Republic of the Philippines

PANGASINAN STATE UNIVERSITY

STA. MARIA CAMPUS

BACHELOR OF SCIENCE IN AGRICULTURE

COURSE SYLLABUS
COURSE INFORMATION
COURSE CODE GE 3
COURSE TITLE ART APPRECIATION
TIME FRAME 18 weeks (54 hours)
CREDIT UNITS 3 units
COURSE PREREQUISITE None
COURSE SCHEDULE Th 9:00-11:00, F 11:00-12:00

VISION, MISSION, GOALS AND OUTCOMES

UNIVERSITY VISION To become an ASEAN Premier State University by 2020

UNIVERSITY MISSION The Pangasinan State University, through instruction, research, extension and production, commits to develop highly principled, morally
upright, innovative and globally competent individuals capable of meeting the needs of industry, public service and civil society.

INSTITUTIONAL OUTCOMES The Pangasinan State University Institutional Learning Outcomes (PSU ILO) are the qualities that PSUnians must possess.
These outcomes are anchored on the core values – ACCESS. Accountability and Transparency, Credibility and Integrity, Competence
and Commitment to Achieve, Excellence in Service Delivery, Social and Environmental Responsiveness, and Spirituality – (ACCESS).
Anchored on these core values, the PSU graduates are able to:
1. demonstrate abilities and competencies acquired from their programs that are reflective of transparency, equity, participatory
decision-making, and accountability;
2. engage in relevant, comprehensive, and sustainable development initiatives based on multiple perspectives that build professional
credibility and integrity;
3. respond to development goals and tasks with determination and sense of urgency;
4. produce quality outputs leading to inclusive growth and continuous improvement;
5. engage in life-long learning for a more dynamic advancement of professional skills and competencies;
6. meet industry needs and requirements of the local and international human capital market;
7. manifest social and environmental responsiveness to elevate the welfare of the multi-sectoral communities, and
 8. practice spiritual values and morally upright behavior to promote a dignified public image.
PROGRAM OUTCOMES
Program Outcomes for
Bachelor of Science in Agriculture
Able to perform the tasks in the
technical and scientific fields with
confidence and creativity
Can diagnose and analyze strengths
and limitations, opportunities, threats in
the practice of agriculture profession
Can conceptualize and formulate
systems-oriented strategic plans and
programs for agricultural development
Ability to manage resources effectively
and efficiently
Able to formulate, monitor and evaluate
Plans and Programs in Agriculture
Advocate agricultural laws, rules,
regulations and related policies
Able to practice and promote public
Performance Indicators
1.1. Apply concepts, principles and methodologies.
1.2. Enhance working knowledge through technical and scientific exposures.
1.3. Conduct innovative research to generate good agricultural practices and desirous products.
2.1. Keep abreast with developments in agriculture.
2.2. Analyze, interpret and utilize technical and socio-economic data to evaluate opportunities
and constraints.
2.3. Recommend appropriate actions and strategies.
3.1. Examine the inter and intra dependence of systems within the context of agricultural
development.
3.2. Map out strategic plans using technical, scientific, market and other sources of information.
3.3. Prepare workable agricultural plans, programs and feasibility studies.
3.4. Formulate alternative measures to solve potential problems in implementing agricultural
plans and programs.
4.1. Conduct resource inventory by employing recent qualitative and quantitative tools.
4.2. Assess and analyze the enterprise using techniques that will establish strengths,
limitations, opportunities and threats.
4.3. Develop strategies and alternatives within the context of sustainability.
4.4. Formulate and implement resource management plan for improved and sustained
productivity.
4.5. Assess the overall efficiency and sustainability of agricultural plans and programs.
4.6. Recommend and disseminate best management practices (BMPs) developed from the
enterprise.
5.1. Conduct performance audit to assess the progress and accomplishments of the enterprise
and to recommend measures to ensure sustained use of the resources available in the
enterprise.
5.2. Design benefits monitoring and evaluation system for plans and programs.
5.3. Formulate verifiable performance indicators of agricultural plans and programs.
5.4. Take corrective actions promptly.
6.1. Know and analyze existing agricultural laws, rules, regulations and related policies.
6.2. Identify policy impacts and gaps
6.3. Formulate recommendations for policy reforms.
6.4. Design and implement strategies for advocacy.
7.1. Apply good management practices in the workplace for safety.
 safety in the use of agricultural
technology
Can implement agricultural
development compatible with resource
conservation
Able to develop communication skills
and strategies
Able to develop and cultivate
collaborative and productive work
attitude towards the agriculture
profession
Can provide leadership and vision in
identifying, creating and pursuing
opportunities in agricultural
development
Able to practice ethical interpersonal
relations with employers, subordinates,
peers, clients and the general public.
7.2. Promote consciousness in the application of agricultural technology among workers for
public safety.
8.1. Explain the interrelationship of agriculture and the environment.
8.2. Identify best management practices and promote their applications in specific sectors of the
agricultural industry.
8.3. Promote resource conservation and sustainable use of natural resources.
9.1. Convey ideas and information clearly and effectively.
9.2. Apply the principles and use different forms and types of communication.
9.3. Develop the ability to access, retrieve, process and disseminate information.
9.4. Prepare, review, analyze and evaluate technical and scientific reports, proposals,
researches and concept papers and respond promptly.
9.5. Update oneself of the recent trends on information and communication technologies (ICTs).
10.1. Demonstrate the values of self-respect and integrity.
10.2. Innovate for improvement of the agriculture profession.
10.3. Develop self-reliance and practice teamwork and networking with high performance and
quality.
11.1. Identify, collect and integrate important data and information on specific agricultural
situations.
11.2. Evaluate data/information using appropriate statistical and decision making tools.
11.3. Identify rational alternatives to solve specific problem, close critical gaps or pursue
opportunities.
12.1. Observe professional ethics and standards.
12.2. Respect the rights of others and recognize their accomplishments
12.3. Demonstrate emotional intelligence/maturity.
12.4. Motivate others to participate actively in PRC Accredited Professional Organization (APO)
and other agriculture-related association activities and comply with their policies and
obligations.

