Outcomes-Based Teaching Resource Assessment

Desired Learning Assessment Task TIME

Course Content/Topics and Learning Activities Materials Tool
Outcomes

Recall rules they have to Orientation to the course Student Activitv: Class Student Handbook Homework that requires students to Oral 1 hr
follow discussion: What rules do you pay close attention to school and Recitation
find constricting? What rules? community rules experienced in
daily life. Evaluate these rules.

Explain why they have to Mini Lecture: Why rules are Class recitation after mini-lecture on
follow rules important to social beings importance of rules, for teacher to
find out if students recall and
understand the nature of rules and
why they are important
Differentiate between moral Difference between moral Student Activity: Class List of Basketball Quiz #1 to test first and second Quiz 1 hr
and non-moral standards and non-moral standards discussion – When do you rules topics.
say it is a moral experience? Textbook Question/s: Cite two to three
Handout differences between moral and non-
Lecture: Difference between moral standards, one of which
moral and non-moral should be the most important.
standards
Recognize and recall a What are moral dilemmas? Student Activity: Rachel, James, Group Discussion: Student Rubrics for 1 hr
moral experience For individual dilemmas: “What is dilemmas in cases submitted by group
Case discussion on students’ Morality?” Chapter classmates discussion
moral dilemmas 1 in the Elements
of Moral
Philosophy, 1-15
ETHICS
 Outcomes-Based Teaching Resource Assessment Task Assessment
Desired Learning TIME
Course Content/Topics and Learning Activities Materials Tool
Outcomes

Detect a moral dilemma The three levels of moral For Organizational dilemma: 4th ed. New York: Alternatively. The teacher could Rubrics for 2 hrs
dilemmas: Medical and business ethics McGraw-Hill give two of these dilemmas (all case
A. Individual case. e.g. Pharmaceutical College, 2004. personal and age appropriate) in a analysis
B. Organizational (i.e. Industry case – Dr. X goes to written exercise where students
Identify the three levels of Business, Medical, and the United States three times Palma-Angeles, identify and write the dilemmas.
moral dilemmas Public Sector); and a year for free Antonette and And then discuss results with writers
C. Structural (i.e. Network Rowena Azada- of the dilemma.
of institutions and For Structural dilemmas: Palacios. Medicine Page
operative theoretical Expensive medicines in the Prices. Price
paradigms, e.g. Philippines Controls and the
universal health care ) Philippine
Lecture: Pharmaceutical
A. What are moral Insudtry. Makati:
dilemmas? Examples Ateneo Graduate
of dilemmas School of Business,
B. The three levels of 2011.
dilemmas
News Clips:
Current Events

Cases Written by
students
 Outcomes-Based Teaching Resource Assessment Task Assessment
Desired Learning Tool TIME
Course Content/Topics and Learning Activities Materials
Outcomes

Explain why only human Freedom as foundation for Viewing of video clip: A Clockwork Class discussion to bring out Rubrics for 1 hr
beings can be ethical moral acts Demonstrating unlimited Orange, Directed reactions and insights on the video reflection
freedom or the absence of by Stanley clip, zeroing in, on why freedom is
freedom Kubrick. Burbank, crucial to the ethical I experience.
CA: I Warner Bros,
Lecture: Freedom as 1971. Reflection
foundation of ethics
Video Clip
Handouts
Articulate what culture What is culture? How does Student Activity: Cultural Artifacts Class discussion to elicit students' Graphic 2 hrs
means it define our moral Class Discussion: How do Handouts understanding of the cultural Organizer
behavior? you think your community Textbook embedded ness of their behavior.
influences your behavior? Pictures
Dyadic Discussion Questions
Attribute sides of personal What are the characteristics for Dyadic
behavior to culture of facets of personal behavior Discussions
to culture?
Recognize differences in Cultural relativism: Two Cases: Differences in Cases about Quiz #2: Question/s: Explain the Rubrics for 3 hrs
moral behavior of different Definition, advantages of practices cultural differences position in ethics called cultural Minute
cultures recognizing the differences relativism. Discuss its strengths and Paper
and the dangers of the Rachels, James. weaknesses.
Appreciate the differences position “The Challenge of
Lecture: Why can’t all Cultural Minute Paper
Evaluate the strengths and cultural practices be always Relativism." Chap.
weaknesses of cultural correct? 2 in The Elements
relativism of Moral Graphic Organizer
Philosophy, 16-31.
4th ed. New York:
McGraw-Hill .
College, 2004.
PRELIM 1 hr

