SYLLABUS FOR UNDERGRADUATE COURSES

MAJOR, CORE CURRICULUM and ELECTIVES

Student Copy

A. COURSE INFORMATION

COURSE NUMBER SOCSC 13 NO. OF UNITS 3

COURSE TITLE THE ECONOMY, SOCIETY, AND SUSTAINABLE DEVELOPMENT

PREREQUISITE/S SOCSC 12

DEPARTMENT/ SCHOOL
Development Studies Program Social Sciences
PROGRAM

SCHOOL YEAR 2023-2024 SEMESTER Second

INSTRUCTOR/S R.Lance Chua, MA

VENUE CTC307 SECTION A SCHEDULE M-TH 8-9:30am

CTC307 B1 M-TH 9:30-11am

B. COURSE DESCRIPTION

This course focuses on deepening students’ understanding of the processes of economic and social
development, as well as their knowledge of concepts and skills in addressing poverty, exclusion,
inequality and vulnerability in the context of the Philippines. Theories and measures of
marginalization will be tackled, and alternatives to addressing the challenge of poverty discussed.
The course will draw upon the concept of sustainable development as a framework for ensuring
that problems related to poverty and marginalization are addressed in ways that are socially-just
and environmentally sustainable.

Throughout the course, and as part of their National Service Training Program (NSTP), students
will be provided with opportunities to observe and participate in programs and projects that
address poverty-related issues through fieldwork activities with partner government and non-
government agencies, people’s organizations and other civil society groups.

The course complies with the Commission on Higher Education (CHED) requirements on the
teaching of concepts on agrarian reform, taxation, and population and demography.
 WHERE IS THE COURSE SITUATED
WITHIN THE FORMATION STAGES
IN THE FRAMEWORK OF THE LOYOLA SCHOOLS CURRICULA

FOUNDATIONS: Exploring and Equipping the Self

ROOTEDNESS: Investigating and Knowing the World

DEEPENING: Defining the Self in the World

LEADERSHIP: Engaging and Transforming the World

C. COURSE LEARNING OUTCOMES

Alignment of the Course to the Core Curriculum Learning Outcomes

CCLO 1 CCLO2 CCLO3 CCLO4 CCLO 5 CCLO 6 CCLO7 CCLO8

CLO3a CLO1, CLO1, CLO2c, N/A CLO2b, CLO3, CLO3,

CLO3b 1d,1e 1b,1c CLO3, CLO3 3a,3b, CLO3c
CLO2, CLO3c 3c
2a,2b,2c CLO2b, 2c

By the end of this course, students should be able to:

COURSE LEARNING OUTCOMES

COMPETENCES KNOWLEDGE, SKILLS, ATTITUDES

CLO1: Apply the different development
parameters and paradigms with regard to
how they define, account, and relate critical
socio-economic problems.
● CLO1a: Define all key concepts and principles as
listed in this syllabus. (K)
● CLO1b: Identify the methodologies used in the
study of poverty, and sustainable development. (K)
● CLO1c: Expound their understanding of well-being
and sustainability in relation to different concepts
and frameworks in understanding poverty and
inequality. (K)
● CLO1d: Utilize different social and economic
measures and indicators in measuring progress and
development at the household, community, the
national and the global level. (S)
● CLO1e: Utilize a data-centered, interdisciplinary
development approach in examining socioeconomic
issues (A)
CLO2: Demonstrate the application of
interdisciplinary and scientific methodologies
and frameworks in analyzing contemporary
socioeconomic issues, particularly on poverty
and sustainable development.
CLO3: Develop a sense of commitment and
vocation towards advocacies that promote
poverty reduction and sustainable
development especially in marginalized
sectors and communities.
D. COURSE OUTLINE and LEARNING HOURS
Course Outline
Module 0: Course Introduction
- Course Syllabus
- Service-Learning Orientation
Module 1: Problems
- Introduction
- Sustainable Development
- Poverty and Inequality
Module 2: Parameters
- Traditional Measures of Development
- New Measures of Development
Module 3: Paradigms
- Classic Theories
- Contemporary Models
- Sustainability Paradigms
● CLO2a: Demonstrate their understanding of the
market economy and the role of economic behavior
in contributing to underdevelopment and to solving
the problems of poverty and inequality. (K)
● CLO2b: Evaluate and propose different programs
and projects to address poverty and inequality issues
in the light of the principles of sustainable
development and social justice. (S)
● CLO2c: Examine contemporary poverty and
sustainability issues affecting Philippine society. (A)
● CLO3a: Provide informed reflection on the
question, "Amidst all the plenty, why is there so
much poverty and inequality, and a lack of
sustainability programs?" (A)
● CLO3b: Relate through case studies or fieldwork-
based projects the concepts of poverty reduction and
sustainable development to their own NSTP
community experiences. (A)
● CLO3c: Understand the local context of
communities when identifying development issues
(K)
Estimated
CLOs Learning
Hours
—— 3
CLO 1, 1a,
6+
1b, 1c
CLO 1, 1a,
1b, 1c, 1d, 6+
1e
CLO 1, 1a,
6+
1c
 Module 4: Policies
- Population Growth and Sustainable Development CLO 1, 2,
6+
- Agriculture and Sustainable Development 2a, 2c, 3a
- Taxation and Financing Sustainable Development
Module 5: Practices
- SOCSC13-NSTP12 Integrated Class Session 1 CLO 2, 2a,
- SOCSC13-NSTP12 Integrated Class Session 2 2b, 2c, 3, 13.5+
- Final Integrated Output Partner Presentation 3a, 3b, 3c
- Synthesis
Total Synchronous Hours 45
Asynchronous Activities
CLO 1, 2,
- Reading Assignments, Field Work, Consultations, Online 45
3
Assessments, Out-of-Class Assessments, etc.
Total Learning Hours 90

