1

COURSE OUTLINE 3
MODULE FORMAT 4
PROCESS TO BE FOLLOWED IN
PRODUCING THE MODULE 13
SAMPLE CLASS DIRECTORY 15
NORSU VISION, MISSION, GOALS, and CORE Values 16
MODULE OVERVIEW 17
STUDY SCHEDULE 20
NORSU HEALTH ADVISORY FOR COVID-19 22
NORSU CARE CENTER 23

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 COURSE OUTLINE
(To be included in the First Module to be sent to the students )

Discipline Program
Course Code Course Title
Credit Units Duration
Program Placement Prerequisite
COURSE DESCRIPTION AND COURSE INTENDED LEARNING OUTCOME
The course is … (contains at least two PILOs constructively aligned to the
program)
At the end of the course, the learners are to … (enumerates the PIs as CILOs
constructively aligned as the PILOs for the course )
COURSE OUTLINE

Timeframe Timeframe
(Week & Topic (Week & Topic
Hour) Hour)
1 (1st-3rd) NOrSU 10
Preliminaries
2 11
3 12
4 13
5 14
6 15
7 16
8 17
9 18
Mid Term Final
COURSE REQUIREMENT COURSE GRADING SYSTEM

List of References/Reading Materials (APA Format):

Note to Faculty: Inform the students that not everything in the Course
Outline may be covered throughout the semester due to the pandemic.
MODULE FORMAT
(for the Faculty)

A learner’s module is an instructional material that supports asynchronous learning,

allowing students to manage learning at their own time and space. For the entire semester, SY
2020-2021, each faculty member of NORSU is expected to prepare four (4) modules containing
two (2) lessons. One module shall be released each month.

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 The format that NORSU shall adopt as an institution is as follows:

MODULE 1

Major Topic/Chapter Title

Introduction (This should include a rationale – a statement of the topic’s practical relevance.)

Course Learning Outcomes (CLOs. This should be based on the POPIs.)

Contents of the Module

Directions on How to Use the Module Properly

LESSON 1 – Sub-topic
Specific Learning Outcomes (These are LOs specific to the sub-topic which should align

with the CLOs.)

Motivation/Prompting Questions

Discussion

Learning Activities/Exercises

Teacher Intervention

Practice Task/Assessment

Feedback to Assessment

Assignment

Lesson 2 – Sub-topic
Specific Learning Outcomes

Motivation/Prompting Questions

Discussion

Learning Activities/Exercises

Teacher Intervention

Practice Task/Assessment

Feedback to Assessment

Assignment

References

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Turn to the subsequent pages to study a sample module.

MODULE 1
LESSON PLANNING

INTRODUCTION
A plan is an essential tool that is designed to achieve a desired outcome. Engineers design a plan to
build bridges; architects create a plan used to build houses and buildings; and sports coaches devise a
plan to prepare their athletes to a game. In teaching, a Lesson Plan (LP) is made to guide you in
delivering the lesson and facilitating instruction. This guide is essential in ensuring that the delivery is
principle-based, systematic, and well-organized so that learning is facilitated scientifically, efficiently,
and effectively. (Note to Faculty: A concise introduction should state the practical relevance of the lesson. This is done in
order to motivate learners – making them appreciate that the skills to be acquired at the end of the lesson are for life-long
engagements and not merely as a requirement in class.)

This module will bring you to the experiences in making an LP. You will be introduced
to the proper format of an LP and the how of writing it. The discussions in this module come
from Internet resources, among others. As your facilitator of learning, I will enrich our
discussion by presenting information with citations. If you have questions please do not
hesitate to call, email, text, or chat with me. (Note to Faculty: The textual presentation is conversational
between the professor and the individual learner.)

COURSE LEARNING OUTCOMES

At the end of the module, the students are expected to create a lesson plan that contains
developmentally-sequenced teaching and learning processes to meet curriculum requirements

(4.1.1.).

