1
School of Business and Economics
Department of Hospitality Management
Downtown Campus, Cebu City
COURSE SYLLABUS
BACHELOR OF SCIENCE in HOTEL AND RESTAURANT MANAGEMENT
COURSE DETAILS
Course No.
Course Title
:
:
Credit Units
Pre-requisite
:
:
Term
Schedule
:
:
TH 11R
Safety, Hygiene, Sanitation, and Environment Issues in the Hospitality
Industry
3.0
None
1st Semester, AY 2014-2015
Teacher
Office
:
:
Contact
:
Consultation
Time:
Revised By :
Revision Date:
Ava Mella D. Remonde, MBA
Department of Hospitality Managment
253-1000 loc. 151
Ava Mella D. Remonde, MBA
May 28, 2015
Course Description
This course provides a comprehensive view of Food safety within the Food Service Industry. This covers the theories concepts and minimum standards of Food
Service and Production of Food Sanitation, Hygiene and Safety as stipulated in Administrative Order 153 and Presidential Decree 856 “Sanitation Code of the
Philippines.”
This course is designed to introduce the students to the value of safety, sanitation and hygiene principles and sound practices. It provides an orientation on
the various types of hazard with assessment of Environmental Issues that have an Impact on Food Service and Food Production (such as garbage disposal procedures,
pest management and accident prevention in the establishment and factors involved in food safety, to prevent outbreak of food-borne illnesses and intoxication).
Proper handling of Raw Materials from Farm/ Supplier to Fork is the central theme of this course thus, Flow of food from preparation, production and service is given
emphasis.
2
At the of this course, the student will be able to Follow health, safety and security procedures in relevant situations. The Trainee will be equipped with skills that will
enable them to Follow workplace hygiene procedures.
CO1: SITXOHS001B
Follow health, safety and security procedures.
CO2: SITXOHS002A
Follow workplace hygiene procedures
CO3: SITXOHS004B
Implement and monitor workplace health, safety and security practices
CO4: SITXOHS005B
Establish and Maintain an OHS system
Upon completion of this course, students will be ready to seek employment as :
1. Food Handlers
2. Food Safety staff/trainee
(Personal hygiene practices apply to all personnel operating at all levels within the service industries, such as kitchen hands, cooks, chefs, catering staff, food
and beverage attendants, housekeeping and, laundry staff, sandwich hands, cafe and fast food outlet cooking crew and sales people and owner-operators of
small business catering operations or retail food outlets.)
3
Program Educational Outcomes
Three to five years after graduation, the Carolinian business professional graduate:
PEO 1
A business professional who can build a career in the hospitality industry at National and International Levels.
A business professional who is competent and capable in creating wealth, managing and distributing whether in Tourism and other
Hospitality –related enterprise.
A business professional who contributes their expertise in hotel and tourism operations management to the industry, professional
body and society.
PEO 2
PEO 3
Program Learning Outcomes
Upon completing the BSHRM program, graduates will demonstrate the following:
Domain
Domain Definition
Skills
PO3: Leadership and
Teamwork
the ability to make decision based on integrating knowledge of functional areas for
managing food service and lodging organizations.
the ability to verbalize business information and translate this into meaningful database to
improve customer service and revenue generation.
the ability to influence /work with colleagues in a socially diverse environment towards the
achievement of a common goal.
PO4: Multi-disciplinary Teams
the ability to function in collaboration with other theoretical disciplines and field of studies
Cognitive
& Affective
PO5: Witness to the Word
the ability to be professionally competent, guided by hospitality industries code of conduct,
noble in character and sensitive to the gospel’s mission.
Affective
PO6: Lifelong Learning
the ability to demonstrate personal and intellectual autonomy & information literacy
Cognitive/
PO7: Research
ability to inquiry, examine, collect hospitality/tourism related information data.
Cognitive
PO8: Hospitality Operations
Management
ability to perform tasked, functions, duties and activities in diverse hospitality operations
using varied and current technologies.
Cognitive
Affective /
ability to perform various hospitality operations practices.
Cognitive/
PO1: Business Knowledge
PO2: Communication/Reporting
PO9: Technical Competency
Cognitive
PEO 1
PEOs’
PEO 2
X
Affective
X
Affective
X
X
X
X
X
X
X
Psychomotor
Psychomotor
PEO 3
X
X
4
P10: Problem Solving and
Decision Making
PO 11 : Cultural Diversity and
Competency
PO 12 : Health and Safety
PO 13:Customer Service and
Satisfaction
ability to analyze, interpret and formulate strategic direction in relation to management
functions in the hospitality industries.
(HRM; TOURISM) the ability to appreciate individual and cultural differences &
commonalities as well as be able to communicate and work well between different cultural
groups & ethnicities
ability to follow & apply practices and preventive approach to safety, sanitation and
maintenance of facilities, equipment & support consideration for environmental
preservation
ability to understand /adapt the principles of good customer service to meet customer
needs and extend services.
x
x
x
x
Course Learning Outcomes
Program Learning Outcomes (PO)
Upon completion of the course students should be able to:
CO1:
CO2:
Follow health, safety and security procedures.
Follow workplace hygiene procedures
PO1
PO2
PO3
PO4
PO5
PO6
X
X
X
X
X
X
X
X
X
X
X
CO3:
Implement and monitor workplace health, safety and security
practices
X
X
X
CO4:
Establish and Maintain an OHS system
X
X
X
X
X
X
PO7
PO8
PO9
P10
PO11
PO12
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Course Structure
TOPIC
Week No. 1:
Introduction of the course
1. Setup the class ground Rules
COURSE OUTCOMES
INTENDED LEARNING
OUTCOMES
CO1
 To exchange of views and
development of common
ground
ASSESSMENT TASKS
 Completion of student
information sheets
 Short Answer
TEACHING AND LEARNING
ACTIVITIES
 Introduction to members of the
class
 Set expectations of the students
5
 Team groupings of 4-5 members,
seat plan
 Giving of requirements: review
syllabus, grading format, and
course outline.
 Assignment:
Revisit USC Vision, Mission, &
Goals
Revisit USC Vision, Mission and Goals
and SBE and Departments strategic
goals and objectives
Week No. 2
Laws and Agencies Relating to Food
safety and Sanitation.
Philippine laws and
governing food handling
regulations
CO1
CO 4
 To reflect the value of
institution/department
vision, mission and goals
and demonstrate with
respect to his own
personal belief, ideas and
attitudes
 Team Presentation
Three selected teams of
Students will present the results
to others their reflections, what
USC graduates attributes b) how
vision and mission statement
transform them .