E. ASSESSMENTS AND RUBRICS

Assessment Assessment
CLOs
Tasks Weight

Finals Orals (deadline posted at Canvas) 30% CLO 1, 2, 3

Midterms (deadline posted at Canvas) 20% CLO 1,2

Reflection Papers (deadline posted at Canvas) 20% CLO 1, 2, 3

Final Integrated Output (deadline posted at Canvas)

- First Pass 10% CLO 1, 2, 3
- Second Pass 20%

RUBRICS:
Final Integrated Output

I. Service-Learning Project Plan Rubric – FIO Part 1

Poor Below Average Average Above Average Excellent

Criteria
(1-2 pts.) (3-4 pts.) (5-6 pts.) (7-8 pts.) (9-10 pts.)

1 Project The project purpose, Some understanding of The project purpose Clear understanding of The project purpose,
Understanding and understanding of issues, issues is present, but and goals are clear, but issues and solid understanding of issues,
Rationale and alignment of goals the alignment of project the understanding of alignment of project and alignment of goals
are unclear and goals is weak. issues could be goals. However, minor are clear, detailed, and
(Evaluates the clarity of disjointed. improved. details may lack clarity. insightful.
the project's purpose,
the understanding of
the issues to be
addressed, and how well
the project goals align
with these issues.)

2 Project Design and The project objectives, Some alignment with Project objectives are Good alignment with Excellent alignment
Alignment alignment with academic discipline and generally clear and there academic discipline and with academic
academic discipline, and Sustainable is fair alignment with Sustainable discipline and
(Assesses the logical relevance to Sustainable Development Goals is academic discipline and Development Goals; Sustainable
planning of project Development Goals are present, but project Sustainable project objectives are Development Goals;
objectives, their not evident or poorly objectives are weakly Development Goals. well-defined. project objectives are
alignment with presented. defined. clearly and
academic disciplines of comprehensively
the team members, and defined.
the relevance of the
project to the
Sustainable
Development Goals.)

3 Theoretical Basis and The project does not Theories from the The project uses The project effectively The project clearly and
Methodology apply theories from the course are mentioned, theories from the applies theories from effectively applies
 course, roles and but the connection to course and roles and the course, roles and theories from the
(Gauges how well the responsibilities are the project is weak; responsibilities are responsibilities are course, roles and
project applies theories unclear, and the roles and clear; however, the clear, and resources are responsibilities are well-
or paradigms from the resources listed for responsibilities lack feasibility of the mostly feasible. defined, and resources
course, the defined execution are unrealistic detail, and resources are resources could be are feasible and well-
roles and or not defined. not thoroughly improved. detailed.
responsibilities within addressed.
the team, and the
feasibility of the
resources listed for
project execution.)

4 Project The project timeline The project timeline is The project timeline The project timeline The project timeline
Implementation Plan and milestones are not present but lacks clarity and milestones are and milestones are and milestones are
clear or unrealistic, and or realism, and the plan somewhat clear and mostly clear and clear, realistic, and
(Examines the realism there is no plan for for potential challenges realistic, and the plan realistic, and the plan detailed, and the plan
and clarity of the potential challenges. is weak. for potential challenges for potential challenges for potential challenges
project timeline and is fair. is well thought out. is comprehensive and
milestones, and the well-considered.
team's preparedness for
potential challenges.)