COURSE DESCRIPTION

This course provides an overview of the rudiments of the appreciation, engagement and critique of art. Through the evaluation of different art forms and samples throughout
world history, the inextricable linkages of historical, social and philosophical perspectives and aspects of creative thought and process will illustrate the relevance of art to the
contemporary individual and society.

Students will be confronted with a wide range topics and issues grounded on both theoretical and practical knowledge and skills, challenging them to articulate their
understanding on art. This course endeavors to underscore the different art forms, particularly in the Philippines, inculcating the appreciation of the richness and diversity of
their culture and heritage.

COURSE OUTCOMES
PO Code Course Outcomes:
PO1  Demonstrate an understanding and appreciation of arts in general, including their function, value and historical significance.
PO 6  Define and demonstrate the elements and principles of design.
PO 5, 6, 7  Explain and evaluate different theories of art.
PO 2  Situate Philippine arts in a global context.
PO 6  Analyze and appraise works of art based on aesthetic value, historical context, tradition, and social relevance.
PO 7  Mount an art exhibit (concept development, production and postproduction, marketing, documentation, critiquing).
PO 6, 7  Create your own works of art and curate their own production or exhibit.
PO 2, 6  Utilize art for self-expression and for promoting advocacies.
PO 3, 6  Deepen their sensitivity to self, community and society.
PO 3, 6  Discover and deepen their identity through art with respect to their nationality, culture and religion.
PO 4  Develop an appreciation of the local arts.