Why study Laws and Student Participation/Oral
Agencies Relating to Food Recitation: Review Questions
safety and Sanitation.
Assignment:
What is the food safety status in
*Understand what is a Food the Philippines
Safety Framework.

written and oral questioning or
*Describe the Basis of a
interview to test knowledge of
the legislative requirements
Food Safety / Health , Safety
and Security Framework.
See Rubrics for Oral
*Highlight
applicable
questioning
sections in The Sanitation
Code and Administrative
Order. 153
*Develop and clearly
articulate OHS policies and
procedures in a format
readily accessible to all
 Class Discussion.
 Workshop: Students will
breakout into groups to identify
USC graduate attributes
 Identify its role as USC
 Giving of Assignment:
Read Chapter 1


Lecture-discussion/ Power
Point Presentation

Access and interpret key
legislative documents to ensure
that OHS systems comply
with regulatory requirements,
standards and codes.
6
personnel

TOPIC
Food safety and Sanitation
Management
COURSE OUTCOMES
CO2
Topics:
Foodborne illness
Contamination
Microorganism

INTENDED LEARNING
OUTCOMES
 Access and follow
hygiene procedures and
policies correctly and
consistently according to
organisation and legal
requirements to ensure
health and safety of
customers and
colleagues.

ASSESSMENT TASKS




Week no. 4
1.
Food Borne Illness
CO2


Identify and report poor
organisation practices that are
inconsistent with hygiene
procedures.