5 Project Evaluation The plan for assessing The plan for assessing The plan for assessing The plan for assessing The plan for assessing
and Documentation the project's success is the project's success is the project's success is the project's success is the project's success is
unclear or not defined, present but weak, team fair, team commitment strong, team comprehensive, team
(Evaluates the plan for team commitment is commitment is is evident, but the commitment is clear, commitment is strong,
assessing the project's not evident, and the questionable, and the documentation could and the documentation and the documentation
success, the documentation is documentation lacks be improved. is well-organized but is well-cited and well-
commitment of the poorly cited or proper citation or could use minor organized.
team, and the quality of organized. organization. improvements.
documentation and
citation in the
proposal.)
Note: Please be aware that a score of zero will be assigned if no submission is made for this required assessment
II. Service-Learning Project Completion Report Rubric – FIO Part 2

Poor Below Average Average Above Average Excellent

Criteria
(1-2 pts.) (3-4 pts.) (5-6 pts.) (7-8 pts.) (9-10 pts.)

1 Project Summary: Project summary is Project summary is Project summary is Project summary is Project summary are
unclear or missing, partially clear but lack clear and impactful but clear, impactful, and clear, impactful,
(This criterion looks at lacks detail and impact. detail or impact. lack detail. detailed, but could be detailed, and well-
the completeness, better presented. presented.
clarity, detail, impact,
and presentation of the
project summary. The
project summary should
give a comprehensive
overview of the project
from beginning to end.)

2 Relevance, Alignment No clear alignment with Alignment with Some alignment with Report is mostly aligned Report exhibits strong
with Academic academic discipline or academic discipline and academic discipline and with academic alignment with
Discipline, SDGs, SDGs. Analysis is SDGs is limited. SDGs, but there are discipline and SDGs, academic discipline and
Analysis, Critical superficial or missing, Analysis lacks depth, noticeable gaps. with minor Sustainable
Thinking, and Theory and there is no and there is little Analysis and critical inconsistencies. Development Goals
Application: evidence of critical evidence of critical thinking are adequate Analysis is solid and (SDGs). Analysis is
thinking. Theory is not thinking. Theory but lack depth. Theory shows good critical robust and
(This criterion looks at applied or is application is sparse or application is present thinking. Theory is demonstrates excellent
how well the report misapplied. poorly executed. but could be more generally well applied. critical thinking. Theory
aligns with the academic Reflection and robust. is accurately and
discipline and effectively applied.
Sustainable
Development Goals
(SDGs). It evaluates the
depth and quality of the
analysis, the level of
critical thinking applied,
and the effectiveness of
 the application of
course theories. Reports
that demonstrate clear
alignment,
comprehensive analysis,
in-depth critical
thinking, and effective
theory application score
higher in this category.)

3 Evaluation Results Evaluation results are Evaluation results are Evaluation results are Evaluation results are Comprehensive and
(Effectiveness, superficial or absent. limited and lack detail present but lack depth solid and address most robust evaluation
Intentionality, No evidence is in multiple areas. or detail in one or more aspects of effectiveness, results are presented,
Efficiency, provided to support Evidence supporting areas of effectiveness, intentionality, clearly addressing
Authenticity): claims. claims is sparse or intentionality, efficiency, and effectiveness,
weak. efficiency, and authenticity. Good intentionality,
(This criterion assesses authenticity. Some evidence is provided to efficiency, and
how well the team met evidence is provided to support claims. authenticity. Strong
the project objectives support claims. evidence is provided to
(effectiveness), how the support all claims.
needs assessment
influenced project
planning
(intentionality), resource
utilization and skill
development
(efficiency), and the
project's authenticity
and impact on the
community. Reports
that provide thorough
evaluation and strong
evidence for these
aspects score higher in
this category.)
4 Lessons Learned Reflections are Reflections are minimal Reflections are present Reflections are Reflections are deep,
(Appraisal of superficial or absent. or lack depth. Lessons but could be more thoughtful, showing the insightful, and show a
Thoughts and Lessons learned are not learned are not clearly thoughtful or personal team’s personal strong personal
Emotions, The identified, and there is articulated, and there is for the team. Lessons connection to the connection with the
Personal in the Larger no consideration of minimal consideration learned are somewhat project. Lessons learned team. Lessons learned
Scheme of Things): Ateneo and societal of Ateneo and societal superficial, and are relevant, and there are significant and well-
context. context. consideration of is some consideration articulated, considering
(This criterion focuses Ateneo and societal of the broader Ateneo the broader Ateneo and
on the reflection on the context is limited. and societal context. societal context.
project's impact on the
team members, both
emotionally and in a
larger societal context.
It's a measure of how
the experience has
transformed the team
members'
understanding of
themselves, their role in
Ateneo and society, and
their perspectives on
the partner community
or institution.)

