comprehensive Abingdon, Oxon ;
field. and clear New York: Routledg
investigative
documentary.
Gadgets
 report / present an Final Exam: Actual Video about
16 - 17 investigative news Integratio assessment The lesson
in an accurate, fair, n Project  Produce and s about the Rubrics
comprehensive and present a high- presented Wallensteen, Peter
clear manner. level 30 minutes documents and Anders Bjurner
Investigative (eds) (2016)
Journalistic Regional
documentary organizations and
peacemaking :
challengers to the
UN? Milton Park,
Abingdon, Oxon ;
New York: Routledg
BAC 101 Risk Disaster & Humanitarian Communication Page 13 of 17
 Gadgets
FINAL EXAMINATION

COURSE REQUIREMENTS
1. Periodic Examinations: (Preliminary, Midterm, and Final)
All Documentation whether print or video will be tie up to the Community Extension Services office of SDCA.

1.1. For Prelims

Case studies.
Students will be assigned to teams and required to discuss and solve cases. The tasks will be completed within class time.
Students will have to use all the resources, readings, theories, concepts, and other materials presented in the course. Students will
have to submit individual reflective feedback and comments on the exercises
.

1.2. For Mid Terms and Finals

The exercise will extend over the largest part of class time throughout the semester. It will consist of several phases including
group presentations on disaster preparedness, real time decisions in response to impending or unfolding disaster scenarios, debriefing
and evaluation.

Students will be assigned to teams and required to complete series of tasks. The tasks will be completed within class time.
Students will have to use all the resources, readings, theories, concepts, and other materials presented in the course. Students will
have to submit individual reflective feedback and comments on the exercises.

2. Class Standing
a. Seatwork
b. Recitation
c. Assignment
d. Quizzes/ Long Test
e. OBE Related Output ( Portfolio of major activities in Number Theory)
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Grading System

For a student to pass the course, one should get a grade of 75% in his/her final grade, which is computed from the following:

A. TERM GRADE

Class Standing 60%

Recitation /Assignments/ 20%
Seatwork
Quizzes/ Long Test 20%
Oral Presentation of Paper/ 20%
Projects/ OBE Related Output

Periodic Examination 40%

100%
B. SEMESTRAL GRADE

The Semestral Grade is obtained by getting the sum of the 33% of the Prelim Grade (PG), 33% of Midterm Grade (MG), and
34% of the Final Grade (FG) for the course.
SG = (PG x 0.33) + (MG x 0.33) + (FG x 0.34)

Classroom Policies

On Attendance.
All students are expected to attend their class regularly to be entitled to credit units in the course in which they enrolled.
A student who incurs more than the maximum allowable absences, i.e. 20% of the required school days, shall be reported/referred to
the Program Chair, who shall determine whether or not the student should be given a failing grade and given no credit for the course or
subject, for reasons considered valid and acceptable to the school. In a case the student is allowed to continue, he shall be held
responsible in keeping up with lessons and assignments and taking examinations when applicable.

BAC 101 Risk Disaster & Humanitarian Communication Page 15 of 17

 Authorized absences (with medical certificate / prior approval) entitle a student for special quizzes and special exams for missed
class.

On Google Classroom
Every student must be enrolled in the Google Classroom assigned for the course.
Students should do the entire assigned task posted in the Google Classroom most specially during the time that the classes are
suspended due to bad weather condition or the professor’s not available for an actual discussion.
Submission of class requirements like videos, ppt’s, photos, documents, and alike must be submitted thru Google Classroom.

On ID/ Uniform
Students should always wear their ID inside the campus.
Student should be in prescribed uniform. Where civilian or alternative clothing is applied, permission must be sought from the SPS.

On Cleanliness/ Others
Students should help in the maintenance of cleanliness and orderliness inside the classroom.
Electronic gadgets or materials (cellular phone, MP3, laptops, etc.) not related to learning and without prior approval from
instructors are not allowed to be used while in class.

BAC 101 Risk Disaster & Humanitarian Communication Page 16 of 17

Prepared by: / Date: Endorsed by: / Date: Approved by: / Date

ROMEO P. GONZALVO JR.

Faculty Member
Reviewed by: / Date:

DR. MARY NELLIE T. ROA DR. NILDA W. BALSICAS

Dean Vice President for Academics
JERICA V. DIONEDA and Research
SASE Librarian

ROMEO P. GONZALVO JR.

Program Chair

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