Outcomes-Based Teaching Resource Assessment Task Assessment

Desired Learning TIME
Course Content/Topics and Learning Activities Materials Tool
Outcomes

Analyze crucial qualities of The Filipino Way Viewing of video clip on the Elemia, Camille. At the end of this sections, the Rubrics for 2 hrs
the Filipino moral identity Filipino way "Political Dynasties students will submit an essay Essay
in their own moral in PH." 9News wherein they narrate a personal
experiences Philippines, October experience, analyze how problems
1,2012.
were rooted in Filipino qualities,
https://youtu.be/FXY
Student Activity: Class K4fKlk1M.
and, from hindsight, recommend
discussion: Description of Licuanan, Patricia et how they would have done things
highlights of Filipino Culture at "A Moral differently.
Recovery Program:
Lecture; Strengths and Building a
Evaluate elements that need weaknesses of the Filipino PeopleBuilding Written Work Questions
to be changed moral character Nation." In Values in for written
Philippine Culture work
and Education:
Philippine
Philosophical
Studies I, edited by
 Manuel B. Dy Jr.

Outcomes-Based Teaching Resource Assessment

Desired Learning Assessment Task TIME
Course Content/Topics and Learning Activities Materials Tool
Outcomes

31-48. Washington,
DC: The Council
for Research in
Values and
Philosophy, 1994.
Palma-Angeles,
Antonette.
"Cultural Drivers
of Corruption in
Business and
Governance." In
Business Ethics in
Asia: Issues and
Cases, edited by
Oscar G. Bulaong
Jr., Ike Janita
Dewi, and J.
Sedfrey Santiago,
20-36. Quezon
City: _L Ateneo de
Manila University
Press, 2014.
Identify universal values Universal Values Lecture: Why are there Rachel, James, Written exercise on two scenarios Rubrics for 1 hr
universal values? “The Challenge of highlighting, written
 A. Respect for human life. exercise

Outcomes-Based Teaching Resource Assessment

Desired Learning Assessment Task TIME
Course Content/Topics and Learning Activities Materials Tool
Outcomes

Explain why universal Cultural And Rubrics for 1 hr

values are necessary for Relativism." Chap. B. Truth-telling. Students discuss the written
human survival 2 in The • Elements possible results of upholding or not exercise
of Moral upholding the two values.
Philosophy, 16-31.
4th ed. New York:
McGraw-Hili
College, 2004.
Recall defining moments in How is moral character Study Activity: At the end of Animation or At the end of the class, hold Rubrics for 2 hrs
their moral formation developed? the class discussion bring out presentation on discussion and presentations, oral
students' understanding of circularity of acts analyzing the lives of Nelson presentation
contributory elements to their and character. Mandela and Adolf Hitler.
moral character
Character studies
Explain the relationship Use of Graphics: Circularity of Nelson Mandela
between individual acts and of relationship of individual and Adolf Hitler.
character acts and moral character (Will provide.)*

Lecture: Moral character

disposition; how it is
developed
 Outcomes-Based Teaching Resource Assessment
Desired Learning Assessment Task TIME
Course Content/Topics and Learning Activities Materials Tool
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Identify and articulate each Stages of moral Lecture: The six stages of Three cases/stories Quiz#3 Question/s: What are the six Questions 2 hrs
stage of moral development development moral development on moral stages of moral development? for written
development Briefly explain each stage. test

Check their personal Student Activity: Kohlberg, Group Presentation: Three Rubrics for
growth, and the three other Draw a chart of their life’s Lawrence, Essays cases/stories featuring moral agents group
cases, against the stages of journey using Manila paper on Moral at different stages, Groups identify presentation
development or PowerPoint to show Development Vol. the stages of the agents in each of
incipient moments in their 1 of The the three cases and justify their
lives and where they are now Philosophy of answer.
in their moral development. Moral
Development:
Group Discussion: Moral Stages and
Identifying stages in chosen the Idea of Justice,
stories San Francisco, CA:
Harper & Row,
1981
Recall immediate responses Reason and impartiality as Illustrate feelings as News clips to Class comments and critiques on the Rubrics for 2 hrs
to moral dilemmas requirements for ethics instinctive response via a illustrate feelings responses in the role-playing role playing
from the news as instinctive activity. activity
response, (Will
Differentiate responses Student Activity: Students provide.)
based on reason and those are given three situations – Rachels, James,
based on feelings from medical ethics, end – "What is
of0tlife involving a dying Morality?" Chap, 1
parent; payment of in The Elements of
 facilitation fee to a customs Moral Philosophy,

Outcomes-Based Teaching Resource Assessment

Desired Learning Assessment Task TIME
Course Content/Topics and Learning Activities Materials Tool
Outcomes

officer by a finance 1-15, 4th ed, New

employee; and form ethics in York: McGraw-
government, the use of an Hill College, 2004.
official car to bring one’s
daughter to school every day
– a re asked to role-play three
moral experiences

Moral agents in these three

situations respond
emotionally and/or rationally

Lecture: What is reason?