CONTENTS OF THE MODULE

This module contains the following lessons:

Lesson 1: Rationale and Guidelines for Lesson Planning

Lesson 2: The Lesson Plan Format: Six Common

Elements

DIRECTIONS ON HOW TO USE THE MODULE PROPERLY

In order to benefit profoundly from this module, please be guided by all the key points presented
below.

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 1. This module contains two (2) lessons. Each lesson is explained substantively. Read
the explanations thoroughly so that you would understand the lesson entirely.
2. On the first page of each lesson, you will find the specific learning outcomes (SLOs)
of each lesson. SLOs are knowledge and skills you are expected to acquire at the
end of the lesson. Read them heartily.
3. You must answer the Learning Activities/Exercises (LAEs). The LAEs are designed to
help you acquire the SLOs.
4. Feel free to chat, call, text or send me an email if you have questions, reactions, or
reflections about the module’s contents or activities.
5. The Practice Task/Assessment and the Assignment shall be checked by me.

LESSON 1 – Rationale and Guidelines for Lesson Planning

Specific Learning Outcomes

Note to Faculty: These are learning objectives for the specific lesson, targeting
the cognitive (knowledge and information), affective (attitude and appreciation), and
psychomotor (habits and physical movement/coordination) skills.

Example:

1. Explain the relevance of a Lesson Plan in teaching.

2. Enumerate the advantages and disadvantages of writing a Lesson Plan.
3. Discuss the assumptions about lesson planning.

Motivation/Prompting Questions
Note to Faculty: This portion is also known as ACTIVATING. It contains
questions, ideas, or a game that will activate students’ background knowledge,
stimulate their interest, and prepare them to the processing of the content, new
information and activities in the module. Example: Have you had successful events,
gatherings, or outings with friends or family? What did you do to make sure that the
event would be successful? Do you think a good plan did make it successful? In class,
what should a teacher do to make sure that a lesson is successfully delivered and
learned? Why is it important to prepare a plan for the lesson?

Discussion
Note to Faculty: This section is also known as ACQUIRING. It contains the new
information students should learn. Discuss the topic here using the language of
teacher-talk. In other words, explain to students as if you are inside the classroom. To
enhance comprehension, use pictures, illustrations, graphs, tables, sample
computations, and other similar instructional aids. Discussions should be substantive;
thus, it should be supported with information from different sources, which should be
cited properly using the APA format. Any information taken from a source should be
acknowledged properly.

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Learning Activities/ Exercises
Note to Faculty: This section is also known as APPLYING. It contains learning
activities designed to facilitate in-depth discussion and sharing of or experiencing the
topics to be learned. In other words, these activities are used to enrich learning.
Provide at least two (2) tasks or activities that the students should answer or perform.

Example1.

Present your thoughts/ideas concerning the following reasons why beginning teachers
should write detailed lesson plans.
1. Detailed lesson plans provide a sense of security.
_______________________________________________

_______________________________________________

_______________________________________________

2. Detailed lesson plans cause teachers to become more reflective as decision-makers.

_______________________________________________

_______________________________________________

3. Detailed lesson plans provide substitute teachers and members of a teaching team
with a specific guide to follow if the teacher is absent.
_______________________________________________

_______________________________________________

_______________________________________________

_______________________________________________

Example 2.

Identify the concepts being described below. Write your answers on the blanks
provided before each number. (1 point each)

_________1. It provides a smooth transition from what the students have learned to
what is covered in the lesson relying on the use of examples and analogies.

_________2. It includes the substance of the lesson – the information to be presented,

obtained, and learned.

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_________3. It is also known as an anticipatory set or advanced organizer which
provides a framework for the lesson, capturing student interest in and
attention to the lesson.

_________4. It refers to an explanation why the lesson is important and why the chose
instructional methods will achieve the objectives.

_________5. These are specific statements detailing precisely what

students will be able to do as a result of the lesson.
-------------------------
Source of Examples 1 and 2 (CTE Module, 2002, with references)

Teacher Intervention
Note to Faculty: Provide an avenue for clearing out misconceptions or validating
learning either through Call/ Text Messaging/ Email/ Chat or whatever available means
possible.