. Why Study Food Borne
Illness
Topics:
Food Safety (unit11, p.179)
Food Safety Status (world/Philippines)
Food-borne Illnesses/
Food-borne disease, outbreak vs. Case
Classification of Food-borne Illnesses
direct observation of the
candidate carrying out
work tasks that involve
following hygiene
procedures
oral and written questions
about hygiene principles
and practices, policies and
procedures
oral or written questions to
assess knowledge of food
hygiene legislative
requirements
case studies to assess
ability to react to a range
of incidents where hygiene
hazards exist
1. Understand the cost
of Workplace injury
by analyzing costs
involved.
2. Recognize the
importance of Food
TEACHING AND LEARNING
ACTIVITIES
 Lecture-discussion/ Power
Point Presentation safe and
hygienic handling of food and
beverages
 regular hand washing,
correct food storage,suitable dress
and personal protective
equipment and clothing
 avoidance of crosscontamination and
hygienic cleaning practices to avoid
cross-contamination
 use of cleaning equipment,
clothes and materials to
avoid cross-contamination
 safe handling and disposal of
linen and laundry
 appropriate handling and
disposal of garbage
 cleaning and sanitising
Activity - Characteristics of Food
Borne Illnesses


Lecture-discussion/ Power
Point Presentation
Active Class Participation &
Interactions
Individual Classroom Activities
7
General Symptoms
Safety and
sanitation as the
basis for preventing
food borne illnesses
in food
establishments.
3. Illustrate the
dangers and the
implications of cross
contamination.
4. Explain the role
Government
regulations as seen
in the Occupational
Health and Safety
Act (local, Australia,
US)
Reading Assignment 2
-Better Ways of Handling Chicken
at a
Supermarket Deli p.69 of
Cambridge Hospitality
-Hazards p. 82
Week No. 5
Pre- Midterm Examination
Week No. 6
Contamination p.97
Cross Contamination vs. Direct
Contamination

CO2
Prevent food and other
item contamination
*Maintain clean clothes,
wear required personal
protective clothing and
only use organisationapproved bandages and
dressings to prevent
contamination to food.
*Ensure that no clothing or
other items worn that
contaminate food.
*Prevent unnecessary direct
*oral and written questions about
hygiene principles and
practices, policies and
procedures
*oral or written questions to assess
knowledge of food hygiene
legislative requirements
*case studies to assess ability to
react to a range of incidents
where hygiene hazards exist
Lecture-discussion/ Power
Point Presentation
Active Class Participation &
Interactions
Individual Classroom
Activities
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contact with ready to
eat food.
*Do not allow food to
become contaminated
with any body fluids or
tobacco product from
sneezing, coughing,
blowing nose, spitting,
smoking or eating over
food or food preparation
surfaces.
*Maintain the use of clean
materials and clothes
and safe and hygienic
practices to ensure that
no cross-contamination
of other items in the
workplace occurs.

Week No. 7

Flow of Food Storage
CO3
Topics:
1. Importance of a good,
reputation supplier
2. Storage guideline and their
impact on food safety
3. Refrigerated storage
4. Storage
5. Strategies for determining
food quality
Why Study Flow of Food
Storage
*To follow workplace
hygiene procedures in
accordance with enterprise
standards
*To handle and store all
items according to
enterprise requirements
and legal obligations.
*To demonstrate the
correct procedure to follow
Student Participation/Oral
Recitation: Review Questions
Chapter Quiz

Activity - Food Storage Inspection



Lecture-discussion/ Power
Point Presentation
Active Class Participation &
Interactions
Classroom Activities
Optional : Visit a Nearby
Grocery Store and Observe
Storage Practices.
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when ordering and
receiving food
*To recognize product defects
and refuse acceptance of
products that do not meet
established food safety criteria
Week No. 8
Flow of Food: Preparation and Service
CO3
Topics:
1. Preparing foods with PHF
2. Preparing Foods with Eggs and
egg mixture
3. Fresh juices

Why Study Flow of Food:
Preparation and Service
1. To learn the
different stages in
the food flow
2. To learn the
importance of
knowing the food
flow in the food
industry.