COURSE LEARNING PLAN

Course Teaching and

CO Desired Learning Outcomes Textbooks/ Resource Time
Content/Subject Learning Assessment Tasks (ATs)
Code (DLOs) References Material/s Table
Matter Activities (TLAs)
CO3 At the end of the meeting, the Orientation Course Syllabus Lecture/Discussion Oral Recitation DLP 1 hour
students must have… VMGO
CO4 Familiarize with the University Course Description Laptop/
Mission, Vision, Goals and Course Requirements Notebook
CO5 Objectives, Course Description Class Policies
and Course Requirements Tablet
Identify the position of art and 1. What is Art? Casaul, Jezreel Anne Discussion and • Sharing/Open Discussions: DLP 2 hrs.
its study in the Humanities Introduction and Its R. et al (2018). Art Presentations Experiences with different forms of
(discipline). Assumptions Appreciation. Manila. Activities art PowerPoint
CO1, • Discuss and assess the Rex Bookstore Inc. Assumptions on Art Presentatio
2, 3, assumptions about art. (2018) Thoughts on Art Education ns
4 • Define and clarify the https://
common misconceptions of the www.slideshare.net/ Hand-outs
art; mobile/
• Articulate personal imjhengasunsion/ Scoring
experiences or engagements introduction-to- rubrics
with different samples of art. humanities-39268501
https://artlistr.com/6-
 common-
misconceptions-
about-ar-and-art-
world/p
Identify the preliminary aspects 2. Assumptions and Other References: Discussion and • Portrait production (Seeing Laptop 1 hr.
of thought and production Nature of Arts: Foreign Texts and Multimedia yourself through the other’s eyes
CO process (creativity and Creativity and online references Presentations and hands.) DLP
1,2, imagination). Imagination Kleiner, Fred S. Assign partners in class and create
3, 4 • Characterize artistic Gardner’s Art each other’s portrait using Hand-outs
expression based on personal Through the Ages whatever form, medium, technique
experiences with art; (multiple editions: or style. Scoring
• Enumerate the different art unabridged and NOTE: However, set a limitation on rubrics
forms. concise) the size to ensure it will be
• Examine various examples of https://www.slideshar convenient to move around. Syllabi,
each art form. e.net/janril/art- • Sharing/Discussion
appreciation- Ask the students to share their Trustworthy
creativity-imagination- favorite piece or work of art (any art websites
and-expression form) and discuss the following:
https:// Why they consider it as a work of
www.factmonster.com art?
/cool-stuff/art/forms- What they appreciate about the
art work?
What they think the relevance of
the work in their life or in the
society?
Distinguish between directly 3. Functions of Art and Dudley, L., Faricy, A., DLP 4 hrs.
functional and indirectly Philosophy and McGraw-Hill Discussions and • Oral recitation
functional art; Book Company. Presentations Illustrations
CO 1, • Explain and discuss some of (1960). The
2, 3, the key philosophical Humanities. New Hand-outs
4 perspectives on art; York: McGraw-Hill.
• Identify the functions of some Collingwood, R.G. Scoring
forms of art in daily life. (1938). The Principles rubrics
• Apply concepts and theories of Art. Syllabi,
on beauty and aesthetics in Worcestershire: Read
concrete and real-life Books Ltd.
scenarios.
Differentiate representational 4. Subject and Content Tamplin, R. (Ed.). Discussions Write a paper based on the guide Laptop 5 hrs.
art and non-representational (1991). The Arts: A questions fleshing out the subject
 art; History of Expression and content of the artworks DLP
CO5, • Discuss the difference in the 20th Century. selected. (i.e. factual, conventional
6, 7, between an artwork’s subject England: Harrap Ltd. and subjective meanings) Illustrations
8 and its Fichner-Rathus, L. • Docufilm screening/showing
content; (2017). Watch the BBC documentary about Hand-outs
• Identify the subject matter and Understanding Art. Botticelli’s Venus: The Making of
content of specific examples of 11th Ed. Boston: an Icon. Scoring
art; and Cengage Learning. http://www.bbc.co.uk/ rubrics
• Enumerate the sources of the Gilbert, R. (2005). programmes/b070sqb0 Syllabi
subjects of some of the most Living with Art. New
recognizable works of art in York: McGraw-Hill. Trustworthy
Philippine art history. websites
Outline the history of the Getlein, M. Discussions and Research and select an individual Laptop
emergence of artisans and 5. Art and Artisans: (2005). Gilbert’s presentation who works in the field of arts and
artists as they are known today; Production process, Living With Art. 7th culture. DLP 4 hrs
• Recognize and critically Medium, Technique Ed. New York: Instruct the students on how to
CO 6, discuss the function of state and Curation McGraw-Hill. properly conduct a personal or Illustrations
9 sponsorship in the field of arts Greene, M. email interview.
and culture through the (1995). Art and Conduct an interview discussing an Hand-outs
National Artists Award and the Imagination: issue that the student thinks
Gawad sa Manlilikha ng Bayan Reclaiming the Sense relevant to discuss in the Scoring
(GAMABA); of Possibility. Indiana, contemporary times regarding the rubrics
• Identify and define the USA: Phi Delta Kappa conceptualization,
different individuals and groups International. creation/production and Syllabi,
who distribution/circulation of art and
take on varied roles in the culture. Trustworthy
world of art and culture; and i.e. Originality (Artist), Forgery websites
• Classify the practices of (Gallery or Museum owner),
artists in terms of form, Cultural Worker’s Rights (Anyone
medium, and technique. who works in the art and culture
sector), Art Education (Art
teachers).
Write a newspaper article/feature