Practice Task/ Assessment

Note to Faculty: This portion of the module is also known as ASSESSING. It
contains a test or task designed to assess whether the learning outcomes are achieved.
Varied methods of assessment can be provided for the student to answer, execute,
solve, etc. The faculty will check the answers once the accomplished module is already
submitted by the student. Examples of this were provided during the training.

Feedback to Assessment
Note to Faculty: Write your answer key here. This portion allows students to
revisit their answers in the Learning Activities/Exercises and check them against the
answers here. This is done for students to track their own learning – recognize what is
learned and re-learn what they failed to learn. It is advised that the answers are
presented in a vertically-reversed format in order to discourage copying. Activities/
Tasks that test comprehension, analysis, and other higher-order thinking skills would
necessarily yield varied answers; thus, the faculty may need to check them individually.

Example:

Answers to Learning Activity/Exercise1

*varied answers

Answers to Learning Activity/Exercise 2

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 objectives 5.
rationale 4.
orientation set 3.
content 2.
transition set 1.

Assignment
Note to Faculty: When giving assignments to students, consider the situation
they are in (i.e. they may be situated in areas where learning resources, such as books
and the Internet, are limited; or they may not have the means to secure these
resources) and the number of modules that they are also studying within the same
month. Therefore, it is ideal to limit this section to one (1) enrichment assignment and
one (1) personal reflection.

Two types of assignment can be provided. They may be as:

1. An enrichment of learning from the discussions and activities; or

2. A reflection of or insights into them.

Example:

Enrichment Activity
1. Write a detailed lesson plan following the ordinary format.
2. Describe the advantages and disadvantages of writing a detailed lesson plan.

Reflection or Insights Personal Reflection

1. What are some of the difficulties that I have encountered while I was working on
this module? _______________________________________________
_______________________________________________

_______________________________________________

_______________________________________________

_______________________________________________

2. What are some of the most interesting discoveries that I have gathered as I was
studying the lesson?
_______________________________________________

_______________________________________________

_______________________________________________
_______________________________________________

_______________________________________________

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References/ Reading Materials
Note to faculty: Use updated resources and present them using the APA format.

FINAL NOTE TO FACULTY:

Remember to limit the number of pages to a minimum of 20 pages and a maximum of

22 (Booklet Form-using 5-6 sheets of long size bond paper only) for every Learning
Module/Chunk.

Four (4) pages can be printed on a long size bond paper.

The webinars on Module Writing (10 episodes) will contribute greatly to the process of
producing your own modules. Finally, remember to work collaboratively with other faculty
members who may have the same subjects that you are handling this semester so that you can
divide the tasks between/among yourselves.

PROCESS TO BE FOLLOWED IN
PRODUCING THE MODULE

1. Crafting the Module/ IMs and personally checking it via Turnitin

FACULTY
Editing the Module
2.1 CONTENT EDITOR
with CQA SPECIALIST 2.2 LANGUAGE EDITOR
2.

3. Finalizing the Modular Presentation

TECHNICAL TEAM

4. Obtaining Plagiarism Clearance

5. ***Copyrighting

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 ETHICS COMMITTEE

ITSO

6. Printing the Module

PRODUCTION TEAM
7. Distributing the Final Module
QUAMC/ ODCI

***Future Provision

RESPONSIBILITY TIMELINE
1. FACULTY (Regular and Part-Time)
• Writes the Module Content based on the course POPI and 1-2 weeks
with possible interdisciplinary/multidisciplinary consultation
and collaboration
• Checks its similarity index via Turnitin and does revision
2.1 CONTENT EDITOR (Program Chair/Content Expert)
• Corrects the Module Content based on the program 1-2 days
standards with faculty writer consultation
CQA SPECIALIST (Trained COBE Specialist)
• Examines constructive alignment of program standards with
POPI and its OCA
2.2 LANGUAGE EDITOR
 Runs the Module through Grammarly application and edits 1-2 days
the content based on the suggestions of the app  Checks
referencing/citation/attribution
3. TECHNICAL TEAM (IT EXPERTS)
• Corrects the layout of the Module 1-2 days
• Finalizes the Module in PDF
• Prints the Master Copy
4. ETHICS COMMITTEE
 Provides plagiarism clearance before Module Printing 1-2 days
5. ***ITSO
 Looks into the requirements for future publication 1-2 days
6. PRODUCTION TEAM
 Prints the Module based on the number of copies requested 1-2 days
by the Faculty (number of students shall be considered)

