Republic of the Philippines

Region XI
Commission on Higher Education

SANTO TOMAS COLLEGE OF AGRICULTURE, SCIENCES AND TECHNOLOGY

COURSE SYLLABUS IN ELECTIVE 101 – GENDER AND SOCIETY
SANTO TOMAS COLLEGE OF AGRICULTURE, SCIENCES AND TECHNOLOGY BACHELOR OF PUBLIC ADMINISTRATION

VISION PROGRAM PHILOSOPHY

The Santo Tomas College of Agriculture, Sciences and Technology (STCAST) is a premier Public Administration is a degree program that prepares people for careers in public
local institution in Southeast Asia. administration and governance for the public interest. It is also a formation course for students
who want to devote themselves to public service in government and civil society organizations.
MISSION
GOALS
1. Infuse wholesome values (Core Values) to the teaching and non-teaching staff of
STCAST. This program aims to provide its graduates with the following:
2. Equip graduates with knowledge, skills and attitudes towards global
competitiveness. 1. Adequate knowledge and understanding of fundamentals of good governance;
2. High appreciation for the demands and challenges of public service;
VALUES 3. High ethical values for public service, accountability, nationalism, and sustainability;
4. Strong sense of duty to promote and protect public interest especially for the
EFFICIENCY, EXCELLENCE, PERSEVERANCE, HUMANENESS, INTEGRITY depressed and marginalized communities;
5. Adequate skills in management including planning, implementation, monitoring,
INSTITUTIONAL GOALS material and resource management for government and civil society organizations;
and
The Santo Tomas College of Agriculture, Sciences and Technology commits to: 6. Adequate ability to engage in scientific research and national decision-making.
1. Provide a quality, industry-needed and tailor-fit educational program;
2. Espousing an Educational and cultural excellence;
3. Instituting sufficient human and financial resources and compliant facilities;
4. Institutionalizing research culture across disciplines;
5. Establish collaboration among stakeholders and members where respect, values,
support are paramount; and
6. Implement programs for community improvement and development.

Feeder Road 4, Brgy. Tibal-Og, Santo Tomas, Davao del Norte, 8112, Philippines

PROGRAM EDUCATIONAL OBJECTIVES (PEO)

BACHELOR OF PUBLIC ADMINISTRATION ELECTIVE 101 – Gender and Society

 Ref. CMOs: CMO No. 6, s.2010, CMO 4, s.2018 and CMO 20, s. 2013

POE A Develop competencies needed to become effective and service-oriented public officers and employees.
POE B Keep abreast of the developments to cope with national and global challenges affecting Philippine public administration.
POE C Develop effective oral and written skills in communication and information technology in the fields of public governance, business and related industries.
POE D Inculcate professional, social and ethical values in the conduct of public service and business for nation building.
POE E Develop ability to work effectively and independently in multi-disciplinary and multi-cultural teams with appreciation of Filipino historical and cultural heritage.
POE F Produce researches on public administration and governance in order to participate in the generation of new knowledge or in research and development projects.
Participate in community extension activities to promote cooperation in the development and provision of world-class public service and education capacity building to develop the
POE G
full role of public administration and governance.

PROGRAM OUTCOMES (PO) Performance Indicators

Upon completion of the program, the BPA students will be able to:
Demonstrate knowledge and understanding of the theory and practice of public administration and good Explain through interactive discussion, written output and oral
PO a
governance. presentation
Articulate a comprehensive and contextualize situational
PO b Respond to the imperatives and challenges of public service in the context of Philippine global.
analysis
Exhibit ethical values for public service, adherence to the principles of accountability, responsiveness, Apply the appropriate communication and ethical values in their
PO c
nationalism. internship training
Explain through interactive discussion, written output and oral
PO d Manifest sense of duty to promote and protect public interest especially for the depressed and the marginalized.
presentation
Utilize effective and efficient tools in management including planning, organizing, leading and controlling of Explain through interactive discussion, written output and oral
PO e
human, material and resource management for government and civil society. presentation
PO f Engage in scientific, multidisciplinary and policy research and decision-making initiatives. Produce a well-documented policy paper/research paper/thesis

