University of Nueva Caceres
COLLEGE OF ARTS AND SCIENCES
J. Hernandez Avenue, Naga City
Tel. No. +63-054-472-6100 local 119
UNIVERSITY OF NUEVA CACERES
VISION
STATEMENT
MISSION
STATEMENT
Guided by the school motto “Non-Scholae Sed Vitae” (not for school but for life, we learn) and attuned
to the demands of a dynamic global environment, we commit to quality and excellent education for all.
We transform the youth into entrepreneurial, productive, morally upright, and socially responsible
professionals for a fair, humane, and progressive society.
Our mission is for the University of Nueva Caceres to be the leading advocate of academic excellence,
research, extension, and innovative technology for sustainable development. Thus, the university
creates a nurturing academic environment and provides equal opportunities to transform students
into empowered leaders, competent professionals, and proactive entrepreneurs who are cognizant of
our rich cultural heritage.
The University of Nueva Caceres aims to:
Uphold moral uprightness and social responsibility in the practice of the profession contributing to
the development of a just, humane and progressive society.
UNIVERSITY
OBJECTIVES
Nurture employees and graduates' professional competence, creativity and sense of dynamism
towards global citizenship.
Culture conditions that promote the continuous development of both employees and graduates of the
university.
1.
2.
3.
CORE VALUES
4.
5.
GRADUATES
ATTRIBUTES
We champion excellence. ​We consistently strive for excellence in everything we do.
We nurture dreams. ​We passionately guide and inspire our students to leverage their
potentials and aspire for better lives.
We do the right things right. ​We uphold integrity in everything we do. We hold ourselves to
high standards for accountability and character. We do things right.
We are dynamic and creative. ​We anticipate the forces of change. We explore possibilities with
intent and purpose.
We respect each other and work as a team. ​We collaboratively maximize our talents and
capabilities. We hold each other in high regard and passionately realize our shared purpose,
priorities and promises.
Ex​ - Excellence Driven
C​ - Culturally- Rooted with Multi-Cultural Understanding
Collaborative
Creative and Critical Thinker
Compleat Leader (Compleat means Accomplished, Masterful, Great)
E​ - Effective Communicator
Ethically and Socially Responsible
L​ - Life-Long Learner
COLLEGE OF ARTS AND SCIENCES
VISION
STATEMENT
The college of Arts and Sciences is a dynamic and proactive provider of foundation courses that will
develop academicians, researchers and responsible leaders and citizens through quality education.
1
MISSION
STATEMENT
VALUES
The college acts as catalyst of development in the pursuit
of quality education across the humanities, the arts and the sciences.
Competence. ​Stakeholder’s development of expertise-based autonomy and accountability
Collaboration. ​Stakeholder’s development of professional leadership in specialized industry or
multi-disciplinary fields
Creativity. ​Stakeholder’s development of advanced research skills and innovativeness
Citizenship. ​Stakeholder’s ​development of the sense of care for individuals, dynamism and national
pride
GENERAL
EDUCATION
OBJECTIVES
SPECIFIC
OBJECTIVES
K1. Analyze texts (written, visual and oral ) critically;
V2. Interpret the human experience from various perspectives; and
S6. Manage one’s knowledge, skills, and values for responsible and productive living.
1.
2.
3.
Analyze the historical context and cultural influences of the different literary periods.
Conduct and present research into the literature, cultures, and legacies of the different
literary periods.
Share the significant values from literary pieces from each literary period and their
relevance to life and course.
COURSE INFORMATION
Program
Term, School Year
Course Code
Course Title
Course Description
Course Outcomes
Faculty In-Charge
Contact Information
Consultation Hours
General Education
2​nd​ Semester, SY 2020-2021
1024| Lit 2 7ca
Great Books/World Literature
This is a course that offers the great masterpieces of literature from all over the world in
its respective era.
At the end of this course, you should be able to experience and acquire:
1. Critical Thinking. Creative thinking, innovation, inquiry, and analysis, evaluation, and
synthesis of information;
2. Communication Skills. Effective development, interpretation, and expression of ideas
through written, oral and visual communication;
3. Social Responsibility. Intercultural competence, knowledge of civic responsibility, and
the ability to engage effectively in regional, national, and global communities; and
4. Personal Responsibility. The ability to connect choices, actions, and consequences to
ethical decision-making. (Copied from the module)
Daisy Castañeda-Senosin
Email:​ daisy.senosin@unc.edu.ph
​ Mobile Phone:​ 09461440165
Wednesday - 1-5pm
Mode of Delivery
This course will be delivered remotely which means that there will be a combination of generally
asynchronous (on- demand but time bound tasks UNC LMS, Facebook Messenger) and strategically planned
synchronous sessions (live online meetings thru ZOOM/Google Meet).
