FAR EASTERN UNIVERSITY

GENERAL EDUCATION

COURSE INFORMATION BOOKLET

SECOND SEMESTER
A.Y 2020-2021

GED0114 APPLIED ETHICS

Contents
Facilitator ............................................................................................................................. 3
Course Information .............................................................................................................. 3
Course Status ............................................................................................................................................ 3
Course Purposes and Goals ....................................................................................................................... 3
Course Expected Learning Outcomes (CELO) .................................................................... 3
FEU’s Core Competencies (FCC)......................................................................................... 4
The FEU Student-Centered Teaching and Learning Culture .............................................. 5
The FEU General Education Curriculum Principle ............................................................. 6
Delivery Methods ................................................................................................................. 6
The DLECCT Framework ......................................................................................................................... 6
Outcomes-based Learning ........................................................................................................................ 6
Project and Problem-based Learning ....................................................................................................... 6
Authentic Assessment and Learning ......................................................................................................... 7
Blended Learning ...................................................................................................................................... 7
Independent Study ..................................................................................................................................... 7
The Online Learning Environment ...................................................................................... 7
Modes of Learning .................................................................................................................................... 7
Assessment Methods ............................................................................................................ 9
FEU Policy on Academic Integrity ..................................................................................... 14
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Policy on Plagiarism............................................................................................................................... 14
Policy on Late Submission ...................................................................................................................... 16
Assessment Mapping .......................................................................................................... 16
Learning Content ............................................................................................................... 17
Course Outline ................................................................................................................... 18
Student Support ................................................................................................................. 20

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Facilitator
Name :
E-mail :
Section :
Course schedule :
Consultation hours :

Course Information
Course Status

➢ Credits : 3 units
➢ Total Learning Time : 54 hours (18 weeks)
➢ Course Status : General Education Course
➢ Pre-requisite : None

Course Purposes and Goals

In this three-unit course, Applied Ethics in Contemporary Times, the students will be introduced
to interdisciplinary perspectives (psychological, socio-anthropological, and Ethical Thoughts) in
analysing personal and social contemporary ethical issues. They will examine case studies using
various ethical frameworks (ends-based, rule-based, and care-based) in resolving ethical issues.

The aim is to mould them to become responsible and responsive leaders, managers, employers,
entrepreneurs, workers, and citizens imbued with uprightness. At the end of this course, the
students will exercise critical decision-making skills (applied ethics) in resolving contentious
ethical issues through creative outputs, case studies and oral presentation.

Course Expected Learning Outcomes (CELO)

Upon completion of the course, you should be able to:

1. Use different ethical frameworks in decision making.

2. Analyse how one’s physiological and mental processes, culture, society and media
influence one’s assessment of a situation and ethical decision making.
3. Evaluate ethical issues by participating in online collaborative discussion forums.

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4. Formulate ethical and principled solutions on ethical issues arising from current events
through research and problem-based activities.
5. Integrate the values of fortitude, excellence and uprightness on issues involving ethical
and decisions in one’s personal and professional life.

FEU’s Core Competencies (FCC)

In addition to the Course Learning Outcomes, students are also expected to demonstrate and
develop the following skills:

FCC 1: Cognitive Knowledge

COGNITIVE 1.1.Critical Thinking
KNOWLEDGE 1.2.Creative Thinking
1.3.Problem Solving Skills
1.4.Life-long Learning

FCC 2: Soft Skills

SOFT SKILLS 2.1.Digital Literacy

2.2.Communication Skills
2.3.Inter and Intrapersonal skills
2.4.Work ethics
2.5.Values and leadership

FCC 3: Hard Skills

3.1.Office Suites Skills (Word Processing, Spreadsheets,

HARD SKILLS Presentation tools)
3.2.Photoshop skills with fundamental of designs and
photography

FCC 4: Discipline Specific Knowledge

DISCIPLINE
SPECIFIC 4.1.Scholarship in the specific discipline
KNOWLEDGE 4.2.Research-based knowledge development

