FAR EASTERN UNIVERSITY

GENERAL EDUCATION

FAR EASTERN UNIVERSITY

GENERAL EDUCATION

COURSE INFORMATION BOOKLET

Second Semester (SY 2020-2021)

GED0111 – PURPOSIVE COMMUNICATION

Contents
Facilitator............................................................................................................................ 3
Course Information ............................................................................................................ 3
Course Status ........................................................................................................................................... 3
Course Purposes and Goals .................................................................................................................... 3
Course Expected Learning Outcomes (CELO) ................................................................... 3
FEU’s Core Competencies (FCC)......................................................................................... 4
The FEU Student-Centered Teaching and Learning Culture ........................................... 5
The FEU General Education Curriculum Principle .......................................................... 5
Delivery Methods ............................................................................................................... 6
The DLECCT Framework.......................................................................................................................... 6
Outcomes-based Learning ....................................................................................................................... 6
Project and Problem-based Learning ...................................................................................................... 6
Authentic Assessment and Learning........................................................................................................ 6
Blended Learning ..................................................................................................................................... 7
Independent Study ................................................................................................................................... 7
The Online Learning Environment ................................................................................... 7
Assessment Methods .......................................................................................................... 8
FEU Policy on Academic Integrity ................................................................................... 12
Policy on Late Submission...................................................................................................................... 13
Learning Content and Activities ...................................................................................... 14

1|GED0111
FAR EASTERN UNIVERSITY
GENERAL EDUCATION

Course Outline .................................................................................................................. 15

Scheme of Work and Important Dates ............................................................................ 18
Student Support................................................................................................................ 18

2|GED0111
FAR EASTERN UNIVERSITY
GENERAL EDUCATION

Facilitator

Name : Irish Sherina Digo

E-mail : [email protected]
Section : Sec 1-MN
Course schedule : MTh/TF/WS
Consultation hours : Email/Canvas 9:00 AM – 8:00 PM, Mon-Sat

Course Information

Course Status

➢ Credits : 3 units
➢ Total Learning Time : 54 hours (18 weeks)
➢ Course Status : General Education Course
➢ Pre-requisite : None

Course Purposes and Goals

Purposive communication is a skills-based course designed to enhance your

communicative competence in dyadic, small group, public, and intercultural contexts using
practical techniques informed by the 5 Cs (creativity, critical thinking, collaboration,
cooperation, and communication) of the 21st Century Leader framework. Through the
various engagements in the course, you will venture to analyze and respond to issues and
trends that may enhance or impede transactional communication or management of
meanings in multimodal platforms in both online and offline written and oral discourses.

Through active engagement in simulation activities conducted in both online and offline
learning environments such as independent reading exercises, live stream interactive
discussions, listening to recorded presentations, critical thinking tasks, among others, the
course will train you to become a purposive, audience-centered, empathic, critical,
assertive, and ethical communicator, who is future-ready and equipped to meet the
challenges and demands of both local and global encounters.

Course Expected Learning Outcomes (CELO)

Upon completion of the course, you should be able to:

1. Explain the role of purposive communication, both as a part and shaper of the 21st-
century skills and competencies, in the global workplace;
2. Exhibit the 5 Cs of the 21st-century leader—communication, collaboration, creativity
and innovation, critical thinking and problem solving, and cultural adaptation—in
both personal and professional endeavors;

3|GED0111
FAR EASTERN UNIVERSITY
GENERAL EDUCATION

3. Write audience-centered emails, letters, and other correspondences;

4. Use data to drive group communication and decision-making;
5. Empathetically relate interpersonally in various communication channels with utmost
respect for plurality of ideas;
6. Effectively facilitate and participate in meetings and other group communication
engagements;
7. Professionally present self and ideas on social media;
8. Deliver pitches and insights strategically using visual storytelling structures and
critical thinking avenues.

