MARIANO MARCOS STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION SYLLABUS IN EDUC 146 – THE TEACHING PROFESSION Document Code CTE-BSED-SYL-EDUC 146 Revision No. Effectivity Date 1 Page 1 of 17 August 12, 2020 VISION OF THE UNIVERSITY A premier Philippine university by 2028. MISSION OF THE UNIVERSITY To develop virtuous human capital and sustainable innovations in a knowledge-driven global economy. CORE VALUES Knowledge – Upholding knowledge as empowerment, we aim to develop intelligent individuals who can make informed decisions. Inclusivity – We support and encourage diversity and collaboration, engaging in programs that promote growth and development for all sectors of society. Professionalism – Reared in a merit-based environment, we commit ourselves to the highest standards of ethics and professionalism. Spirituality and Social Responsibility – We are committed to providing holistic development that inculcates love and service to God, humanity and the environment. INSTITUTIONAL OUTCOMES Anchored on the university’s Vision, Mission, and Core Values, the Mariano Marcos State University institutional learning outcomes are qualities that MMSU graduates must possess. MMSU graduates should be able to: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. GRADUATE ATTRIBUTES Demonstrate adequate knowledge, skills, and attitudes to be effectively integrated into a knowledge-driven global economy; Maintain a high degree of ethics, professionalism, discipline and accountability; Communicate effectively and articulate ideas through various modalities and in diverse contexts; Commit themselves to lifelong learning and personal development to achieve excellence; Analyze problems and issues critically, and develop ideas and innovative solutions to respond to the needs of local, national and global communities; Display spiritual values through respect for and service to God, humanity, and country; Practice social and environmental responsibility; Collaborate with and maintain harmonious relationships with others; Respect multicultural diversity; Engage in activities that promote growth and empowerment for all sectors of society; Make informed, intelligent, fair and equitable decisions; and Show appreciation for and contribute to the development and preservation of cultural heritage. Anchored on the university’s Vision, Mission, and Core Values, MMSU graduates must be: 1. 2. 3. 4. 5. globally competent; professional; effective communicator; lifelong learner; innovative; Disclaimer: Reproduction of this document is allowed subject to compliance to the Documented Information Procedure established by MMSU. MARIANO MARCOS STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION SYLLABUS IN EDUC 146 – THE TEACHING PROFESSION COLLEGE GOALS Revision No. Effectivity Date 1 Page 2 of 17 August 12, 2020 spiritual; socially responsible; collaborative; respectful to diversity; empowered; critical thinker; and culturally responsive 1. 2. 3. 4. Provide quality professional preparation for teachers in the basic education levels. Offer adequate instruction in the elementary, secondary, and collegiate levels. Undertake research and extension on relevant areas to improve the quality of higher education in particular and the quality of life in general. Conduct continuing education and training of teachers and allied clients through the various programs of the Center for Teaching Excellence and Graduate Education Program. Develop innovative materials for instruction and training. The Bachelor of Secondary Education Graduates must a. b. c. d. e. f. g. h. i. j. k. COURSE OUTCOMES CTE-BSED-SYL-EDUC 146 6. 7. 8. 9. 10. 11. 12. 5. PROGRAM OUTCOMES Document Code Demonstrate knowledge, skills, attitude, values and in-depth understanding of the diversity of learners in various learning areas for a knowledge-driven global economy. Manifest meaningful and comprehensive pedagogical content knowledge (PCK) on the different subject areas. Utilize appropriate assessment and evaluation tools to measure learning outcomes. Manifest excellent communication skills through various modalities, higher order thinking skills and appropriate use of technology in various contexts to accelerate learning and teaching. Demonstrate positive attitudes of a model teacher with high degree of ethical values, professionalism and accountability both as an individual and professional development. Manifest