Speech 180: Instructional Communication

Remote Learning Course Pack Overview

.

Course Description: Examination of Speech Communication Principles in Instruction

Course Credit: 3 units

Prerequisite: Speech 100/ COI
Course Goal: To develop an inquiry-based understanding of the process of instruction using speech
communication theories and principles

Rationale: Data from tracer surveys have consistently shown that BA Speech Communication graduates
become speech communication teachers and trainers. Therefore, the Department decided to strengthen
courses that would help students prepare for these professions. This course will equip students with the
theories and skills necessary in applying speech communication concepts in different instructional
contexts. This will serve as prerequisite to the Speech 18x series of the program.

Course Outcomes:
Upon completion of the course, students must be able to:
1.) Examine the speech communication theories and concepts as applied in instructional contexts;
2.) Discuss how speech communication concepts are applied in recent researches on instructional
communication;
3.) Synthesize arguments raised in assigned researches;
4.) Analyze how researches on instructional communication are applied in local contexts; and
5.) Develop a concept paper on an instructional communication research

Course Requirements:
Digital Portfolio 25%
Learning Journal (online and/or offline)
Reflection Paper
Accomplished Module Activities
Relevant Instructional Artifacts and Materials
Written Exam (Essay) / Critical Paper 25%
Concept Paper (Instructional Communication Research)
(to be presented in class) 25%
Advocacy Project (Instructional Communication Application) 25%
(to be presented in class) 100%

Learning Modality:
Module design applicable for Printed Modular Approach, Offline-Digital-Modular Approach, and Online-
Digital-Modular Approach
Delivery and Class Engagement Platforms:
Google Classroom
Google Drive
Google Meet
UVLE

Learning hours/ screen time: 42 hours/ 14 weeks (including finals)

-Asynchronous Mode: 3 hours per week (per module)
-Synchronous Mode: periodic supplementary discussions and consultations (optional/not required)

INSTRUCTOR INFORMATION:
Maria Fabiola R. Ortiz
Assistant Professor
Department of Speech Communication and
Theatre Arts
College of Arts and Letters
University of the Philippines

M.A. Speech Communication

University of the Philippines Diliman

BA Speech and Drama

University of the Philippines Diliman

Email: mrortiz@upd.edu.ph
Week 1
Introduction and Overview of the Course

About the Course: Welcome to Speech 180 (Instructional Communication). Instructional

Communication is a field of study relating to teaching and learning which is rooted on educational
psychology, pedagogy and communication researches. In this course, we will tackle the interdisciplinary
foundations of instructional communication, the historical, rhetorical, and relational perspectives and
different theories, concepts and researches.

This week presents an overview of the course, the requirements, grading system, class guidelines and
what students should expect from the course
Introduction to the Course
Introduction to Remote Learning
Student Capacity for Remote Learning Survey
Netiquette guide and learning productivity tips for remote Speech180

Engagement Activities:
Introduce yourself. (Discussion Board)
Share personal experience of the students in teaching & learning
Ex. Students can share their personal experience as a student in UP or other teaching/learning
scenario.

Enrichment Activities:
Readings online materials
Ask the students to create a simple learning activity for the class (individual)
TED talk on instructional communication

References:
McCroskey, James C. et.al. (2004) Toward A General Model of Instructional Communication.
Communication Quarterly, Volume 52, Summer
2004.http://www.jamescmccroskey.com/publications/207.pdf

Mottet, Timothy P. et.al. (2006) Handbook of Instructional Communication Rhetorical and Relational
Perspectives. Pearson Education Inc.

Myers, Scott A. Instructional Communication, Oxford Bibliographies

https://www.oxfordbibliographies.com/view/document/obo-9780199756841/obo-9780199756841-
0177.xml

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Week 2
Module 1: : Interdisciplinary Foundations and Traditions of Instructional
Communication
A. Educational Psychology, Pedagogy, Communication
B. Rhetorical and Relational Processes

Introduction: This module focuses on the interdisciplinary foundations of instructional communication

namely educational psychology, pedagogy and communication. It will explain the three domains in
learning: cognitive, affective and behavioral processes and how they affect learning. It will also examine
the rhetorical and relational processes of instructional communication.

Learning Outcomes:
Upon completion of this module, the students should be able to:
1.) Examine the three interdisciplinary foundations of instructional communication
2.) Identify and explain the three domains in learning
3.) Describe the communication process in teaching and learning
4.) Understand the role of communication in teaching and learning

Engagement Activities:
1.) If you will be given a chance to learn something new, what is it and why?
2.) Describe your experience of learning something new for the first time.
3.) Describe the communication situations in your classes. What are their similarities and
differences.