For flexi-kit users, you can submit your outputs to the College of Arts and Sciences department for
me to pick-up or you can submit your outputs directly to my email address.
The College of Arts and Sciences uses the Blackboard as a learning management system. This means
that all instructions, study guides, learning materials, discussion forums, and assignment submissions will be
done through the said platform. All course announcements or updates will be posted in the Blackboard, so
please check our course site regularly.
2
A regular once a week synchronous session with you, mainly for consultations, clarifications, and
monitoring purposes will be conducted. This will be conducted via Zoom/Google Meet following the schedule
below:
Section
Day
Tuesday
Time
2:00-3:30
Google Meet Details
Meeting
ID:https://zoom.us/j/95959631965?pwd
=SG5QVXJ3b1RLckphaTZuMjB0K2pOZz0
9
Password:
In a face-to-face mode of delivery, we meet during class hours at an assigned room. That has changed
in a remote set up. Instead of meeting every week at a pre-assigned time and place, a large portion of your
work will involve independent study tasks. This means you will need to pace yourself, direct your own
learning experience, be disciplined in managing your time, and target to complete assignments on or before
the due date.
Every week, I designed a Study Guide which provides details on how you should engage with the core
topic and whether this will be supported by a live meeting via Zoom. The lesson/topic for each week is
designed following the UNC outcome-based education delivery format. You must view these study guides at
the start of the week to give you clarity of what lies ahead and what is expected of you during the week.
COURSE EVALUATION CRITERIA
Requirements
Discussion/Participation (LMS/SYNC)
Weight (%)
30%
Outcomes Assessed
CO 1
Reading Journal (printed)
35%
CO 2
Assessments
35%
CO 3
Numerical Grade
1.0
Interpretation
Excellent
96% - 98%
1.25
Very Superior
93% - 95%
1.50
Superior
90% - 92%
1.75
Very Good
87% - 89%
2.0
Good
84% - 86%
2.25
Very Satisfactory
81% - 83%
2.50
Satisfactory
78% - 80%
2.75
Fair
75% - 77%
3.0
Pass
(Note: can be quizzes, assignments,
projects and reports)
TOTAL
GRADING SYSTEM
Range
99% - 100%
3
74 and below
ASSESSMENT TOOLS
Rubric for Essay/Writing Task
Criteria
Excellent (5 points)
Content
It covers all the topics
in-depth, with details and
examples. The knowledge
of the topic is excellent
Originality
The written document
shows great originality. The
ideas are creative and witty.
Grammar, Usage,
& Mechanics
No grammatical errors
noted.
(Filipino is also
allowed in Phil.Lit. This
is only applicable in
pure English Literature
class.)
5.0
Fail
Above
Average (4
points)
It includes
basic
knowledge
about the
topic. The
content
seems to be
good.
The written
document
shows
certain
originality. It
shows the
use of new
ideas and of
shrewdness.
1
grammatical
error.
Average (3
points)
Below
Average
(2points)
The content
includes minor
details and has
several
mistakes in
the facts.
Poor/Needs
Improvement
(1 point)
The content is
not at all
related to the
subject matter.
The writer
uses ideas
from other
people
(quoting
them), but
there is little
evidence of
original ideas.
2-3
grammatical
errors.
The writer
uses ideas
from other
people
without
quoting them.
An exact
duplicate copy
of a piece
(copy/paste)
from another
entity.
Plagiarism is
highly evident.
4-6
grammatical
errors. Use of
Filipino
language
and/or local
dialect
evident, even
if the
statement can
be expressed
in English.
More than 7
grammatical
errors. Use of
Filipino
language
and/or local
dialect
evident, even
if the
statement can
be expressed
in English.
Several (3-4)
and different
examples or
situations
cited to
provide
variety in
the paper.
Most of the
quality of the
article and
focus were
excellent.
One or two
different
examples or
situations
cited to
provide
variety to the
paper.
The quality of
the article is
not very good
but the overall
focus was
excellent.
2 days late
Little effort
made to
provide
variety to the
paper.
No effort made
to provide
variety to the
paper.
The quality of
the article and
the focus are
not very good.
Bad quality of
article and
focus.