Course Outcomes (CO) POs aligned to:

Upon completion of the course, the students will be able to:

CO 1 Establish knowledge on the gender issues in the country PO d

CO 2 Acquire insight on the interrelationship of gender, society, and sexuality PO a & PO c
CO 3 Compare and contrast the status of women in the Philippines to the western countries and vice versa PO d
CO 4 Demonstrate understanding on the idea of inclusivity and gender equality PO c & PO d

Course Information
Course Title Gender and Society Workload of Students

BACHELOR OF PUBLIC ADMINISTRATION ELECTIVE 101 – Gender and Society

 This course is intended to analyze the role of gender in society This course will run for fifty-four (54) hours in a semester
in interdisciplinary and intersectional gender studies which will be divided to three (3) hours per week of hybrid
standpoints. The students must develop an independent ability instruction (onsite and online) as appropriate; assessment
to deliberate, theories, and analyze the role of gender in social tasks, classroom and online discussions, oral recitation and
improvement. The course also summaries the development of written exams. Students are encouraged to participate in
Course Description
different gender studies theories and concepts which relate to scheduled synchronous sessions and to complete
these issues, including the theories and concepts of feminist, assignments, projects, quizzes and topic reporting.
postcolonial, and critical race studies, transgender studies,
critical men’s and masculinity studies, and feminist studies of
health, medicine, and technology.
Course Credits 3 units
Pre-requisite None
Co-requisite None
Course/ Year 1st Year
Semester/ Year 1st Semester

Faculty Information
Name: MERRY KRIS N. FLORENOSOS
E-mail Address: florenososmk@gmail.com
Contact Information: 09454939197
Office: Biology Lab
Consultation Schedule: Monday 9:00-10:00 am @ Library

***Students are advised to refer to the schedule of Academic Consultation of the subject instructor.

LEARNING EVIDENCE: As evidence of attaining the above learning outcomes, the student must do and submit the following:
LE 1 Compendium The student shall create a compilation of reflection in every topic including rating sheets for oral
recitations, discussions, reporting, quizzes and examinations conducted on the subject for both online
and offline classes as an assessment for learning.

MEASUREMENT SYSTEM Learning Evidence (LE) to Assess: (LE will depend upon the requirement required of the course)

LE 1: Course Compendium Scoring Rubrics

Highest Possible Score: 40 Points
Reflection on Learning
Aligned with course learning outcomes
Components
Based on compendium required items
10 points – Exemplary work at highest
level of ability
The compendium shows that the student
has reflected with substantial depth upon
how their learning experience is aligned
to the course learning outcomes for
which credit is being sought
All contents needed are included and
clearly marked (rating sheets for quizzes,
9 points – Good work, meets all criteria
The compendium provides evidence of
reflection to increase learning aligned
with the course learning outcomes for
which credit is being sought
One content is missing in the
compendium
8 points – Adequate work, lacking in
some areas
The compendium provides inadequate
evidence of reflection to increase
learning aligned with the course learning
outcomes for which credit is being sought
Two contents are missing in the
compendium
6 points – Unsatisfactory, work is
inadequate and of poor quality
The compendium provides little or no
evidence of reflection to increase
learning aligned with the course learning
outcomes for which credit is being
sought
Three or more contents are missing in
the compendium

BACHELOR OF PUBLIC ADMINISTRATION ELECTIVE 101 – Gender and Society

 assignments, quizzes, examinations, oral
recitations, discussions and reporting)
Organization Contents are well organized and follows
Follows the instructions of the the necessary structure of the
compendium compendium
Portfolio shows ingenuity and creativity;
Presentation care was taken when photographing
Neat and creative presentation work; pictures are cropped and high
quality.
Contents are somehow organized and
Contents are organized and follows the Contents do not follow the organization
does not follow the structure of the
structure of the compendium and structure of the compendium
compendium
Portfolio shows some imagination and
Portfolio shows some imagination or
creativity; care was taken when Portfolio is lacking creativity; poor
creativity; some care was taken when
photographing work; pictures need quality pictures were used in portfolio
photographing work
cropped and high quality.