5 Conclusion Poor or no Conclusion is partially Basic understanding of Good understanding of Excellent

(Community Impact, understanding of the complete but lacks the project's impact on the project's impact on understanding of the
Transference, project's impact on the depth or foresight and the community, the community, project's impact on the
Recommendations): community, no provides superficial minimal explanation of explains how skills community, clearly
explanation of how recommendations for how skills can be developed can be explains how skills
(This criterion assesses skills can be transferred future projects. transferred to other transferred to other developed can be
the report's conclusion. to other contexts, and contexts and provides contexts, and provides transferred to other
It looks at the lacks recommendations limited some good contexts and provides
understanding of the for future projects recommendations for recommendations for thoughtful
project's impact on the future projects. future projects. recommendations for
community, how well future projects.
 the report explains the
transference of skills
developed to other
contexts, and the quality
of the
recommendations for
future projects. Reports
that demonstrate an
excellent understanding
of community impact,
clear transference of
skills, and provide
thoughtful
recommendations score
higher in this category.)

6 Content, The report lacks Many sections lack Some required sections All required sections are All required sections of
Organization, necessary detail in necessary detail or are may be lacking in detail present with minor the report are included
Language, & multiple sections, and poorly organized. or may not be clearly issues in organization. and well-organized.
Formatting organization is Numerous language organized. There are Language is clear with Language is
haphazard. Language errors make several language errors, minor errors that do professional, clear,
(This criterion evaluates errors are pervasive, understanding difficult. but the overall not affect precise and free of
the completeness, seriously impeding Formatting is understanding is not understanding. grammatical or spelling
relevance, formatting, understanding. inconsistent and often significantly affected. Formatting is mostly errors. Formatting is
and organization of the Formatting is neglected, deviates from APA Formatting is generally consistent and consistent, neat,
references and with little to no guidelines. neat but does not professional, with professional and
appendices included. It adherence to APA consistently follow minor deviations from adheres perfectly to
checks for proper guidelines. APA guidelines. APA style. APA guidelines.
citation according to
APA format and the
use of appendices for
supplementary
information that
supports the report's
content.)
Note: Please be aware that a score of zero will be assigned if no submission is made for this required assessment.
F. TEACHING and LEARNING METHODS

TEACHING & LEARNING METHODS and ACTIVITIES CLOs

DISCUSSION
CLO 1, 2, 3
Synchronous Session Discussions

COMPREHENSION
CLO 1, 2, 3
Reading Materials, Video Materials, Guest Lecturer Presentations

ANALYSIS and REFLECTION

CLO 1, 2, 3
Group Work, Group Journaling, Further Research

APPLICATION
CLO 1, 2, 3
Midterm Examination, Final Integrated Output, Class Presentations

G. REQUIRED READINGS

1. Todaro, M.P. and Smith, S.C. (2015). Economic Development (12th ed.). Pearson.
2. de Janvry, A. and Sadoulet, E. (2016). Development Economics: Theory and Practice. Routledge.

Module 1: Problems

1. Todaro and Smith, Chapter One, Introducing Economic Development: A Global Perspective,
pp. 2-15.
2. de Janvry and Sadoulet, Introduction, pp. 13-15.
3. de Janvry and Sadoulet, Chapter 1, What is development?, pp. 31-37.
4. Guingane´, J.P.D. (2010). The role of art in reducing poverty. Museum International, 62(3), pp.
9-12.
5. Mercado, P. and Tolentino, C. (2018). A Policy Brief on the Philippine Creative Industries (TAPP
Policy Brief No. 10). Retrieved from http://www.investphilippines.info/fora2018/wp-
content/uploads/2018/11/FINAL-TAPP-Creative-Industries-Policy-Brief.pdf.
6. Del Prado, F. (2014, May 15). State of the Philippine Creative Industries [Presentation and
PowerPoint Slides]. 8th Trade & Industry Development Updates, Philippines. Retrieved from
https://industry.gov.ph/wp-content/uploads/2015/05/8th-TID-Ms.-Del-Prados-
Presentation-on-Creative-Industries.pdf.

Module 2: Parameters

1. Todaro and Smith, Chapter Two, Comparative Economic Development, pp. 40-79.
2. Todaro and Smith, Chapter Five, Poverty, Inequality, and Development, pp. 216-263.
3. de Janvry and Sadoulet, Chapter One, What is development?, pp. 37-72.