a desire to commit themselves to lifelong learning through personal and professional development. Demonstrate the ability to analyze problems and issues critically, and develop ideas and innovate solutions to Exhibit spiritual values through respect for and service to God, country and humanity. Demonstrate social and environmental responsibility in and out of the school and in the community. Practice collaboration and maintain harmonious relationships with others in the pursuit of academic excellence, research and community development. Create opportunities for the appreciation and preservation of cultural change. At the end of the semester, the students must have: [1] demonstrate understanding of the philosophical, historical, legal, socio-cultural and political factors that influence teaching and its development as a profession; Disclaimer: Reproduction of this document is allowed subject to compliance to the Documented Information Procedure established by MMSU. MARIANO MARCOS STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION SYLLABUS IN EDUC 146 – THE TEACHING PROFESSION Document Code CTE-BSED-SYL-EDUC 146 Revision No. Effectivity Date 1 Page 3 of 17 August 12, 2020 [2] articulate a personal philosophy of teaching that is learner-centered; [3] demonstrate understanding of existing laws and related jurisprudence governing professional ethics, professional rights, privileges, and responsibilities; [4] manifest dignity in the teaching profession through caring attitude, respect, and integrity in teaching; [5] formulate a plan to realize professional development goals based on the Philippine Professional Standards for Teachers. COURSE SYLLABUS COURSE CODE EDUC. 146 COURSE TITLE The Teaching Profession CREDIT UNITS 3 COURSE PREREQUISITE None COURSE DESCRIPTION This course deals with the understanding of the roles of teacher as a person and as a professional within the context of national and global teachers’ standards, educational philosophies and legal bases. It includes knowledge of core values that uphold the dignity of the teaching profession, discussion of the code of ethics for professional teachers, and awareness and understanding of existing laws and jurisprudence governing professional rights privileges and responsibilities, and teachers’ roles in the society as transformative agents of change. CONTENT OUTLINE AND TIMEFRAME TIME FRAME COURSE CONTENT /SUBJECT MATTER 6 hours Unit 1 – Nature of Teaching and Teacher Roles A. What is teaching? B. The Roles of a Teacher 1. As a Person 2. As a Professional 3. As a Community Leader and Social Advocate 4. As a Model of Character 5. As an Expert C. Challenges in Teaching 1. Multicultural classrooms Disclaimer: Reproduction of this document is allowed subject to compliance to the Documented Information Procedure established by MMSU. MARIANO MARCOS STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION SYLLABUS IN EDUC 146 – THE TEACHING PROFESSION 12 hours 8 hours 12 hours Document Code CTE-BSED-SYL-EDUC 146 Revision No. Effectivity Date 1 Page 4 of 17 August 12, 2020 2. Learner-centered teaching 3. Multi-grade classes 4. ICT integration 5. Brain-based education 6. Multiple intelligences 7. Children with special needs D. UNESCO’s 4 Pillars of Education UNIT II - Philosophy of Education and Personal Philosophy of Teaching A. Philosophical Foundations of Education 1. Major Philosophies of Education 2. Other Educational Philosophies B. Principles and Philosophy of Philippine Education C. Personal Philosophy of Teaching 1.Importance of a personal philosophy of teaching Unit 3 - Teacher as a Person in Society A. Morality and the Foundational Moral Principle B. Teachers as Persons of Good Moral Character C.. Value Formation 1. Cognitive, affective and psychomotor dimensions 2. Training the Intellect and Will 3. Max Scheler’s Hierarchy of Values D. Teaching as Vocation, Mission and Profession MIDTERM EXAMINATION Unit 4 – The Teacher as a Professional A.The Professionalization of Teaching 1. Decree Professionalizing Teaching (PD 1006) 2. The Philippine Teachers’ Professionalization Act (RA 7836) 3. Amendments to certain Sections of R.A. 7836 (RA 9293) B. Professional Ethics 1..Code of Conduct for Professional Teachers 1.1 The Preamble and Article I 1.2 Relationship with Secondary and Tertiary Stakeholders 1.3 Relationship with the Internal Stakeholders 1.4 His/Her Person, Profession and Business Disclaimer: Reproduction of this document is allowed subject to compliance to the Documented Information Procedure established by MMSU. MARIANO MARCOS STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION SYLLABUS IN EDUC 146 – THE TEACHING PROFESSION Document Code CTE-BSED-SYL-EDUC 146 Revision No. Effectivity Date 1 Page 5 of 17 August 12, 2020 C. Teachers’ Rights and Privileges of Teachers in the Philippines 1. 