Sample Curricula Bachelor of Science in Developmental Commun PDF

PRESENTATION OF SAMPLE OR SUGGESTED CURRICULUM ALIGNED TO OUTCOMES
BASED EDUCATION FOR BACHELOR OF SCIENCE IN DEVELOPMENT COMMUNICATION
PROGRAM SPECIFICATIONS
1. Program Description
1.1 Degree Name
The degree name under this program shall be called Bachelor of Science
in Development Communication (BS DevCom).
1.2 Nature of the Field of Study
Communication as a field of study covers the various ways by which

humans communicate. It focuses on how verbal and non-verbal messages
are used to create meanings in various contexts using various media
platforms. It includes a broad range of subject matter ranging from
communication, natural and social sciences and other technical courses
such as agriculture, health, and environment. This also includes the study
of communication in interpersonal relationships, groups, organizations, and
cultures.
1.3 Program Goals
This program aims to equip students with the knowledge and skills needed
in teaching, managing, and implementing communication programs for
development.
1.4 Specific Professions/Careers/Occupations for Graduates
Graduates of this program may find employment as public and corporate

communication/information officers, social science and communication
researchers/analysts, communication/ media planners and managers,
program/project development officers, media practitioners, learning system
designers, multimedia designers, and in the allied/related professions.
1.5 Allied Fields
The allied programs for BS Development Communication are

Communication, Journalism, Broadcasting, Multimedia (Digital Media)
Studies, Agricultural Education/Extension, and Development Studies.
2. Program Outcomes
The minimum standards for the BS Development Communication program are

expressed in the following minimum set of learning outcomes:
BS Development Communication
Common to all programs in all types of schools
The ability to engage in lifelong learning and understanding of the

need to keep abreast of the developments in the specific field of
practice. (Philippine Qualifications Framework or PQF level 6
descriptor)
The ability to effectively communicate orally and in writing using both
English and Filipino
The ability to work effectively and independently in multidisciplinary
and multicultural teams. (PQF level 6 descriptor)
A recognition of professional, social, and ethical responsibility
An appreciation of Filipino historical and cultural heritage (based on
RA 7722)
Common to Social Sciences and Communication
Graduates of the Social Sciences and Communication programs are able

to:
Understand and apply social science concepts and theories to the

analysis of social issues;
Design and execute social research using appropriate approaches
and methods; and
Practice professional and ethical standards in the fields of social
sciences and communication.
Specific to the Bachelor of Science in Development Communication

Program
Graduates of BS Development Communication are able to:
Develop a critical understanding of development perspectives;

Define and access information needs; assess and organize
information and knowledge; produce, share, and utilize information
and knowledge;
Apply communication theories/models, principles, practices, and tools
in development work;
Develop a communication program/plan;
Demonstrate effective interpersonal skills as a linker, networker, and
mediator;
Communicate in different formats and platforms (print, broadcast, and
online);
Conduct communication research, monitoring, and evaluation;
Develop and produce multi-media materials;
Demonstrate program management and leadership skills;
Develop entrepreneurial capabilities;
Adhere to ethical standards and practices;
2
Know and practice rights and responsibilities and accountabilities in

the communication profession; and
Integrate technical knowledge (e.g., Biological Sciences, Physical
Sciences, Health Sciences, and Applied Sciences) in content
development and management.
Common to a horizontal type as defined in CMO 46 s 2012
1. For professional institutions: a service orientation in ones profession

2. For colleges: an ability to participate in various types of employment,
development activities, and public discourses particularly in response
to the needs of the communities one serves
3. For universities: an ability to participate in the generation of new
knowledge or in research and development projects
Graduates of State Universities and Colleges (SUCs) and Local Universities

and Colleges (LUCs) must, in addition, have the competencies to support
national, regional and local development plans. (RA 7722).
A PHEI, at its option, may add mission-related program outcomes that are
not included in the minimum set.
3. Sample Performance Indicators
Program Outcomes Sample Performance Indicators

Develop a critical Clear understanding of local, national, and global
understanding of development issues and agenda
development
perspectives Clear understanding of development theories and
paradigms
Define and access Efficient accessing and gathering of need-based,
information needs; accurate, authentic, and reliable information through
assess and organize print, broadcast, and online sources, research, and other
information and investigative techniques.
knowledge; produce,
share, and utilize Skillful selection, analysis, organization, and
information and presentation of essential information in the development
knowledge. and production of print, broadcast, and online stories.
Appropriate and responsible sharing and use of

information and knowledge generated from different
sources
Apply communication Skillful use of participatory strategies in planning,
theories/ models, implementing, and evaluating communication programs.
principles, practices, and
tools in development
work
3
Develop a Evidence-based situational analysis

communication
program/plan Audience specific communication objectives and
strategies
Concrete monitoring and evaluation indicators

Demonstrate effective Effective interpersonal skills
interpersonal skills as a
linker, networker, and Skillful use of communication strategies in mediation,
mediator negotiation, and resolution
Communicate in different Clear and effective writing for different formats and
formats and platforms platforms.
(print, broadcast, and
online) Clear, fluent, and engaging delivery of speeches,
broadcast news and commentaries, and other oral
reports.
Effective and responsible use of non-verbal cues,

pictures, graphics, and images in oral and online
communication.
Conduct communication Exhaustive research and literature review
research, monitoring,
and evaluation Appropriate research or evaluation framework
Sound research or evaluation design

Develop and produce Creative and innovative conceptualization and design
multi-media materials of audience-specific communication materials
Skillful and responsible use of relevant technical

equipment and software
Skillful use of gender and culture -sensitive and

politically-correct language in message development
Demonstrate program Efficient and effective use of resources

management and
leadership skills Sound design of communication programs and projects
Competent use of planning, monitoring, and evaluation