Module 3: Paradigms

1. Todaro and Smith, Chapter Three, Classic Theories of Economic Growth and Development,
pp. 118-163.
2. Todaro and Smith, Chapter Four, Contemporary Models of Development and
Underdevelopment, pp. 164-214.
3. de Janvry and Sadoulet, Introduction, pp. 1-19.
4. Fagerberg, J. (2009). Innovation: a guide to the literature. In Fagerberg, J. and Mowery, D.C.
(Eds.). The Oxford Handbook of Innovation (pp. 1-26). New York: Oxford University Press.
5. United Nations Conference on Trade and Development. (2008). Creative Economy Report 2010.
Retrieved from https://unctad.org/system/files/official-document/ditctab20103_en.pdf.
6. United Nations Conference on Trade and Development. (2022). Creative Industry 4.0: Towards
a New Globalized Economy. Retrieved from https://unctad.org/system/files/official-
document/ditctncd2021d3_en.pdf.

Module 4: Policies

H. SUGGESTED READINGS

Books
Bautista, C. M., et. al. (2017). Economics and Society. 2nd edition. Quezon City: Ateneo de Manila
University Press. (Chapter 10 contains information on Poverty Approaches, 14-15 contains a
discussion of taxation and governance, and 21 discusses agrarian reform and agriculture)
Midgley, J. (2014). Social Development: Theory and Practice. Thousand Oaks, California: SAGE
Publications, Inc.

Raworth, K. (2017). Doughnut Economics: Seven Ways to Think Like a 21st-Century Economist. White
River Junction, Vermont: Chelsea Green Publishing. (including related materials, videos, and
webinars available online)

Other Supplementary Materials per Module:

Module 1: Problems

1. Department of Economic and Social Affairs of the United Nations Secretariat. (2013).
Overview. World Economic and Social Survey 2013 Sustainable Development Challenges. Retrieved from
https://www.un.org/en/development/desa/policy/wess/wess_current/wess2013/WESS201
3.pdf.
2. Patterson, J. (2015). 3 challenges facing the UN’s Sustainable Development Goals. Retrieved from
https://www.weforum.org/agenda/2015/08/3-challenges-facing-the-uns-sustainable-
development-goals/.
3. Atienza, M.E.L. (2019). The Philippines in 2018: broken promises, growing impatience. Asian
Survey, 59(1): 185-192.
4. Balisacan, A. (2007). Why does poverty persist in the Philippines? Facts, fancies, and policies.
In Severino, R.C. and Salazar, L.C. (Eds.). Whither the Philippines in the 21st century? (pp. 202-221).
Singapore: Institute of Southeast Asian Studies.
5. Sen, A. (2000). What is development about?. In Meier, G.M. and Stiglitz, J.E. (Eds.). Frontiers of
Development Economics: The Future in Perspective (pp. 506-513). New York: Oxford University Press.
6. United Nations. (2020). World Economic Situation and Prospects. New York: United Nations.
7. United Nations. (2020). World Social Report 2020: Inequality in a Rapidly Changing World. New York:
United Nations.

Module 2: Parameters

1. Beja, E. (2015). Measuring economic ill-being using objective and subjective indicators:
evidence for the Philippines. International Review of Applied Economics.
2. Laderchi, C.R., Saith, R., and Stewart, F. (2003). Does it Matter that we do not Agree on the
Definition of Poverty? A Comparison of Four Approaches. Oxford Development Studies.
3. Wright, S. (2012). Emotional Geographies of Development. Third World Quarterly, 33(6), pp.
1113-1127.

Module 3: Paradigms

1. Giddings, Bob, Bill Hopwood, and Geoff O’Brien. 2002. "Environment, Economy and Society:
Fitting Them Together Into Sustainable Development." Sustainable Development 10: 187-196.
2. Ofreneo, Rosalinda P. (2019). Engendering Social and Solidarity Economy (SSE) in the Context
of the 2030 Sustainable Development Agenda. Philippine Journal of Social Development, 12:
115-136.
3. Reid, Ben. (2005). Poverty Alleviation and Participatory Development in the Philippines.
Journal of Contemporary Asia, 35 (1): 29–52.
4. Venida, Victor S. 2000. "The Economic Theory of Globalization." Philippine Studies 48 (4):
488-522.
5. Restrepo, F.B. and Marquez, I.D. (2013). The Orange Economy: An Infinite Opportunity.
Washington, USA: Inter-American Development Bank. Retrieved from
https://publications.iadb.org/publications/english/document/The-Orange-Economy-An-
Infinite-Opportunity.pdf.