OTHER REQUIREMENTS AND ASSESSMENT ACTIVITIES (AA)

Assessment Activity Description and Other Details

AA1 Oral Recitation Questions are being asked and aligned with the synchronous conversation to ensure that students are on the same page.
AA2 Short Quiz This is a short quiz given in the asynchronous activity aligning with synchronous discussion.
AA3 Examinations These are written examinations that are designed to test student’s understanding in every grading period.

Grading System
Article 34. For general education courses, computation of grades are as follows (based on CMO No. 30 series 2013):
a. Long Test (Examination) 40%
b. Short Test (Quizzes) 30%
c. Class Participation 20%
d. Project, Attendance, Assignments 10%
100%
Note: A faculty may modify the criteria of grading based on his/her best lights in coordination with the concerned Program Head.
Article 35. Every subject instructor shall submit a composite two (2) days after every end of the term to the Program Head, to closely monitor the performance and standing
of the students.
Article 36. Students with failing grades are subject to the internal retention policies of a program.
Article 37. The College implements the general rule of computation of grades which are as follows:
Grading System shall be 30 based throughout the four programs.
Below is the computation:
Grade is equal to score / item multiplied by 70 plus 30. (Revised 2021)

DETAILED COURSE OUTLINE

LEARNING PLAN

Intended Learning Course Time Frame Topics Teaching and Learning Assessment Task Required Reading Learning
Outcome (ILO) Outcomes Activities (TLA) (AT) Evidence
Students must be able to: Week 1 I. STCAST VMG

BACHELOR OF PUBLIC ADMINISTRATION ELECTIVE 101 – Gender and Society

 (3 hours) II. Course Outline
 Get to know with III. Course Syllabus Getting to Know You
each other; (Self-Introduction through
Two Truths and a Lie)

 Know the STCAST Interactive Discussion

VMG and Program about the VMG to Students Handbook
VMG; and Oral participation
integrate the values of a
STCASTian
 Discuss the course
description, Expressing Your
objectives, outline, Thoughts
requirements and (Exchange of students’ Course Syllabus
grading system; and teacher’s
expectations on the
course)
 Differentiate Week 2 Levelling Off: Gender and Rodriguez, A. & LE 1
gender from (3 hours) Sexuality Rodriguez, A. (2019).
sexuality and I. Gender and Sexuality Interactive discussion on Gender and Society,
Identify gender II. Gender Stereotypes understanding the The Whys of
stereotypes and its III. SOGIE concepts of gender, Oral Participation Women, Their
problems; sexuality, stereotypes, Oppressions, and
 Discuss gender sexual orientation, gender Paths to Liberation.
socialization, CO1 & CO2 identity and expression C&E Publishing, Inc.
sexual orientation
and gender identity
and expression or
SOGIE; and
Week 3 Discuss how culture and Rodriguez, A. & LE 1
 Explain how culture (3 hours) Levelling Off: Gender and rationality affect one’s Rodriguez, A. (2019).
or rationality Sexuality way of life, their view on Gender and Society,
shapes people’s gender, sexuality, sexism The Whys of
perception of and discrimination Women, Their
reality, the effects I. Why Equate Gender through interactive class Oppressions, and
of culture on Issues with Women’s discussion. Paths to Liberation.
person’s Issues C&E Publishing, Inc.
perception of Oral Participation
gender and CO1, CO2 & Cultures and Rationalities
sexuality and CO4 I. Instinct and Culture Short Quiz
rationalities that
shape sexism and
discrimination.

BACHELOR OF PUBLIC ADMINISTRATION ELECTIVE 101 – Gender and Society

 Discuss the CO1, Week 4 Women’s Ways of Knowing Think-Pair-Share of
implications of (3 hours) I. Women and the Metaphor students’ perspective on
CO2, &
women’s way of for Silence women’s way of knowing
knowing; CO4 II. Differences in Ways of
Knowing: Women and
Connectedness
III. Exclusion of Women in
Disciplines