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The FEU Student-Centered Teaching and Learning Culture

FEU practices, advances, and advocates for a learning culture that is student-centered. FEU affirms
the ability of students to produce valuable reactions to, reflections and questions on, and
understandings and appreciations of topics and issues in classroom. As such, the FEU classroom
is set-up in a manner that will best solicit student input and the FEU teacher’s responsibility is to
ensure that the students participate in the generation of ideas rather than be passive recipients of
ideas. FEU and FEU teachers firmly believe that the atmosphere in which learning and
development happen best is an atmosphere where students are co-authors of ideas. The FEU
teachers’ role, therefore in the classroom is to coach and facilitate creation.

The characteristics of a culture of student-centered learning are that it is constructive. Teachers

within a culture of student-centered learning provide opportunities for students to construct
knowledge and guide students in the creation of new knowledge; they see assessment as an
opportunity for learning and formation. It is also relevant and responsive in that ensures that
students are provided activities drawn from authentic and real-life situations that will encourage
students to connect learning with real-life situations. Its atmosphere is one that is democratic in
its insistence on the recognition and respect of the diversity of opinions and ideas and on its
emphasis on an understanding and appreciation of the context upon which these diverse ideas are
born. Student-centered learning values and encourages critical thinking and active learning by
engaging students to ask essential questions and by synthesizing and contextualizing viewpoints.
Students, in this learning environment reflect and ask questions, seek relevance and engage in
scholarly discourse that leads to inferences, insights, and sound positions.

In FEU, student-centered learning is undertaken in a technology-enabled learning environment

that promotes digital literacy. It utilizes technology for more relevant and meaningful learning.
The FEU student, in turn, sees technology as a tool for learning and use it responsibly.

The student-centered classroom is interdisciplinary, integrative, and interactive. Its teachers

challenge students to interconnect disciplines and relevant issues and to find interconnections and
patterns. The objective of student-centered learning is the development of lifelong learners and
creative thinkers and the cultivation of attitudes and habit that ensure continuous self-enhancement
and knowledge generation. As products of the FEU student-centered experience, FEU students
are models of competent and effective learners and of the continuous quest for knowledge making.

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The FEU General Education Curriculum Principle

The FEU General Education Curriculum, besides being interdisciplinary and outcomes-based, is
grounded on Student-Centered Teaching and Learning grounded on a number of principles
directed towards increasing students’ achievement of key learning outcomes by giving them
opportunities to take an active role in the construction of knowledge. Such will be achieved by
allowing them to actively participate in discussion-based sessions undertaken in technology-
enabled learning environment, intended to develop their ability to appreciate, reflect on and react
to issues at hand. The goal is to empower them to develop attitudes and habits that will bring them
academic and life success.

Delivery Methods
Total Contact Hours : hours / weeks
CANVAS : hours / weeks

In reference to the FEU’s Teaching and Learning Philosophy, the following are the acceptable
instructional methods which can be adapted for this course:

The DLECCT Framework

A conceptual understanding on how teaching, assessment, and classroom dynamics must be

approached in FEU. It banks on the University’s aspiration for adaptive excellence: digital
literacy, effective communication, and critical thinking. These are the core competencies that
every FEU student must manifest after completing their academics in the University.

Outcomes-based Learning

This allows the students to be owners and constructors of their own learning by creating artifacts
that solve pressing problems in their respective communities and disciplines.

Project and Problem-based Learning

Inquiry and Collaborative Learning

To instil the value of scholastic independence, cooperative and cooperative learning must be part
of the class dynamics. Tasks done inside and outside the classroom promote collaboration and
collaboration.

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Authentic Assessment and Learning

FEU prioritizes non-traditional assessment approaches such as alternative assessment,

performance-based, and authentic assessment in observing and monitoring students’ performance.
With non-traditional assessment, the FEU students also participate in monitoring their learning
progress.

Blended Learning

This allows every class to utilize traditional and non-traditional learning spaces including
classroom, on-line, communities, and industries.