1987 Philippine Constitution 2. RA 4670 - The Magna Carta for Public School Teachers 3. House Bill 8384 – Expanded Magna Carta for Public School Teachers 4. Commonwealth Act No. 578 8 hours 6 hours Unit 5 – Other Laws Relevant to the Teaching Profession A. R.A. 6728 - Government Assistance to Students and Teachers in Private Education Act B. R.A. 8545 - Expanded Government Assistance to Students and Teachers in Private Education Act C. RA 7877 – Anti Sexual Harassment Act of 1995 D. RA 9262 – Anti Violence Against Women and their Children Act of 2004 E. RA 10157 – The Kindergarten Education Act F. R.A. 10533 – Enhanced Basic Education Act of 2013 G. R.A. 10931 – Universal Access to Quality Tertiary Education Act Unit 6 – Professionalism and Transformative Education A. The 21st Century Teacher 1.. Ways of thinking 2. Ways of working 3. Tools for working 4. Skills for living in the world B. Transformative Education C. Qualifications Frameworks 1. ASEAN Qualifications Framework (AQRF) 2. Philippine Qualifications Framework (PQF) D. The Philippine Professional Standards for Teachers (PPST) 1 Development and characteristics 2. Salient features and components 2.1.Career Stages 2.2 Domains 2.3 Strands 2.4 Indicators FINAL EXAMINATION LEARNING PLAN: Disclaimer: Reproduction of this document is allowed subject to compliance to the Documented Information Procedure established by MMSU. MARIANO MARCOS STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION SYLLABUS IN EDUC 146 – THE TEACHING PROFESSION Desired Learning Outcomes (DLO) Course Content/ Subject Matter Teaching and Learning Activities (TLAS) At the end of the unit, the students must have: Unit 1 – Nature of Teaching and Teacher Roles Online (Asynchronous) Modules 1. defined what teaching is; 2. described the various roles of a teacher; 3. identified the different challenges of teaching; and 4. differentiated UNESCO’s 4 Pillars of Teaching. A. What is teaching? B. The Roles of a Teacher 1. As a Person 2. As a Professional 3. As a Community Leader and Social Advocate 4. As a Model of Character 5. As an Expert C. Challenges in Teaching 1. Multicultural classrooms 2. ICT integration 3. Multiple intelligences 4. Children with special needs D. UNESCO’s 4 Pillars of Education Suggested Activities: Document Code CTE-BSED-SYL-EDUC 146 Revision No. Effectivity Date 1 Page 6 of 17 August 12, 2020 Assessment Tasks (ATS) Paper and pencil test Written Outputs Concept mapping on images or symbols related to “professional teacher” Resource Materials Time Table Values Inferred Online Module Power Point Presentation Internet Readings MVLe/ Messenger/ G-mail 6 hours Commitment Competence Credibility Dedication Dignity Efficiency Integrity Leadership Professionalism Responsibility Online Module Power Point Presentation Internet Readings MVLe/ Messenger/ G-mail 12 hours Accountability Commitment Devotion Dignity Excellence Passion Purpose Result-oriented Wisdom Journal Writing on the definition of teaching An acrostic reflecting the various roles of a teacher Own Oath of Commitment for the challenges of teaching Reflective Writing on UNESCO’s 4 Pillars of Teaching At the end of the unit, the students must have: 1. discussed the philosophical foundations of the present educational system; 2. made connections between philosophy, education and the teaching profession; and UNIT II - Philosophy of Education and Personal Philosophy of Teaching A. Philosophical Foundations of Education 1. Major Philosophies of Education 2. Other Educational Philosophies B. Principles and Philosophy of Philippine Education Online (Asynchronous) Modules Pre-test/Post Test Graphic Organizer Suggested Activities: Graphic Organizer on the major and other educational philosophies. Research work on other educational philosophies Situational analysin on the practiced educational philosophies Reflective Writing/ Situational Analysis Disclaimer: Reproduction of this document is allowed subject to compliance to the Documented Information