Module 4: Policies

1. Ballesteros, M. M., Ancheta, J. A., & Ramos, T. P. (2018). The Comprehensive Agrarian Reform
Program After 30 Years: Accomplishments and Forward Options. Philippine Institute for
Development Studies Research Papers, 2018 (3), 1–93.
2. Capanzana, M. V., Aguila, D. V., Gironella, G. M. P., & Montecillo, K. V. (2018). Nutritional
status of children ages 0-5 and 5-10 years old in households headed by fisherfolks in the
Philippines. Archives of Public Health, 76:24.
3. Cavalli-Sforza, L. T. (2015). Public Health & Nutrition in the Asia-Pacific: reflections on a
quarter century. Asia Pacific Journal of Clinical Nutrition, 24(1), 1–9.
4. Colmenares, N. J. (2017). Political Corruption in Philippine Elections: Money Politics through
the Pork Barrel System. Australian Journal of Asian Law, 18 (2), 1–17.
5. Curato, N. (2018). Beyond the spectacle: slow-moving disasters in post-Haiyan Philippines.
Critical Asian Studies, 50(1), 58–66.
6. Drbohlav, P., Svitálek, J., & Hejkrlík, J. (2017). Socio-economic Assessment of the Philippine
Agrarian Reform. Agris On-Line Papers in Economics & Informatics, 9: 33–46.
7. EASTIN, J. (2017). Conflict Calamities: Natural Disasters and the CPP-NPA. Kasarinlan:
Philippine Journal of Third World Studies, 32 (1/2), 109–138.
8. Eder, R. (2016). I Am Where I Think I Will Work: Higher Education and Labor Migration
Regime in the Philippines. Educational Studies, 52 (5), 452–468
9. Mapa, D.S., Pernia, E.M., and Bernales, L.G.S. (2022). Reaching for the demographic divident
to achieve inclusive economic growth. In Hill, H., Ravago, M.V., and Roumasset, J.A. (Eds.).
Pro-poor Development Policies: Lessons from the Philippines and East Asia. Singapore: ISEAS
Publishing.
10. Oh, Y. A. (2016). Oligarchic rule and best practice migration management: the political
economy origins of labour migration regime of the Philippines. Contemporary Politics, 22 (2),
197–214.
11. Tai, W.-P., & Huang, Y.-F. (2018). Political and Economic Relationships Between China and
the Philippines Under the OBOR Initiative. Chinese Economy, 51 (4), 356–369.

Module 5: Practices

1. Gertler, Paul J.; Martinez, Sebastian; Premand, Patrick; Rawlings, Laura B.; Vermeersch,
Christel M. J. 2016. Impact Evaluation in Practice, Second Edition. Washington, DC: Inter-
American Development Bank and World Bank. © World Bank.
https://openknowledge.worldbank.org/handle/10986/25030 License: CC BY 3.0 IGO.
2. Lopez, Mario Antonio G. 2015. “Poverty Alleviation, Livelihood Creation, and Wealth Sharing:
A Development Management Perspective.” In Ortigas, Carmela and Mary Racelis (eds)
Overcoming Poverty: Multi-disciplinary Perspectives, Principles and Practices, edited by
Ortigas and Racelis. (Chapter 3)
3. Midgley, James. 2014. Social Development: Theory and Practice. Thousand Oaks, California:
SAGE Publications, Inc. (Part 3 on Social Development Strategies).
4. World Bank. (2008). Social Analysis – Tools and Methods. Retrieved from
https://web.worldbank.org/archive/website01028/WEB/0__CON-6.HTM.

I. GRADING SYSTEM
A B+ B C+ C D F

92-100 87-91 83-86 79-82 75-78 70-74 70 below

J. CLASS POLICIES

1. Learning Management System. The class will be conducted site and will use Canvas as the
official learning management system. Students should be automatically enrolled to our Canvas
page once officially enrolled. If you do not know how to use Canvas, consult LS One. Access LS
One here: https://sites.google.com/ateneo.edu/ls-one. For Canvas specifically, students
may access: https://sites.google.com/ateneo.edu/canvasbasicsbydiscs/for-
students/student-modules.

2. Students who require support for Canvas may seek help by sending an email to
ls.one@ateneo.edu or chatting with LS-One through that account using their obf email.
3. Student access to the Canvas course will be closed a week after the electronic release of grades
for the semester. Students are encouraged to download the course materials as well as the records
of their grades before the Canvas course closes.