What is impartiality?

Capture and analyze their, Feelings and reason: Class Discussion: Personal Cases Role –play three cases, highlighting Rubrics for 1 hr
feelings in I personal moral Upsurge of feelings is experiences and feelings Textbooks in one case an emotional response, role-playing
experiences natural and what we do with attached to these and in the other a rational response.
them is what makes us
ethical or unethical Lecture:
A. Feelings –
importance, origin and
disadvantages
B. Reason and
Impartiality
MIDTERM 1 hr

Outcomes-Based Teaching Resource Assessment

Desired Learning Assessment Task TIME
Course Content/Topics and Learning Activities Materials Tool
Outcomes

Compare reasonable and The ethical requirement of Student Activity: Cases The class critiques the behavior and Rubrics for 1 hr
emotional responses reason and impartiality Group discussion: Stories Clips from news responses of agents in the three class
from news clips highlighting cases critique
emotional and rational
responses
Check the real-life cases The 7-step moral reasoning Lecture: The 7-step model Cases Group Cases Analysis #1: Using the Rubrics for 1 hr
against the 7-step model, a model 7-step model on the business ethics case
model that uses reason and Student Activity: Rae, Scott B., and case called the Star Employee analysis
impartiality Class discussion: Using the Kenman L Wong. "A
model to solve a case Model for Moral
Decision Making."
Chap. 16 in Beyond
Integrity: A
JudeoChristian
Approach to Business
Ethics. Grand Rapids,
MI: Zondervan, 1996.
Que, Nemesio S., S.J.
"Notes on Moral
Deliberation. '
Introduction to course
notes for PH104:
Foundations of Moral
Value. Ateneo de
Manila University
 Outcomes-Based Teaching Resource Assessment
Desired Learning Assessment Task TIME
Course Content/Topics and Learning Activities Materials Tool
Outcomes

Differentiate knowing and The difference between Lecture: Reason and Will Werhane, Patricia Individual reflection sessions in Rubrics for 2 hrs
actually executing a good reason and will Imagination and class on a most recent personal personal
moral decision Management dilemma: How did I decide and what reflection
Decision Making. did I actually do during my most
Judge their own moral Student Activity: Case New York: Oxford important moral experience in the
behavior in terms of discussion highlighting that University Press, past year?
planning and execution in a good rational moral 1999.
important moral decision is not always Case Discussion and analysis on Rubrics for
experiences executed, and then analyze moral decision case
why discussion
and analysis
Explain the role of mental Moral theories and mental Lecture: Moral theories as Textbooks Reflection paper: What is the bigger Rubrics for 2 hrs
frames in moral experiences frames and why they are frames of moral experiences context in which I make my reflection
important individual decisions?

Classify the dominant Written Work Questions

mental frames for written
work
Articulate what virtue ethics Aristotle and St Thomas Lecture: Case on virtue Group discussion using the Questions 2 hrs
is ethics Aristotelian (mean between two for 10-item
A. Aristotle Textbooks extremes) and Thomistic quiz
B. St. Thomas perspectives on gay marriage

Class Discussion on St 10-item Quiz

Thomas and the natural law
 Outcomes-Based Teaching Resource Assessment
Desired Learning Assessment Task TIME
Course Content/Topics and Learning Activities Materials Tool
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Critique virtue ethics Group Discussion: Critique Aristotle. Books I- Group Discussion and Presentation: Rubrics for 1 hr
Virtue Ethics II in the Critique Virtue Ethics/Critique Critique
Nicomachean Paper Paper
Ethics. Translated
by Martin Oswald.
Make use of virtue ethics Student Activity: Students Position Paper Rubrics for 2hrs
will interview parents and Position
church leaders about Paper
positions on contentious
social issues e.g. gay
marriage, divorce, etc.

PREFINAL 1 hr
Understand and articulate Kant and Rights Lecture: Case on rights: Written Quiz Questions 1 hr
the rights theory A. Kant and rights Informed consent: for written
theorists Right of the Dying quiz
B. What is Legal is not and the rights of
always Moral the Family.