(controlling) tools
Develop entrepreneurial Skillful business analysis and identification of
capabilities communication-driven business opportunities
Innovative and creative engagement in business

ventures
Effective use of marketing communication strategies
4
Adhere to ethical Strong foundation in moral philosophy and ethical

standards and practices system
Clear understanding of professional codes of conducts,

standards, and practices
Ethical in making choices and decisions professionally

Know and practice rights, Clear understanding of freedom, rights, and
responsibilities, and responsibilities
accountabilities in the
communication Observance of communication media laws
profession
Clear understanding of the role of media in a
democratic society
Integrate technical Clear understanding of technical subject matter (e.g.,
knowledge (e.g., agriculture, nutrition, environment, fisheries, etc.) which
Biological Sciences, facilitates gathering and writing of content in different
Physical Sciences, platforms
Health Sciences, and
Applied Sciences) in Effective and efficient gathering skills involving different
content development and stakeholders
management
CURRICULUM
4. Curriculum Description
The curriculum for BS Development Communication includes general

education courses, core courses, required courses, electives and
thesis/special project. Courses that would generate a particular track,
concentration or area specialization may also be offered.
General Education Courses prepare the students for the study of

communication with exposure to the other social sciences, the humanities and
the natural sciences, based on CHED CMO on General Education (CMO 59,
s. 1996).
Core Courses provide an overview of the discipline.
Required Courses introduce the student to the subfields of communication.
Electives expose students to various fields of inquiry in the field of

communication as well as in the social sciences (e.g., psychology,
anthropology, sociology, political science) and the natural sciences (e.g.,
Physics, Chemistry, Biology, Agriculture, and Forestry).
Internship provides the students a hands-on experience in the use of

communication in the industry.
5
Thesis/Special Project enables students to apply research skills, from

conceptualization of a research topic to data gathering, report writing, and
presentation of findings or production of a creative work. It will be offered in
the final year.
Curriculum Guidelines
1. Required courses and electives have prerequisites to ensure maximum

appreciation and understanding of the courses. These should be followed,
except in cases where the faculty adviser/instructor decides that these
could be waived.
2. The BS Development Communication curriculum requires an internship

course with a minimum of 200 hours of communication-related work,
preferably in a development-oriented organization. This may be taken
during the summer after the students third year.
3. The institution may offer particular major courses in Development

Communication depending on their strengths and areas of concentration, in
addition to the minimum core and required courses in this CMO.
4. Electives in the social sciences are included in the curriculum to enrich the
students understanding of communication as a field of study and to
highlight the multi-disciplinary nature of development communication.
Courses in the natural sciences equip the students with knowledge of
subject matter content used in communicating development
concepts/issues.
5. Higher Education Institutions are free to enhance and follow different

patterns and modalities on their areas of strength and/or the needs of their
clients, provided minimum program outcomes have been integrated and
required prerequisites have been satisfied.
5. Sample Curriculum
5.1. Components:
Courses No. of subjects Equivalent Total Units

Units Per
Subject
General Education Courses 21 63
Language and Literature 8 24
English 3 9
Filipino 3 9
Literature 2 6
Mathematics, Natural Sciences and 5 15
Technology
Mathematics 2 6
6
Natural Sciences 2 6
Science Elective 1 3
Humanities and Social Sciences 6 18
Arts 3
Philosophy 3
Basic Economics (with Taxation 3
and
Agrarian Reform)
General Psychology 3
Politics and Governance (with 3
Philippine Constitution)
Society and Culture (with Family 3
Planning)
Mandated Subjects 2 6
Life and Works of Rizal 3
Philippine History 3
Core Courses 6 18
Introduction to Development 3
Communication
Communication Theory 3
Communication Research 3
Communication, Culture, and 3
Society
Communication Media Laws and 3
Ethics
Communication Programs and 3
Campaigns
Required Courses (Any six from the 6 18
following subjects based on
Institutional and Program
Outcomes)
Fundamentals of Community 3
Broadcasting
Fundamentals of Development 3
Journalism
Fundamentals of Educational 3
Communication and Technology
Fundamentals of Public 3
Information
Introduction to Science 3
Communication
Interpersonal Communication in 3
Development
Cross Cultural Communication 3
Introduction to Multi-Media Writing 3
7
Managing Information for 3

Development
Risk and Humanitarian 3
Communication
Electives (based on Institutional 11 33
and Program Outcomes)
4.1 Specialized Courses 3 9
Writing and Reporting for 3
Development
Participatory Development 3
Journalism
Multi-Media Materials Planning and 3
Design
Multi-Media Materials Production 3
and Management
Media-Based Learning Systems 3
Communicating Science for 3
Development
Community Media Management 3
Behavioral and Social Change 3
Communication
Communication in the ASEAN 3
Setting
4.2 *Natural/Technical Courses 5 15
4.3 *Social Sciences 3 9
*Taken in other department/colleges
within the same university
Thesis/Special Project & Internship 2 6
Thesis or Special Project 3
Internship 3
Physical Education (PE) 4 8
National Service Training Program 2 6
(NSTP)
Total 52 152
Note: The Core Courses are non-negotiable. HEIs may select Required Courses based
on their institutional expertise. Electives may be modified based on the Institutional and
Program Outcomes as long as minimum number of units required for each group of
elective courses is complied with. Please be guided by the definitions of Required
Courses and Electives in this CMO.
8
5.2. Program of Study
First Year 43 units

First Semester Second Semester
Subject Unit Subject Unit

English (GE) 3 English (GE) 3
Filipino (GE) 3 Filipino (GE) 3
Mathematics (GE) 3 Mathematics (GE) 3
Natural Sciences (GE) 3 Natural Sciences (GE) 3
Philippine History (GE) 3 Humanities Arts (GE) 3
General Psychology (GE) 3 Introduction to Development 3
Communication
PE 2 PE 2
NSTP 3
Total 23 20
Second Year - 40 units