Student Participation/Oral
Recitation: Review Question
Chapter Quiz

See Activity Rubric




Lecture-discussion/ Power
Point Presentation
Active Class Participation &
Interactions
Classroom Activities
3. To identify potential
risks at each stage
in the food flow
4. To demonstrate the
correct procedure
to follow when
storing and
preparing food.
Week No. 9
Considerations During Preparation
and Service
Topics:
1. Food Preparation
 Food hygiene (Proper
food handling)
 Kitchen hygiene
(overview)
 Different methods of

CO3
Why Study Considerations
During Preparation and
Service
1. To follow workplace
hygiene procedures
in accordance with
enterprise

Student Participation/Oral
Recitation: Review Question
Chapter quiz


See Activity Rubric
Lecture-discussion/ Power
Point Presentation
Active Class Participation &
Interactions
Classroom Activities
10
thawing frozen foods
Cooking guidelines for
PHF
2. Hot Holding/Cold Holding
 Temperature ranges in
hot holding/cold
holding and reheating
of foods
 Selling of foods as the
last stage in
preventing food borne
illnesses
3. How to prevent cross
contamination
standards and legal
requirements.

2. To demonstrate the
correct procedure
to follow when
preparing food.
3. To explain the
proper methods
used to cool foods.
4. To evaluate
equipment used to
transport food
products to food
establishments.
Week No. 10
MID-TERM EXAMINATION
Week No. 11
1.
PERSONAL HYGIENE
- Proper kitchen uniform
- Hand-washing
CO2





Student Participation/Oral
Recitation: Review Questions
Chapter Quiz

1. Follow workplace
Hygiene procedures
in accordance with
enterprise
standards and legal
requirements
1.1. Proper Handwashing
technique
2. Define and apply
Personal Hygiene in
relevant situations


Activity 4.
Personal Hygiene: Hand-washing
See Activity Rubric
Secure Health Card and others
requirements for food Handlers
Lecture-discussion/ Power
Point Presentation
Active Class Participation &
Interactions
Classroom Activities
11
2.Kitchen Hygiene & it’s importance
to cookery
- Bench washing
- Vermin Control
- Guidelines for Good
Professional Standards
2.1. Personal
grooming
3. Handle and store all
item according to
enterprise
requirements and
legal obligations.
3.1. Illustrate the
dangers and
implications of
cross
contamination.
3.2. Explain the
importance of
temperature
monitoring of
products and
major
appliances.
Discuss and Review
Administrative Order 153
(GMP)

Week No. 12
USC Days
Week No. 13
FOOD SAFETY SYSTEMS
CO4

Why Study Food Safety
Systems?
Topics
1. Beginnings of Hazard
Analysis and critical
Control Point
2.-principles of HACCP
3. Forming the HACCP Team
1. Recognize the
usefulness of the
HACCP system as a
food protection
Student Participation/Oral
Recitation: Review Questions
Chapter quiz
1. Activity : Hazard
Identification



Lecture-discussion/ Power
Point Presentation
Active Class Participation &
Interactions
Classroom Activities
12
Activity 7. Checkpoint 10
tool.
2. Recognize the types
of PHF that
commonly require a
HACCP system to
ensure product
safety.
2. Activity : Critical
Control Point
See Activity Rubric:
HACCP Work Sheet
3. Identify the
principle involved in
implementing a
HACCP system.
4. List hazards related
to each product
analyzed. And
Assess hazards in
order of severity
5. Construct a RecipeBased HACCP
Week 14
WORKPLACE HAZARDS & INJURIES
Topics:
Cost of Workplace injury
- Human
- Social
- Economic
- Administrative
Impact of an accident to the employer,
employee and to the organization.
CO1, CO2

Why study Workplace
Hazards & Injuries?
1.Follow correct health,
safety and security
procedures in accordance
with enterprise policy,
relevant legislation and
insurance requirements:
1.1Recognize how human
error leads to accidents