Differentiate a legal from a Movie Analysis Movies: Analysis in class of a case Rubrics for 2 hrs
moral right? Me Before You highlighting why the option taken by case
The Choice the agent may be legal but not analysis
moral.

Rubrics for 1 hr
Critique virtue ethics Movie Analysis Analysis of the important characters’ case
decisions involved in the movie analysis
 Outcomes-Based Teaching Resource Assessment
Desired Learning Assessment Task TIME
Course Content/Topics and Learning Activities Materials Tool
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Articulate what is Utilitarianism Lecture: Utilitarianism Cases on Individual Case Analysis #1: The Rubrics for 1 hr
utilitarianism Utilitarianism Marcopper and the Boac River case case
Magazines analysis

Critique utilitarianism Student Activity: Cases Oral Presentation of Case Analysis Rubrics for 30 min
Analysis Oral
e.g. Ford’s Problems with Presentation
Pinto of Case
Analysis

Make use of utilitarianism Utilitarian Ethics Framework Graphic Organizer Rubrics for 30 min
Activity Graphic
Organizer
Articulate what justice and Justice and Fairness Lecture: Justice and Fairness Case on justice and Group Case Analysis #2, using the Rubrics for 30 min
fairness are fairness. Mayor Duterte case: Whose case
Mandated topics: Taxation Rawls, John. "A interests? analysis
Theory of Justice:
In Reason at Work:
Introductory
Critique justice and fairness Critique justice and fairness Minute Paper Rubrics for 30 min
in the Philippines minute
paper
Make use of justice and Student Activity – Discussion
fairness and Debate: Social Housing – Debate Rubrics for 30 min
Who should pay for the cost? Debate
Who should carry the burden
of taxation?
Who should benefit from
taxes?
 Outcomes-Based Teaching Resource Assessment
Desired Learning Assessment Task TIME
Course Content/Topics and Learning Activities Materials Tool
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Identify the important moral Globalization and its ethical Viewing of video clip on Knicker, Nicole. Written Work Questions 1 hr
challenges of globalization challenges facets of globalization: "McDonald's: for written
Ethical challenges for Winning at Global work
business that works in a Marketing
globalized world; and what Strategies." Global
standards do workers follow? E Brands,
September 15,
Class Discussion: the Moral 2013.
Challenges of Globalization http://globalebrans.com/mcd
onaldswinning-at-
globalmarketingstrategies
Compare responses to Millenials and filinnials: Viewing of video clip on Journals Written Work Questions 1 hr
shared moral dilemmas of Ethical challenges and fillinials. Textbooks Minute Paper for Written
baby boomers and responses work and
millennials Class Discussion minute
Qualities of Fillinnials paper
State the qualities of the Ethics and Religion
fillinnials Religion in a Globalized Graphic Organizer Rubrics for 1 hr
world Essay Graphic
Organizer
Construct a plan for coping Student Activity Essay and
with the challenges of Class Discussion: Individual Case Analysis #2: How Case 30 min
globalization A. What are the issues do I respond to the challenges of analysis
that cause moral globalization and the differences of
Differentiate ethics from friction between mindsets caused by differing
religion Millennial/Fillinnials generational relations to technology
and their parents? and social media?
Appreciate the role of B. How should we
religion in a globalized resolve the friction?
world Who is right?
FINAL 1 hr
Course Code : SCGE 8 Ethics
Course : BEED
Course Title : Ethics
Placement : First Semester AY 2019-2020
Credit Unit : 3 units
Term : Class Schedule 8:30 – 10:00 AM TTH/8:00 – 9:00 AM MWF
Instructor : MELLO JANE G. DEDOSIN, LPT

I. VISION AND MISSION

VISION
The zenith educational institution that produces top-tier graduates to reign supreme in the global arena.

MISSION STATEMENT
Southland College is committed to enlightening the enterprising minds and molding the hearts of individuals as beacons of success in all aspects of their life and
career in the midst of a metamorphic world.