Lesson Outline:
What is educational psychology?
What are the three Domains of Learning?
Cognitive Learning
Affective Learning
Behavioral Learning
What is pedagogy?
Philosophy of Teaching
Enhancing student motivation
Classroom behavior management
Engaging student
Effective lecture and facilitation of discussion

Communication: Meaning of Messages

Communication As Action
Communication As Interaction
Communication As Transactiom

Rhetorical Perspective and Relational Communication Processes

Enrichment Activities :
Learn something that involves cognitive, affective, and behavioral learning.
Example: Learn to cook a simple dish.
Interview a professor about his/her teaching practice

Assessment:
Make a 2-3 minute informative speech about the Covid-19 pandemic. Choose a partner in your class. Ask
your partner to identify the cognitive, affective and behavioral learning components.

References:
Cherry, Kendra (2020) Morin, Amy (reviewer)Very Well Mind. Educational Psychology and the Learning
Process. Dotdash Publishing
https://www.verywellmind.com/what-is-educational-psychology-2795157

Cuenca, Alexander University of Giorgia Self Study Research. Surfacing the Art of Pedagogy in Teacher
Education. Journal of Inquiry and Action in Education 3 (2), 2010
https://files.eric.ed.gov/fulltext/EJ1134694.pdf

Mottet, Timothy P. et.al. (2006) Handbook of Instructional Communication Rhetorical and Relational
Perspectives. Pearson Education Inc.

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Week 3
Module 2: Development of Instructional Communication
A. Historical Perspective
B. Instructional Communication Research

Introduction: This module focuses on the history and development of instructional communication,
particularly in the speech communication discipline and the K to 12 program.

Learning Outcomes:
Upon completion of this module, the students should be able to:
1.) Trace/narrate the history of instructional communication
2.) Narrate the development of speech communication program in UP
3.) Explain the K to 12 program and its salient features

Engagement Activities:
1.) For the Speech Communication majors: Why did you choose to pursue the speech
communication discipline?
2.) For the students from other disciplines: Why did you choose this course as your elective?
3.) Share your own personal experience of the K-12 program as a student

Lesson Outline:

I. History of Instructional Communication

II. Development of Speech Communication program in UP
III. K to 12 Program
IV. Communication Research

Enrichment Activities:
readings online, TED talk, interview with K to 12 teachers

Assessment:
How can we further improve the K to 12 program? How we bridge the gap between the K- to 12 and the
basic speech communication course in UP?

References:
Department of Speech Communication and Theatre Arts Iskomunidad
https://iskomunidad.upd.edu.ph/index.php/Department_of_Speech_Communication_and_Theatre_Art
s

The K to 12 Basic Education Program

www.officialgazette.gov.ph
Department of Education
https://www.deped.gov.ph/k-to-12/about/k-to-12-basic-education-curriculum/
Week 4
MODULE 3: Instructional Communication from a Rhetorical Perspective Part I
Teacher Characteristics
A. Teacher Credibility
B. Teachers' Influence Messages

Introduction:
This module focuses on teacher credibility and teacher aggressive communication traits and their
influence on teacher credibility. It also explains how teacher influences messages in the classroom. It
also examines teacher power and teacher communication skill in the classroom.

Learning Outcomes:
Upon completion of this module, the students should be able to:
1. Define teacher credibility
2. Examine the five dimensions of teacher credibility
3. Examine the teacher aggressive communication traits
4. Determine how the teacher aggressive communication traits affect how students perceive
teacher credibility
5. Enumerate and explain the different types of power.
6. Describe how teacher the teacher power influence instructional communication
7. Examine how the teacher communication skills affect instructional communication

Engagement Activity:
What are the characteristics of a highly credible teacher for you?

Lesson Outline:

I. Define Teacher Credibility

Dimensions of Teacher Credibility
A. Competence
B. Extroversion
C. Character
D. Composure
E. Sociability
II. Teacher Aggressive Communication Traits
A. Assertiveness
B. Argumentativeness
C. Hostility
D. Verbal Aggressiveness
III. Teacher Influence Messages
Teacher Power
Enrichment Activities:
Movie “Mona Lisa Smile”
“Dead Poets Society”
“Mr. Holland’s Opus”

Assessment:
Based on your personal experience, how do the teacher’s credibility and communication traits affect
learning and teacher-student relationship.
Watch any of the movies mentioned above. How does the teacher power affect learning and student-
teacher relationship?