Ask the students if they have
experienced an accident and
the impact of the said accident
Identify the responsibility to

Student Participation/Oral
Recitation: Review Questions
Chapter Quiz
Activity : Cost of Workplace
Accidents


Lecture-discussion/ Power
Point Presentation
Active Class Participation &
Interactions
13
to them and to their
immediate families.
comply with Occupational
Safety and Health
Administrations (OSHA)
rules
Week 15

Pre-Final Examination

Week 16
Common Hazards in Workplace
Topics:
Physical, Chemical, Biological (review)
-Psychological-stress, bullying, etc.
Common Hazards in Workplace –
pp 42-44 ergonomic, radiation
How to manually lift heavy objects.
How to transport heavy object
Assignment. Ergonomically Correct
CO1 , CO2

Why Study Common
Hazards in Workplace?
1. Follow correct
health, safety and
security procedures
in accordance with
enterprise policy,
relevant legislation:
1.1 Recognize how
human error
leads to
accidents
1.2 Identify the
responsibility to
comply with
Occupational
Safety and
Health
Administrations
(OSHA) rules
2. Identify common
hazards in the

Student Participation/Oral
Recitation: Review Questions
Chapter Quiz


See Activity Rubric for Classroom
Activities- Ergonomics
- Types of Injuries
- Lifting Procedures


Lecture-discussion/ Power
Point Presentation
Active Class Participation &
Interactions
Classroom Activities
14
workplace

Week 17
Prevention of Workplace Accidents
p.41
General Security Issues
Security in Tourism and Hospitality
pp.50-54
CO1, CO2
Why study Prevention of
Workplace Accidents?
2.1. Recognize
Emergency &
potential
emergency
situations promptly
and determine and
or take/require
actions within the
scope of individual
responsibility.
Student Participation/Oral
Recitation: Review Questions
Chapter Quiz

Activity : Emergencies & Possible
Solutions
See Activity Rubric


Lecture-discussion/ Power
Point Presentation
Active Class Participation &
Interactions
Classroom Activities
Seatwork: Caselet: 4 Star Hotel
SI 31-38
See Case Study Rubric
2.2. Follow Emergency
procedures
correctly in
accordance with
enterprise
procedures
Report details of emergency
situations, accurately and in
accordance with enterprise
policy.
Risk Control p.42
- SI # 41, 42
Communicating OH&S Information
Types of OH&S documentary p.255
Why study Risk Control?
1. Raise issues with
the designated
persons in
accordance with
enterprise and
Student Participation/Oral
Food Safety Talk
See Activity Rubric
Recitation: Review Questions
Chapter Quiz


