This document contains a sample syllabus for a course on professional ethics for computer science students. The course aims to introduce ethics and ethical theories, provide discussions on ethical dilemmas in IT, and discuss the code of ethics for IT professionals and relevant cybercrime laws. The syllabus outlines course objectives, topics to be covered including ethical theories and issues, applicable laws, and teaching strategies like discussion, cooperative learning, role playing and case studies. Assessment includes quizzes, exams, classroom activities and assignments.

1. COMMISSION ON HIGHER EDUCATION
SAMPLE SYLLABUS TEMPLATE
COURSE NUMBER: CS106
TITLE: PROFESSIONAL ETHICS
DEPARTMENT / PROGRAM: BSCS
SCHOOL:
SEMESTER AND SCHOOL YEAR:
INSTRUCTOR:
• COURSE DESCRIPTION
The course introduces ethics and ethical theories; provides discussions on
the ethical dilemmas and issues facing IT practitioners. An appreciation
and discussion of the Code of Ethics of I. T. Professionals; cybercrimes and
appropriate Philippine Laws are also included.
• COURSE OBJECTIVES (DESIRABLE OBJECTIVES)
At the end of the term, the students should be able to:
• Understand and appreciate the meaning of ethics, values and
attitudes.
• Be guided in their ethical thinking and considerations as they relate
in the cyberworld.
• Be aware of the different ethical dilemma/issues in the cybeworld.
• Appreciate and internalize the code of conduct of an I. T.
Professional.
• Be familiar with the various Philippine Laws that penalizes
cybercrimes.
• COURSE OUTLINE AND TIMEFRAME
1. Ethics, values and attitudes.
2. The most common ethical theories.
Ancient Greek – Plato
Medieval – Thomas Aquinas
Immanuel Kant
Rawl Theory Justice
Egoism
Utilitarianism
3. Ethical Dilemma/ issues in the cyberworld
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2. Privacy Invasion
Hacking
Security
Theft
Copyright Infringement
Unfair Competition
Virus
Tele/videoconferencing
Online defamation
Piracy
Fraud
4. Ethics and Law
5. Applicable Philippine Laws that penalize cybercrime
Intellectual Property Right
E-Commerce Law
Optical Law
Civil Code
Revised Penal Code
Special Criminal Law
Unfair Competition Act
Internet Pornography
1. Government Agencies Responsible in the
Implementation of the Philippine I. T. Programs
Commission on Information and Communication Technology
National Bureau of Investigation
Department of Justice
• REQUIRED READINGS
• SUGGESTED READINGS
• COURSE REQUIREMENTS
• CONSULTATION HOURS
nit 1 - Elementary Theories in the Normative Ethics of Behavior
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3. I. Course Introduction
A. What is Ethics?
1. Core Areas of Ethics
a. Normative Ethics of Behavior
b. Axiology
c. Virtue-Vice Theory
2. Other Areas of Ethics
B. Why Study Ethics
II. Logic
A. Arguments
B. Validity
C. Soundness
D. Truth
III. Cultural Relativism
A. Common Cultural Relativism
B. CR
C. The Argument for CR: The Cultural Differences Argument
D. CR and Tolerance
E. Arguments Against CR
1. The Reformer's Dilemma
2. The Globalization Advice Argument
F. Lessons to Learn from Cultural Differences
1. Openness to Self-Criticism
2. Reasonable Tolerance
IV. Religious Approaches to Ethics
A. Divine Command Theory
B. Natural Law Theory
OURSE SYLLABUS
COURSE CODE : VE I
COURSE TITLE : Values Education (Personhood Development)
NO.OF UNITS : Three (3)
NO. OF HOURS : Fifty Four hours (54 hrs)
COURSE DESCRIPTION:
The course is an introduction to values education in the Philippine educational
context. It focuses on some of the approaches and strategies in teaching values education in
the elementary grades.
COURSE OBJECTIVES:
At the end of the course the student should be able to:
1. discuss the foundations of values education;
2. identify the significance that one’s values play in the family, in the educational system, and
in the society;
3. recognize the values existing in the Filipino society and be able to differentiate the desirable
from the undesirable ones;
4. identify the changes that must be done to thrust the society towards moral recovery;
5. analyze the economic, political, and social situations with respect to Filipino values; and
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4. 6. use some of the approaches and teaching strategies in teaching values education.