7. QUAMC/ OCDI/Asst. Campus Administrator for Academics

or assigned office for External Campuses 1-2 days
 Releases the official copies of the modules through the
Department Chairpersons
***Future Provision

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 SAMPLE CLASS DIRECTORY
(Building the Class Directory-First Week of Classes)

Subject: Schedule: Semester: Program:

Student Address/ Preferred Available No Cellphone Email Connectivity

Name Location Learning Gadgets Gadget Number Address 1-Stable
Delivery At All 2-Not
Mode Stable
3-No
Internet
Connection

NOTE:

1. Strictly Confidential in nature; 2. For internal/educational purposes only; and

3. Student information/Class Directory shall NOT be posted/ shared/ disseminated in any
form.

NORSU VISION-MISSION, GOALS and CORE VALUES

(Student Orientation-Second Week of Classes)

VISION : A dynamic, competitive, and globally responsive state university

MISSION: The university shall provide excellent instruction, relevant and responsive research and
extension services, and quality-assured production through competent and highly motivated
human capital.

GOALS
Negros Oriental State University strives to achieve:

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 N- national development through effective partnership
O- opportunity-laden educational access to poor but deserving students
R- research-based and competency-driven instruction
S- scholarship and innovation
U- unity in diversity of cultures

CORE VALUES
S- spirituality

A- accountability

P- professionalism

P- patriotism

H- harmony
I - integrity
R - respect E – excellence

MODULE OVERVIEW
(Student Orientation)

According to John Baptiste Moliere “It is not only for what we do that we are held responsible, but
also for what we do not do.” Relative to this, we can say that your success in this academic journey
using this modular approach depends on your uncompromising attention to this mode of study – the
module which was written, designed, and packaged to address holistically your current situation
amidst these trying times. So, we highly ask you to become a responsible student because the effort
we pour in producing this module would not be put to waste as we prepare you to move forward
with ease in the next stage of your academic journey in NORSU. To accomplish the content and
performance standards of this course vis a vis the given activities is not only the sole aim of this
course, but also to provide you the opportunity to learn the many significant authentic experiences
that you will grasp as a student. Kindly take note of the following instructions which we believe will
help strengthen your day-to-day independent-driven academic study where at the end of this module
you can say with pride, “Yes, I made it with flying colors!”

1. Your time has to be scheduled and managed carefully, especially when you read and
understand every part of the module. If it requires you to read and reread for you to
comprehend the point of contention fully, then do it with pleasure.
2. Your time has to be equally divided when you deal with the activities side by side the
tasks that your other courses’ modules require you to also be given quality responses.
Doing so would need you to make your calendar of activities so that nothing important