FEU’s Core Competencies (FCC)

In addition to the Course Learning Outcomes, students are also expected to demonstrate
and develop the following skills:

FCC 1: Cognitive Knowledge

COGNITIVE 1.1. Critical Thinking
KNOWLEDGE 1.2. Creative Thinking
1.3. Problem Solving Skills
1.4. Life-long Learning

FCC 2: Soft Skills

SOFT SKILLS 2.1. Digital Literacy

2.2. Communication Skills
2.3. Inter and Intrapersonal skills
2.4. Work ethics
2.5. Values and leadership

FCC 3: Hard Skills

3.1. Office Suites Skills (Word Processing,

HARD SKILLS Spreadsheets, Presentation tools)
3.2. Photoshop skills with fundamental of designs
and photography

FCC 4: Discipline Specific Knowledge

DISCIPLINE
SPECIFIC 4.1. Scholarship in the specific discipline
KNOWLEDGE 4.2. Research-based knowledge development

4|GED0111
FAR EASTERN UNIVERSITY
GENERAL EDUCATION

The FEU Student-Centered Teaching and Learning Culture

FEU practices, advances, and advocates for a learning culture that is student-centered. FEU
affirms the ability of students to produce valuable reactions to, reflections and questions on,
and understandings and appreciations of topics and issues in classroom. As such, the FEU
classroom is set-up in a manner that will best solicit student input and the FEU teacher’s
responsibility is to ensure that the students participate in the generation of ideas rather than
be passive recipients of ideas. FEU and FEU teachers firmly believe that the atmosphere in
which learning and development happen best is an atmosphere where students are co-
authors of ideas. The FEU teachers’ role, therefore in the classroom is to coach and facilitate
creation.

The characteristics of a culture of student-centered learning are that it is constructive.

Teachers within a culture of student-centered learning provide opportunities for students to
construct knowledge and guide students in the creation of new knowledge; they see
assessment as an opportunity for learning and formation. It is also relevant and responsive
in that ensures that students are provided activities drawn from authentic and real-life
situations that will encourage students to connect learning with real-life situations. Its
atmosphere is one that is democratic in its insistence on the recognition and respect of the
diversity of opinions and ideas and on its emphasis on an understanding and appreciation of
the context upon which these diverse ideas are born. Student-centered learning values and
encourages critical thinking and active learning by engaging students to ask essential
questions and by synthesizing and contextualizing viewpoints. Students, in this learning
environment reflect and ask questions, seek relevance and engage in scholarly discourse that
leads to inferences, insights, and sound positions.

In FEU, student-centered learning is undertaken in a technology-enabled learning

environment that promotes digital literacy. It utilizes technology for more relevant and
meaningful learning. The FEU student, in turn, sees technology as a tool for learning and use
it responsibly.

The student-centered classroom is interdisciplinary, integrative, and interactive. Its

teachers challenge students to interconnect disciplines and relevant issues and to find
interconnections and patterns. The objective of student-centered learning is the
development of lifelong learners and creative thinkers and the cultivation of attitudes and
habit that ensure continuous self-enhancement and knowledge generation. As products of
the FEU student-centered experience, FEU students are models of competent and effective
learners and of the continuous quest for knowledge making.

The FEU General Education Curriculum Principle

5|GED0111
FAR EASTERN UNIVERSITY
GENERAL EDUCATION

The FEU General Education Curriculum, besides being interdisciplinary and outcomes-
based, is grounded on Student-Centered Teaching and Learning grounded on a number of
principles directed towards increasing students’ achievement of key learning outcomes by
giving them opportunities to take an active role in the construction of knowledge. Such will
be achieved by allowing them to actively participate in discussion-based sessions
undertaken in technology-enabled learning environment, intended to develop their ability
to appreciate, reflect on and react to issues at hand. The goal is to empower them to develop
attitudes and habits that will bring them academic and life success.

Delivery Methods

Total Contact Hours : 54 hours / 18 weeks

Face-to-Face : 27 hours / 9 weeks
CANVAS : 27 hours / 9 weeks

In reference to the FEU’s Teaching and Learning Philosophy, the following are the acceptable
instructional methods which can be adapted for this course:

The DLECCT Framework

A conceptual understanding on how teaching, assessment, and classroom dynamics must be

approached in FEU. It banks on the University’s aspiration for adaptive excellence: digital
literacy, effective communication, and critical thinking. These are the core competencies
that every FEU student must manifest after completing their academics in the University.

Outcomes-based Learning

This allows the students to be owners and constructors of their own learning by creating
artifacts that solve pressing problems in their respective communities and disciplines.

Project and Problem-based Learning

Inquiry and Collaborative Learning

To instill the value of scholastic independence, cooperative and cooperative learning must
be part of the class dynamics. Tasks done inside and outside the classroom promote
collaboration and collaboration.

