LYCEUM OF THE PHILIPPINES UNIVERSITY

College of Arts and Sciences

Department of Social Sciences and Legal Management
Intramuros, Manila

Course Title: Life and Works of Jose Rizal

Course Code: TNRN01A

Course Credit: Three (3) units

Course
Prerequisite:

Course Description: As mandated by Republic Act 1425, this course covers the lives and works of our heroes who lived and died for the ideals of freedom and nationalism
which have shaped our national character. A major focus of discussion would be Jose Rizal’s life, works, and writing particularly his novels Noli me
Tangere and El Filibusterismo which serve as constant and inspiring sources of patriotism. This course seeks to develop a sense of moral character,
personal discipline, civic consciousness, and duties of citizenship of the Filipino youth.

Institutional Learning Outcomes Course Learning Outcomes

1. Creative and Critical Thinking At the end of the course, students

Graduates use their imaginative as well as rational thinking abilities to life situations in order to push boundaries, realize should be able to:
possibilities, and deepen their interdisciplinary and general understanding of the world
2. Effective Communication 1. Discuss Jose Rizal’s life within the
Graduates are proficient in the four macro skills in communication (reading, writing, listening, and speaking) and are able context of the 19th century
to use these skills in solving problems, making decisions, and articulating thoughts when engaging with people in various Philippines in relation to
international events
circumstances.
2. Understand that the context that
3. Strong Service Orientation produced Rizal, produced other
Graduates exemplify the potentialities of an efficient, well-rounded, and responsible professional deeply committed to nationalists
service excellence. 3. Analyze Rizal’s various works,
4. Community Engagement particularly the novels Noli me
Graduates take an active role in the promotion and fulfillment of various advocacies (educational, social, and Tangere and El Filibusterismo
environmental) for the advancement of community welfare

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 5. Adeptness in the Responsible Use of Technology 4. Organize Rizal’s ideas into
Graduates demonstrate optimized use of digital learning abilities, including technical and numerical skills. various themes
6. Passion to Life-Long Learning 5. Demonstrate a critical reading of
Graduates are enabled to perform and function in the society by taking responsibility in their quest to know more about primary sources from various
the world through-life-long learning. personages
relevant to the formation of
7. High Level of Leadership and Organizational Skills
nationalism

1
This course syllabus was adapted from various versions of CHED approved course plans, namely: ‘Life and Works of Jose Rizal Preliminaries’ developed by CHED commissioned experts to develop a sample syllabus with up-to-date and appropriate readings,
materials, and resources adhering to the CHED Memo #20, series of
2013; a modified syllabus designed by Raul A. Aquino,DPA of Lyceum of the Philippines University used in the 2 nd Generation CHED-GE Life and Works of Rizal Course Training 2017 which was based on the syllabus prepared by Filomeno V. Aguilar,PhD & Francis A.
Gealogo,PhD both from the Ateneo de Manila University for the 1st Generation CHED-GE Life and Works of Rizal Course Training 2016.

Graduates are developed to become the best professionals in their respective disciplines by manifesting the appropriate 6. Interpret the values that can be
skills and leadership qualities. derived from studying Rizal and
8. Sense of Personal and Professional Ethics other nationalists’ life and works
Graduates show desirable attitudes and behavior either in their personal and professional circumstances. 7. Display an appreciation for
education and love of country
9. Sense of Nationalism and Global Responsiveness
Graduates’ deep sense of nationalism compliments the need to live in a global village where one’s culture and other
people’s culture are respected.

Course Plan:

Week Topic Learning Methodology Resources Assessment

Outcomes
Introduction to Explain the Lecture  Republic Act 1425 [http:www.gov.ph/1956/06/12/republic-act-no-1425/] Writing exercise or
1 the course: history of the  Constantino, Renato (2000). ‘The Rizal Law and the Catholic Hierarchy’. In Reflection paper on
Republic Rizal law and its Class activity The Making of a Filipino: a story of Philippine colonial politics. the context of the
Act 1425 important  Laurel Jr., Jose B. (1960). The Trials of the Rizal Bill of 1956. Historical views
provisions Bulletin 4(2): 130139. regarding the passing
 Schumacher, John N. (2011). The Rizal Bill of 1956: Horacio de la Costa of
Critically assess and the Bishops. Philippine Studies 59(4): 529-553. RA 1425
the  National Commission for Culture and the Arts (1995). Selection and
effectiveness of Proclamation of National Heroes and Laws Honoring Filipino Historical
the Rizal course Figures.
 Ocampo, Ambeth. (2013). ‘Many Rizals’. In Rizal Without the Overcoat.
• Renato, Constantino. (1987). Bulag na Pagdakila. Salin ni Erlinda Abad.
Quezon City:
Page 2 of 11
 Linangan ng Kamalayang Makabansa.