English (GE) 3 Literature (GE) 3
Communication Theory 3 Required Course 1 3
Literature (GE) 3 Society & Culture (GE) 3
Science Elective (GE) 3 Humanities Philosophy (GE) 3
Filipino (GE) 3 Communication Research 3
PE 2 Politics & Governance (GE) 3
NSTP 3 PE 2
Total 20 20
Third Year - 36 units


Communication, Culture, and 3 Development Communication 3
Society Elective 2
Required Course 2 Required Course 6
Required Course 3 3 Life and Works of Rizal (GE) 3
Development Communication 3 Development Communication 3
Elective 1 Elective 3
Required Course 4 3 Basic Economics (GE) 3
Required Course 5 3 Social Science Elective 1 3
Total 18 Total 18
Summer
Subject Unit
Internship 3
9
Fourth Year 30 units


Communication Media Laws and 3 Thesis 3
Ethics
Social Science Elective 2 3 Communication Campaigns 3
and Programs
Technical Elective Course 1 3 Technical Elective Course 4 3
Technical Elective Course 2 3 Social Science Elective 3 3
Technical Elective Course 3 3 Technical Elective Course 5 3
Total 15 Total 15
5.3. Sample Curriculum Map
The curriculum map is a tool to validate if a match exists between core program outcomes
(competencies) and the content of a curricular program (on a per course or subject basis).
The following letter symbols have been used:
L whether subject course facilitates learning of the competency (input is provided and
competency is evaluated)
P- whether subject course allows student to practice competency (no input but
competency is
evaluated)
O - whether subject course is an opportunity for development (no input nor evaluation, but
competency is practiced).
10
Sample Curriculum Map
Devel Define Apply Deve Demon Commu Conduc Devel De Devel Adhere Know Integrate
op a and commu lop a strate nicate t op mo op to and technical
critical access nication com effectiv in commu and nst entrep ethical practice knowledg
unders informatio theories muni e differen nication produ rat reneu standa rights e (e.g.,
tandin n needs; /models catio interper t researc ce e rial rds and Biological
g of assess , n sonal formats h, multi- pro capab and responsib Sciences,
Devel and principl progr skills as and monitori medi gra ilities practic ilities and Physical
opmen organize es, am a linker, platfor ng, and a m es accounta Sciences,
t informatio practice and network ms evaluati mater ma bilities in Health
Persp n and s, and plan; er, and (print, on ials na the Sciences,
ectives knowledg tools in mediato broadc ge communi and
e; develop r ast, me cation Applied
produce, ment and nt professio Sciences
share, work online) an n; ) in
and utilize d content
informatio lea developm
n and der ent and
knowledg shi manage
e p ment
skil
ls
Introduction to
Development L P P O P O O O O O
O O O
Communication
Communication
Theory P P L O P O O O O O O O O
Communication
Research O P L P P P L O O O P P O
Communication,
Culture, and P P P O O O O O O O P P O
Society
Communication
Media Laws and P O P O O O O O O O L L O
Ethics
Communication
Programs and L L L L L L L L L P P P L
Campaigns
12
5.4. Sample Means of Curriculum Delivery
The BS Development Communication curriculum adheres to learner-centered paradigm. It

begins with a clear identification of competencies the student must acquire and
demonstrate at the end of the four-year program. Appropriate teaching-learning strategies
facilitate the acquisition of these competencies. Under this paradigm, the student is the
subject of the learning process enabling the learner to achieve his/her full potentials. The
teaching-learning process is interactive, participatory, collaborative and experiential. The
teacher is transformed into a facilitator and collaborator.
The following methodologies/strategies may be utilized:
Lecture-discussion
Group discussions
Field work
Laboratory Classes
Focus Group Discussions
Structured Learning Experiences
Games
Online discussions through social networking sites
Educational Trips
Production of Communication Materials
5.5. Sample Syllabi for Selected Core Courses
Course syllabi may vary in format but must include the following required components:
1. Course Title
2. Course Description
3. Course Prerequisites (if any)
4. Course Learning Outcomes
5. Course Content
6. Course Methodology
7. Course Assessment
8. Course Requirements (outputs matching the course learning outcomes)
9. References (both print and online sources)
COURSE SYLLABUS
Course Title INTRODUCTION TO DEVELOPMENT COMMUNICATION
Course Description Introduction to concept, theories, principles, and practice of

communication in development
Prerequisite None
Credit 3 units; 3 hours lecture/week
Semester Offered First and Second Semesters
Learning Outcomes At the end of the course, the students shall be able to:
1. describe the environment, major issues, problems, and

trends of development and underdevelopment;
2. discuss basic concepts, models, and principles of
development and communication;
3. explain the functions of communication in development;
4. define the meaning, core values, domains, and areas of
development communication; and
5. identify the roles and competencies of a development
communicator.
Topic Outline
I. Overview and historical perspective of development and

underdevelopment
A. The environment of development and underdevelopment

1. The domestic environment
2. The international environment
3. The interplay of global and domestic forces in development and
underdevelopment
B. Major issues, problems, and trends of development and

underdevelopment
1. Massive poverty and unemployment
2. Economic and political inequality
3. Environmental Degradation
4. The burgeoning external debt
5. Uncontrolled population growth
6. Economic and cultural globalization
7. Erosion of social and moral values
C. The meaning of development

1. Overview of development models
2. Definition of development
3. The human dimension of development
14
4. Parameters of development
II. Communication Concepts and principles
A. The process of human communication