Authentic Assessment and Learning

FEU prioritizes non-traditional assessment approaches such as alternative assessment,

performance-based, and authentic assessment in observing and monitoring students’
performance. With non-traditional assessment, the FEU students also participate in
monitoring their learning progress.

6|GED0111
FAR EASTERN UNIVERSITY
GENERAL EDUCATION

Blended Learning

This allows every class to utilize traditional and non-traditional learning spaces including
classroom, on-line, communities, and industries.

Independent Study

This allows the students the needed time and space to read, write, and complete major tasks.

The Online Learning Environment

The online learning environment is different from a traditional classroom. Unlike physical
classrooms, an online class requires the use of the internet and conferencing tools for
learning interaction to occur. It fosters self-paced learning and an asynchronous mode of
communication. It also requires additional roles and responsibilities for both teachers and
students:

For teachers
• Give comprehensive and clear instructions for the course activities, assignments and
assessments. Provide reasonable and flexible deadlines for each learning tasks. Set
simple and concrete guidelines on to how to communicate within the online
classroom. Such learning materials will be made available by the teacher in the
CANVAS Modules and Files.
• Facilitate conferences and discussion forums.
• Constantly give immediate and individualized feedback about student’s academic
performances through emails and chats.
For Students
• Acquire course materials. Save back-up copies of the course materials. This involves
downloading and storing learning materials such as the syllabus, reading list, video
and audio files in their desktop computer/laptop/tablet/mobile devices.
• Organize and manage schedule. Organize deadlines for their course assignments,
quizzes and projects.
• Learn the course modules. Independently cover each learning modules in the course
(e.g. reading and annotating course modules).
• Attend class. Online attendance pertains to logging in CANVAS and actively
participate in the course activities required by the teacher.
• Troubleshoot technical issues. Learn how to solve technical issues that would arise in
their learning set-up.
• Complete required assessments. Submit attached files, text entries and URL links as
online assignments. Accomplish online quizzes and participate in graded discussion
forums.

7|GED0111
FAR EASTERN UNIVERSITY
GENERAL EDUCATION

• Collaborate with peers. Work together with their fellow classmates by using
collaborative tools such as CANVAS Collaborations/Google Docs and Pages.
• Communicate online. Utilize all the various means of communication to keep in touch
with their teacher and fellow students.
• Fulfil learning tasks with academic integrity. Observe professionalism and honesty in
carrying out their academic projects and assignments

FEU Ederp

Office Hours: 8:00 AM to 5:00 PM

E-mail for Student Central PASSWORD ISSUES: [email protected]

E-mail for Student Central ENROLLMENT ISSUES: [email protected]

Contact No. for Student Central PASSWORD ISSUES: 87777338 local 609.

Assessment Methods

Classroom assessment in FEU is a joint process that involves both teachers and learners. It
is an integral part of teaching and learning which holistically measures learners’ current and
developing abilities. FEU encourages authentic assessment which promotes real-life
learning. Adhering to this paradigm, below are the guidelines in classroom assessment in the
university.

1. Grading periods will be limited into two: Preliminary and Final periods. The 18
weeks will be divided equally. Each of the grading periods will be nine (9) weeks
each.
2. Assessments in the university are classified into Formative and Summative. Below
are the samples of each type.

Formative Assessment Summative Assessment

• Quiz (short-long) • Departmental exams
• Seatwork (Pen and paper) – unit,
• Reporting chapter, preliminary
• Work samples and final exams.
(portfolio) • Case study/problem
• Demonstration & analysis
observation of skill • Capstone/application
• Peer evaluation of projects
project work • Research/term paper
• External review of • Performance test for
student projects skill-based courses
• Self-evaluation of work

8|GED0111
FAR EASTERN UNIVERSITY
GENERAL EDUCATION

3. Each grading period, the minimum requirement for faculty to accomplish are the
following:
a. Formative Assessment (FA) – 70 %
b. Summative Assessment (SA) – 30 %

4. The calculation for the grades will be based on the formula below:

5. The general passing standard is 50%.

6. Grade Points will be based on the standards below:

Quality Numerical
Written Grade Description
Point Equivalent
Grade

Provides evidence of:

1. complete and comprehensive mastery of the

concepts and principles of the course;

2. outstanding proficiency in analytical, critical and

creative thinking, and problem-solving skills;
A 4.00 92–100 and

3. excellent fluency in oral written and symbolic

communication.