IDEAL SOUTHLAND COLLEGE GRADUATE

1. Demonstrate the necessary competence and training in the specific field of practice in order to help sustain the local, regional and global economic and social development.
2. Observes with highest sense of professionalism and appropriate ethical, economic, social, cultural and environmental considerations in the practice of his/her profession
3. Produces the necessary innovations in his or her profession to improve delivery of service and quality of outputs.
4. Developed a good interpersonal relationship with people of different cultures and backgrounds.
5. Good command of English as a second language.
6. Can make right decision using critical thinking and analysis

II. GOALS AND OBJECTIVES

1. To constantly review, change, and improve the curriculum that is outcomes – based education to ensure the effectiveness of the college’s program in preparing the students
for successful careers.
2. To maintain s complement, qualified faculty that possesses current technical and professional knowledge to students.
3. To develop the students’ written and verbal skills as well as analytical and technical skills prior to graduation.
 4. To provide facilities that support educational programs and enable students develop profession specific skills.
5. To engage and maintain a staff that takes care of the students and meets their educational goals and objectives.
6. To attract qualified students of diverse backgrounds.
7. To provide collegiate academic atmosphere that encourage open exchange of ideas.
8. To engage faculty and students in research that serves to improve teaching and learning.
9. To develop programs and activities that provide community service aligned with college’s mission.
10. To submit the college to accreditation and assessment to see if it meets the minimum standards set by CHED and other accrediting agencies.

III. SECSA VISION AND MISSION

VISION

To be recognized inside the college as an active department assisting students toward greater achievement in their chosen field.

MISSION

Southland College School of Engineering, Computer Studies and Architecture students aim to provide service to the students by conducting quality research and activities
relative to engineering, computer studies and architecture, and disseminating and preserving technical knowledge.

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 discusses the context and
principles of ethical behavior in modern society at the level of individual, society, and in interaction with the environment and other shared resources.
The 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).

IV. PROGRAM OUTCOUMES (adopted from CMO No. 74 s. 2017)

1. Articulate and discuss the latest development in the specific field of practice.
2. Effectively communicate orally and in writing using English, Filipino, mother tongue language, and an appropriate Foreign Language required by the
industry.
3. Work effectively and independently in multi-disciplinary and multi-cultural teams.
4. Act in recognition on professional, social, and ethical responsibility.
 5. Preserve and promote “ Filipino historical and cultural heritage” (based on RA no. 7722)

COURSE OBJECTIVES:
At the end of the course, the students must be able to:
1. Differentiate between moral and non-moral problems
2. Describe what a moral experience is as it happens in different levels of human existence
3. Explain the influence of Filipino culture on the way students look at moral experiences and solve moral dilemmas
4. Describe the elements of moral development and moral experience
5. Use ethical frameworks or principles to analyze moral experiences
6. Make sound ethical judgments based on principles, facts, and the stakeholders affected
7. Develop sensitivity to the common good
8. Understand and internalize the principles of ethical behavior in modem society at the level of the person, society, and in interaction with the environment and other
shared resources.

V. GRADING SYSTEM:
Major Exam 40%
Class Participation 20%
Quizzes 20%
ORLE 20%
Total 100%
VI. COURSE REQUIREMENTS:

a. Attendance and Class Participation, quizzes, assignments and outputs

b. Major Examinations. Students who were not able to take the final exams will be given project papers or compilation.
c. Research work - this is an exercise that requires students to think and analyze certain issues discussed in class.
d. ORLE will be composed of projects, attendance and other activities

VII. CLASSROOM STANDARD

1. There will be no side conversations

2. Late will enter quietly and take on their assigned seats
3. Extreme tardiness (e.g., more than 15 minutes late) will not allow to enter the class
4. No drinks or food in the classroom
5. The instructor has the right to ask anyone to leave the classroom if he/she engages in distracting behavior, which includes side conversations, inappropriate
responses to the instructor or fellow students, showing off, making signals on the other side of the classroom, sleeping, texting, and the like.
VIII. REFERENCES:

Web Pages:

Association for Practical and Professional Ethics:http://php.indiana.edu/~appe

Australian Institute for Computer Ethics: http://www.businessit.bf.rmit.edu.au/aice/index.html
Centre for Computing and Social Responsibility: http://www.ccsr.cse.dmu.ac.uk/index.html
Donald Gotterbarn’s “Ethics Articles” Page: http://www-cs.etsu.edu/gotterbarn/articles.htm
Electronic Privacy Information Centre: http://www.epic.org
ISWORLD Pages on Computer Ethics: http://cyberethics.cbi.msstate.edu
ISWORLD Pages on Professional Ethics: http://www.is.cityu.edu.hk/Research/Resources/isworld/ethics/index.htm
Security, Viruses and Hoaxes: http://www.ccsr.cse.dmu.ac.uk/resources/privacy/virus.html

Book(s):
Agapay, Ramon B., Ethics and the Filipino, Mandaluyong, National Bookstore, 2008