1. Definition of communication
2. Elements of communication
3. Environment of communication
4. Levels of communication
5. Principles of effective communication
B. Models of communication
1. The unilinear models
2. The transactional-participatory models
3. The systems models
C. Media of communication
1. Nature and characteristics
2. Advantages and disadvantages
3. Philippine communication and media profile
D. Primary roles of communication in development

1. Communication and education
2. Communication and decision-making/problem solving
3. Communication and conflict resolution
4. Communication and social mobilization
5. Communication and governance
6. Communication and values
E. Communication issues and trends

1. Ownership and control of media and information
2. Peoples access to information
3. Media commercialism
4. Global and domestic flow of information
5. New communication technology
6. The emergence of community media
II. Development Communication
A. The meaning of development communication

1. Historical perspective
2. Definition of development communication
3. Objectives of development communication
4. The major actors of development communication
5. The messages of development communication
6. Development communication media
7. Development vis a vis mass communication
15
B. The core values of development communication

1. Empowerment
2. Equity
3. Environmentalism
4. Entrepreneurship
5. Ethics
C. The domains of development communication

1. Community communication
2. Educational communication
3. Science communication
4. Strategic communication
D. Development communication and their profession

1. Attitudes, values, and skills
2. The market of development communication
3. Experiences of development communication professionals
REFERENCES
Barnouw, E. et. Al. 1987. International Encyclopedia of Communication: Oxford

University Press.
Berlo, David. 1960. The Process of Communication. New York: Holt, Rinehart
and Winston, Inc.
Bettinghaus, Erwin P. 1973. Persuasive Communication. New York: Holt,

Rinehart and Winston, Inc.
Braid, F. P., R. R. Tuazon, and C. C. Mangawang. 1985. Communication for Rural

Enterprises. Manila:
Asian Institute of Journalism.
________. 1991. Communication and Society. The Philippine Context. Manila:

Cacho Publishing House.
Budd, Richard W. and Brent Ruben D. 1972. Approaches to Human

Communication. Rochelle Park, N. J.
Hayden Book Co.
Cadiz, Ma, Celeste H. 1994. Participatory Communication. Los Baos: UPLB

College of Agriculture.
Campbell, J. H. and H. Hepler. 1975. Dimensions in Communication. Readings

California. Wadsworth.
De Vito, J. 1980. The Interpersonal Communication Book. NY: Harper and Row
Publishers.
16
Flor, A. G. and L. A. Matulac. 1994. Cultural Dimensions of Environmental

Information, Education, and
Communication in the Philippines. Los Baos: UPLB.
Goonasekera, A. and D. Holaday (eds.). 1993. Asian Communication Handbook.

Singapore: Asian Mass
Communication Research and Information Centre.
Jamias, J. F. 1975. Readings in Development Communication. Los Baos: UPLB

College of Agriculture
Jayaweera, N. 1991. Folk Media and Development Communication: Myths and

Realities. Malate: Asian Social
Institute.
Jaffres, L. W. 1994. Mass Media Processes (2nd Edition). Illinois: Waveland

Press, Inc.
Kennedy, P. 1994. Preparing for the Twenty-First Century. London, Fontana

Press.
Korten, D. C. 1990. Getting to the 21st Century. Connecticut: Kumarian Press.
MacBride, S. 1980. Many Voices, One World. Tiptree, Essex: The Anchor Press.
Maslog, C.C. 1988. Philippine Communication: AN Introduction. UP Los Baos:

Philippine Association of
Communication Educators.
Miller, G. R. (ed.) 1976 Explorations in Interpersonal Communication. Beverly Hills:

Sage Publications.
Morales, H. 1990. A Call for Peoples Development. Manila: National Council of

Churches in the Philippines.
Naisbitt, J. and P. Aburdene. 1990. Megatrends 2000: Ten New Directions for the
1990s. MY: Hearts Corp
Navarro, R. L. 1992. Towards Peoples Empowerment: GO-NGO Collaboration in

Agricultural Development.
Munoz, Nueva Ecija: Philippine Rice Research Institute.
NEDA. 1994. The Medium Term Philippine Development Plan. Manila: NEDA.
Quebral, N. C. 1980. Development Communication. Los Baos: UPLB-CA.
_____________, and E. D. Gomez. 1974. Development Communication Primer.

Los Baos: UPLB-CA.
17
Tadaro, Michael P. 1977. Economics for a Developing World. London: Longman

Group, Ltd.
White, S. A. 1994. Participatory Communication. New Delhi: Sage Publications,

Ltd.
Course Title: Communication and Society
Descriptive Title: The role of communication in society with special reference to the
Asian situation; rights and responsibilities of the communication
media
Prerequisites: Introduction to Development Communication or Consent Of Instructor

; junior standing
Learning Outcomes:
At the end of the semester, the students should be able to:
1. Describe the historical development of Philippine communication;

2. Enumerate and discuss the functions and roles of communication in society;
3. Articulate the rights and responsibilities of the communication professional in the
Philippines;
4. Identify and explain the ethical issues confronting media practitioners;
5. Identify and explain contemporary issues related to communication and society; and
6. Identify media-related organizations in the Philippines.
Course Outline
TOPICS
I. Historical Development of Philippine Media
A. Philippine Media during the:
1. Spanish era
2. American regime
3. Japanese occupation
B. Post-independence
C. Pre-Martial Law
D. The Martial Law Period
E. The Aquino Administration
F. Current Status
II. Roles and Functions of Communication in Society

A. Theories of the Press
B. Role of Communication in Society
1. Political
2. Economic
3. Social
C. Functions of Communication
18
1. Information
2. Education and Culture
3. Development
4. Political and Social Mobilization
5. Entertainment and Recreation
6. Advertising
D. Effects of Communication and Media
III. Rights and Responsibilities of the Communicator