The Philippine’s Analyze the Lecture: brief  Fast, Jonathan and Richardson, Jim. (1987). Roots of Dependency: Quiz: tabulate and
2 Economic, various social,summary of Political and Economic Revolution in the 19th Century Philippines. categorize the
3 Social, and political, Spanish  Schumacher, John N. (2008). ‘Ch 2: Rizal in the Context of the Nineteenth social, political,
4 Political economic, and colonization of Century Philippines’. In the Making of a Nation: essays on nineteenth- economic, cultural
Conditions cultural changes
the century Filipino nationalism. [Henceforth as: ‘The Making of a Nation’] changes in the
during the that occurred in
Philippines  ______. (2011). The Cavite Mutiny Toward a Definite History. Philippine nineteenth
Spanish the as Studies 59(1): 5581. century
Colonization nineteenth background Philippines
 Wickberg, Edgar. (1964). The Chinese Mestizo in Philippine History.
until the19th century
Journal of Southeast Asian History 5(1): 62-100.
century as Reflection paper:
Rizal’s context.  ______. (2000). ‘The Philippine Chinese before 1850’. In The Chinese in
Understand Lecture: the Guide question:
Philippine Life, 1750-1898. Pp.25-36
Jose changes
Economic: end Rizal in the during the Describe the
Supplementary Readings:
of the galleon context of his nineteenth nineteenth
trade, opening - Rizal, Jose. (1889). ‘La verdad para todos/Ang katotohanan para sa lahat’.
times century century Philippines
of the Suez Mula sa
Canal, opening Pambansang Komisyon ng Ikasandaang Taon ni Jose Rizal. (1961). Mga
of ports to world Sinulat ni Rizal:
trade, rise of
the export crop

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economy, and mga akdang pampulitika at pangkasaysayan. Ikapitong tomo. [Henceforth as:
monopolies ‘Mga Akdang Pampulitika at Pangkasaysayan’]
- Blanco, Roberto. (2010). Pedro Pelaez, Leader of the Philippine clergy.
Social: Philippine Studies 58(1-2): 3-43. Read pages: 19-26, 31-32.
education, rise - Roth, Dennis M. (1982). ‘Church Lands in the Agrarian History of Tagalog
of the Chinese Region’. In Philippine Social History: global trade and local transformations,
mestizo, rise of Alfred W. McCoy and Ed. De Jesus (eds.), 131-153.
the inquilino - Schumacher, John N. (1999). ‘Historical Introduction’. In Father Jose
Burgos: a documentary history with Spanish documents and their
Political: translations. Pp. 1-32.
Liberalism, - ______. (2006). The Burgos Manifesto: the authentic text and its genuine
impact of the author. Philippine Studies 54(2): 153-304. Read pp. 151-152, 268-292.
Bourbon
reforms, Cadiz
constitution