Independent Study

This allows the students the needed time and space to read, write, and complete major tasks.

The Online Learning Environment

The FEU online environment will vary depending on what mode of learning the student decides
to take:

Modes of Learning

Recommended Internet Learning Class meetings

for Connectivity materials
• Differs from
class to class
• Minimum of 8
Mixed Online All kinds of Requires good Through and maximum of
Learning (MOL) learners and stable CANVAS 24 teacher-
internet student
engagement.
Synchronous and • Minimum of 4
Asynchronous individualized
Learning feedback of
academic
progress
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• Meetings through
conference, small
group discussions
or individual
consultations.

Asynchronous Online Highly Requires good Through • No regular

learning (AOL) independent and internet CANVAS meetings, only
responsible connection scheduled
learners consultations
Independent Learning (minimum of 4
requiring internet scheduled
access consultations).

Total Analogue Highly Stable internet All learning • No regular

Learning (TAL) independent and access is not material will be meetings, only
responsible required some compiled into a scheduled
learners access still USB and consultations
Independent learning necessary for couriered to the (minimum of 4
requiring minimal consultation and student scheduled
internet access research consultations)

(Taken from the FEU Freshmen Primer 2020-2021)

Responsibilities in the Online Learning Environment

For teachers
• Make learning materials available in the CANVAS Course Modules (MOL & AOL) and
USB thumb drive (TAL).
• Give comprehensive and clear instructions for the course activities, assignments and
assessments.
• Provide reasonable and flexible deadlines for each learning tasks.
• Set simple and concrete guidelines on to how to communicate within the online
classroom (MOL & AOL).
• Facilitate conferences and discussion forums (MOL & AOL).
• Constantly give immediate and individualized feedback about student’s academic
performances through emails and chats.

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For Students
• Acquire course materials. Save back-up copies of the course materials. This involves
downloading and storing learning materials such as the syllabus, reading list, video and
audio files in their desktop computer/laptop/tablet/mobile devices.
• Organize and manage schedule. Organize deadlines for their course assignments, quizzes
and projects.
• Learn the course modules. Independently cover each learning modules in the course (e.g.
reading and annotating course modules).
• Attend class. Online attendance pertains to logging in CANVAS and actively participate
in the course activities required by the teacher. (MOL & AOL)
• Troubleshoot technical issues. Learn how to solve technical issues that would arise in their
learning set-up.
• Complete required assessments. Submit attached files, text entries and URL links as
online assignments. Accomplish online quizzes and participate in graded discussion
forums. (MOL & AOL).
• Collaborate with peers. Work together with their fellow classmates by using collaborative
tools such as CANVAS Collaborations/Google Docs and Pages. (MOL & AOL)
• Communicate online. Utilize all the various means of communication to keep in touch with
their teacher and fellow students.
• Fulfil learning tasks with academic integrity. Observe professionalism and honesty in
carrying out their academic projects and assignments

FEU Ederp

Office Hours: 8:00 AM to 5:00 PM

E-mail for Student Central PASSWORD ISSUES: itshelpdesk@feu.edu.ph

E-mail for Student Central ENROLLMENT ISSUES: ederphelpdesk@feu.edu.ph

Contact No. for Student Central PASSWORD ISSUES: 87777338 local 609.

Assessment Methods
Classroom assessment in FEU is a joint process that involves both teachers and learners. It is an
integral part of teaching and learning which holistically measures learners’ current and developing

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abilities. FEU encourages authentic assessment which promotes real-life learning. Adhering to this
paradigm, below are the guidelines in classroom assessment in the university.

1. Grading periods will be limited into two: Preliminary and Final periods. The 18 weeks
will be divided equally. Each of the grading periods will be nine (9) weeks each.
2. Assessments in the university are classified into Formative and Summative. Below are
the samples of each type.