Procedure established by MMSU. MARIANO MARCOS STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION SYLLABUS IN EDUC 146 – THE TEACHING PROFESSION 3. formulated and expressed a personal, learner-centered philosophy of teaching. C. Personal Philosophy of Teaching 1.Importance of a personal philosophy of teaching Reflective Writing on own personal philosophy of teaching At the end of the unit, the students must have: Unit 3 – Teacher as a Person in Society Online (Asynchronous) Modules A. Morality and the Foundational Moral Principle 1. explained between mission; the difference vocation and 2. manifest a caring attitude, respect, integrity and dignity in teaching B. Teachers as Persons of Good Moral Character C. Value Formation 1. Cognitive, affective and psychomotor dimensions 2. Training the Intellect and Will 3. Max Scheler’s Hierarchy of Values 4. Values Hierarchy Document Code CTE-BSED-SYL-EDUC 146 Revision No. Effectivity Date 1 Page 7 of 17 August 12, 2020 Pre-test/Post Test Suggested Activities: Graphic Organizer on the meaning of morality Reflective Writing on morality, value formation and teaching as vocation, mission and profession. Written and uploaded a vlog manifesting the right values and attitudes of a teacher Reflective Writing and Research work on teacher’s vocation, mission and profession Online Module Power point Presentation Internet Readings MVLe/ Messenger/ G-mail Youtube 8 hours Respect Integrity Dignity Commitment Dedication Online Module Power point Presentation Internet Readings MVLe/ Messenger/ G-mail 12 hours Accountability Commitment Dignity D. Teaching as Vocation, Mission and Profession MIDTERM Examination – Face to Face ( 1 hour) 1 hour At the end of the unit, the students must have: 1. discussed the various laws governing teacher rights, privileges, welfare and responsibilities and reflect on how they apply in real life. Unit 4 – The Teacher as a Professional Pre-test/Post test A. The Professionalization of Teaching 1. Decree Professionalizing Teaching (PD 1006) 2. The Philippine Teachers’ Professionalization Act (RA 7836) 3. Amendments to certain Sections of R.A. 7836 (RA 9293) Online (Asynchronous) Modules B. Professional Ethics 1. Code of Conduct for Professional Situational analysis on the rights and privileges Suggested Activities: Graphic Organizer characteristics of a teacher Situational analysis/ case studies on the professional Disclaimer: Reproduction of this document is allowed subject to compliance to the Documented Information Procedure established by MMSU. MARIANO MARCOS STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION SYLLABUS IN EDUC 146 – THE TEACHING PROFESSION Teachers 2. Code of Conduct for Public Officials and Employees (RA 6713) 1.1 The Preamble and Article I 1.2 Relationship with Secondary and Tertiary Stakeholders 1.3 Relationship with the Internal Stakeholders 1.4 His/Her Person, Profession and Business Document Code CTE-BSED-SYL-EDUC 146 Revision No. Effectivity Date 1 Page 8 of 17 August 12, 2020 Reflective Writing on personal experiences, observations or insights on the implementation of laws pertaining to the professionalization of teachers. C. Teachers’ Rights and Privileges of Teachers in the Philippines 1. 1987 Philippine Constitution 2. RA 4670 - The Magna Carta for Public School Teachers 3. House Bill 8384 – Expanded Magna Carta for Public School Teachers 4. Commonwealth Act No. 578 At the end of the unit, the students must have: 1. discussed the details and provisions of laws significant to the teaching profession and how they apply to the teaching profession Unit 5 – Other Laws Relevant to the Teaching Profession A. R.A. 6728 - Government Assistance to Students and Teachers in Private Education Act B. R.A. 8545 - Expanded Government Assistance to Students and Teachers in Private Education Act C. RA 7877 – Anti Sexual Harassment Act of 1995 Facilitated discussion and socialized recitation on laws relevant to teachers and the teaching profession. Pre-test/Post test Group reporting or panel discussion of the laws relevant to teachers and the teaching profession. Interview guide Reflective Writing Online Module Power point Presentation Internet Readings MVLe/ Messenger/ G-mail 8 hours Accountability Commitment Dignity Visit the nearest police station and conduct an interview on cases filed on violence against women and children. Invite a resource person/expert. A resource