References:
Abulon, Edna Luz R. (2014) Basic education teachers’ concept of effective teaching: Inputs to teacher
education curriculum in the Philippines. International Research Studies on Education 3 (3) Research Gate
Publication
https://www.researchgate.net/publication/271258441_Basic_education_teachers'_concept_of_effectiv
e_teaching_Inputs_to_teacher_education_curriculum_in_the_Philippines

Khan, Alamgir et.al. Communication Skills of a Teacher and Its Role in the Development of the Students’
Success. Journal of Education and Practice. Vol 8, No, 1, 2017
https://files.eric.ed.gov/fulltext/EJ1131770.pdf

Mottet, Timothy P. et.al. (2006) Handbook of Instructional Communication Rhetorical and Relational
Perspectives. Pearson Education Inc.

Yusof, Fahainis Mohd and Halim, Haslina (2014). Understanding Teacher Communication Skills.
University Utara Malaysia ResearchGate Publication
https://www.researchgate.net/publication/275544674_Understanding_Teacher_Communication_Skills
WEEK 5
MODULE 4: Instructional Communication from a Rhetorical Perspective Part II
Instructional Content Variables
A. Content Relevance
B. Teacher Clarity
C. Instructional Humor

Introduction:
This module examines the instructional message variables (content relevance, teacher clarity and
instructional humor). It explains how these variable help to engage students, facilitate learning and
enhance learning outcomes.

Learning Outcomes:
Upon completion of this module, the students should be able to:
1.) Explain content relevance and its relation to expectancy value theory
2.) Examine teacher clarity and how it affects instructional communication
3.) Describe how the use of instructional humor affect student engagement and learning

Engagement Activities:
1.) Do your teachers use humor in the classroom?
2.) If yes, what kind of humor do your teachers use in the classroom? Give examples.

Lesson Outline:
Content Relevance
Teacher Clarity
Instructional Humor

Engagement Activities: YouTube videos

Introduction to Teacher Clarity: Learning Intentions and Success Criteria

https://www.youtube.com/watch?v=u6qCzBlJaYk

Watch Teachers Who Would Beat Any Stand-Up Comedian

https://www.youtube.com/watch?v=cUuYu8d0CsU

Assessment:
Describe how the use of humor impact learning?
References:
Abulon, Edna Luz R. (2014) Basic education teachers’ concept of effective teaching: Inputs to teacher
education curriculum in the Philippines. International Research Studies on Education 3 (3) Research Gate
Publication
https://www.researchgate.net/publication/271258441_Basic_education_teachers'_concept_of_effectiv
e_teaching_Inputs_to_teacher_education_curriculum_in_the_Philippines

Mottet, Timothy P. et.al. (2006) Handbook of Instructional Communication Rhetorical and Relational
Perspectives. Pearson Education Inc.

Sanford, Karen (2010). An Explanation of Keller’s ARCS Model of Motivational Design. Openstax cnx
https://cnx.org/contents/RQ4t1DyK@1/An-Explanation-of-Keller-s-ARCS-Model-of-Motivational-Design

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Week 6
Module 5: Instructional Communication from a Rhetorical Perspective Part III
Audience: Learners' Communication Traits
A. Student Orientations toward Communicating
B. Causes and Effects of Communication Traits

Introduction:
In our university the teachers always encourage the students to speak their minds, to participate in class
discussions and give their opinions on different political and social issues. However, not all students are
comfortable sharing their thoughts and express their opinions. This module focuses on the students’
communication traits which can impact learning.

Learning Outcomes
Upon completion of this module, the students should be able to:
1.) Identify and examine the students’ communication traits
2.) Describe how these communication traits impact learning

Engagement Activity
Describe how you communicate in the classroom as a student? What do you think are your traits that
may affect how you communicate?

Lesson Outline
I. Students’ Traits Towards Communicating
Reticence
Shyness
Willingness
Self-Perceived Communication Competence
Communication Apprehension
Compulsive Communication

II. Effects of the Students’ Communication Traits

Enhancement Activities:

Watch “How I Overcame My Fear of Public Speaking I Danish Dhamani I TEDxKids@SMU”

https://www.youtube.com/watch?v=80UVjkcxGmA

How Can I Stop Shyness In the Classroom to Ask Questions

https://www.youtube.com/watch?v=rZY6I7uYuro&pbjreload=101
Assessment:
In the TED Talk, how did Mr. DanishDhamani overcome his fear of public speaker?
Why are some students too shy to ask questions in the classroom and how can they overcome it?