Page 4 of 11
 Rizal’s family, Analyze Rizal’s Lecture on Film: Students can write a
5 childhood, and family, Rizal’s • Jose Rizal: Ang Buhay ng Isang Bayani (1996). History Department of the short biographical
6 early education childhood, family, Ateneo de Manila University and the Bookmark, Inc. essay in comparison
7 and early childhood, to Rizal’s early
8 education and childhood in
 Rizal, Jose. (1884). Talumpati ni Dr. Rizal sa piging na parangal sa mga
early comparison with their
pintor na Pilipino. Mula sa ‘Mga Akdang Pampulitika at Pangkasaysayan’.
Evaluate the education own.
 ______ (1889). Los agricultores Filipino/Ang mga Magsasakang Pilipino.
people and
Mula sa ‘Mga Akdang Pampulitika at Pangkasaysayan’.
events that Film viewing:
 ______ (1890). Al Excmo. Senor Vicente Barrantes, Sobre El Noli/Liham ni
Rizal and the influences “Buhay ng
Rizal’s early life Isang Rizal kay Vicente Barrantes tungkol sa “Noli”. Mula sa ‘Mga Akdang
campaign for Pampulitika at Pangkasaysayan’.
Philippine Bayani”.
Explain the  ______ (1893) ‘Rizal to Blumentritt, Dapitan, 15 February 1893’. In The
reforms in
principles Class Rizal-Blumentritt Correspondence (1961)
Europe.
advocated by activity:  The Staff. (1889). ‘Our Aims’. In La Solidaridad, Vol. 1: 1889, trans.
the create a Guadalupe ForesGazon, 168-177.
Propaganda timeline of  Schumacher, John N. (1997). The Propaganda Movement, 1880-1895: the
Movement Rizal’s creators of a Filipino consciousness, the makers of revolution. [Read 19-35,
childhood 40-58, 83-104, 126-170 182280.]
Evaluate Rizal’s and  Guerrero, Leon Ma. (1991). The First Filipino. Manila: National Historical
relations with early Institute.
other education  Coates, A. (1992). Rizal: Philippine Nationalist and Martyr. Manila:
Propagandists Solidaridad Publishing House
Read the  Almario, Virgilio. (2008). Si Rizal: Nobelista.
Analyze Rizal’s first issue of  Ileto, Reynaldo. (1998). Rizal and the Underside of Philippine History. In
Rizal’s exile, growth as a the La Filipinos and their Revolution: event, discourse, and historiography. Quezon
trial, and death Propagandist Solidaridad City: Ateneo de Manila University press.
and and analyze
later separatist the aims
stated
Analyze the
factors that led
to Rizal’s
execution

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 Analyze the
effects of Rizal’s
execution on
Spanish colonial
rule and the
Philippine
Revolution

9 Mid-term examination

Rizal’s Analyze Rizal;s Lecture on  Rizal, Jose (1890). Sucesos de las islas pilipinas por el doctor Antonio de Group discussion of
10 annotation of ideas on how to Rizal’s view of Morga/The Events in the Philippine Islands by Dr. Antonio de Morga. [Read what was read and
Antonio de rewrite Philippine preface, to the Filipinos, prologue of Ferdinand Blumentritt, and Ch: 8.] orally presentated on
Morga’s Philippine history and  Ocampo, Ambeth. (1998). Rizal’s Morga and Views of Philippine History. Rizal’s historiography
Sucesos de las history Historiography Philippine Studies 46(2): 184-214.
Islas  Salazar, Zeus. (2007). ‘A Legacy of the Propaganda: the tripartite view of
Filipinas Compare and Read “A Philippine history. In Navarro, Atoy and Lagbao-Bolante, Flordeliza (eds.)
contrast Rizal Legacy of the Mga Babasahin sa Agham
and Morga’s Propaganda: Panlipunang Pilipino: Sikolohiyang Pilipino, Pilipinolohiya, at Pantayong
different views The Tripartite Pananaw.
about Filipinos View of
and Philippine
Philippine History”
culture
Read Rizal’s
Introduction
and Chapter 8
of his
annotation of
Sucessos de
las Islas
Filipinas

Page 6 of 11
 Noli me Appraise Lecture on • • Noli me Tangere, (translation by Virgilio Almario or Soledad Lacson- Reflection paper on
11 Tangere and El important Rizal’s • • Locsin). why the youth should
12 Filibusterismo characters in representation El Filibusterismo, (translation by Virgilio Almario or Soledad Lacson- read
the novel and of the Locsin). Rizal’s novels
what conditions and • Daroy, Petronilo. (1968). Rizal: contrary essays. Quezon City: Guro Books.
they represent problems of Palma, Rafael. (1928). Read Rizal’s Novels. In Chua, Apolonio B. and
Philippine Melendrez-Cruz, Patricia. (eds.) (1991). Himalay: Kalipunan ng mga Pag-
Examine the society in the aaral kay Jose Rizal. Maynila:
present Sentrong Pangkultura ng Pilipinas. [Henceforth as: ‘Himalay’]
Philippine Schumacher, John N. (2008). ‘The Noli Me Tangere as Catalyst of
situation Revolution’. In ‘The Making of a Nation’
through
the examples nineteenth • Constantino, Renato. (1966). Our Task: to make Rizal obsolete. In The
mentioned in the century Filipinos in the Philippines and other essays.
Noli through the
Noli
Compare and
contrast the Lecture on the
characters, plot, major themes,
and theme of the plot,
Noli and the El characters,
Fili and ideas in
the novels
Value the role of
the youth in the
development and
future of society