Formative Assessment Summative Assessment

• Quiz (short-long) • Departmental exams (Pen
• Seatwork and paper) – unit, chapter,
• Reporting preliminary and final
• Work samples (portfolio) exams.
• Demonstration & • Case study/problem
observation of skill analysis
• Peer evaluation of project • Capstone/application
work projects
• External review of • Research/term paper
student projects • Performance test for skill-
• Self-evaluation of work based courses

3. Each grading period, the minimum requirement for faculty to accomplish are the
following:
a. Formative Assessment (FA) – 70 %
b. Summative Assessment (SA) – 30 %
4. The calculation for the grades will be based from the formula below:

Midterm Grade (PG) =

Final Grade (FG) =

Total Final Grade (TFG) =

*FA and SA are calculated through averaging.

*The new Grade Point Average (GPA) system will still be used.
*The weight between FA and SA can be changed based on the recommendation of
the committee. However, SA should not exceed 50%.

5. The general passing standard is 50%.

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6. Grade Points will be based from the standards below:

Quality Numerical
Written Grade Description
Point Equivalent
Grade

Provides evidence of:

1. complete and comprehensive mastery of the concepts

and principles of the course;

2. outstanding proficiency in analytical, critical and

creative thinking, and problem-solving skills;
A 4.00 92–100 and

3. excellent fluency in oral written and symbolic

communication.

Exhibits an exemplary level of independent and self-

regulatory learning skills. Adheres to the University
policy on academic integrity.

Provides evidence of:

1. full mastery of the concepts and principles of the

course;

2. high proficiency in analytical, critical and creative,

B+ 3.50 85–91 and problem-solving skills; and

3. very good fluency in oral, written and symbolic

communication.

Exhibits a high level of independent and self-regulatory

learning skills. Adheres to the University policy on
academic integrity.

B 3.00 78-84 Provides evidence of:

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1. considerable mastery of the concepts and principles of

the course;

2. significant proficiency in analytical, critical and

creative, and problem-solving skills; and

3. good fluency in oral, written and symbolic

communication.

Exhibits an above average level of independent and self-

regulatory learning skills. Adheres to the University
policy on academic integrity.

Provides evidence of:

1. intermediate mastery of the concepts and principles of

the course;

2. adequate proficiency in analytical, critical and

C+ 2.50 71–77 creative, and problem-solving skills; and

3. Average fluency in oral, written and symbolic

communication.

Exhibits an ample level of independent and self-

regulatory learning skills. Adheres to the University
policy on academic integrity.

Provides evidence of:

1. satisfactory mastery of the concepts and principles of

the course;

C 2.00 64–70 2. satisfactory proficiency in analytical, critical and

creative, and problem-solving skills; and

3. acceptable fluency in oral, written and symbolic

communication.

Exhibits a sufficient level of independent and self-

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regulatory learning skills. Adheres to the University

policy on academic integrity.

Provides evidence of:

1. elementary mastery of the concepts and principles of

the course;

2. a certain proficiency in analytical, critical and

creative, and problem-solving skills; and 

D+
1.50 57–63
3. some fluency in oral, written and symbolic
communication.

Exhibits a somewhat low level of independent and self-

regulatory learning skills. Adheres to the University
policy on academic integrity.

Provides evidence of:

1. minimal mastery of the concepts and principles of the

course;

2. minimal proficiency in analytical, critical and

D
1.00 50–56 creative, and problem-solving skills; and

3. basic fluency in oral, written and symbolic

communication.

Exhibits a low level of independent and self-regulatory

learning skills. Adheres to the University policy on

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academic integrity.

Provides evidence of:

1. no mastery of the concepts and principles of the

course;

2. no proficiency in analytical, critical and creative, and

F 0.00 Below 50 problem-solving skills; and

3. no fluency in oral, written and symbolic

communication.

Does not exhibits independent and self-regulatory

learning skills. Does not adheres to the University
policy on academic integrity.

FEU Policy on Academic Integrity

Policy on Plagiarism

Anchored on the core values of Fortitude, Excellence and Uprightness, Far Eastern University
(FEU) believes that its students, administration, faculty and staff should demonstrate academic
integrity at all times. Academic integrity means that the members of the entire academic
community adhere to the fundamental values of honesty, hard work, originality, respect and

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responsibility. FEU students are expected to always adhere to the highest standards of academic
excellence.