A. Access to information
B. Protecting sources of information
C. Reporting matters of public interest
D. Fair comment
E. Intellectual property rights
IV. Media Ethics

A. Ethical Issues
1. Libel
2. Privacy
3. Corruption in Media
4. Plagiarism
5. Obscenity
6. Others
B. Code of Ethics
1. Journalists Code of Ethics
2. Kapisanan ng mga Brodkaster ng Pilipinas (KBP)
3. Philippine Board of Advertising
4. Others
V. Contemporary Issues in Communication

A. Press Freedom
B. Madia Literacy/Education
C. Media and Politics
D. Media Ownership++
E. Sex and Violence in Media
F. Cyberpornography
VI. Media-Related Organizations

A. Philippine Information Agency (PIA)
B. Philippine Press Institute (PPI)
C. Movie and Television Review and Classification Board (MTRCB)
D. Kapisanan ng mga Brodkaster ng Pilipinas (KBP)
E. Office of the Press Secretary (OPS)
F. Others
19
Course Requirements:
1. Written Exams (3)

2. Topic Reports
3. Exercises and Special Project
(Presentation with Written Report)
4. Participation/Attendance
References:
___(2004). Press Freedom in the Philippines: A Study in Contradictions. Makati City:

Center for Media Freedom and Responsibility.
Ables. H. (2003). Mass Comm and Phil. Soc. QC: UP Press
Burton, G. (2010). Media and Society: Critical Perspectives. Berkshire: Open University
Press.
Coronel, S. (ed). (1999). From Loren to Marimar: Philippine Media in the 1990s. Quezon
City: Philippine Center for Investigative Journalism
Hofilena, C.F. 1998. News for Sale: The Corruption and Commercialization of the
Philippine Media. Quezon City: Philippine Center for Investigative Journalism.
Littlejohn, S.W. and K. Foss (2008). Theories of Human Communication. 9th ed. CA:
Thomas Wadsworth.
Maslog, C. (ed.) (2007). Philippine Communication Today. Quezon City: New Day
Publishers.
Maslog, C. et al (eds) (1997). Communication for People Power. Diliman: UNESCO-

Tambuli Project.
Maslog, C. (1992). Communication, Values and Society. UP Los Banos and UP Diliman,
Quezon City: Philippine Association of Communication Educators.
Maslog, C. (1998). Phil COM: An Intro. Manila: PACE.
Patterson, P and L Wilkins (1998). Media Ethics: Issues and Cases. US: McGraw-Hill Co.
Ryan, J. and W. M. Wentworth (1999). Media and Society: The Production of Culture in
the Mass Media. MA:Allyn and Bacon.
Ramirez, J. (1989). Phil. Journalism Handbook. QC: National Bookstore & J Ramirez.
Rodman, G. (2009). Mass Media in A Changing World: History, Industry, Controversy. (2nd
ed). New York: Mc Graw hill
Salvilla, R.S., F.A. Pensales & F.E. Sornito (1991). Manila: PPI & UNESCO
20
The Philippine Libel Law
The PIA Factbook
Wallack, L., K. Woodruff, L. Dorfman, and I. Diaz (1999). News for a Change: An
Advocates Guide to Working With Media. London:Sage Publication.
Internet:
Alerts & Statements in www.nujp.org
iReport in www.pcij.org
Paghahabi in www.aijc.com.ph
PJR Reports in www.cmfr.com.ph
www.kbp.org.ph (Kapisanan ng mga Broadscasters ng Pilipinas)
www.mtrcb.gov.ph (Movie and Television Review and Classification Board)
www.pcoo.gov.ph (Presidential Comunications Operations Office
www.pia.gov.ph (Philippine Information Agency)
www.pressinstitute.ph (Philippine Press Institute)
Course Title COMMUNICATION THEORY
Course Description Communication theories, their foundations and application to

development communication studies
Prerequisites Introduction to Development Communication and Sophomore

standing
Semesters offered First and Second Semesters

Credit 3 units
Number of hours : 3 hours a week (3 class)
Learning Outcomes
At the end of the course, students should be able to:
1. Discuss the relevance of communication theories in the study and practice of

development communication;
2. Explain the traditions of communication theories and their foundations;
21
3. Differentiate communication theories representative of each tradition; and

4. Analyze development communication study and practice using the theoretical
traditions.
A. Course Content
Topics
I. Introduction
A. Talking about theory
1. Models vs. theories
2. The importance of studying theory
a. Theory as a way of seeing, explaining
and understanding
b. Theory in scientific inquiry
3. Tracing the roots of communication theory
4. Criteria for evaluating communication theory
B. Talking about communication

1. Dimensions and levels of communication
2. The communicational view of communication
II. Traditions of communication theory

A. Communication as persuasion
Suggested theories/theorists: Rhetoric (Aristotle); Dramatism
(Burke); Narrative Paradigm (Fisher)
B. Communication as signs and symbols
Suggested theories/theorists: De Saussure, Barthes, Peirce
C. Communication as dialogue
Suggested theories/theorist: Gadamer; Buber, Husserl
D. Communication as information flow
Suggested theories/theorists: Weiner; Axioms of Communication
(Watzlavick, Beavin & Jackson); Network Theory; Theory of
Planned Behavior
E. Communication as perception, attitudes and behaviour
Suggested theories/theorists: Constructivism (Delia); Expectancy
Violations Theory; Uses and Gratifications Theory; Agenda Setting
Theory
F. Communication as reproduction of social order
Suggested theories/theorists: Symbolic Interactionism (Mead &
Blumer); Face Negotiation Theory (Ting-Toomey); Coordinated
Management of Meaning (Pearce & Cronen)
G. Communication as power
Suggested theories/theorists: Habermas; Deetz; Feminism;
Muted Group Theory (Kramerae); Postmodernism
III. Locating development communication practice