person from the Gender and Development office and from the Disclaimer: Reproduction of this document is allowed subject to compliance to the Documented Information Procedure established by MMSU. MARIANO MARCOS STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION SYLLABUS IN EDUC 146 – THE TEACHING PROFESSION D. RA 9262 – Anti Violence Against Women and their Children Act of 2004 E. RA 10157 – The Kindergarten Education Act F. R.A. 10533 – Enhanced Basic Education Act of 2013 G. R.A. 10931 – Universal Access to Quality Tertiary Education Act At the end of the unit, the students must have: 1. described the evolution of competencies and standards in response to changing societal demands on the teaching profession B. Transformative Education 2. set plans for personal growth and professional development based on the Philippine Professional Standards for Teachers (PPST). C. Qualifications Frameworks 1. ASEAN Qualifications Framework (AQRF) 2. Philippine Qualifications Framework (PQF) D. The Philippine Professional Standards for Teachers (PPST) 1. Development and characteristics 2. Salient features and components - Career Stages - Domains - Strands - Indicators CTE-BSED-SYL-EDUC 146 Revision No. Effectivity Date 1 Page 9 of 17 August 12, 2020 Philippine National Police may be invited to discuss on specific laws like RA 7877, RA 9262 and RA 9710. Unit 6 – Professionalism and Transformative Education A. The 21st Century Teacher 1. Ways of thinking 2. Ways of working 3. Tools for working 4. Skills for living in the world Document Code Pre-test/Post test Online (Asynchronous) Modules Blog Situational Analysis Suggested Activities: Worksheets Think, pair and share. Think about of the qualities of your favorite teacher. Share to your classmate the influence he/she gave in your life. A blog on what should a 21st Century Teacher possess Pre-test/Post test Graphic Organizer Reflective Writing Online Module Power point Presentation Internet Readings MVLe/ Messenger/ G-mail 6 hours Dedication Commitment Excellence Passion Purpose Document analysis worksheets. Facilitated analysis of the NCBTS and D.O. 42, s. 2017-National Adoption and Implementation of the Philippine Professional Standards for Teachers. Video presentation. The explainer video on PPST may be downloaded from https://www.youtube.com/watch?v= Disclaimer: Reproduction of this document is allowed subject to compliance to the Documented Information Procedure established by MMSU. MARIANO MARCOS STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION SYLLABUS IN EDUC 146 – THE TEACHING PROFESSION Document Code CTE-BSED-SYL-EDUC 146 Revision No. Effectivity Date 1 Page 10 of 17 August 12, 2020 aA5cD474aIU&t=37s and presented to the class. A graphic organizer detailing the information needed in Chapter 6 FINAL EXAMINATION – Face to face (1 hour) TEXTBOOKS/ REFERENCES Bauzon, Prisciliano T. (2012). Handbook in Legal Bases of Education 2e. National Book Store, Inc., Mandaluyong City, Philippines. Bilbao, P.P. Corpuz, B.B., Llagas, A.T., & Salandanan, G.G. (2015). The Teaching Profession. Lorimar Publishing Inc., Quezon City, Philippines. De Belen, Rustico T. (2011). Education Laws and Jurisprudence: A Developmental Perspective. C & E Publishing. Duka, Cecilio D. (2009) The Law and the Teaching Profession in the Philippines. C & E Publishing Inc. Pawilem, G.T. (2016). Teaching Profession: Passion and Mission. Rex Book Store., Sampalok, Manila. Patangan, M. A. (2020, August 10). Retrieved from https://www.slideshare.net/mjpatangan/teaching-as-your-vocation-mission-and-professionPila, R.A., Quendangan, M.M., Doctolero, P.L. (2013). The Teaching Profession in the Philippines. Anvil Publishing Nolledo, Jose N. (1995). The 1982 Education Act of the Philippines: Annotated. National Book Store, Inc. Mandaluyong City, Philippines. Republic Act No. 6713 – Code of Conduct for Public Officials and Employees CMO No. 52, s. 2007 – Addendum to CMO 30, s. 2004 (NCBTS) DepEd Order No. 42, s. 2017 – National Adoption and Implementation of the Philippine Professional Standards for Teachers (PPST) Teacher Education Council (2017). Philippine Professional Standards for Teachers. Teacher Education Council, Department of Education. De Leon, Hector S. & De Leon, Hector Jr. M. (2014) Textbook on the Philippine Constitution, 17e. Rex Bookstore, Inc., Quezon City Philippines Ornstein, Allan C. (2016). Foundation of education 