Main Campus/Colleges

DOMT-LOMT 3-2

The course ECEN 101: Basic Electronics introduces students to the fundamental principles, components, and applications of electronics. It provides a strong foundation in understanding electrical quantities, circuit laws, and the behavior of passive and active components such as resistors, capacitors, inductors, diodes, and power supplies. Students will engage in both theoretical discussions and hands-on laboratory activities to bridge concepts with practical applications.

Guided by the Outcomes-Based Education (OBE) framework, this syllabus aligns course objectives with the Vision, Mission, Goals, and Objectives (VMGO) of the institution, as well as the program outcomes expected of Electronics Engineering students. The course outcomes are strategically mapped to develop the students’ knowledge, skills, and attitudes in analyzing, designing, and constructing basic electronic circuits.

By the end of the course, students are expected to demonstrate competence in applying Ohm’s Law, Watt’s Law, and Kirchhoff’s Laws, constructing series, parallel, and series-parallel circuits, and utilizing essential laboratory instruments such as the multimeter and power supply. Furthermore, they will cultivate problem-solving, teamwork, and lifelong learning skills that are vital for their progression into advanced electronics and engineering courses.

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This course explores the history and identity of indigenous groups in the Philippines, their way of life, the socio-cultural characteristics of their communities, and their contributions to Philippine society. Furthermore, the course looks at state frameworks and various actors who contribute to the protection and development of these communities in the country. Topics include cultural identity and practices, indigenous knowledge systems and practices, IPRA, and cultural preservation.

This course introduces students to the contemporary world by examining the multifaceted phenomenon of globalization. Using the various disciplines of the social sciences, it examines the economic, social, political, technological, and other transformations that have created an increasing awareness of the interconnectedness of peoples and places around the globe. To this end, the course provides an overview of the various debates in global governance, development, and sustainability. Beyond exposing the student to the world outside the Philippines, it seeks to inculcate a sense of global citizenship and global ethical responsibility.

This is a general education course that focuses on the life and works of José Rizal, the Philippines’ foremost national hero. Students will be engaged with reading materials that dissects Rizal’s historical context, his agency (i.e., ability to change the course of history), and his contributions. At the end of this course, the students are expected to be able to: (a) contextualize Jose Rizal’s life within the 19th century Philippines and global events; (b) understand how context shaped Rizal and his contemporary nationalists; (c) analyze how Rizal’s works, particularly the novels Noli me Tangere and El Filibusterismo, help form Filipino nationalism, and; (d) organize Rizal’s ideas into various themes (e.g., Rizal as novelist, historian, feminist, futurist, etc.). The Rizal course was controversially debated way back in the 1950s, before its teaching became mandated by law, i.e., R.A. 1425.