Exhibits an exemplary level of independent and self-

regulatory learning skills. Adheres to the University
policy on academic integrity.

9|GED0111
FAR EASTERN UNIVERSITY
GENERAL EDUCATION

Provides evidence of:

1. full mastery of the concepts and principles of the

course;

2. high proficiency in analytical, critical and creative,

B+ 3.50 85–91 and problem-solving skills; and

3. very good fluency in oral, written and symbolic

communication.

Exhibits a high level of independent and self-

regulatory learning skills. Adheres to the University
policy on academic integrity.

Provides evidence of:

1. considerable mastery of the concepts and

principles of the course;

2. significant proficiency in analytical, critical and

creative, and problem-solving skills; and
B 3.00 78-84
3. good fluency in oral, written and symbolic
communication.

Exhibits an above average level of independent and

self-regulatory learning skills. Adheres to the
University policy on academic integrity.

10 | G E D 0 1 1 1
FAR EASTERN UNIVERSITY
GENERAL EDUCATION

Provides evidence of:

1. intermediate mastery of the concepts and

principles of the course;

2. adequate proficiency in analytical, critical and

C+ 2.50 71–77 creative, and problem-solving skills; and

3. Average fluency in oral, written and symbolic

communication.

Exhibits an ample level of independent and self-

regulatory learning skills. Adheres to the University
policy on academic integrity.

Provides evidence of:

1. satisfactory mastery of the concepts and principles

of the course;

2. satisfactory proficiency in analytical, critical and

creative, and problem-solving skills; and
C 2.00 64–70
3. acceptable fluency in oral, written and symbolic
communication.

Exhibits a sufficient level of independent and self-

regulatory learning skills. Adheres to the University
policy on academic integrity.

Provides evidence of:

1. elementary mastery of the concepts and principles

of the course;

2. a certain proficiency in analytical, critical and

1.50 57–63 creative, and problem-solving skills; and 

D+
3. some fluency in oral, written and symbolic
communication.

Exhibits a somewhat low level of independent and

self-regulatory learning skills. Adheres to the

11 | G E D 0 1 1 1
FAR EASTERN UNIVERSITY
GENERAL EDUCATION

University policy on academic integrity.

Provides evidence of:

1. minimal mastery of the concepts and principles of

the course;

2. minimal proficiency in analytical, critical and

creative, and problem-solving skills; and
D
1.00 50–56
3. basic fluency in oral, written and symbolic
communication.

Exhibits a low level of independent and self-

regulatory learning skills. Adheres to the University
policy on academic integrity.

Provides evidence of:

1. no mastery of the concepts and principles of the

course;

2. no proficiency in analytical, critical and creative,

F 0.00 Below 50 and problem-solving skills; and

3. no fluency in oral, written and symbolic

communication.

Does not exhibits independent and self-regulatory

learning skills. Does not adheres to the University
policy on academic integrity.

FEU Policy on Academic Integrity

Anchored on the core values of Fortitude, Excellence and Uprightness, Far Eastern
University (FEU) believes that its students, administration, faculty and staff should
demonstrate academic integrity at all times. Academic integrity means that the members of
the entire academic community adhere to the fundamental values of honesty, hard work,
originality, respect and responsibility. FEU students are expected to always adhere to the
highest standards of academic excellence.

12 | G E D 0 1 1 1
FAR EASTERN UNIVERSITY
GENERAL EDUCATION

FEU students are expected to demonstrate beliefs, attitudes and behaviors associated with
academic honesty. Thus, all acts of academic dishonesty in FEU are not tolerated. Academic
dishonesty comes largely in two forms: cheating and plagiarism.

It is considered a major offense subject to disciplinary actions if students cheat or

plagiarize their work.

Cheating is broadly defined as getting unauthorized help on an assignment, quiz or

examination. The following are considered as acts of cheating:
• Copying from another student during a test or examination, with or without his/her
knowledge;
• Allowing another student to copy his/her work;
• Using unpermitted notes during a test or examination;
• Having in one’s possession written notes or electronic devices during a test or
examination;
• Getting questions or answers from someone else who has already taken a test or
examination;
• Turning in work done by someone else;
• Taking a test or examination for another student;
• Writing or providing an assignment for another student.