 Identify the ways Week 5-6 Rodriguez, A. &

language (3 hours) Gender-fair Language Rodriguez, A. (2019).
discriminates CO1, I. Language and Gender Gender and Society,
against women Relations Interactive Discussion The Whys of
CO2, &
and forms of II. Philippine Culture and Women, Their
discrimination in CO4 Language Demonstration of Oral Participation Oppressions, and
Language; and III. Identities and Naming applying gender-fair Paths to Liberation.
 Explain how Things language in the Caricature C&E Publishing, Inc.
gender-fair IV. Sexist Language and classroom
language can be Culture
realized. V. Toward a Gender-fair
Language
 Identify major Week 7 Women: A Sectoral Situationer
areas where (3 hours)
women are I. Sectoral Situationers
discriminated; and CO3 Group 3 II. Women and the Economy: Interactive Discussion
 Describe the Women and Work
challenges of III. Women, Work and Poverty Oral Participation
women face in in the Philippines
various sectors in IV. Women and Education
the Philippines.

 Identify major areas Week 8 Women: A Sectoral Situationer

where women are (3 hours)
discriminated; and V. Women and Health
 Describe the Group 7 VI. Violence against Women Interactive Discussion
challenges of women VII. Women and Armed
face in various sectors Conflict Quiz
in the Philippines. CO3 VIII. Women in Power and
Politics
IX. Institutional Mechanisms
and the Human Rights of
Women
 Identify major areas Week 9 Women: A Sectoral Situationer
where women are (3 hours)
discriminated; and X. Discrimination against the
 Describe the Group 2 Girl-child
challenges of women XI. Women and the
face in various sectors Environment

BACHELOR OF PUBLIC ADMINISTRATION ELECTIVE 101 – Gender and Society

 in the Philippines. CO3 XII. Women and Disaster
XIII. Women in the Indigenous
Communities
XIV. Filipino Women in Other
Sectors
 Identify the difference Week 10 Gender Interests and Needs Interactive Discussion Rodriguez, A. &
between gender and (3 hours) Rodriguez, A. (2019).
needs; I. Gender Interests and Gender and Society,
 Explain how policy Group 9 Needs in Development Group discussion Oral Participation The Whys of
can be made II. Gender Interests Women, Their
responsive to these III. Gender Needs Oppressions, and
needs; CO4 Paths to Liberation.
C&E Publishing, Inc.
 Identify the difference CO1 & CO4 Week 11 Gender Interests and Needs Interactive Discussion Oral Participation
between gender and (3 hours) IV. Strategic Gender Needs
needs; V. Challenges for the Quiz
 Explain how policy Fulfillment of Gender Group discussion
can be made Group 1 Needs in the Philippines
responsive to these
needs;
MIDTERM EXAMINATION
Week 12-13 Laws, Policies and Programs for Rodriguez, A. &
(6 hours) Philippine Women Rodriguez, A. (2019).
I. Human Rights Approach Gender and Society,
Group 5 II. International Treaties for Interactive Discussion The Whys of
Women’s Protection Oral Participation Women, Their
 Elucidate the aims of III. Laws and Policies for Oppressions, and
these policies for Women in the Philippines Group discussion on the Quiz Paths to Liberation.
women and for the CO1, CO2 & laws and policies for C&E Publishing, Inc.
society as a whole. CO4 women

Week 14-15 Theories on the Origin of Rodriguez, A. &

 Explain how (6 hours) Women’s Oppression Rodriguez, A. (2019).
discrimination hinders I. Women’s Oppression Empathy Mapping Gender and Society,
the development of Group 4 II. Goddess Worship to God (Write how you think and The Whys of
human civilization and CO1 & CO4 Worship feel on the oppression of Essay Women, Their
its evolution based on III. Eve and the Other women) Oppressions, and
historical IV. A Shift of Production Quiz Paths to Liberation.
circumstances; and C&E Publishing, Inc.