Lecture-discussion/ Power
Point Presentation
Active Class Participation &
Interactions
Classroom Activities
15
legislative
requirement.
Why study implementation
and monitoring of
workplace health, safety
and security?
1.Monitor adherence to
organization’s OHS
procedures and OHS
signage and ongoing
compliance with safe work
practices.
2. Take prompt and
appropriate action
to address noncompliance with
procedures, safe
work practices and
non-adherence
signage.
Week 18
Finals Examination
Finals Requirements
CO1,CO2,CO3,CO4
Bibliography
Educational Resources
A. Books
David Mcswane, H.S.D.; Nancy R. Rue, Ph.D.; Richard Linton, Ph.D., Food Safety and Sanitation; 4th edition
Halloway, Tracey and et. al. “ Cambridge Hospitality” 2nd edition Cambridge University Press. Copyright 2010
16
B. References:
Mary Jean C. Ang, Hannah A. Balanon, Food safety and Sanitation;
Unpublished Materials: U.S. NRA Servsafe Manager Certification Course hand-out.
Researches:
Journal Of Food protection, Vol, 61. No.9.1998; Food safety knowledge and practices of food recovery among Agency workers
before and after food safety training
All the books are available at the USC Learning Resource Center. Call numbers are indicated before the reference.
C. Websites
Department of Health
www.doh.gov.ph
Food and Drugs Administration
www.fda.gov.ph
www.bfad.gov.ph
Conference for Food Protection
www.foodprotect.org
Food and Agriculture Organization
www.fao.org
U.S. Department of Agriculture ( USDA)
www.usda.gov
Center for Disease Control and Prevention (CDC)
www.cdc.gov
Occupational Safety and Health administration (OSHA)
www.osha.gov
As a students in this course, you must comply with the following requirements:
17
Tardiness
Attendance will be checked 5 minutes after the scheduled start of the class. If you are not around during the roll call, you are automatically marked late. Although
occasional tardiness may be tolerated, habitual tardiness is not. Students who are habitually late may be required to do extra learning tasks.
Special Assignments
Students are encouraged to work together on assignments and when studying. However, the product that you shall turn in must be your own work, not a direct copy of
someone else’s work. Cases of copying shall be dealt with following the university’s procedures for disciplinary actions. Note that the university considers dishonesty or
any fraudulent act as a major offense. Thus, make sure that you do your own work and that you protect them from plagiarism by others.
Special assignments that are submitted late may not be accepted.
Missed Tests and Exams
If you miss to take a scheduled examination, you can make a formal written request to take a special examination if missing the examination was due to a serious
medical condition or due to an emergency. "EMERGENCY shall be understood as an unforeseen combination of circumstances which calls for an immediate response to
an urgent need for assistance or relief.” Pertinent supporting documents must be attached to your letter of request. The schedule of the special examination shall be set
by the teacher.
Classroom Behavior
In class, students are expected to behave in a manner that would not unnecessarily disrupt classroom activities. The instructor reserves the right to expel
misbehaving students from the classroom. For one, use of cell phones during class hours is strictly prohibited; cell phones used in class will be confiscated and
surrendered to the Student Affairs Office. (Students are assumed to have read Section 2.5.4 to 2.5.12 of the USC Student Manual, 2006 edition.)
Grading System
This course will follow the standard grading system of the university as follows:
Assessment Tasks
Weight (%)
Class Participation
15
Pre Midterm and Midterm Examination
25
Pre-Final/Final Examination
Case Study-Problem Solving and Presentation (By Team)
Case Report/Term Report/Portfolio
Peer Assessment
Total
25
15
10
10
100
Assessment Reference
18
Converting Rubric Scores into Grades:
For Four Criteria vs. Four Level of Competence
Criteria /Level of
Outstanding
Competence
Score (4X4)
16
At Pct 70% passing
100-95
For Three Criteria vs. Four Level of Competence
Criteria /Level of
Outstanding
Competence
Score (3X4)
12
At Pct 70% passing
100-95
Very Good
15
94-93
14
92-91
Satisfactory
13
90-89
12
88-87
Very Good
11
94-92
10
91-88
11
86-84
10
83-81
Unacceptable
9
80-78
Satisfactory
9
87-84
8
83-81
7
80-78
8
77-75
7
74-72
6
71-69
5
68-66
4
65-63
Unacceptable
6
77-75
5
74-70
4
69-65
3
64-60
GPA Scoring
For purposes of transmutation, the standard equivalents will be used as follows:
Score Range
Grade Equivalent
Score Range
Grade Equivalent
100-95
94-93
92-91
1.0
1.1
1.2
74-73
72-71
70-69
2.1
2.2
2.3
9089
1.3
8887
1.4
6867
2.4
6665
2.5
86-85
84-83
82-81
80-79
78-77
76-75
1.5
1.6
1.7
1.8
1.9
2.0
64-62
61-59
58-56
55-53
52-50
49 below
2.6
2.7
2.8
2.9
3.0
5.0
Note: Below 3.0 is equivalent to a failing grade of 5.0
Classroom Management