Page 7 of 11
 The Indolence of Assess Rizal’s Lecture about  Rizal, Jose. (1890). ‘Tungkol sa Katamaran ng mga Pilipino’. Mula sa ‘Mga
13 the Filipinos, The writings Rizal’s “The Akdang Pampulitika ar Pangkasaysayan’.
14 Philippines: A Philippines: A  ______. (1889). ‘Ang Pilipinas sa loob ng Sandaang Taon’. Mula sa ‘Mga
15 Century Hence, Appraise the Century Akdang Pampulitika at Pangkasaysayan’.
Letter to the value of Hence”  ______. (1889). ‘Sa mga kababayang dalaga sa Malolos’. Mula sa ‘Mga
Women of understanding akdang Pampulitika at Pangkasaysayan’.
Malolos the past Reporting of  Majul, Cesar Adib. (1961). ‘On the Concept of National Community’. In
selected ‘Himalay’.
Frame articles  Guillermo, Ramon G. (1997). Si Rizal at ang Kanyang Konsepto ng
arguments based Kabayanihan sa kanyang Liham sa mga Kababaihan ng Malolos. Diliman
on evidence Review 45(2-3): 26-29.
 Nakpil, Carmen G. (2002). ‘Maria Clara’. In Women Enough and Other
Essays.

Supplementary Readings:
 Scott, William Henry. (1982). ‘The Creation of a Cultural Minority’. In Cracks
in the Parchment Curtain: and other essays in Philippine history.
Philippine Interpret views  Joaquin, Nick. (2005). A Question of Heroes. [Chapters on Rizal, Bonifacio,
16 Nationalism: and opinions and Aguinaldo]  Del Pilar, Marcelo H. (1889). Monastic Supremacy in the
17 Heroes and their about heroes and Philippines. Trans. Encarnacion Alzona (1958).
ideas. their ideas and  Guerrero, Milagros. (1998). Pagtanaw sa Kasaysayan, Paghahanda sa
deeds in the Himagsikan: Mga Ideya ng Katipunan, 1892-1897. Kasarinlan 14(1): 37-52.
context of  Mabini, Apolinario M. (1903). The Philippine Revolution. Trans. Leon Ma.
Philippine history Guerrero. (1969).
and society  Nolasco, Ricardo Ma. D. (1997). Pinagmula ng Salitang Bayani. Diliman
Review 45(2-3): 1418.

18 Final examination

Readings and References:

Agoncillo, Teodoro. (2008). History of the Filipino People. Quezon City: Garo Tech
Books Inc. Almario, Virgilio. (2008). Si Rizal: Nobelista. Quezon City: University of
the Philippines Press.
Blanco, Roberto. (2010). Pedro Pelaez, Leader of the Philippine clergy. Philippine Studies 58(1-2): 3-43.
Page 8 of 11
Chua, Apolonio B. and Melendrez-Cruz, Patricia. (1991). Himalay: Kalipunan ng mga Pag-aaral kay Jose Rizal. Maynila: Sentrong Pangkultura ng Pilipinas.
Coates, A. (1992). Rizal: Philippine Nationalist and Martyr. Manila: Solidaridad Publishing House
Constantino, Renato. (1965). Recto Reader: Excerpts from the speeches of Claro M. Recto. Manila: Recto Memorial Foundation.
______. (1971). The Filipinos in the Philippines and other essays. Malaya Books
______. (1987). Bulag na Pagdakila. Salin ni Erlinda Abad. Quezon City: Linangan ng Kamalayang Makabansa.
______. (2000). The Making of a Filipino: a story of Philippine colonial politics. Quezon City. Malaya Books.
______. (2005). The Philippines: A Past Revisited. Manila
______. (2006). The Philippines: The Continuing Past. Quezon City: The Foundation for Nationalist Studies.
Daroy, Petronilo. (1968). Rizal: contrary essays. Quezon City: Guro Books.
Del Pilar, Marcelo H. (1889). Monastic Supremacy in the Philippines. Trans. Encarnacion Alzona (1958). Manila: R.P. Garcia Publishing House.
Fast, Jonathan and Richardson, Jim. (1987). Roots of Dependency: Political and Economic Revolution in the 19th Century Philippines. Quezon City: Foundation for
Nationalist Studies.
Guerrero, Leon Ma. (1991). The First Filipino. Manila: National Historical Institute.
Guerrero, Milagros. (1998). Pagtanaw sa Kasaysayan, Paghahanda sa Himagsikan: Mga Ideya ng Katipunan, 1892-1897. Kasarinlan 14(1): 37-52.
Guillermo, Ramon G. (1997). Si Rizal at ang Kanyang Konsepto ng Kabayanihan sa kanyang Liham sa mga Kababaihan ng Malolos. Diliman Review 45(2-3): 26-29.
Gripaldo, Eden M. et al. (2005). Kasaysayan ng Filipinas at mga Institusyong Filipino. Sentro ng Wikang Filipino-UP Diliman
Ileto, Reynaldo. (1998). Filipinos and their Revolution: event, discourse, and historiography. Quezon City: Ateneo de Manila University Press.
Joaquin, Nick. (2005). A Question of Heroes. Mandaluyong City: Anvil.
Laurel Jr., Jose B. (1960). The Trials of the Rizal Bill of 1956. Historical Bulletin 4(2):130-139.
Mabini, Apolinario M. (1903). The Philippine Revolution. Trans. Leon Ma. Guererro. (1969). National Historical Commission.
Majul, Cesar Adib. (1961). ‘On the Concept of National Community’. In Chua, Apolonio B. and Melendrez-Cruz, Patricia. (eds.) (1991). Himalay: Kalipunan ng mga Pag-
aaral kay Jose Rizal. Maynila: Sentrong Pangkultura ng Pilipinas.
______. (1977). “Principales, Ilustrados, Intellectuals and the Original Concept of a Filipino National Community”, Asian Studies, April – December, 1-20.
National Commission for Culture and the Arts (1995). Selection and Proclamation of National Heroes and Laws Honoring Filipino Historical Figures.
National Historical Institute. (1961). Mga Akdang Pampulitika at Pangkasaysayan.Maynila: Pambansang Komisyon ng Ikasandaang Taon ni Jose Rizal.
National Historical Institute. (1977). Reminiscences and Travels of Jose Rizal. Manila: National Historical Institute.
Nolasco, Ricardo Ma. D. (1997). Pinagmula ng Salitang Bayani. Diliman Review 45(2-3): 14-18.
Ocampo, Ambeth. (1998). Rizal’s Morga and Views of Philippine History. Philippine Studies 46(2): 184-214.
Palma, Rafael. (1928). Read Rizal’s Novels. In Chua, Apolonio B. and Melendrez-Cruz, Patricia. (eds.) (1991). Himalay: Kalipunan ng mga Pag-aaral kay Jose Rizal.
Maynila: Sentrong Pangkultura ng Pilipinas.
Republic Act 1425. (1956, June 12). ‘An act to include in the curricula of all public and private schools, colleges, and universities courses on the life, works, and writings of
Jose Rizal, particularly his novels Noli me Tangere and El Filibiusterismo, Authorizing the printing and distribution thereof, and for other purposes.
Rizal, Jose. (1884). Talumpati ni Dr. Rizal sa piging na parangal sa mga pintor na Pilipino. Mula sa Pambansang Komisyon ng Ikasandaang Taon ni Jose Rizal. (1961).
Mga Sinulat ni Rizal: mga akdang pampulitika at pangkasaysayan. Ikapitong tomo.