13th ed, Cengage Learning Ozmon, Howard. (2012). Philosophical Foundations of Education. Pearson. Supplementary readings: Beatty, J. E., Leigh, J. S. A., & Dean, K. L. (2008). Philosophy Rediscovered. Journal of Management Education, 33(1), 99–114.doi:10.1177/1052562907310557. Available online at sci-hub.tw/10.1177/1052562907310557 Haave, N. 2014. Developing students’ learning philosophies. The Teaching Professor, 28(4): 1 & 4. Available online at https://www.facultyfocus.com/articles/philosophy-ofteaching/six-questions-wi teaching-philosophy-focus/ Sample template for writing personal philosophy is available at : http://www.qu.edu.qa/static_file/qu/offices%20and%20departments/OFID%20office/Documents/Online%20Training/19-An_example_template_of_teaching_philosophy.pdf Brubacher, John S. (1978). Modern Philosophies of Education. New York: McGraw – Hill Book Co. Holmes. (2015). Creative education handbook: Vol. 5. CLANRYE INTERNATIONAL. Orteza, Evelina M. (2001). Philosophy of Education: A Collection of Essay. Rex Book Store, Inc. Custodio, Lourdes J. (2003) Philosophy of Education and Values. UST Publishing House. Tehie, Janice B. (2007). Historical foundations of education: Bridges from the ancient world to the present. Pearson/Merrill Prentice Hall Publications. https://www.officialgazette.gov.ph www.deped.gov.ph Disclaimer: Reproduction of this document is allowed subject to compliance to the Documented Information Procedure established by MMSU. MARIANO MARCOS STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION SYLLABUS IN EDUC 146 – THE TEACHING PROFESSION Document Code CTE-BSED-SYL-EDUC 146 Revision No. Effectivity Date 1 Page 11 of 17 August 12, 2020 https://lawphil.net https://www.merriam-webster.com/dictionary COURSE REQUIREMENTS Major Exams Summative quizzes Per unit outputs as specified in the assessment End of course learning log (reflective journal) and portfolio (compilation of outputs) from each unit 1. COURSE POLICIES 2. 3. 4. 5. PERFORMANCE STANDARD (ASSESSMENT CRITERIA) Class Standing Major Outputs Midterm Examination Final Examination = 25% = 30% = 20% = 25% ____ Total 100% Students are required to read all assigned material prior to class and be prepared to discuss them and apply them to problem solving situations presented in class. In this course you are encouraged to discuss problems with your peers and to seek help from others in understanding the topic. Material submitted for grading should be the synthesis of your own ideas and the input (lectures) you have received. Instances discovered of UNFAIR ADVANTAGE being taken of any other individual or group will result in a loss of grade substance. All academic work submitted by students, written or otherwise, is expected to be the result of their own independent thought and research. In cases where students submit work professing to be their own, but uses the ideas, organization, wording or anything else from another source without the appropriate acknowledgment, then the student(s) is/are guilty of plagiarism. Students may discuss assignments among themselves or with a professor or tutor, but the actual work/report/result to be submitted should be done completely solely by the student. In cases where a student's report or assignment involves research in outside sources or information, the student must carefully acknowledge exactly what, where and how he/she has utilized the sources or information. Cheating during examinations is a big no-no! Students caught cheating in any form will have their papers confiscated and will be sent out of the examination room and not allowed to retake the exam anymore. Make up policy: Students who are unavoidably absent from an examination (long exams or major exams) or recitation must submit an excuse letter duly signed by any of his/her parents before he/she can take the missed examination. If the cause of the absence is illness, then the student must present a medical certificate. Quizzes and exercises missed because of valid absences will be prorated. CONSULTATION PERIOD FACULTY-IN-CHARGE PREPARED BY: RECOMMEND APPROVAL: IMELDA l. NAJORDA & the EDUC 146 GROUP OF CTE ROSABEL L. ACOSTA Chair, Secondary Education Department APPROVED: ELIZA T. SAMSON Dean PRIMA FE R. FRANCO Vice President for Academic Affairs Disclaimer: Reproduction of this document is allowed subject to compliance to the Documented Information Procedure established by MMSU.