3 days late
4 days late and
over
It includes
essential
information
about the
topic but has
1-2 mistakes
in the facts.
*Consideration is given
here for Phil. Lit. The
students will
automatically get 5 in
this criterion.
Interest
Various examples or
situations cited regarding
the readings, providing
variety in the paper.
Clarity
The overall quality of the
article and focus were
excellent.
Timeliness
Submitted on or before the
deadline set.
1 day late
4
COURSE SCHEDULE
Week/Date
Topics/
POs & COs
Orientation
Teaching & Learning Activities
Asynchronous
Synchronous
Reading of course guide
Setting of expectations
Self-introduction via LMS
Week 0
Week 1
Introduction
Literature
Week 2
to
Assigned reading
materials via link
Discussion of the guide
questions
Classical Period
Assigned reading
materials via link
Discussion of the guide
questions and the Reading
Journal
Week 3
Medieval Period
Assigned reading
materials via link
Discussion on the
difficulties encountered in
the task
Week 4
Renaissance Period
Assigned reading
materials
Discussion of the activity
and the guide questions
Week 5
Enlightenment
Period
Assigned reading
materials
Discussion of the guide
questions; Discussion on
the difficulties encountered
Week 6
Romantic
Assigned reading
materials
Discussion of the guide
questions; Discussion on
the difficulties encountered
Week 7
Victorian
Assigned reading
materials
Discussion of the guide
questions
Week 8
Modern
Assigned reading
materials
Discussion of the guide
questions
Week 9
Contemporary
Period
Assigned reading
materials
Discussion of the guide
questions
Expected Output
Reflection Paper
Sample Literary
Analysis
Reading Journal
using a matrix
(Students will be
writing based from
their readings per
week to find
connection to the
theme and the
readings they
have,)
Submission of half
of the journal at
least 4 entries.
Submission of the
completed Reading
Journal
OTHER COURSE POLICIES
General Requirements
As a student of the course, you are expected to perform the following:
1. Thoroughly read and submit all course requirements by the due dates.
2. Communicate with the faculty via LMS, email or mobile phone number.
3. Check the LMS regularly.
Feedback Mechanism
For Flexikit users, feedback will be given through Facebook messenger, while for Flexitech users, feedback will
be given via the LMS.
5
Written Works: Accuracy and Attribution
All work submitted to the instructor for a grade in the class must be ​typed or word-processed​, following the
format recommended by the APA (American Psychological Association) citation guidelines (6th Edition). The faculty
will adhere to all university policies regarding the originality of work, examination protocols and behavior, and
grading practices. Students are expected to be familiar with them. Individual and group work submitted by students
must be original. Using other works ​not properly referenced​, especially long passages, may result in a grade reduction
or other appropriate actions as required by the severity of the situation, including reporting the infraction to the Dean.
Accurate and complete referencing will avoid any and all problems in this regard. If you use a reference from the
Internet, the complete URL is required in your bibliography per APA citation standards (6th Edition).
Keeping Second Copies of Your Work
Students should retain second copies of all material submitted to the faculty. All written work submitted to the
LMS must contain the student’s name.
Course and Faculty Evaluation by Students
Students will be provided with an opportunity to evaluate the course and the faculty, as well as relevant
materials and activities used in the course delivery. Student feedback is welcome any time. The best avenue is LMS,
email, faculty or Dean mobile phone number.
Prepared by:
Daisy Castañeda-Senosin, MA. Ed.
Assistant Professor IV
Recommending Approval:
Romeo S. Layones, MAT Math
Head, General Education
Approved:
Kenjie E. Jimenea, MPA
Dean, College of Arts and Sciences
6
Study Guide 1: Introduction to Literature
Week/Date: Week 1
Checklist for Week 1
Done?
Learning Tasks
Study Guide 0
LT 1: Assigned Readings
LT 2: Discussion
LT 3: Sync Session
Estimated Duration
0.5 hour
3.0 hours
1.0 hour
1.5 hour
Target Date of
Completion
January 31
Intended Learning Outcomes
By the end of Week 1, you should be able to:
1. Review the nature of literature;
2. Express and recognize the purpose of literature; and
3. Analyze the significance of the different genres of literature.
Learning Task 1
READ: Go to the LMS and Watch the PPP
Learning Task 2
Go to the LMS and answer DISCUSSION #1
DISCUSSION #1
What type or genre of literature do you read? Show the cover of the book and tell us
why you like or love it.