References:

Chang, Fang-yu. The Causes of Learners’ Reticence and Passivity in English Classrooms in Taiwan. The
Journal of AsiaTEFL Volume 8, Spring 2011

Kalutskaya, Irina N. et.al. Shy Children in the Classroom: From Research to Educational Practice.
Translational Issues in Psychological Science 1, 2 (2015), pp 149-157
https://www.researchgate.net/publication/278964474_Shy_Children_in_the_Classroom_From_Researc
h_to_Educational_Practice

Mottet, Timothy P. et.al. (2006) Handbook of Instructional Communication Rhetorical and Relational
Perspectives. Pearson Education Inc.

Pawlak, Miroslaw et.al. (2015). Investigating the Nature of Classroom Willingness to Communicate WTC
(A Micro-Perspective). Language Teaching Research Sage Journal
https://journals.sagepub.com/doi/abs/10.1177/1362168815609615?journalCode=ltra

Peng, Jian-E. Understanding Willingness to Communicate As Embedded in Classroom Multi-Modal

Affordances: Evidence from Multidisciplinary Perspectives. Linguistics and Education Volume 51, June
2019, pages 59-68. Science Direct. Janssen Research and Development.
https://www.sciencedirect.com/science/article/pii/S0898589818302493

Tamara, Savitri Fiska. The Role of Self-Perceived Communication Competence, Communication

Apprehension, and Motivation Towards Willingness to Communicate of the Second Year Science Class
Students of SMAN 9 Bandar Lampung. Digital Repository UNILA library@kpa.unila.ac.id
http://digilib.unila.ac.id/26897/

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Week 7
Midterm Assessment

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Week 8
Module 6 Instructional Communication from A Relational Perspective Part 1
A. Students' Influence Messages
B. Student-Centered Instructional Communication Research

Introduction:
Students have the power to influence their teacher’s behavior and the learning in the classroom. They
can make their presence felt in the classroom by being active and participative in class activities and
they can make class lively through their jokes and comments. On the other hand, there are students
who are always absent or late in class and they seem not motivated to learn at all. This module will
focus on how students’ verbal and non-verbal messages influence teaching.

Learning Outcomes
Upon completion of this module, the students should be able to:
1.) Identify the verbal and non-verbal messages of students
2.) Describe the students’ communication traits
3.) Examine how the student’s messages affect teaching and learning

Engagement:
Recall your classes before the pandemic. Describe how you communicated with your teacher and
classmates. Did you often recite and participate in class discussion?
Describe your teacher-student relationship from any of your classes.

Lesson Outline:
I. The Student-Teacher Transactional Communication Process
II. Student Verbal and Non-verbal Immediacy
III. Student Communication Traits

Enhancement:
Recall an incident in the past when you shared a joke or a classmate shared a joke in class. How did it
impact learning in that particular situation
Reimagining Classrooms: Teachers as Learners and students as Leaders/Kayla
Delzer/TEDxFargo/October 14, 2015/13 minutes
https://www.youtube.com/watch?v=w6vVXmwYvgs

Assessment:
Share a joke in class. Describe the reaction of your teacher and classmates. How does it impact you as a
learner?

References: Mottet, Timothy P. et.al. (2006) Handbook of Instructional Communication Rhetorical and
Relational Perspectives. Pearson Education Inc.
Week 9
Module 7. Instructional Communication from a Relational Perspective Part II
A. Teacher Immediacy
B. Affinity-Seeking Strategies

Introduction:
Teacher immediacy impact learning and teacher-student relationship. The central role of a teacher is to
create instructional environment that can me the educational objectives and enhance learning of
students. Researches reveal that teachers’ ability to employ different types of immediacy will positively
impact students’ learning outcomes and the teacher-student relationships.

Learners Outcomes:
Upon completion of this module, the students should be able to:
1.) Describe what teacher immediacy is
2.) Explain how teacher immediacy impact learning teacher-student relationship
3.) Examine the different affinity-seeking strategies employed by teachers and students

Engagement Activities:

Recall your face-to-face class last semester in one of your courses. What were the nonverbal and verbal
behavior of your teachers that had an impact on your learning? How about this semester in your online
courses?

Lesson Outline

I. Teacher Immediacy
II. Impact of Teacher Immediacy to Learning and Teacher-Student Relationship
III. Teacher and Student Affinity-Seeking in the Classroom

Enhancement Activities:

Describe a particular online course that you are taking this semester. How does your teacher immediacy
affect your learning and the teacher-student relationship.