4. Each class is expected to hold at least one (1) onsite session per week. The weekly onsite
sessions are meant to ensure teacher-student presence and live interaction. The Canvas modules
will serve as supplementary content to onsite sessions. All onsite class sessions are held during
the official schedule of the class. For onsite or online sessions held outside the official schedule
of the class, the written consent of the students must be secured and approval from the
department chair should be obtained. Any change in schedule should be announced at least one
(1) week before the session.

5. Access problems. If you encounter any problems accessing any of the materials concerning
the class for any reason, contact the instructor through email or Canvas. I will not entertain
queries through social media or any other medium.

Students with no or very unstable internet connections are advised to immediately inform through
email or phone call (a) their Chair/Program Director, (b) ls.one@ateneo.edu, and me so that
appropriate assistance can be extended, and adjustments can be made. If necessary, portable
learning packets which can be in the form of flash drives or printed materials can be sent to the
students.

6. Attendance. Students are expected to attend and fully participate in onsite class sessions so
that they enjoy the full benefits of learning. A recording of possible online sessions may be made
available for students who are unable to attend a synchronous class.

a. Attending classes regularly is one of the most important obligations of students. These include
being present in all scheduled classes, exams, and activities required by the instructor. While
attendance does not form part of the student’s grade for the course, it is deemed as important as
course assessments and other class activities such that students receive a grade of W (Withdrawal
without Permission) if their absences exceed 20% of the total number of class hours in an
academic term (2021 Revised LS Undergraduate Academic Regulations, Section III, 1.2, 2.2 and
Section V 1.2; 2019 Graduate Student Handbook, Section III.B.6). When online sessions are
deemed necessary, we may monitor student attendance using Zoom records.

b. In an online setting, students are expected to participate in all course activities, both
synchronous and asynchronous. Unstable or irregular internet access and other issues may
prevent students from attending synchronous sessions; hence, a W cannot be given on the sole
basis of attendance. The essence of the W grade, however, as measuring a student’s minimum
commitment to a course, should be upheld. A student who fails to effectively commit to the class
through submission of requirements may be deemed to have dropped the course.

7. Communication between students and faculty. I will communicate to students using

Canvas or email. For more conversations that discuss confidential data, I will email your
obf.ateneo.edu account. Please communicate with the instructor during office hours only
unless very urgent. Replies may only be expected during office hours. Instructors are
expected to be available during the consultation hours stated in the course syllabi. Should this not
be possible on particular dates, the student/s and the instructor should agree on a common time
for a separate consultation schedule. Students are encouraged to use these consultation hours as
an opportunity for discussion about the content and requirements of the course as well as to
inquire about their academic standing. Consultation hours are also used to solicit or give feedback
on performance in assessments. For the protection of both instructors and students, there
should be a third person (e.g., another student or instructor) present during online
consultations. The instructor and the student should each give consent for the presence of this
third person. If a consultation is to be recorded (instead of having a third person present), the
recording must be downloaded, saved in an ADMU GDrive account, and shared with the student
unaltered. To maintain the academic nature of online consultations, a family member may not
serve as the third person during online consultations.

8. Grades. The final grade will be the one posted in AISIS. Grades reflected on Canvas are not
necessarily the official grades for the class.

9. Academic honesty. Procedures involving dishonesty as per the Undergraduate Student’s

Handbook will be strictly enforced. When in doubt, cite.

10. Readings. Please read the assigned readings. If you find that you have extra time, read more
of the required readings. If you have even more time, then read the suggested readings.

11. Expectations on Study Pacing. We expect that students will work on their readings during
the allotted class times per week. Go through the materials at your own pace.

12. Referencing. For written requirement citations, please use the American Psychological
Association (APA) format.

13. Getting the readings. Please go through Module 0 of our class Canvas page to learn how to
access the readings.

14. Onsite session etiquette. Students and the instructor are expected to fully abide by the
health protocols set by the University. Please practice social distancing in class by sitting one seat
apart, and do not remove your face masks. If you are experiencing any symptoms or feel unwell,
please do not come to class. Send me an email regarding your absence and be sure to report to
the Office of Health Services (healthservices.ls@ateneo.edu).

15. Online session etiquette. For online sessions deemed necessary, the default will be
microphones on mute (except for the instructors/speakers). Questions should be directed to chat.
Students may turn on their microphones/cameras if they are recognized by the
instructors/moderators. It is preferable, but not required, that cameras are kept open during these
sessions so that the instructor can receive non-verbal feedback. In case the instructor is
disconnected from the synchronous session for more than 15 minutes without having given any
reason (e.g., sudden outage of internet connection emergency, etc.), the synchronous session is
deemed immediately ended on that day.

15. Group work. I will always assume that the groups are working harmoniously together. If
there are serious problems with a groupmate (non-attendance, unprofessional behavior, lack of
contribution, etc.), contact the instructor immediately.