Learning Task 3
SYNC SESSION: Sharing of Thoughts on the Topic
Time & Date:
Meeting ID:
Password:
Reference
My notes
7
Study Guide 2: Classical Period
Week/Date: Week 2
Checklist for Week 2
Done?
Learning Tasks
Study Guide 0
LT 1: Assigned Readings
LT 2: Discussion/Reading
Journal
LT 3: Sync Session
Estimated Duration
Target Date of
Completion
0.5 hour
3.0 hours
1.5 hour
1.5 hour
February 6
Intended Learning Outcomes
By the end of Week 2, you should be able to:
1. Analyze the historical context and cultural influences of the different literary
periods.
2. Conduct and present research into the literature, cultures, and legacies of the
different literary periods.
3. Share the significant values from literary pieces from each literary period and their
relevance to life. and course.
Learning Task 1
READ: Go to this link
https://www.shmoop.com/literature-glossary/classical-period.html
The Oresteia (Aeschylus|Crim)
Education System in India (Eng)
Learning Task 2
Go to the LMS and answer Reading Journal Matrix
(Note: for those who are using modules, you can just do this in word and submit to my email
address.)
LITERARY
PERIODS
*Description
of the Period
Notable
Authors/Wor
ks
Assigned
Readings
Analysis &
Reflection
Relevance of
the readings
to your
field/course
Note: *Description of the Period- It’s a Unique description that differentiates from the other literary
period.
8
Learning Task 3
SYNC SESSION: Sharing of Thoughts on the Topic
Time & Date:
Meeting ID:
Password:
Reference
https://www.shmoop.com/literature-glossary/medieval-period.html
Study Guide 3: Medieval Period
Week/Date: Week 3
Checklist for Week 3
Done?
Learning Tasks
Estimated Duration
Study Guide 0
LT 1: Assigned Readings
LT 2: Discussion/Reading
Journal
LT 3: Sync Session
Target Date of
Completion
0.5 hour
3.0 hours
1.5 hour
1.5 hour
February 13
Intended Learning Outcomes
By the end of Week 3, you should be able to:
1. Analyze the historical context and cultural influences of the different literary
periods.
2. Conduct and present research into the literature, cultures, and legacies of the
different literary periods.
3. Share the significant values from literary pieces from each literary period and their
relevance to life. and course.
Learning Task 1
READ: Go to this link
https://www.shmoop.com/literature-glossary/medieval-period.html
Canterbury Tales (Geoffrey Chaucer): The Man of Law’s Tale (Crim)
The Indian contribution in the field of Science/Engineering (Eng)
Learning Task 2
Go to the LMS and answer Reading Journal Matrix
Learning Task 3
SYNC SESSION: Presentation and discussion
Time & Date:
Meeting ID:
Password:
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Study Guide 4: Renaissance Period
Week/Date: Week 4
Checklist for Week 4
Done?
Learning Tasks
Estimated Duration
Study Guide 0
LT 1: Assigned Readings
LT 2: Discussion/Reading
Journal
LT 3: Sync Session
Target Date of
Completion
0.5 hour
3.0 hours
1.5 hour
1.5 hour
February 20
Intended Learning Outcomes
By the end of Week 4, you should be able to:
1. Analyze the historical context and cultural influences of the different literary
periods.
2. Conduct and present research into the literature, cultures, and legacies of the
different literary periods.
3. Share the significant values from literary pieces from each literary period and their
relevance to life. and course.
Learning Task 1
READ: Go to this link
https://www.shmoop.com//literature-glossary/renaissance.html
Dr. Faustus -Christopher Marlowe (Crim)
Insights from Mahabharata (Eng)
Learning Task 2
Go to the LMS and answer Reading Journal Matrix
Learning Task 3
SYNC SESSION: Presentation and sharing of the Topic
Time & Date:
Meeting ID:
Password:
Study Guide 5: Enlightenment Period
Week/Date: Week 5
Checklist for Week 5
Done?
Learning Tasks
Study Guide 0
LT 1: Assigned Readings
Estimated Duration
0.5 hour
3.0 hours
10
Target Date of
Completion
LT 2: Discussion/Reading
Journal
LT 3: Sync Session
1.5 hour
1.5 hour
February 28
Intended Learning Outcomes
By the end of Week 5, you should be able to:
1. Analyze the historical context and cultural influences of the different literary
periods.
2. Conduct and present research into the literature, cultures, and legacies of the
different literary periods.
3. Share the significant values from literary pieces from each literary period and their
relevance to life. and course.