BACHELOR OF PUBLIC ADMINISTRATION ELECTIVE 101 – Gender and Society

 Week 16 Masculinity Rodriguez, A. &
 Explain the (3 hours) I. Men and Gender Studies Rodriguez, A. (2019).
importance of II. Beginning of Masculinity Gender and Society,
understanding that Group 8 III. What Makes a Man a One Minute Paper The Whys of
masculinity is a Man? Oral Participation Women, Their
construct; and IV. Proving Masculinity Oppressions, and
 Elaborate why the Essay Paths to Liberation.
concept of masculinity CO4 C&E Publishing, Inc.
can be oppressive to
men
 Explain the Week 17-18 Masculinity Rodriguez, A. &
importance of (6 hours) V. An Aversion to the Rodriguez, A. (2019).
understanding that Feminine: Masculinity as Gender and Society,
masculinity is a Group 6&10 Homophobia One Minute Paper The Whys of
construct; and VI. Masculinity as Power Oral Participation Women, Their
 Elaborate why the CO1 & CO4 VII. Men as the Masculine Oppressions, and
concept of masculinity Generic and Male Essay Paths to Liberation.
can be oppressive to Entitlement C&E Publishing, Inc.
men VIII. Men and Fragile
Masculinities
IX. The Responsibility of Man
X. Is the Philippines a
Masculine Country?
FINAL EXAMINATION

BASIC REFERENCES

1. Rodriguez, A. & Rodriguez, A. (2019). Gender and Society, The Whys of Women, Their Oppressions, and Paths to Liberation. C&E Publishing, Inc.

CLASSROOM POLICIES
1. An online classroom is still a classroom.
2. Success in this course is dependent on the students’ active participation and engagement throughout the course. As such, students are required to complete all
deliverables and actively participate in online class discussions. If a student is unable to attend, participate in, or complete an assignment on time, it is the student’s
responsibility to inform the instructor.
3. Attendance: Students are expected to log on at least twice a week on different days to complete assignments, assessment and other weekly deliverables as
directed by the instructor and outlined in the syllabus.
4. Academic Honesty: Plagiarism and Violating the Rules of an Assignment: The program expects that students abide by the highest standards of intellectual honesty
in all academic work. Furthermore, the program assumes that all students do their own work and credit all work or thought by others.
5. Avoid using acronyms such as LOL (laugh out loud) and TTYL (talk to you later) since not all users are as familiar with these abbreviations. Spell things out to

BACHELOR OF PUBLIC ADMINISTRATION ELECTIVE 101 – Gender and Society

 avoid confusion and misunderstandings.
6. Courtesy goes a long way in any setting, including online school classrooms. Online courtesy would mean:
- Students should use their real names.
- Know how to raise “virtual hands” and wait to be recognized when responding to a question or comment.
- Do not forget to say “please” and “thank you.”
- Always address the teacher and other virtual school students in a respectful manner, even when disagreeing.
- Avoid using all uppercase letters; this is often considered the equivalent of shouting.
- Cameras should always be turned on and make sure the microphone is turned off.
7. Before an online session begins, eliminate environmental distractions that may divert your attention away from the class. This includes finding a conducive and
comfortable place in the house, minimizing background noise by turning off the TV and radio, turning off cell phones. (No multitasking during class!)
8. It is important that virtual school students be prepared before class! They should download any necessary software and connect and test devices like microphones
or video cameras before the lesson begins. Students should also exit other applications on their computers prior to launching the classroom software.
9. Pay close attention to the classroom discussion and activities. You may take notes on the information presented and ask relevant questions to clarify the material
covered or assignments given. Do not join sideline chats with classmates when the teacher is speaking.
10. If you’re confused or stuck on an assignment, your first instinct may be to immediately ask a question. But before you ask, take the time to try to figure it out on your
own.
11. Adhere to the file format when submitting your online work.

Prepared by: Checked by: Recommending Approval: Approved by:

MERRY KRIS N. FLORENOSOS, LPT CHARITO M. ESCUZAR, MPA HAZEL C. MONTEPIO, EdD DIOBEIN C. FLORES, EdD., DPA
Name of Instructors Program Head Vice President for Academic Affairs College President

___________________________________________________________________________________________________________________________________________________________

Student’s Acknowledgement

I have received and read the course syllabus in (Subject Code). I understand that I must comply with the requirements of the course and the expectations
of me as a student in the said course during the (Semester) (School Year) as these have been discussed also by our instructor. I am fully aware of the
consequence of non-compliance with the above-mentioned requirements.

Student’s Signature over Printed Name

BACHELOR OF PUBLIC ADMINISTRATION ELECTIVE 101 – Gender and Society