16. If you are a person experiencing mental, physical, or emotional difficulties or distress, and are
comfortable with the idea, please inform the instructor through email so that I may be aware and
can adjust if necessary. I will not share your personal information with anyone.

17. I would indicate if the materials assigned are especially sensitive or disturbing and may cause
distress to students who have experienced past trauma. If any material unexpectedly creates a
problem for you, please alert the instructor as soon as possible.

18. University Gender Policy. The Ateneo de Manila University does not discriminate based on
sex, gender, marital or parental status, sexual orientation, or gender identity or expression. See the
following link for more information on the LS Gender Policy: http://www.ateneo.edu/ls/ls-
gender-policy.

19. Safe spaces. The course is a safe space and will strictly adhere to Republic Act (RA) 11313
or the Safe Spaces Act. Specifically, it will not tolerate gender-based online sexual harassment,
defined by the law as “acts that use information and communications technology in terrorizing
and intimidating victims through physical, psychological, and emotional threats, unwanted sexual
misogynistic, transphobic, homophobic and sexist remarks and comments online whether
publicly or through direct and private messages, invasion of victim’s privacy through
cyberstalking and incessant messaging, uploading and sharing without consent of the victim, any
form of media that contains photos, voice, or video with sexual content, any unauthorized
recording and sharing of any of the victim’s photos, videos, or any information online,
impersonating identities of victims online or posting lies about victims to harm their reputation,
or filing false abuse reports to online platforms to silence victims” (Art II, Sec 12). The full text
of the law is available online at
https://www.officialgazette.gov.ph/downloads/2019/04apr/20190417-RA-11313-RRD.pdf.

20. Class Beadle. A class beadle will be assigned at the beginning of the semester. The class
beadle may create and manage alternative platforms for purposes of community and
communication between the students. The beadle will serve as a liaison between the class and
instructor, remind the instructor to record any online class sessions, and report class concerns
about the instructor to the department chair and the School Dean.

21. Fieldwork. The need to conduct off-campus research or fieldwork is optional. Students may
opt to choose topics that may allow the necessary research and fieldwork be done completely
online. However, if the work entails off-campus activities, we will need to secure all the relevant
off-campus approvals as stated in the Guidelines for Off-Campus Activities
(http://go.ateneo.edu/Guidelines-OffCampusActivities/). I can provide a checklist of these
requirements.

22. Data Privacy. Class materials and recordings of synchronous sessions may not be
reproduced, shared, or reposted by students without the express written consent of the teacher.
Personal data collected during an online class or other official activity must not be used for
personal purposes or reasons. Teachers and students should not post such data on personal social
media accounts or use them for other unofficial and unauthorized purposes. Class materials and
personal data (including the files or records that contain them) stored or uploaded to an LMS
may be covered by a number of legal or technical requirements (e.g., confidentiality, access
restriction, retention, and intellectual property laws). Therefore, publicly disseminating, reposting,
or resharing them may be violative of the Data Privacy Act and other applicable laws, regulations,
and policies. Extreme care must be exercised when handling them. Consulting the appropriate
offices and, when necessary, securing consent or authorization are strongly advised before any of
the foregoing actions are taken.

23. LS Academic Policies. For further details and information on the Loyola Schools’ academic
policies, please refer to the following memorandum from the OADAA:
https://drive.google.com/file/d/1tAIlxg586oESyMuH_JPU_yNNSrhUH69a/view.

K. CONSULTATION HOURS

NAME OF FACULTY EMAIL DAY/S TIME

R.Lance Chua rlchua@ateneo.edu Monday to Friday 8am to 5pm

L. CORE CURRICULUM LEARNING OUTCOMES (CCLOs)

Upon completion of the core curriculum, the student should be able to:

1. Demonstrate effective communication skills (listening and speaking, reading and writing) in
English and Filipino;
2. Evaluate information and issues in various spheres of life using mathematical reasoning and
statistical tools to process and manage data;
3. Propose ways to address pressing social and ecological problems using appropriate critical
approaches and scientific methodologies;
4. Develop a creative and moral imagination that is responsive to contemporary global realities
and challenges, but also deeply rooted in local histories, conditions, norms, and institutions;
5. Internalize the significance and value of her/his own unique existence and purpose in life in
light of the Christian faith;
6. Discern life choices with a keen awareness of ethical dilemmas and considerations;
7. Exemplify a commitment to enhancing human life and dignity, especially of those who are
excluded and in greatest need; and,
8. Practice a vision of leadership and committed citizenship rooted in Christian humanism.