using the interview as the main
resource.
PRELIMINARY EXAM 1 hr
• Enumerate the different 6. Elements and Panofsky, E. Discussion and • Museum Visit Laptop 2 hrs.
elements of visual and auditory Principles of Art (1983). Meaning in Presentation Artwork Analysis (This can be any
art; the Visual Arts. type of artwork present in the DLP
CO 9 • Differentiate the principles of Chicago: University of museum: painting, sculpture, video
art; Chicago Press. art, installation, audio art, etc.) Illustrations
• Provide examples of the Electronic. Accessed Each student will select an artwork
interrelatedness of some of the November 1, 2017. in the museum that articulate 3 or Hand-outs
elements and principles of art; Retrieved from more elements and principles of
• Explain the relevance of the https://monoskop.org/i art. Scoring
elements and principles in the mages/1/17/Becker_H In front of the class, have the rubrics
study of art and its products oward_S_Art_Worlds. students articulate the elements
(artworks); and pdf.UCTION TO ART present in each artwork. Syllabi
• Illustrate examples of hybrid APPRECIATION Discuss the principles of art that
art and dissect what art forms govern the chosen artwork. Trustworthy
are combined therein. websites
Your version of a master’s work
Each student may select an
artwork in the museum which he or
she will try to copy.
Materials must be brought in the
museum. (Make sure to seek
permission from the museum and
ensure what materials are allowed
inside the museum).
The finished artwork (may be a
take-home project if time is not
enough) will be presented in class.
• Discuss how art was used by 7. Art History: Western Saltz, J. (2016). Discussion and • Oral Recitation DLP 2 hrs.
prehistoric people to depict "New Ways of Production Work • Quiz
everyday life; Art from Prehistory: Seeing." In Medium. Illustrations
CO • Identify the central themes of Cave Art A project by T Brand
10, prehistoric art; Studio and Tiffany & Hand-outs
• Differentiate the techniques Art from Ancient Egypt Co. Accessed
used during the three kingdoms November 1, 2017. Scoring
of early Egypt; and Retrieved from rubrics
• Explain how art is linked with https://medium.com/
religion in early Egyptian @jerrysaltz/new- Syllabi
civilization. ways-of-seeing-
91bd1b72775c
• Identify the major periods in 8. Art of Emerging Irvin, S. (n.d.). Discussion • Group presentations: At least 10 DLP 2 hrs.
Western art history; Europe “Appropriation and Groups in a class (Target: 6
• Examine the underlying Art from Ancient Authorship in movements per week) Illustrations
 historical, political and social Greece Contemporary Art.” In Each group must select three art
CO 9, contexts of the major periods or Art from Ancient Rome Academia. Discussion and movements. Hand-outs
movements. Retrieved from presentation Describe and discuss the defining
• Compare and contrast the Art Movements http://www.academia. qualities of each movement using Scoring
artworks produced during the (Medieval to Modern) edu/3085695/Appropri other relevant products or events rubrics
different time periods and art Middle Ages ation_and_Authorship that happened within the identified
movements; and Renaissance Art _in_Contemporary_Ar or recognized timeframe. (i.e. Syllabi,
• Articulate the importance of Mannerism t. political event – election, rights
art to the development of – 5. Baroque and Harris, W. (n.d.). movement - , fashion, music,
Western culture Rococo “Improvisation: The literature, theater, film, etc.)
Neoclassicism New Spirits in the Highlight the linkage of the chosen
• Differentiate modern and Romanticism Arts.” In Middlebury. art movement with the identified
contemporary art; Realism Retrieved from products or events (or both).
• Show the interrelation of Impressionism http://community.midd Create a concise presentation
modern and contemporary art; Post-impressionism lebury.edu/~harris/im using only a maximum of 60 slides
• Isolate and discuss significant Neo-Impressionism provisation.html. (20 slides/movement). Be as
historical events that informed Art Nouveau Local texts and creative and brief as possible.
and inspired the different Fauvism online references Venn diagram, concept maps and
movements under Cubism Cultural Center of other techniques of presenting
contemporary Futurism the Philippines. information are encouraged.
art; and (1994). CCP NOTE: The goal is not to be able
• Classify specific artworks into Art Movements Encyclopedia of discuss everything about the
the different movements under (Modern to Philippine Art movement, but to show how each
contemporary art. Contemporary) Volumes. Manila: movement is rooted in real-life
9. Abstract Cultural Center of the events and ideological
Expressionism: Color Philippines. developments, using examples
Fields and Action Art *An such as artists, artworks,
Op-art updated version is techniques and styles that
Kinetic Art underway. emerged.
Gutai Castañeda,
Minimalism Dominador. Art in the
Pop Art Philippines. Quezon
Minimalism City: Office of
Neo-Pop Art Research
Photorealism Coordination,
Conceptualism University of the
Installation Art Philippines (1964).
Earth Art
Street Art
 MIDTERM EXAM 1 hr
13. Find and examine local Group Presentation: Content and DLP 2 hrs.
government policies that Casiño, Eric. Muslim Group Work Relevance (30%) Illustrations
CO 4 protect the wellbeing of the Folk Art in the Analysis (40%) Hand-outs
person in the face of new Philippines. National Creativity & teamwork (30%) Scoring
technologies Museum (1967). rubrics
• Explain how meanings can be 10. Soulmaking, Discussion and • Branding an advocacy DLP 3 hrs.
CO derived from art; Appropriation and Duldulao, Manuel. production work Using a well-known artistic style or