______. (1889). ‘La verdad para todos/Ang katotohanan para sa lahat’. Mula sa Pambansang Komisyon ng Ikasandaang Taon ni Jose Rizal. (1961). Mga Sinulat ni Rizal:
mga akdang pampulitika at pangkasaysayan. Ikapitong tomo.
______. (1889). ‘Sa mga kababayang dalaga sa Malolos’. Mula sa Pambansang Komisyon ng Ikasandaang Taon ni Jose Rizal. (1961). Mga Sinulat ni Rizal: mga akdang
pampulitika at pangkasaysayan. Ikapitong tomo.
Page 9 of 11
______ (1889). Los agricultores Filipino/Ang mga Magsasakang Pilipino. Mula sa Pambansang Komisyon ng Ikasandaang Taon ni Jose Rizal. (1961). Mga Sinulat ni Rizal:
mga akdang pampulitika at pangkasaysayan. Ikapitong tomo.
______. (1889). ‘Ang Pilipinas sa loob ng Sandaang Taon’. Mula sa Pambansang Komisyon ng Ikasandaang Taon ni Jose Rizal. (1961). Mga Sinulat ni Rizal: mga akdang
pampulitika at pangkasaysayan. Ikapitong tomo.
______ (1890). Al Excmo. Senor Vicente Barrantes, Sobre El Noli/Liham ni Rizal kay Vicente Barrantes tungkol sa “Noli”. Mula sa Pambansang Komisyon ng Ikasandaang
Taon ni Jose Rizal. (1961). Mga Sinulat ni Rizal: mga akdang pampulitika at pangkasaysayan. Ikapitong tomo.
______. (1890). ‘Tungkol sa Katamaran ng mga Pilipino’. Mula sa Pambansang Komisyon ng Ikasandaang Taon ni Jose Rizal. (1961). Mga Sinulat ni Rizal: mga akdang
pampulitika at pangkasaysayan. Ikapitong tomo.
______. (1890). Sucesos de las islas pilipinas por el doctor Antonio de Morga/The Events in the Philippine Islands by Dr. Antonio de Morga (2011).Manila:
National Historical Institute. ______. ( ) Noli me Tangere, (translation by Virgilio Almario or Soledad Lacson-Locsin).
______. ( ). El Filibusterismo, (translation by Virgilio Almario or Soledad
Lacson-Locsin). ______. La Flores del Heidelberg
______. A La Juventud Filipina
______. Mi Ultimo Adios
Rizal,Jose. (1961). The Rizal-Blumentiritt Correspondence. Manila: Jose Rizal National Centennial Commission.
Roth, Dennis M. (1982). ‘Church Lands in the Agrarian History of Tagalog Region’. In Philippine Social History: global trade and local transformations, Alfred W. McCoy and
Ed. De Jesus (eds.). Quezon City: Ateneo de Manila University Press.
Salazar, Zeus. (2007). ‘A Legacy of the Propaganda: the tripartite view of Philippine history. In Navarro, Atoy and Lagbao-Bolante, Flordeliza (eds.) Mga Babasahin sa
Agham Panlipunang Pilipino: Sikolohiyang Pilipino, Pilipinolohiya, at Pantayong Pananaw. Quezon City: C&E Publishing.
Schumacher, John N. (1997). The Propaganda Movement, 1880-1895: the creators of a Filipino consciousness, the makers of revolution. Quezon City: Ateneo
de Manila University Press. ______. (1999). Father Jose Burgos: a documentary history with Spanish documents and their translations. Quezon City: Ateneo de
Manila University Press.
______. (2006). The Burgos Manifesto: the authentic text and its genuine author. Philippine Studies 54(2): 153-304.
______. (2008). The Making of a Nation: essays on nineteenth-century Filipino nationalism. Quezon City: Ateneo de Manila University Press.
______. (2011). The Cavite Mutiny Toward a Definite History. Philippine Studies 59(1): 55-81.
______. (2011). The Rizal Bill of 1956: Horacio de la Costa and the Bishops. Philippine Studies 59(4): 529-553.
Scott, William Henry. (1982). The Cracks in the Parchment Curtain: and other essays in Philippine history. Quezon City: New Day Publishers.
The Staff. (1889). ‘Our Aims’. In La Solidaridad, Vol. 1: 1889, trans. Guadalupe Fores-Gazon,
Wickberg, Edgar. (1964). The Chinese Mestizo in Philippine History. Journal of Southeast Asian
History 5(1): 62-100. ______. (2000). The Chinese in Philippine Life, 1750-1898. Quezon City: Ateneo
de Manila University Press.

Page 10 of 11
COURSE GRADING SYSTEM

Class Standing 60%

ORAL (Oral Participation, Recitation, Attendance, Link) 30%

A,B,C (Activities, Behavior, Communication) 10%

Project cum Class Tour 20%

Prelim Grade + Midterm Grade + Final Term Grade 40%

3

TOTAL: 100 %

Prepared by: Noted by:

Jefferson R. Mendez, MAS Candidate Dennis J. Saluba, DEM

Faculty Chairperson

Approved by:

Joseph F. Francisco, Ph.D.

Dean

Conrado S. Inigo Jr., Ph.D.

Vice President for Academic Affairs

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