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 would be left out. These pieces of instructions are carefully laid down so that you would
not keep on asking questions that this module has already provided for you.
3. When some parts of the module are not yet clear, take your time to comprehend them.
Focus is the key. If things are not working on your favor, think of possible resources that
might help you, like asking family members to extend assistance to you. You can text me
as the last resort if the said resources are not working well so that you can get a call from
me as I am always there to help you.
4. Remember, Spitzer said that “Delay is the enemy of progress.” Therefore, it is only you
who will be robbed of opportunities if you do not accomplish your tasks on time.
5. You need to read and understand the rubric/criteria/assessment yardsticks before you
start working on the given tasks. Settling for low scores is not an option here. You can
enjoy nurturing positive self-esteem and self-confidence when the only option is to go
beyond your comfort zone which I believe is just ‘a walk in the park’ for you when you sit
for every assigned task in each module.
6. Browsing and reading the various parts of the module is a luxury you can always do even
prior to doing every given task in the module. But make sure you are not to miss even a
single activity that is scheduled for you to do.
7. For the First Semester of SY 2020-2021, four (4) course modules containing two (2)
lessons shall be released. As estimated, you are given two (2) weeks for each module.
However, if you will receive the course module earlier, you can start working on it. You
are expected to submit the filled-out module to me. A Study Schedule is mapped out for
you, but if personal circumstances prevent you from fully following the schedules, please
do not hesitate to inform me about it.
8. We shall prepare the Class Directory so that we would know your preferred learning
mode (digital or non-digital). For the non-digital learning mode (through printed
Modules) pick up points are going to be arranged in strategic places whether at the Gate
Area of the Campus near you or in the LGUs (Barangay Centers) so that the university
bus/vehicle could collect your submissions. Remember, if the situation still limits your
movements because of the COVID threat, you can request a family member who is
allowed to go out to pick up the printed module as well as submit the accomplished
module on your behalf after completing the tasks. You can text or use any other agreed
means available to follow up on your submission.
9. Do not be affected by these arrangements. We are all adjusting to the given situation.
Thus, we encourage you to be flexible. We pray that the pandemic will end soon.
10. For both preferred learning modes (digital and non-digital), the faculty members shall be
making themselves available for consultation during the enrolled class schedules and
even beyond if an internal agreement has been done between the faculty and the
students in a particular class.
11. You can continue working on the tasks found in the succeeding modules that are
scheduled for the midterm/final while waiting for my feedback on your accomplished
module.
12. Keeping in touch from time to time if needed through text and call or in the Internet I
believe would fuel our open communication. I love to do it to ensure that you are right on
your track.
13. When you answer the required Learning Activities/ Exercises and Practice Tasks/
Activities found in each module, write your answers first on a separate sheet of paper if it

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 is not yet your final response. When you decide it is final already, then it is time for you to
transfer your answers on the spaces provided for in the module. Legible writing gives me
an easy way of checking your work. All activities in the Learning Module are academic, so
following standard academic conventions is a must. Think before you ink.
13.1.1 Strive to make your sentences (if applicable) complete and grammatically
correct. Abbreviations and acronyms are discouraged unless these are
introduced beforehand in the readings, and text lingo has no place in your
writing. We are still following the standard American writing convention; thus,
you have to avoid writing in all capital letters.

13.1.2 In elaborating task discussions, scholarly arguments and judgments always get a
good impression. Avoid mere approving or disapproving with what is
expressed in the reading texts. Research-based ideas from experts are good
supports to advance your explanations/arguments.

13.1.3 Be reminded that “there is more in less.” Short, concise, and direct to the point
answers are a mark of a trained thought of a true university student. The
number of spaces in the module serves as your guide.

13.1.4 Plagiarism is a serious academic offense. So, acknowledge sources properly by

using the 6th edition of the APA citation style.
14. Lastly, you are the one learning; hence, you do the module on your own. Your success and
failure depend on how you manage your active engagement academically in this
modular set up during these trying times. You can seek the help of family members
and friends at home, but the activities must be done by you personally. Our physical
distance should not be a reason why it is difficult for you to achieve your academic
success in these exceptional times. As NORSUnians, please be guided by our core values
of spirituality, accountability, professionalism, patriotism, harmony, integrity, respect,
and excellence (SAPPHIRE).

STUDY SCHEDULE
(Student Orientation-Second Week of Classes)

MATERIALS
DATE ACTIVITY
RESOURCES
Sept 14-20 Connecting with the Students Building Course
the Class Directory Preliminary
Module (CPM)
21-27 Course Orientation Course Module
Discussion of the Course Preliminary 1/CM (2 Topics)
Module
28-Oct 4 (PM)Release/Pick-up of Module 1
(OL) Uploading/Discussing/Sending of Online IMs1