FEU students are expected to demonstrate beliefs, attitudes and behaviours associated with
academic honesty. Thus, all acts of academic dishonesty in FEU are not tolerated. Academic
dishonesty comes largely in two forms: cheating and plagiarism. It is considered a major offense
subject to disciplinary actions if students cheat or plagiarize their work.

Cheating is broadly defined as getting unauthorized help on an assignment, quiz or examination.

The following are considered as acts of cheating:
• Copying from another student during a test or examination, with or without his/her
knowledge;
• Allowing another student to copy his/her work;
• Using unpermitted notes during a test or examination;
• Having in one’s possession written notes or electronic devices during a test or examination;
• Getting questions or answers from someone else who has already taken a test or
examination;
• Turning in work done by someone else;
• Taking a test or examination for another student;
• Writing or providing an assignment for another student.
Cheating is broadly defined as getting unauthorized help on an assignment, quiz or
examination. The following are considered as acts of cheating:
• Copying from another student during a test or examination, with or without his/her
knowledge;
• Allowing another student to copy his/her work;
• Using unpermitted notes during a test or examination;
• Having in one’s possession written notes or electronic devices during a test or
examination;
• Getting questions or answers from someone else who has already taken a test or
examination;
• Turning in work done by someone else;
• Taking a test or examination for another student;
• Writing or providing an assignment for another student.
• Repeating someone else’s words verbatim without acknowledgement;
• Presenting someone else’s ideas without acknowledgement;
• Paraphrasing, translating, or summarizing someone else’s ideas without
acknowledgement;
• Improperly acknowledging of sources, as with incomplete/imprecise
documentation;
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 FAR EASTERN UNIVERSITY
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• Having one’s work done by someone else or having one’s work substantially
revised by someone else.

Policy on Late Submission

Assignment deadlines must be strictly adhered to as time management is a highly valued

professional skill. The facilitator would provide a five-day submission period. Assignments
which are submitted late will be penalised as follows:

Submitted one (1) day after deadline - deduct 5% from marks awarded
Submitted two (2) days after deadline - deduct 10% from marks awarded
Submitted three (3) days after deadline - deduct 15% from marks awarded
Submitted four (4) days after deadline - deduct 20% from marks awarded

Submitted five (5) days after deadline – ZERO (0) marks for the assignment.

For the purpose of assignment submission, Saturday and Sunday are also counted as working days.

Assessment Mapping

Assessment Weightage (%) Total Course FCCs

Practical Non- Weight Learning Developed
practical Objectives
Assessed
100 100 CELO1 FCC1.2
Graphic Organizer CELO2 FCC2.1
FCC3.1
FCC3.2
Critical Essay 100 100 CELO3 FCC1.2
CELO4 FCC1.3
CELO5 FCC3.1
FCC3.2
FCC4.1
Discussion Thread 100 100 CELO3 FCC1.2
CELO4 FCC1.3
CELO5 FCC3.1
FCC3.2
FCC4.1
Storytelling 100 100 CELO3 FCC1.2
Output CELO4 FCC1.3
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 FAR EASTERN UNIVERSITY
GENERAL EDUCATION

CELO5 FCC3.1
FCC3.2
FCC4.1
Reflection Paper 100 100 CELO3 FCC1.3
CELO4 FCC2.1
CELO5 FCC.3.1
FCC3.2
FCC4.1
Podcast 100 100 CELO3 FCC1.2
CELO4 FCC1.3
CELO5 FCC2.1
FCC3.1
FCC3.2
FCC4.1
Video Essay 100 100 CELO3 FCC1.2
CELO4 FCC1.3
CELO5 FCC2.2
FCC2.1
FCC3.1
FCC3.2
FCC4.1

Learning Content
Reading Material:
• CHAPTER 12 - Why Should We Be Moral? From the book PROBLEMS FROM
PHILOSOPHY by James Rachels & Stuart Rachels