within the theoretical traditions
A. Media effects
1. Social marketing and the sociopsychological
tradition
2. Strategic communication and the cybernetic tradition
22
3. Entertainment and education, and the

sociopsychological tradition
B. Dialogue, Participation, and Emancipation
1. The sociocultural tradition
2. The critical tradition
C. New directions for theorizing
1. The pragmatic tradition
B. Course Methodologies used
Examinations
Case Studies/Exercises
Group reports
REFERENCES
Required References
Griffin, E.A. (2004). A first look at communication theory. 5th Ed. Boston: McGraw-
Hill.
Littlejohn, S. W. & Foss, K.A. (2008). Theories of human communication. 9th Ed.
Belmont, CA:
Thomson Higher Education.
Other References
Baran, S.J., & Davis, D.K. (2005). Mass communication theory: foundations,
ferment, and future. Belmont, Canada: Wadsworth, Thomson Learning.
Berger, A.A. (1995). Essentials of mass communication theory. London: Sage.
Chakravartty, P. (2009). Modernization redux?: Cultural studies and development
communication. Television and new media, 10(1), 37-39.
Craig, R. T. (1999). Communication theory as a field. Communication Theory, 9(2),
199-161.
Craig, R.T. & Muller, H.L.(Eds). (2007). Theorizing communication: Readings
across traditions. California: Sage Publications, Inc.
Cragan, J.F., & Shields, D.C. (1998). Understanding communication theory : the
communicative forces for human action. Boston: Allyn and Bacon.
Dissanayake, W (Ed). (1988). Communication theory: the Asian perspective.
Singapore: Asian Mass Communication Research and Information Centre.
Gumucio-Dagron, A. & Tufte, T. (Eds). (2006). Communication for social change
anthology: Historical and contemporary readings. New Jersey:
Communication for Social Change Consortium.
Holmes, D. (2005). Communication theory: media, technology, society. London:
Sage.
Huesca, R. (2001). Conceptual contributions of new social movements to
development communication research. Communication Theory, 11(4) 415-
433.
Infante, D.A., Rancer, A.S., & Womack, D.F. (1990). Building communication
theory. Prospect Heights, III.: Waveland Press.
23
Jansen, S.C. (2002). Critical communication theory: Power, media, gender, and
technology. Lanham: Rowman & Littlefield.Littlejohn, S.W. & Gray, R.
(1992). Learning and using communication theories: A student guide to
accompany theories of human communication. 4th Ed.. Belmont, CA:
Wadsworth.
Kincaid, D.L. (Ed.). (1987). Communication theory: eastern and western
perspectives. San Diego: Academic Press.
Manyozo, L. (2006). Manifesto for development communication: Nora Quebral and
the Los Banos school of development communication. Asian Journal of
Communication. 16(1). 79-99.
Mattelart, A., & Mattelart, M. (1998). Theories of communication: an introduction.
London: Sage Publications, Ltd.
McQuail, D. (1987). Mass communication theory: an introduction. London: Sage.
McQuail, D. (2000). McQuail's mass communication theory [4th ed.]. London: Sage
Publications, Ltd.
McQuail, D. (Ed). (2002). McQuail's reader in mass communication theory. London:
Sage.
Melkote, S.R., & Steeves, H.L. (2001). Communication for development in the third
world: Theory and practice for empowerment. New Delhi: SAGE.
Melkote, S.R. (2006). Everett M. Rogers and his contributions to the field of
communication and social change in developing countries. Journal of
creative communications, 1(1), 111-121.
Miller, K. (2005). Communication theories: Perspectives, processes and contexts.
Boston: McGraw-Hill Companies.
Mody, B. (2003). International and development communication: a 21 st century
perspective. Thousand Oaks, California: Sage Publications Inc.
Rogers, E.M. (1997). A history of communication study: A biographical approach.
New York: Simon & Schuster, Inc.
Roman, R. (2005). The place of theory in development communication: Retrospect
and Prospects. Communication Yearbook 29: 311-331
Sereno,K.K., & Mortensen, C.D. (1970). Foundations of communication theory. New
York: Harper & Row.
Severin, W.J., & Tankard, W.J. Jr. (2001). Communication theories: origins,
methods and uses in the mass media [5th ed.]. New York: Addison Wesley
Longman, Inc.
Shah, H. (2007). Meta-research of development communication studies, 1997-
2005: Patterns and trends since 1958. Paper presented at the annual
meeting of the International Communication Association, San Francisco,
CA. Retrieved from:
http://www.allacademic.com/meta/p168687_index.html.
Waisbord. S. (2001). Family tree of theories, methodologies and strategies in
development communication: convergences and differences.
West, R., & Turner, L.H. (2007). Introducing communication theory: analysis and
application [3rd ed.]. New York: McGraw-Hill.
White, R.A. (2004). Is empowerment the answer?: Current theory and research on
development communication. Gazette, 66(1), 7-24.
Wilkins, K.G. & Mody, B. (2001). Reshaping development communication:
Development communication and communicating development.
Communication Theory, 11(4), 385-396.
24
Windahl, S., Signitzer, B.H., & Olson, J.T. (1996). Using communication theory: An
introduction to planned communication. London: Sage.
Wood, J.T. (2003). Communication theories in action. 3rd ed. Cengage Learning.
Course title: COMMUNICATION RESEARCH

Prerequisite: Statistics 1
Semesters offered: First and Second semesters
Credit: 3 units
No. of hours: 3 hours
Mode of offering 2 hours lecture; 1 hour recitation
The course follows the large class mode of two-unit lecture and one-
unit recitation. Hence, there are two hours of lecture and one hour of
recitation per week.
Learning Outcomes
By the end of the semester, the students should be able to:

1. Describe the scientific research process;
2. Explain the perspectives of communication research and their applications in
development communication research in the context of social science research;
3. Discuss the concepts and methodologies in the communication research process;
4. Explain ethical issues in communication research; and
5. Demonstrate skills in specific communication research activities.
Course Outline
UNIT I.
Science and the scientific process
A. Definitions of science
B. Functions/ Aims of science
C. Scientific values and principles
D. Scientific process
1. Deductive
2. Inductive
UNIT II.
Introduction to social science research
A. Nature of social science research
1. Definition
2. Importance
3. Types
a. Basic and Applied
b. Academic vs Contracted
4. Characteristics
a. Systematic
b. Rigorous
c. Empirical
d. Others
B. Perspectives in and applications of communication research
25
1. Perspectives in communication research

a. Positivist
b. Constructionist
2. Communication theory traditions
a. Objective traditions
b. Interpretive
traditions
3. Applications in development
communication research
a. Effects research
b. Evaluation research
c. Participatory
research
d. Others
III. The communication research process
A. Identifying the research topic
B. Reviewing related literature
1. To help identify problem
2. To help identify variables, research framework
3. To guide analysis of data
C. Identifying and implementing the research methodology
1. Quantitative
a. Defining the research problem and objectives (including Rationale and Significance)
b. Identifying the research design
- Experiment
- Survey
- Case study
- Content analysis
- Network study and others
c. Constructing research frameworks
- Theoretical
- Conceptual
- Analytical
d. Formulating hypotheses
e. Conceptualizing and operationalizing
- Constructing operational definitions
- Levels of measurement
f. Observing and measuring variables
g. Sampling
h. Selecting/ Developing the research methods and instruments
- Survey (Questionnaire)
- Document analysis (Coding sheet)
- Tests (Pretest, Posttest)
- Matrix Ranking (Matrix)
- Observation (Observation checklist)
- Problematique
26
- Others
i. Collecting data
j. Coding
k. Analyzing data
- Descriptive statistics
- Inferential statistics:
Association
Tests of significance
2. Qualitative
a. Evaluating data sites
b. Developing the research framework
c. Focusing the study
- Problem statement, Research questions and Objectives
d. The researcher as research instrument
e. Identifying the research design
- Ethnography
- Textual analysis
- Discourse analysis
- Others
f. Collecting data
- Participant observation
- In-depth interviews
- Document collection
- Storytelling
- Visual methods
- Focus group discussion
g. Coding
h. Analyzing data
- Interpretive approaches
- Critical approaches
3. Mixed methodology
D. Generating conclusions and recommendations

E. Packaging the research report
1. Introduction
2. Review of Related Literature
3. Methodology
4. Results and Discussion/Research Findings and Interpretation
5. Summary, Conclusions, Implications, and Recommendations
6. Literature Cited
7. Appendices
UNIT IV. Ethical Issues in Research
A. Dealing with Human Subjects
B. Dealing with Data
C. Intellectual Property Rights
- Copyright and
Plagiarism
27
Methodologies used
interactive lectures on topics aside from the conventional chalk-and-talk and PowerPoint
presentation aided teaching strategies
dyadic conversations between students, group activities when appropriate, and other
creative teaching approaches.
Examinations
Discussions
Exercises
Group Mini-study
References
Arboleda, C. (1991). Communication research. Sta. Mesa, Manila: Communication

Foundation for Asia.
Baxter, L. A. & Babbie, E. (2004). The basics of communication research. Belmont,

California: Wadsworth/Thomson Learning.
Cadiz, M. C. H. (1994). Communication and participatory development: a review of

concepts, approaches, and lessons. College, Laguna: UP Los Banos.
Creswell, J. W. (1998). Qualitative inquiry and research design: Choosing among five
traditions. Thousand Oaks, California: Sage Publications.
Denscombe, M. (2002). Ground rules for good research: a 10 point guide for social
research. Buckingham, England: Open University Press.
Denzin, N. K. & Lincoln, Y. S. (2003). Collecting and interpreting qualitative materials [2nd
ed.]. Thousand Oaks, California: Sage Publications, Inc.
Flick, U. (2002). An introduction to qualitative research [2nd ed.]. London: Sage

Publications, Inc.
Frey, L. R., Botan, C. H., & Kreps, G. L. (2000). Investigating communication: an

introduction to research methods. Boston: Allyn and Bacon.
Griffin, E. (2004). A first look at communication theory. Boston: McGraw-Hill.
Healey, J. F. (2009). Statistics: a tool for social research. Belmont, CA: Wadsworth.
Krippendorf, K. (2011). Content analysis. Thousand Oaks, California: Sage Pub.
Librero, F. (2003). How to write a thesis proposal. College, Laguna: UP Los Banos.
Littlejohn, S. W. & Foss, K. A. (2008). Theories of human communication. Australia:

Thomson/Wadsworth.
28
Mercado, C. M. (1992). Conducting and managing communication survey research: the

Asian experience. Quezon City: Development Consultant for Asia and Pacific.
Pernia, E. E. (2004). Communication research in the Philippines. Quezon City: UP Press.
Quebral, N. C. (1988). Development communication. College, Laguna: UP Los Banos.
World Bank. (2008). Development communication sourcebook: broadening the boundaries

of communication. Washington: World Bank.
Recommended Materials
Baran, S. J. & Davis, D. K. (2005). Mass communication theory: foundations, ferment, and
future. Belmont, Canada: Wadsworth, Thomson Learning.
Berger, A. A. (2005). Media analysis techniques [3rd ed.]. Thousand Oaks, California: Sage
Publications, Inc.
Brown, T. (2003) Action research and postmodernism. Open University Press.
Corbin, J. (2008). Basics of qualitative research: techniques and procedures for

developing grounded theory [3rd ed.]. Los Angeles, California: Sage Publications,
Inc.
Craig, R. T. & Muller, H. L. (eds.). Theorizing communication: readings across traditions.