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 Start of PM/OL Work
Oct 5-11 Continuation of PM/OL Work
12-18 Continuation of PM/OL Work
Submission of PM/OL Outputs
19-25 Submission of PM/OL Outputs
Checking of PM/OL Outputs
(PM)Release/Pick-up of Module 2 Course Module
(OL) Uploading/Discussing/Sending of Online IMs2 2/CM (2 Topics)
26-31 Start of PM/OL Work
Nov 3-8 Continuation of PM/OL Work
Submission of PM/OL Outputs
9-15 Submission of PM/OL Outputs
Checking of PM/OL Outputs
MID-TERM EXAMINATION (*PBL)
16-22 MID-TERM EXAMINATION (*PBL)
23-29 Submission of PBL Mid-Term Examination
Checking of PBL Mid-Term Examination
(PM)Release/Pick-up of Module 3 Course Module
(OL)Uploading/Discussing/Sending of Online IMs 3 3/CM (2 Topics)
Dec 1-6 Start of PM/OL Work
7-13 Continuation of PM/OL Work
14-20 Submission of PM/OL Outputs Checking
of PM/OL Outputs
21-Jan 9 CHRISTMAS BREAK
Jan 11-17 (PM) Release/Pick-up of Module 4 Course Module
(OL)Uploading/Discussing/Sending of Online IMs4 4/CM (2 Topics)
Start of PM/OL Work
18-24 Continuation of PM/OL Work Submission
of PM/OL Outputs
25-31 Submission of PM/OL Outputs Checking
of PM/OL Outputs
Feb 1-7 FINAL EXAMINATION (*PBL)

PM- Printed Module/Work/Output

OL - Online Material/Work/Output

*PBL- Project-Based Learning (If applicable to the program)

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Note to Faculty: This is a flexible Study Schedule. This can be adjusted based on the prevailing
circumstances. An open line of communication between you and your students will be of great help
in achieving the Learning Outcomes for the entire semester.

NORSU HEALTH ADVISORY FOR COVID-19

(Coronavirus Disease 2019 Prevention/ 2nd Edition: August 2020)

How to Protect Yourself and Others

As of August 2020, there are currently no vaccines available and no proven antiviral
drugs to protect us against COVID-19. However, we may be able to reduce possible risk of its
infection by doing the following:

1. Wash your hands anytime as needed with soap and water for at least 20 seconds. You can
also use a hand sanitizer or an alcohol with 70% solution antiseptic disinfectant if soap and
water are not available.
2. Avoid touching your eyes, nose, or mouth with unwashed hands.
3. Cover your mouth and nose with a tissue when coughing or sneezing (a cough etiquette),
then throw the tissue into the trash bin. Do not forget to wash your hands after.
4. Use face mask while in public areas. This face mask has to be used when we feel sick with
fever, cough, colds, sore throat and other respiratory symptoms. The use of face shield is
recommended as an additional protection.
5. Clean and disinfect objects and surfaces using alcohol with 70% solution antiseptic
disinfectant or 0.5 % chlorine solution (DOH: 900ml water mixed with 100ml bleach or 90
ml water mixed with 10ml bleach).
Note: Chlorine solution is not recommended for misting and spraying as well as hand
washing or for any skin contact. Wiping objects with cloth for disinfection is recommended
by the Department of Health (DOH).
6. Maintain social distancing especially in public areas by observing 1 meter space (DOH
Recommendation) apart from each other (front and back) to comply with the social
distancing protocol.
7. Avoid handshaking, touching, hugging, kissing or any form of physical contact.
These are definitely discouraged.

8. Avoid unnecessary travel.

9. Postpone mass gatherings to curb the spread of the virus. It is suggested strongly that you
follow the recommendations of the DOH/Local Government with the number of people
allowed to gather following social distancing.
10. Without proper PPE (Personal Protective Equipment), avoid close contact with sick people.
11. Seek advice and get proper assessment from City Health doctors/Hospitals or any
equipped and accepting physician if you have fever, cough, colds, sore throat, difficulty
breathing, and any respiratory illness.
12. Be aware that OFWs and LSIs are subjected to fourteen (14) Days selfquarantine with
proper coordination with the Inter Agency Task Force (IATF)/ City Health or Barangay
Health Unit starting from the date of arrival in this province/country for proper guidance
and assessment.