Learning Task 1
READ:
https://www.shmoop.com/literature-glossary/enlightenment.html
Kidnapped - Robert Louis Stevenson (Crim)
The Vedas: An Overview (Eng)
Learning Task 2
Go to the LMS and answer Reading Journal Matrix
Learning Task 3
SYNC SESSION: Discussion and presentation of outputs
Time & Date:
Meeting ID:
Password:
Study Guide 6: Romantic Period
Week/Date: Week 6
Checklist for Week 6
Done?
Learning Tasks
Study Guide 0
LT 1: Assigned Readings
LT 2: Discussion/Reading
Journal
LT 3: Sync Session
Estimated Duration
Target Date of
Completion
0.5 hour
3.0 hours
1.5 hour
1.5 hour
Intended Learning Outcomes
By the end of Week 6, you should be able to:
11
March 6
1. Analyze the historical context and cultural influences of the different literary
periods.
2. Conduct and present research into the literature, cultures, and legacies of the
different literary periods.
3. Share the significant values from literary pieces from each literary period and their
relevance to life. and course.
Learning Task 1
READ:
https://www.shmoop.com//literature-glossary/romanticism.html
Stockholm Syndrome: The True Story of the Hostages Loyal to their Captor (Crim)
Hinduism: One God, Many Forms (Eng)
Learning Task 2
Go to the LMS and answer Reading Journal Matrix
Learning Task 3
SYNC SESSION: Discussions
Time & Date:
Meeting ID:
Password:
Study Guide 7: Victorian Period
Week/Date: Week 7
Checklist for Week 7
Done?
Learning Tasks
Study Guide 0
LT 1: Assigned Readings
LT 2: Discussion
LT 3: Sync Session
Estimated Duration
0.5 hour
3.0 hours
1.0 hour
1.5 hour
Target Date of
Completion
March 13
Intended Learning Outcomes
By the end of Week 7, you should be able to:
1. Analyze the historical context and cultural influences of the different literary
periods.
2. Conduct and present research into the literature, cultures, and legacies of the
different literary periods.
3. Share the significant values from literary pieces from each literary period and their
relevance to life. and course.
Learning Task 1
READ:
12
https://www.shmoop.com/literature-glossary/victorian-era.html
Crime and Punishment - Fyodor Dostoevsky (Crim)
Bhagavad Gita --The Handbook for Human Life (Eng)
Learning Task 2
Go to the LMS and answer Reading Journal Matrix
Learning Task 3
SYNC SESSION: Discussion
Time & Date:
Meeting ID:
Password:
Study Guide 8: Modern Period
Week/Date: Week 8
Checklist for Week 8
Done?
Learning Tasks
Estimated Duration
Study Guide 0
LT 1: Assigned Readings
LT 2: Discussion
LT 3: Sync Session
0.5 hour
3.0 hours
1.5 hour
1.5 hour
Target Date of
Completion
March 20
Intended Learning Outcomes
By the end of Week 8, you should be able to:
1. Analyze the historical context and cultural influences of the different literary
periods.
2. Conduct and present research into the literature, cultures, and legacies of the
different literary periods.
3. Share the significant values from literary pieces from each literary period and their
relevance to life. and course.
Learning Task 1
READ: ​https://www.shmoop.com//literature-glossary/modernism.html
Dry September -William Faulkner (Crim)
Examples of Karma Yoga in Modern India (Eng)
Learning Task 2
Go to the LMS and answer Reading Journal Matrix
Learning Task 3
SYNC SESSION: Discussion
Time & Date:
Meeting ID:
Password:
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Study Guide 9: Contemporary Period
Week/Date: Week 9
Checklist for Week 9
Done?
Learning Tasks
Estimated Duration
Study Guide 0
LT 1: Assigned Readings
LT 2: Discussion/Reading
Journal
LT 3: Sync Session
Target Date of
Completion
0.5 hour
3.0 hours
1.5 hour
1.5 hour
March 27
Intended Learning Outcomes
By the end of Week 9, you should be able to:
1. Analyze the historical context and cultural influences of the different literary
periods.
2. Conduct and present research into the literature, cultures, and legacies of the
different literary periods.
3. Share the significant values from literary pieces from each literary period and their
relevance to life. and course.