10 • Discuss how improvisation Improvisation The Philippine Art. technique of an artist or a Illustrations
can make an artwork Maber Books (1977) movement as inspiration (i.e.
distinctive; Guillermo, pointillism or collage and Hand-outs
and Alice. Image to assemblage, among others) create
• Identify the issues and Meaning. Quezon an ad (poster) to promote an Scoring
problems that can arise City: Ateneo de advocacy that you believe in. (i.e. rubrics
because of appropriation of art. Manila University Environmental conservation,
Press (2001). women’s rights, and bullying, Syllabi,
Guillermo, among others).
Alice. NOTE: This maybe manually or
Protest/revolutionary digitally rendered.
art in the Philippines
1970 – 1990. Quezon • Essay
city: University of the Discuss on the prevalence of
Philippines Press traditional Philippine imagery to
(2001). more contemporary contexts and
its implications (i.e. Whang-od in
Manila FAME; use of traditional
symbols and patterns of a specific
tribe, group or region, in
commercially available and mass-
produced products like Kultura,
Instagram and online shops, etc.)
• Identify key influences to 11. Art in Asia Flores, P. Discussion and • Quiz DLP 5 hrs
Chinese art; Chinese Art et al. Suri Sining: the Presentation • Oral Recitation
• Identify key characteristics of Japanese Art art studies anthology. Illustrations
Japanese art; Quezon City: The Art
• Compare and contrast Studies Foundation, Hand-outs
Chinese and Japanese Inc. (2011)
artworks; Flores, P. Painting Scoring
• Outline and discuss the History: Revisions in rubrics
 common themes and subject
matter that were prevalent
during the key periods of
development in Philippine art
(precolonial period to the
contemporary times);
• Identify images, symbols and
patterns that are recurrent in a
genre, art form or period (i.e.
okir; sarimanok, t’nalak,
landscapes, Juan de la Cruz)
• Examine, assess and critique
the development of Philippine
art in relation to the different
colonial periods in history.
• Outline and discuss the
common themes and subject
CO5 matter that were prevalent
during the key periods of
development in Philippine art
(precolonial period to the
contemporary times);
• Identify images, symbols and
patterns that are recurrent in a
genre, art form or period (i.e.
okir; sarimanok, t’nalak,
landscapes, Juan de la Cruz)
• Examine, assess and critique
the development of Philippine
art in relation to the different
colonial periods in history.
Philippine Colonial
Art. Quezon City: Syllabi
Office of Research
coordination,
University of the
Philippines (1998)
12. Art in Asia: Flores, P, et al. Presentation and Final Project will be given. DLP 2 hrs.
Philippine Art Sining at Lipunan. Discussion
Quezon City: Sentro It is advised however, that this be Illustrations
ng Wikang Filipino, given in advance - during the
University of the midterm/middle of the semester - to Hand-outs
Philippines System provide students more time to
(1997) prepare, research and implement Scoring
Ledesma, Purita production work. This is especially rubrics
Kalaw. The Struggle the case when the initial proposal is
for Philippine Art. disapproved by the Syllabi
Quezon City (1974) professor/teacher.
Philippine ethnic
patterns: A Design • Final Project Phase 1:
Book. Pasay City: Conceptualization
Product Development Critique/assessment of teacher
and Design Center of Initial Stages of Production
the Philippines (2006)
Proposal Creation
Using one of the following - theme,
idea, symbol or pattern- that
emerged or became prevalent
during a specific period in
Philippine history, create a design
of any product, structure or
 commodity that utilizes it explicitly
(a design feature) or as inspiration
(rationale, shape, or articulation of
mood).
Ensure that the design is backed
up by research and does not go
against the limitations set by the
religious or cultural group that owns
the symbol or pattern.
Employ utmost respect to these
restrictions.
Create a proposal for your group
design and be prepared to make a
pitch or presentation to the class on
week 18. (Maximum of 10 pages,
both text and visuals/graphic
renditions of design proposed,
accompanied by slides for pitch
presentation)
Defend: Why would the Philippines
today benefit from your design?
13. Final Consultation: Brigino, Aurea S, et Final Project phase 2: Production DLP 2 hrs.
Project Development al. Philippine Art and Students may have final
Culture. Mandaluyong consultation with the Illustrations
City: Anvil Publication professor/teacher to ensure the
CO9 (2012) proposal development is in the right Hand-outs
National track.
Commission for Modifications may still be made Scoring
Culture and the Arts during this time depending on the rubrics
(NCCA) website. suggestion of the professor/teacher
http://ncca.gov.ph/ to further augment and improve the Syllabi,
proposal.
This may be done in a per-group
consultation session (to be
scheduled by the group with the
professor/teacher)
SEMIFINAL EXAMINATION 1 hr
14. Project: Production Articles on Presentation and Final Project phase 2: Production DLP 10 hrs
and Workshop Culture and the Arts, Discussion and presentation
 Order of the National Each group will be given a chance Illustrations
CO6 Artists and Gawad sa to present and make their design
CO7 Manlilikha ng Bayan pitch to the class and to the Hand-outs
(GaMaBa). professor/s (a panel maybe created
Pananaw: to assess the proposals more Scoring
Philippine Journal of effectively). rubrics
Visual Arts (series) A grading rubric and mechanism
must be identified.
Other students may critique their
classmates’ proposal.
CO8 Course Wrap-up/Summary Discussion and open forum 3 hrs