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 13. Seek advice from the Inter Agency Task Force (IATF)/City Health or Barangay Health Unit if
you have possible exposure to a probable or confirmed COVID-19 patient.
14. Be aware that a “No Smoking” health advice is encouraged because smokers are more
vulnerable to COVID-19 infection as it increases the chance for bilateral viral pneumonia in
which 25% of them have been admitted to ICU (Intensive Care Unit) needing mechanical
ventilation or, worst, they could die once infected with COVID 19 based on recent studies.
15. Drink enough water and eat healthy foods like fruits and vegetables.
16. Cook food thoroughly.
17. Wash spoon, fork, and other eating utensils properly.
18. Avoid close contact with sick or dead farm/wild animals. Avoiding contact with live wild
animals is also recommended (e.g., bats, snakes, etc.).
19. Try not to worry too much if you are not truly at risk.
20. Stop posting or sharing false/fake news as well as inaccurate information that may lead to
panic and undue distress.
21. Pray always for each other, for our families and friends as well as for our community,
country, and loved ones. Seek divine protection from Him against this COVID-19
pandemic.

Note: For Clinic Consultations, please call the University Clinic first for advice, guidance, and
triage to determine who will be referred to the Hospital/City Health and who will be catered
for at the clinic for physical consultation. Here is the University Clinic’s contact number: (035)
225-9400 local 187.

NORSU CARE CENTER

Amid the presence of COVID 19, the CARE Center continues to offer its services to the students and
employees of NORSU through our Hotline Service, Facebook Messenger, email, landline, and other
Online-based Counseling.

We will be happy to be of help because WE CARE for YOU.

Should there be any need for Counseling Service, please do not hesitate to connect with us. Details
are shown below:

CAMPUS SCHEDULE CONTACT DETAILS

NORSU Mondays – Contact person:
Main Campuses Fridays Mrs. Annie Rose Suniega Taguba
Dumaguete City 9:00-12:00 noon Phone: (035)225-9400 local 130
and Pamplona 2:00-4:00 p.m. Email: [email protected]
NORSU- Monday-Friday Contact person: Mrs. Annabelle Reyes
Bayawan-Sta. 10:00-12:00 noon Phone: (035) 430 0248
Catalina Campus 3:00-5:00 p.m. Mobile #: 0936 471 3645
NORSU-Siaton Monday and Contact person: Mrs. Charity T. Jereza
Campus Wednesday Mobile #: 0917 310 8818

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 9:00-12:00 noon Email:

2:00-4:00 p.m. [email protected]

NORSU-Mabinay Monday-Friday Contact Person: Mrs. Karen T. Perater
Campus 4:00-5:00 p.m. Phone: 035-531-1070
Mobile #: 09534258116
Email: [email protected]
NORSU-Bais City Monday and official facebook page:
Campuses Wednesday CARE NORSU-Bais Campus
9:00-12:00 noon Contact person: Corazon A. Cañolas
Mobile #: 0926 406 2250
Email: [email protected]
NORSU- Monday-Friday Contact Person: Mrs. Disafe Dini-ay
Guihulngan 9:00-12:00 noon Mobile #: 0967 569 7672
Campus 2:00-4:00 p.m. 0939 945 1858
Email: [email protected]

NORSU VISION-MISSION, GOALS, CORE VALUES, QUALITY POLICY

VISION : A dynamic, competitive, and globally responsive state university

MISSION: The university shall provide excellent instruction, relevant and responsive research and
extension services, and quality-assured production through competent and highly motivated
human capital.

GOALS
Negros Oriental State University strives to achieve:

N- national development through effective partnership

O- opportunity-laden educational access to poor but deserving students
R- research-based and competency-driven instruction
S- scholarship and innovation
U- unity in diversity of cultures

CORE VALUES
S- spirituality

A- accountability

P- professionalism

P- patriotism

H- harmony
I - integrity
R- respect

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 E– excellence

QUALITY POLICY
Negros Oriental State University commits itself to provide quality instruction, research, extension
services and production as well as to comply with applicable

regulatory requirements and continual improvement of its management system.

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