California: Sage Publications.
Defleur, M. L. & Dennis, E. E. (1998). Understanding mass communication: A liberal arts

perspective [6th ed.]. Boston: Houghton Mifflin Company.
Jones, S. (ed.). (1999). Doing internet research: critical issues and methods for examining
the net. Thousand Oaks: Sage.
Leslie, L. Z. (2010). Communication research methods in postmodern culture: a

revisionary approach. Boston: Pearson Education, Inc.
Librero, F. (1985). Problematique analysis: a methodology for evaluating communication

systems. College, Laguna: UP Los Banos.
Lindlof, T. R. (2002). Qualitative communication research methods. California: Sage.
Mauthner, M., Birch, M., Jessop, J., & Miller, T. (2002). Ethics in qualitative research.
London: Sage Publications Inc.
McKee, A. (2003). Textual analysis: a beginner's guide. London: Sage.
McQuail, D. & Windahl, S. (1993). Communication models for the study of mass
communication. London: Longman.
29
Miller, K. (2005). Communication theories: Perspectives, processes and contexts. Boston:

McGraw-Hill Companies.
Miller, R. L. & Brewer, J. D. (eds.). (2003). The A-Z of social research: a dictionary of key
social science research concepts. London: Sage.
Mody, B. (2003). International and development communication: a 21st century

perspective. Thousand Oaks, California: Sage Publications Inc.
Priest, S. H. (1996). Doing media research: an introduction. Thousand Oaks: Sage.
Prosser, J. (1998). Image-based research: A sourcebook for qualitative researchers.

Routledge.
Severin, W. J. & Tankard, W. J. Jr. (2001). Communication theories: origins, methods and
uses in the mass media (5th ed.). New York: Addison Wesley Longman, Inc.
Silverman, D. (2001). Interpreting qualitative data: methods for analysing talk, text and
interaction (2nd ed.). London: Sage Publications Inc.
Sparks, G. G. (2006). Media effects research: a basic overview. Australia:

Thomson/Wadsworth.
Tubbs, S. L., & Moss, S. (2008). Human communication: principles and contexts (11th ed.).
New York: McGraw-Hill.
West, R. & Turner, L. H. (2007). Introducing communication theory: analysis and

application (3rd ed.). New York: McGraw-Hill.
Wood, J. T. (2003). Communication theories in action: An introduction. Belmont, California:

Wadsworth/Thomson Learning.
World Bank. (2007). Communicating the impact of communication for development: recent
trends in empirical research. Washington: World Bank.
Yin, R. K. (2003). Case study research: design and methods. Thousand Oaks: Sage.
Online sources:
www.sagepub.com
Swetswise (via the devcom website)
30

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PRESENTATION OF SAMPLE OR SUGGESTED CURRICULUM ALIGNED TO OUTCOMES

BASED EDUCATION FOR BACHELOR OF SCIENCE IN DEVELOPMENT COMMUNICATION

1.1 Degree Name

1.2 Nature of the Field of Study

Communication as a field of study covers the various ways by which

1.3 Program Goals

Graduates of this program may find employment as public and corporate

The allied programs for BS Development Communication are

The minimum standards for the BS Development Communication program are

Common to all programs in all types of schools

The ability to engage in lifelong learning and understanding of the

Common to Social Sciences and Communication

Graduates of the Social Sciences and Communication programs are able

Understand and apply social science concepts and theories to the

Specific to the Bachelor of Science in Development Communication

Graduates of BS Development Communication are able to:

Develop a critical understanding of development perspectives;

Know and practice rights and responsibilities and accountabilities in

Common to a horizontal type as defined in CMO 46 s 2012

1. For professional institutions: a service orientation in ones profession

Graduates of State Universities and Colleges (SUCs) and Local Universities

3. Sample Performance Indicators

Program Outcomes Sample Performance Indicators

Appropriate and responsible sharing and use of

Develop a Evidence-based situational analysis

Concrete monitoring and evaluation indicators

Effective and responsible use of non-verbal cues,

Sound research or evaluation design

Skillful and responsible use of relevant technical

Skillful use of gender and culture -sensitive and

Demonstrate program Efficient and effective use of resources

Competent use of planning, monitoring, and evaluation

Innovative and creative engagement in business

Effective use of marketing communication strategies

Adhere to ethical Strong foundation in moral philosophy and ethical

Clear understanding of professional codes of conducts,

Ethical in making choices and decisions professionally

The curriculum for BS Development Communication includes general

General Education Courses prepare the students for the study of

Core Courses provide an overview of the discipline.

Required Courses introduce the student to the subfields of communication.

Electives expose students to various fields of inquiry in the field of

Internship provides the students a hands-on experience in the use of

Thesis/Special Project enables students to apply research skills, from

1. Required courses and electives have prerequisites to ensure maximum

2. The BS Development Communication curriculum requires an internship

3. The institution may offer particular major courses in Development

5. Higher Education Institutions are free to enhance and follow different

Courses No. of subjects Equivalent Total Units

Managing Information for 3

5.2. Program of Study

First Year 43 units

Subject Unit Subject Unit

Second Year - 40 units

Subject Unit Subject Unit

Third Year - 36 units

Subject Unit Subject Unit

Fourth Year 30 units

Subject Unit Subject Unit

5.3. Sample Curriculum Map

The BS Development Communication curriculum adheres to learner-centered paradigm. It

The following methodologies/strategies may be utilized:

Focus Group Discussions