Public Intellectual Series Lectures (PILS)

• Moral Development in Adolescence by Richie Parr

• Fighting Corruption through citizen action for accountability & Democratic leadership by
Joy Aceron
• Addressing Ethical Issues in Business by Alexander Cabrera
• Environmental Ethics: Cases, Issues and Concerns on the State of the Philippine
Environment by Lea Guererro
• Bioethics by Maria Fidelis Manalo

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 FAR EASTERN UNIVERSITY
GENERAL EDUCATION

• Feminist Ethics: From Oppression to Empowerment by Amaryllis Torres

• Ethical Issues in Media Coverage by Luis Teodoro

Note: Be sure to download the PILS in the All Access General Education Curriculum Course
Card.

Course Outline
Week Content
ORIENTATION
January 18-23
• Orientation
• Course outline discussion
• Presentation of Reading Materials
1-2 January 25-30

• Levelling of Expectations
• Negotiating classroom policies
• Introduction of Teaching Assistant (TA)

MODULE 1: MORALITY AND ETHICS

February 1-6

• READ: CHAPTER 12 - Why Should We Be Moral? From the book

3-4 PROBLEMS FROM PHILOSOPHY by James Rachels & Stuart Rachels
• Learning Task 1

February 8 -13
• Learning Task 2 & 3

MODULE 2: ON SOCIAL JUSTICE

5-6 February 15-20
• WATCH: Fighting Corruption through citizen action for
accountability & Democratic leadership by Joy Aceron
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GENERAL EDUCATION

• Learning task 1
• Submission of Graphic Organizer (FA1)

February 22-27
• Learning Task 2 & 3

MODULE 3: FEMINIST ETHICS

March 1–6
• WATCH: Feminist Ethics: From Oppression to Empowerment by
Amaryllis Torres
• Learning Task 1
7-8 • Submission of Critical Essay (FA2)

March 8-13
• Learning Task 2 & 3
• Deadline of Cooperative Debate# 1 (FA3)

MIDTERMS PERIOD
March 15-20
• Deadline of Graded Discussion Thread #1 (FA4)

9-10
March 22-27
• Reflection Paper (SA1) Submission Period
• Grade Consultation

MODULE 4: BIOETHICS

March 29 – April 3
• WATCH: Bioethics by Maria Fidelis Manalo
11-12 • Learning Task 1

April 5 - 10
• Learning Tasks 2 & 3

13-14 MODULE 5: ENVIRONMENTAL ETHICS

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GENERAL EDUCATION

April 12 -17
• WATCH: Environmental Ethics: Cases, Issues and Concerns on the
State of the Philippine Environment by Lea Guererro
• Learning Task 1
• Submission of Podcast (FA5)

April 19 – 24
• Learning Task 2 & 3

MODULE 6: MEDIA ETHICS

April 26 – May 1

• WATCH: Ethical Issues in Media Coverage by Luis Teodoro

• Learning Task 1
15-16 • Discussion of Graded Discussion Thread#2 (FA6)

May 3 – 8

• Learning Task 2 & 3

• Deadline of Cooperative Debate#2 (FA7)

May 10 – 15
17 • Submission of Story Telling Output (FA8)
FINALS SUBMISSION
May 17-22
18 • FINALS WEEK

Student Support
GUIDANCE OFFICE
Office Hours: 9:00 AM to 5:00 PM
E-mail: feuguidance@gmail.com
Contact No.: +63 287777338

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GENERAL EDUCATION

GENERAL EDUCATION DEPARTMENT

Marie Jean Binas

Secretary
Email: mbinas@feu.edu.ph

Arnel Bravo
General Education Director
Email: abravo@feu.edu.ph

UNIVERSITY LIBRARY
Email: universitylibrary@feu.edu.ph
Contact No.: +632 87777338 Loc. 280

EDUCATION TECHNOLOGY
Email: edtech@feu.edu.ph
Contact No.: +632 8777-7338 Loc. 220

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