Watch The Real Influencers? Teachers/Nathania Chua/TEDxESADE/June 8, 2019/15 minutes, 50 seconds

https://www.youtube.com/watch?v=zjT70ciElHY

Assessment:
In the video “The Real Influencers,” how did Ms. Chua optimize teacher immediacy to help Enzo? How
did it impact Enzo’s learning?
References

Fahara, Manuel Flores and Castro, Armida Lozano. Teaching Strategies to Promote Immediacy In Online
Graduate Courses. Open Praxis, vol. 7 issue 4, October–December 2015, pp. 363–376
https://openpraxis.org/index.php/OpenPraxis/article/download/228/181

Roberts, Amy and Friedman, Denise. The Impact of Teacher Immediacy on Student Participation: An
Objective Cross-Disciplinary Examination. International Journal on Teaching and Learning In Higher
Education, 2013, Vol. 25, Number 1, 38-46

https://www.psychologytoday.com/sites/default/files/IJTLHE1405.pdf

Wendt, Jillian L. and Courduff, Jennifer. The Relationship Between Teacher Immediacy, Perceptions of
Learning, and Computer-Mediated Graduate Course Outcomes Among Primarily Asian International
Students Enrolled in An U.S. University. Universitat Oberta de Catalunya and Uniberdad de Los Andes
Colombia. International Journal of Educational Technology in Higher Education (2018) ResearcGate
publication
https://www.researchgate.net/publication/327447183_The_relationship_between_teacher_immediacy
_perceptions_of_learning_and_computer-
mediated_graduate_course_outcomes_among_primarily_Asian_international_students_enrolled_in_an
_US_university
Week 10
Module 8. Instructional Communication Theories
A. Emotional Response Theory
B. Rhetorical/Relational Goal Theory
C. Relational Power and Instructional Influence Theory

Introduction:
This module provides a framework of instructional communication to explain the different concepts and
variables and how they are related to one another. Although there are a lot of researches already
written about teaching and learning, scholars continue to do researches to help them answer questions
and provide clear explanations in the instructional setting.

Learning Outcomes:
Upon completion of this module, the students should be able to
1.) Synthesize paradigms, theories, and measures used in the assigned readings
2.) Examine how these theories are used and developed in instructional communication research
3.) Propose possible areas of inquiry in instructional communication to address local research gaps.

Engagement Activity:
Role Playing Activity

Lesson Outline

I. Emotional Response Theory

II. Rhetorical/Relational Goal Theory
III. Relational Power and Instructional Influence Theory

Enrichment Activity:
Videos

Assessment:
Think of research topics which you can apply the instructional communication theories above.
Look for researches in instructional communication which used these theories.
References:

Goodboy, Alan K. et.al. Student Use of Relational and Influence Messages in Response to Perceived
Instructor Power Use in American and Chinese College Classrooms. Communication Education, Vol. 60,
April 2011, pp. 191-209
https://www.academia.edu/14512300/Student_use_of_relational_and_influence_messages_in_respon
se_to_perceived_instructor_power_use_in_American_and_Chinese_college_classrooms

Horan, Sean M., Martin, Matthew M. and Wever, Keith. Understanding Emotional Response Theory: The
Role of Instructor Message and Justice Messages. Communication Quarterly, Vol 60, No. 2, April-June
2012, pp.210-213
https://www.researchgate.net/publication/232984061_Understanding_Emotional_Response_Theory_T
The_Role_of_Instructor_Power_and_Justice_Messages

Mansshon, Daniel H. Instructors’ Use of effective Rhetorical and Relational Teaching Behaviors and
College Students Expressed Academic Performance Concerned to Their Instructors. Florida
Communication Journal . Fall2016, Vol. 44 Issue 2, p69-85. 17p.
https://web.b.ebscohost.com/abstract?direct=true&profile=ehost&scope=site&authtype=crawler&jrnl=
10503366&AN=120299798&h=NULbrNVz9OaHYiO5UGRBcHOKXyk7IXuWfXKc%2baIaRjCQn%2fMY%2b5
gw7J%2bwLLqtPTBxeISMZwVV40zGIjB%2bHTMtxA%

Myers, Scott A. et.al. Using Rhetorical/Relational Goal Theory to Examine College Students’ Impressions
of the Their College Instructors. Communication Research Reports, Vol 25, 2018 – Issue 2
https://www.tandfonline.com/doi/abs/10.1080/08824096.2017.1406848
Week 11
Module 9: Instructional Communication Trends and Development
Online and Offline Remote Learning and Teaching during Pandemic

Introduction
The Covid-19 pandemic has brought a lot of changes in the lives of people. The sudden shift
from the traditional face to face learning to online learning has caught the education sector off guard.
Teachers have been forced to create modules and learning materials for their students on a limited
time. They attend webinars to familiarize themselves with technology so they can be equipped with
necessary skills and knowledge for this school year. Students also have faced many challenges especially
those who have no access or have limited internet connection, are lacking in equipment and those who
are dealing with personal concerns during this time. Both teachers and students are working double
time to cope with this major change in teaching and learning.