Learning Task 1
https://www.shmoop.com/literature-glossary/postmodernism.html
Taken (Movie) (Crim)
Chanakya’s Guidelines for Successful Life (Eng)
Learning Task 2
Go to the LMS and answer Reading Journal Matrix
Learning Task 3
SYNC SESSION: Discussion of the Activity
Time & Date:
Meeting ID:
Password:
_______________________________________
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ADDENDUM
SUGGESTED CONTEXTUALIZED READINGS FOR CRIMINOLOGY
Theme: Handling Hostage-Taking Situations
This contextualized reading in Criminology aims to examine literary texts about crime,
punishment and justice from different situations/context and literary periods. Criminology
students will read literary texts that may clarify their learning on the causes of crime,
purposes of punishment and its kinds and the meaning of justice.
At the end of the semester, the students will be able to:
1. Deepen the understanding about the different aspects of culture and heritage in the
different periods;
2. Analyze, synthesize and interpret the readings;
3. Recognize the influence of individual differences (such as race, gender, culture, etc.)
in the interpretation and understanding of the readings.
The Oresteia - Aeschylus
Crime and Punishment - Fyodor Dostoevsky (bibliomania.com/2/-/frameset.html)
Things Fall Apart - Chinua Achebe*
Woman at Point Zero
Death and the Maiden - Ariel Dorfman
Rustico and Alibech (Decameron)
Lorna Doone - Richard Blackmore*
Kidnapped - Robert Louis Stevenson- Novel or Movie
The Merchant of Venice - William Shakespeare* (probably taken in High School)
These are the Days - Fritz Purdum
Dry September -William Faulkner
Stockholm Syndrome: The True Story of the Hostages Loyal to their Captor
(​http://www.google.com/amp/s/www.history.com/.amp/news/stockholm-syndrome​)
Taken (Movie)*
Dr. Faustus - Christopher Marlowe
References/Texts (Optional) -These can be read online.
Aeschylus. (1998). The Oresteia. New York: Hackett Publishing.
Dostoevsky, Fyodor. (1992). Crime and Punishment. Trans. Pevear and Volokhonsky. New York:
Vintage Books.
Achebe, Chinua. (1994). Things Fall Apart. New York: Anchor Books. El Saadawi, Nadal. (2007).
Woman at Point Zero. Trans. Sherif Hatata. New York: Zed Books.
Dorfman, Ariel. (1994). Death and the Maiden. New York: Penguin Plays.
Cruz, Delos Reyes, Ondevilla, Palencia et.al. (2010). Treasury of World Literature (3rd Ed.)
Mandaluyong: Book ATBP Publishing Corporation.
https://www.shmoop.com/literature
bibliomania.com/2/-/frameset.html.
15
SUGGESTED CONTEXTUALIZED READINGS FOR ENGINEERING
Themes:
Note: I prepared for the mixed programs for CE, EE, ECE and ME.
I decided to focus on Indian Literature for the contextualized reading for engineering since
India has a significant contribution to the field of engineering in general. The students will
also include the 8 literary periods in the study guides giving attention to Indian Literature.
The discussion will include the Indian contribution to science and literature, educational
system and about life as well.
At the end of the semester, the students will be able to:
1. Learn and get an overview on Indian contribution to the world in the field of science and
literature, and to know the concept of Indian education system;
2. Aware of the important concepts of Vedas and their relevance to daily life.
3. Familiarize themselves with the inspirational characters from the story or literary texts.
Education System in India
The Indian contribution in the field of Science/Engineering
https://www.thebetterindia.com/63119/ancient-india-science-technology/#:~:text=Ancie
nt%20India%20was%20a%20land,modern%20laboratories%20were%20set%20up​.
Insights from Mahabharata
https://www.indiatoday.in/lifestyle/culture/story/mahabharata-epic-narrative-life-lesson
s-way-of-living-lifest-972070-2017-04-18
India’s Scientific System for Personality Refinement
The Vedas: An Overview
Hinduism: One God, Many Forms
Bhagavad Gita --The Handbook for Human Life
Examples of Karma Yoga in Modern India
Chanakya’s Guidelines for Successful Life
Addendum: (unrelated to Indian Literature)
The Theory of Everything (Film)
Engineering the ABC’s: How Engineers Shape our World - Patty O’Brien Novak
The Mythical Man-Month (and Other Essays on Software Engineering) - Frederick P. Brooks, Jr.
(Note: Students can read these works for personal enjoyment.)
References
Cruz, Delos Reyes, Ondevilla, Palencia et.al. (2010). Treasury of World Literature (3rd Ed.)
Mandaluyong: Book ATBP Publishing Corporation.
https://www.shmoop.com/literature
https://www.coursehero.com/lit/
16