FINAL EXAMINATION 1 hr
Total number of hours: 54 hours

COURSE REQUIREMENTS

1. Regular attendance
2. Quizzes, Midterm and Final Exams
3. Deliver oral reports, submit projects or any form of assignment:
4. Performance Tasks
5. Checklist
6. Reflection Paper/Essay
7. Individual and Group Research work
8. Quick Summaries
9. Quick draw show down
10. Group Question and Answer
11. Art production
12. Proposal pitches
13. Multi-media presentation
14. Participation in class discussions and other activities

CLASS POLICIES

Class Policies:
1. Regular attendance is a must
2. Late submission of assignments shall be given a demerit
3. Special examinations/quizzes shall only be given to students with valid reasons
 4. Cheating is strictly prohibited
5. Dropping and changing of subjects must conform to university policies

GRADING SYSTEM

Prelim/Semi-finals 15%
Midterm / Final Exam 25% MidtermGrade+(2 × Final TermGrade)
Final Grade=
Quizzes 30% 3
Studentship (Projects, Attendance, Character) 30%
Total 100%
Date of Effectivity: August 14, 2019

INSTRUCTOR’S INFORMATION

NAME KAREN N. BOSTON

MOBILE NUMBER 09483714775
EMAIL karenboston79@gmail.com
CONSULTATION HOURS F 8:00-11:00

ADOPTED BY: REVIEWED AND EVALUATED BY: APPROVED BY:

KAREN N. BOSTON FLORITA C. BALANSAY HONORIO L. CASCOLAN,

Instructor I Chairman, Bachelor of Elementary Education Department Ph.D
Date: ________________ Date: _______________ Campus Executive Director
Date: ______________

WILFREDO N. ANCHETA
College, Teacher Education
Date: _______________