Learning Outcomes
Upon completion of this module, the students should be able to:
1.) Define online learning
2.) Differentiate between face to face and online learning
3.) Differentiate between synchronous and asynchronous modalities of learning
4.) Describe the challenges that both teachers and students face in online learning
5.) Explain how technology may impact learning

Activity of Engagement
Since this is the last module, you may assess your experiences in online learning. Share your experiences
especially the hurdle you have faced.

Lesson Outline

I. Online Learning and the Connectivist Theory

II. Face to face vs Online Learning
III. Synchronous and Asynchronous Modalities
IV. Challenges in Online Learning

Enhancement Activity: Videos

Assessment:
Prepare a 2-3 minute video of yourself teaching the class of something of interest to you (how to). Post
the video on our page and let your classmates give their comments about the things they have learned
from your video
Create a simple vlog about something that interest you and post in on social media. Share with your
classmates your experience and what you learn from it.
References:

Ally, Mohamed (2008), Anderson, Terry (editor). The Theory and Practice of Online Learning, 2nd edition.
AU Press, Athabasca University, Marquis Book Printing, Canada.
https://books.google.com.ph/books?hl=en&lr=&id=RifNwzU3HR4C&oi=fnd&pg=PA15&dq=online+learni
ng+theory+pdf&ots=SgepNgITrr&sig=uPEDF9dYmVV3kmRZO-
w6esf69Ug&redir_esc=y#v=onepage&q=online%20learning%20theory%20pdf&f=false

Kemp, Nenagh and Grive, Rachel (2014). Face-to-face or face-to-screen? Undergraduates' opinions and
test performance in classroom vs. online learning Discipline of Psychology, School of Medicine,
University of Tasmania, Hobart, TAS, Australia
https://www.frontiersin.org/articles/10.3389/fpsyg.2014.01278/full

Pitt, Dariene (2020) Face-to-face learning is Better than Online. The Crimson White, University of
Alabama
https://cw.ua.edu/64870/opinion/face-to-face-learning-is-better-than-online/

Purdue University Global (2020). 4 Common Challenges facing Online Learners and How to Overcome
Them
https://www.purdueglobal.edu/blog/online-learning/4-challenges-facing-online-learners/

Shank, Patty (2020). The (Right Learning )Modalities to Deliver Digital Learning Part
1https://elearningindustry.com/asynchronous-and-synchronous-modalities-deliver-digital-learning

Study International Staff (2020) SI News Independent News for International Students
https://www.studyinternational.com/news/online-learning-better-face-learning/

Thompson, Terrie Lynn (University of Albert, Canada). The Virtual Classroom @Work
Source Title: Handbook of Research on Virtual Workplaces and the New Nature of Business Practices.
Copyright 2008, p 17 IGI Global Publisher of Timely Knowledge
https://www.igi-global.com/chapter/virtual-classroom-work/21903

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Week 12 Consultations

Week 13 Consultations

Week 14 Presentation and Submission of Concept Paper and Advocacy Project

Mental Health Hotlines for the UP Diliman Community

Free online basic psychological support services from the Ugnayan ng Pahinungod:
communitypsp.updpahinungod@gmail.com

UP PsychServ signup sheet http://bit.ly/PsycServ or contact through psycserv.upd@up.edu.ph /

09167573157 /8981-8500 loc. 2496

UP Health Services Psychiatrist for UP Students – schedule through

https://picktime.com/LusogIsip or through 9818500 loc. 111

For more hotlines, visit http://silakbo.ph/help/

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Copyright Infringement. All materials, distributed or recommended, are under this fair use clause. Please
do not share them with others through any online or offline means. Video, audio, or visual materials
made by the instructor is his/her own. Distribution of such materials, without the consent of the
instructor, is against the university policies (intellectual property rights, data privacy).

Asst. Prof. Maria Fabiola R. Ortiz