Plagiarism is another form of academic dishonesty. All FEU students are expected to turn in
work that is a product of their own efforts, study and research. Thus, copying work of
others (in whole or in part) and claiming it as one’s own is considered an act of plagiarism.
A work is also plagiarized if the student did not properly cite or acknowledge the sources
or references for his/her work. One must remember that plagiarism is identified not
through intent but through the act itself. The following are considered acts of plagiarism:
• Repeating someone else’s words verbatim without acknowledgement;
• Presenting someone else’s ideas without acknowledgement;
• Paraphrasing, translating, or summarizing someone else’s ideas without
acknowledgement;
• Improperly acknowledging of sources, as with incomplete/imprecise
documentation;
• Having one’s work done by someone else or having one’s work substantially revised
by someone else.

Policy on Late Submission

Assignment deadlines must be strictly adhered to as time management is a highly valued

professional skill. The facilitator would provide a five-day submission period. Assignments
which are submitted late will be penalised as follows:

Submitted one (1) day after deadline - deduct 5% from marks awarded

13 | G E D 0 1 1 1
FAR EASTERN UNIVERSITY
GENERAL EDUCATION

Submitted two (2) days after deadline - deduct 10% from marks awarded
Submitted three (3) days after deadline- deduct 15% from marks awarded
Submitted four (4) days after deadline - deduct 20% from marks awarded

Submitted five (5) days after deadline – ZERO (0) marks for the assignment.

For the purpose of assignment submission, Saturday and Sunday are also counted as working
days.

Learning Content and Activities

List of references:

Alexander, E., Mader, D., & Mader, F. (2017). Using social media during the hiring process: A
comparison between recruiters and job seekers. Journal of Global Scholars of
Marketing Science, 29(1), 236-243. 10.1080/21639159.2018.1552530

Bell, J. D., (2018, August 24). Firing for online behavior. SHRM. https://www.shrm.org/hr-
today/news/hr-magazine/0918/pages/firing-for-online-behavior-.aspx

CBC News: The National. (2013, September 18). Firefighters lose jobs over social media posts
[Video]. Youtube. https://youtu.be/OHehFQhQasI

Communication Coach Alex Lyon. (2018, March 4). Politeness theory [Video]. Youtube.
https://youtu.be/Oc9t48GI0JA

CTV News. (2016, May 4). Job search: Many employers view social media before hiring
[Video]. Youtube. https://youtu.be/1xtXBqiop2Y

Frey, C. (2013, May 30). The 7 all-time greatest ideation techniques. Innovation
management. https://innovationmanagement.se/2013/05/30/the-7-all-time-
greatest-ideation-techniques/

Frost, J. (2013, April 2). Business English writing: The golden standard. Grammarcheck.
https://www.grammarcheck.net/business-english-writing-the-golden-standard/

Gallo, C. (2020, January 6). What it takes to give a great presentation. Harvard business
review. https://hbr.org/2020/01/what-it-takes-to-give-a-great-presentation

Gray, A. (2016, January 19). The 10 skills you need to thrive in the fourth industrial
revolution. World economic forum. https://www.weforum.org/agenda/2016/01/the-
10-skills-you-need-to-thrive-in-the-fourth-industrial-revolution/

14 | G E D 0 1 1 1
FAR EASTERN UNIVERSITY
GENERAL EDUCATION

Gregg Learning. (2019, January 27). Types of business presentations [Video]. Youtube.
https://youtu.be/_BnfbXFbNQU

Mindtools. (n.d.). New ideas – strategies and techniques.

https://www.mindtools.com/pages/article/newCT_88.htm

O’Hara, C. (2014, November 20). How to improve your business English writing. Harvard
business review. https://hbr.org/2014/11/how-to-improve-your-business-writing

Positive Revolution. (2017, September 10). How to make your next team meeting productive
and interesting [Video]. Youtube. https://youtu.be/_g_sE4AQ8DQ

Swain, G. (2018, August 8). 11 best practices for effective email subject lines. Agile CRM.
https://www.agilecrm.com/blog/best-practices-for-effective-email-subject-
lines/#comments

TED. (2012, May 16). How to build your creative confidence – David Kelley [Video]. Youtube.
https://youtu.be/16p9YRF0l-g

Tripp and Tyler. (2014, November 15). Every meeting ever [Video]. Yotube.
https://youtu.be/K7agjXFFQJU

Venter, E. (2017). Bridging the communication gap between Generation Y and the Baby
Boomer generation. International Journal of Adolescence and Youth, 22(4), 497-507.
https://doi.org/10.1080/02673843.2016.1267022