1. Attendance is a MUST. Students may incur only ten (10) absences for MWF schedules or seven (7) absences for TTH schedules. Otherwise, they will
automatically be dropped from class and receive a grade of either NC (No Credit) or a failing grade of 5.0 whichever is applicable.
2. Absences. Students who incur three (3) absences will be asked by the instructor to see the Department Chair to secure permission to be re-admitted to class. A
re-admission slip should be properly accomplished for this.
3. Tardiness is discouraged. It is a source of irritation and class disruption when students arrive late. Students who arrive 15 minutes after the start of class are
considered tardy. Please note that three (3) tardiness is equivalent to one (1) absence.
19
4. Seat Plan. A permanent seat plan will be made at the start of the semester. Students are advised to keep to their assigned seating arrangement; otherwise, they
will be marked absent for that day.
5. Prayer. Classes should always start and end with a short prayer. The instructor can opt to lead the prayer or assign students to do this alternately.
6. Medium of Instruction . Lectures and discussions are conducted in English. Students must use the same during interaction and discussion. Trainees with special
language needs must make arrangements with the Trainer.
7. Corporate Attire . Wednesday is a Corporate Day , thus all DHM students are to wear their designated Corporate attire.
8. Cleanliness. Students should assist in maintaining the orderliness and cleanliness of the classrooms. Graffiti writing is strictly prohibited. Any student found
violating this rule will be punished with the appropriate sanction. Before leaving the classroom, the instructor with the help of the students, should ensure that
no litter/garbage is left behind and that chairs are in their proper order. Should the class be the last schedule for the day, the instructor should arrange that the
lights and air conditioning units are switched off.
9. Bladder Breaks. Going out of the classroom at any time is strictly discouraged. Students should make it a habit to go to the restroom during their vacant period
or before the start of their classes. If they must visit the restroom, permission should be sought from the instructor.
10. Mobile Phones. Use of mobile phones inside the classroom is strictly prohibited. They should be switched off or placed in silent mode before entering classes.
The instructor has the right to confiscate mobile phones that ring and/or are used during class hours. The confiscated unit can only be claimed from the Dean’s
Office at the end of the semester.
11. Privacy. We respect every individual’s privacy. Thus, pictures/videos/recording/proceedings must be published, posted and shared only with the trainer’s
permission.
12. The teacher reserves the right to ask the student to leave the room if his behavior is disruptive in class.
13. It is the responsibility of the students to properly schedule their classes so that meals and snacks will be taken at the proper time.
Students are encouraged to see the instructor during consultation hours for any concerns, questions and assistance with regards to the course.
Prepared by: Ava Mella D. Remonde
Date: June 1, 2015
Approved by:
Date:
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Rubric No. 1 : Assessing Student Participation
Level of Competence
CRITERIA
1. Frequency of
participation in class
2. Quality of comments
3. Listening skills
1- Unacceptable
2-Satisfactory
Student does not initiate
contribution & needs instructor to
solicit input
Students initiates contribution at
least in half of the recitations.
Student initiates contribution
once in each recitation.
Student initiates contributions
more than once in each
recitation.
Comments are uninformative,
lacking in appropriate
terminology. Heavy reliance on
opinion and personal taste.
Comments sometimes
constructive, with occasional
signs of insight. Student does not
use appropriate terminology;
comments not always relevant to
the discussion.
Comments mostly insightful and
constructive; mostly uses
appropriate terminology.
Occasionally comments are too
general or not relevant to the
discussion.
Comments always insightful
and constructive; uses
appropriate terminology.
Comments balanced between
general impressions, opinions
& specific, thoughful criticisms
or contributions.
Student is often inattentive and
needs reminder of focus of class.
Occasionally makes disruptive
comments while others are
speaking.
Student is mostly attentive when
other present ideas, materials, as
indicated by comments that
reflect & build on others'
remarks. Occasionally needs
encouragement or reminder
from T.A. of focus of comment.
Student listens attentively
when other present materials,
perspective, as indicated by
comments that build on others'
remarks, i.e. student hears
what say & contributes to the
dialogue.
Does not listen speak or does not
pay attention while other speak;
detracts from discussion; sleeps,
etc.
3- Very Good
4- Outstanding