COURSE CONTENT:
1. Introduction
1.1. Definition of Values
1.2. Basic kinds of Values
1.2.1. Objective Values
1.2.2. Subjective Values
1.3. Values as Good
1.3.1. Thomistic View
1.3.2. Aristotelian View
1.3.3. Good in Relation to Moral Law
2. Foundations of Values Education
2.1. Legal Foundation
2.1.1. Values Education Program
2.1.1.1. Goal
2.1.1.2. Objectives
2.1.1.3. Principles and Guidelines
2.1.1.4. Values Conceptual Framework
2.1.1.5. Philosophy of the Program
2.1.1.5.1. Dimensions of a Human Person
2.1.1.5.2. Core and Related Values
2.2. Philosophical Foundation
2.2.1. Western Philosophy
2.2.1.1. Thales
2.2.1.2. Plato
2.2.1.3. Aristotle
2.2.1.4. St. Augustine
2.2.1.5. St. Thomas Aquinas
2.2.1.6. Teilhard de Chardin
2.2.1.7. Max Scheler’s Hierarchy of VaLues
2.2.2. Oriental philosophy
2.2.2.1. Hinduism
2.2.2.2. Buddhism
2.2.2.3. Confucianism
2.2.2.4. Taoism
2.3. Psychological Foundation
2.3.1. Psychoanalysis
2.3.2. Behaviorism
2.3.3. Humanism
2.3.4. Existentialism
3. Approaches in Teaching Values Education
3.1. Inculcation
3.2. Moral Development
3.3. Values Clarification
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5. 3.4. Analysis
3.5. Action Learning
3.6. Transpersonal Approach
3.7. ACES Approach
4. Some Strategies in Teaching Values Education
4.1. Direct Instruction (Philippine Moral Recovery Program)
4.2. Discussion (Topic: Towards Being Human)
4.3. Cooperative Learning
4.3.1. Dyadic (Topic: Birds on a Wire)
4.3.2. Group (Topic: The New Millennium)
4.4. Role Playing (Topic: Filipino Cultural Values)
4.5. Puppetry (Topic: Other Filipino Cultural Values)
4.6. Problem Solving
4.7. Case Study
4.8. Film Showing (The Three Trees)
4.9. Projected Media
4.10. Portfolio
METHODOLOGIES:
1. Lecture Discussion
2. Cooperative Learning
3. Discovery Learning
4. Demonstration
5. Behavioral Analysis/Assessment
GRADING SYSTEM:
1. Long Quiz/Short Quiz 15 %
2. Recitation/Activities/Participation 25%
3. Project 10%
4. Assignment 10%
5. Major Examinations 40%
Total 100%
COURSE REQUIREMENTS:
1. Attendance (At least 80% of the total number of hours of sessions)
2. Short and Long Quizzes
3. Major Examinations
4. Classroom Activities (Paper and Pencil and Participatory Activities)
5. Activity Portfolio
6. Assignments/Reaction Papers
7. Oral/Written reports/Case Study
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6. 3.4. Analysis
3.5. Action Learning
3.6. Transpersonal Approach
3.7. ACES Approach
4. Some Strategies in Teaching Values Education
4.1. Direct Instruction (Philippine Moral Recovery Program)
4.2. Discussion (Topic: Towards Being Human)
4.3. Cooperative Learning
4.3.1. Dyadic (Topic: Birds on a Wire)
4.3.2. Group (Topic: The New Millennium)
4.4. Role Playing (Topic: Filipino Cultural Values)
4.5. Puppetry (Topic: Other Filipino Cultural Values)
4.6. Problem Solving
4.7. Case Study
4.8. Film Showing (The Three Trees)
4.9. Projected Media
4.10. Portfolio
METHODOLOGIES:
1. Lecture Discussion
2. Cooperative Learning
3. Discovery Learning
4. Demonstration
5. Behavioral Analysis/Assessment
GRADING SYSTEM:
1. Long Quiz/Short Quiz 15 %
2. Recitation/Activities/Participation 25%
3. Project 10%
4. Assignment 10%
5. Major Examinations 40%
Total 100%
COURSE REQUIREMENTS:
1. Attendance (At least 80% of the total number of hours of sessions)
2. Short and Long Quizzes
3. Major Examinations
4. Classroom Activities (Paper and Pencil and Participatory Activities)
5. Activity Portfolio
6. Assignments/Reaction Papers
7. Oral/Written reports/Case Study
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