Williams, M. (2016, August 5). How to avoid spam filters when sending emails. Yesware.
https://www.yesware.com/blog/email-spam/

Course Outline

Week Date Content

Orientation
Course Outline discussion
1 Jan 18 – 23 Presentation of reading materials
Levelling of expectations
Negotiation of classroom policies
Context of Communication

2 Jan 25 – 30 Read
The 10 skills you need to thrive in the Fourth
Industrial Revolution (Alex Gray)

15 | G E D 0 1 1 1
FAR EASTERN UNIVERSITY
GENERAL EDUCATION

Activity (non-graded)
Skills Inventory Activity
Due Jan 30
Context of Communication

Read
Bridging the Communication Gap Between
Generation Y and the Baby Boomer Generation (Elza
3 Feb 1 – 6 Venter)

Formative Assessment 1
Bridging the Communication Gap Between
Generations
Due Feb 6
Idea Generation as a Communication Process

Watch
How to Build Your Creative Confidence (David Kelley)
https://youtu.be/16p9YRF0l-g

4–5 Feb 8 – 20 Read

1) New Ideas: Strategies and Techniques
2) The 7 All Time Greatest Ideation Techniques

Formative Assessment 2
Possible Work-Related Problems & Solutions
Due Feb 20
Interpersonal Communication and Group
Communication

Watch
Politeness Theory by Alex Lyon
6 Feb 22 – 27
https://youtu.be/Oc9t48GI0JA

Formative Assessment 3
Politeness Theory in Action
Due Feb 27
Interpersonal and Group Communication

7 Mar 1 – 6 Watch
1) Meeting from hell! Running a meeting or drowning
in chaos?: https://youtu.be/xQW1fEwYZVA

16 | G E D 0 1 1 1
FAR EASTERN UNIVERSITY
GENERAL EDUCATION

2) How to make your next team meeting productive

and interesting: https://youtu.be/_g_sE4AQ8DQ

Formative Assessment 4
Facilitating Meetings
Due Mar 6
MIDTERM SUMMATIVE ASSESSMENT
8-9 Mar 8 – 20 Preparation and Submission
Due Mar 15
10 Mar 22 – Mar 27 Grade Consultation Week
Interpersonal and Group Communication

Read
1) 11 Best Practices for Effective Email Subject Lines
2) How To Avoid Spam Filters When Sending Emails
11 Mar 29 – 31
Practice Exercise
Email Subject Line

Formative Assessment 5
Email Subject Line
Interpersonal Communication and Group
Communication

Read
1) Business English: The Golden Standard
2) How To Improve Your Business Writing
12 Apr 5 – 10
Practice Exercise
Business Writing

Formative Assessment 6
Business Writing
Communication in Social Media

Read
Using Social Media During the Hiring Process: A
Comparison Between Recruiters and Job Seekers’
13 Apr 12 – 17
Activities

Watch
Job search: Many employers view social media before
hiring: https://youtu.be/1xtXBqiop2Y
14 Apr 19 – 24 Communication in Social Media

17 | G E D 0 1 1 1
FAR EASTERN UNIVERSITY
GENERAL EDUCATION

Read
Firing for Online Behavior by J.D. Bell

Watch
Firefighters lose jobs over social media posts
https://youtu.be/OHehFQhQasI

Formative Assessment 7
Six Thinking Hats Analysis
Business Presentations

Read
What It Takes to Give a Great Presentation

15 Apr 26 – 30 Watch
Types of Business Presentations
https://youtu.be/_BnfbXFbNQU

Formative Assessment 8
Past Presentation
FINAL SUMMATIVE ASSESSMENT
16-17 May 3 – 15 Preparation and Submission
Due May 10
18 May 17 – 22 Grade Consultations

Scheme of Work and Important Dates

Please see course outline above.

Student Support

Guidance Office

Office Hours: 9:00 AM to 5:00 PM

E-mail: [email protected]
Contact No.: +63 287777338

Program Head’s Office

Office Hours: 9:00 AM to 5:00 PM

Room 604 - Sixth Floor, Education Building

18 | G E D 0 1 1 1
FAR EASTERN UNIVERSITY
GENERAL EDUCATION

Tel No.: (02)8849-4000 to 30 loc. 254/255/257

19 | G E D 0 1 1 1