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Rubric No. 3 :Problem Solving Rubric
Level of Competence
Criteria
1-Unacceptable
2-Satisfactory
3-Very Good
4-Outstanding
1. Defining the
Problem/identification of
operational issues.
Student does not identify
the problem and/or
operational issues.
Student fails to define the problem
and/or operational issues
adequately.
Student adequately defines the
problem and/or operational
issues
Student states the problem
and clearly and identifies
underlying issues.
2. Developing a Plan to Solve
the Problem
Student does not develop a
coherent plan to solve the
problem.
Student develops a marginal plan,
and does not follow it to conclusion.
Student develops an adequate
plan and follows it to
conclusion.
Student develops a clear and
concise plan to solve the
problem, with alternative
strategies, and follows the
plan to conclusion.
3. Collecting and Analyzing
Information/application of
analytical techniques
Student collects no viable
information. Incorrect
analysis based on partial
understanding of the
problem.
Student collects inadequate
information to perform meaningful
analyses.
Student collects adequate
information and performs basic
analyses.
Student collects information
from multiple sources and
analyzes the information indepth. Excellent application
of the appropriate
techniques
4. Interpreting Findings and
Solving the Problem,
Recommendations
&Managerial insights
Student does not interpret
the findings/reach a
conclusion. Incorrect
recommendation. No
managerial insights.
Student provides an inadequate
interpretation of the findings and
does not derive a logical solution to
the problem. Reasonable
recommendation, but does not
offer a managerial insights.
Student provides an adequate
interpretation of the findings
and solves the problem, but
fails to provide alternatives.
Reasonable recommendation,
but weak managerial insights
Student provides a logical
interpretation of the findings
and clearly solves the
problem, offering alternative
solutions. With solid
recommendation and
managerial insights
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Rubric No. 4 : Team-Topic Presentation Rubric
Level of Competence
Criteria
1-Unacceptable
3-Very Good
4-Outstanding
The introduction is clear and
coherent and relates to the
topic.
The sequencing is unclear and
does not appear interesting or
relevant to the audience.
The introduction shows some
structure but does not create a
strong sense of what is to follow.
May be overly detailed or
incomplete and is somewhat
appealing to the audience.
The introduction presents the overall
topic and draws the audience into the
presentation with compelling
questions or by relating to the
audience's interests or goals.
2. Content
The content lacks a clear point of
view and logical sequence of
information. Includes little
persuasive information and only
one or two facts about the topic.
Information is incomplete, out of
date and/or incorrect. Sequencing
of ideas is unclear.
The content is vague in conveying
a point of view and does not
create a strong sense of purpose.
Includes some persuasive
information with few facts. Some
of the information may not seem
to fit. Sources used appear
unreliable.
The content is written with a
logical progression of ideas and
supporting information. Includes
persuasive information from
reliable sources.
1. Presentation
Presentation was not clearly
audible and hard to hear. Visual
presentation was very
disorganized and hard to read.
Group members did not ask for
questions and were unable to
answer questions asked by other
students or the instructor.
Presentation was audible. Good
tone of voice when speaking.
Visual aspects of project was
organized and easy to read.
Group members were able to
answer most questions posed by
instructor and other students.
2. Group Presentation
Some team members have no
role in presentation.
Presentation was audible, but
needs improvement on tone of
voice when speaking. Visual
aspects of project could be better
organized and easier to read.
Group members were not able to
answer some questions when
asked by instructor or other
students.
Some group members
participate.
The content is written clearly and
concisely with a logical progression of
ideas and supporting information. The
project includes motivating questions
and advanced organizers. The project
gives the audience a clear sense of the
main idea. Information is accurate,
current and comes mainly from *
primary sources.
Presentation was presented in a
professional way. Audio and visual
aspects were perfect. Group members
were able to answer all questions
posed by the other students as well as
the instructor.
1. Introduction/ Organization
The introduction does not orient
the audience to what will follow.
2-Satisfactory
Most group members participate
equally, not all demonstrate
knowledge of material.
All group members participate and
knowledgeable of material.
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