COURSE GUIDE

Course: Comm 212 Risk, Disaster & Semester: First School Year: 2024-2025
Humanitarian Communication Sem

Prerequisite/Co-requisite: None

Class Schedule: MW- 2:30-4:00 BAC II Instructor: Melanie G. Delda

Course Description

The process of communicating effectively with vulnerable stakeholders prior to, during, and after the
onset of risk situations. It also seeks to familiarize students with communication strategies used in
humanitarian aid operations, which contribute to the protection of people and property in times of
disasters or emergencies (CMO No. 35, Series of 2017)

Course Outline

SCHEDULE TOPIC

Month, Day Orientation of the Course, Course Policies

I. Introduction to Risk, Disaster and Humanitarian Communication

1. Defining Risk Communication
2. Four Kinds of Risk Communication
Week 1-2-3-4 3. Five Rules for Building Trust and Credibility
4. What is Humanitarian Communication?
5. Role of Communication Media in Disaster
6. The Management of Emergencies and Disasters; emergency Management
Functions

II. Communicating Emergency Preparedness

1. Different Phases of disaster communication campaign

2. Purpose, goals and objectives of disaster communication campaign

3. Communication strategy based on the local setting

Week 5-6-7-8-
9
III. Messages and Audiences

1. Different phases of disaster

2. Different factors underlying disaster planning
3. How to create disaster communication plan

IV. Disaster Communication Plans

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Week 10-11- V. Settings, Channels and Methods
12-13-14 1. Different channels, settings and methods used in risk, disaster and humanitarian
communication
2. Strengths and weakness of different of communication channels
3. Selecting the right platforms in communicating disaster
VI. Working with Media
1. Role of Media in Disaster

Week 15-16- 2. Processes of Reporting in Crisis Situations

17-18 3. Writing for Media in Reporting Disaster
VII. Message Content
1. Strategies in Writing Message Content
2. Disaster Communication Plan

Course Requirements

2 major exams (Midterm and Final Exam)

Compilation of assessments/ learning activity worksheets

Course Learning Outcomes: Required Output

Individual Output- Class Reporting, Individual Interview

CLO1. Understand the core concepts of with the BRRM and DRRM Council
disaster risk reduction, disaster risk reduction
management, humanitarian communication Group Output- Narrative Report
including risk assessment, hazard mitigation,
Group Output- Disaster Communication Campaign Plan
and disaster response.
Class Output- Disaster Communication Campaign
CLO2. Develop effective communication Program
strategies for conveying emergency
preparedness information to diverse audiences,
considering local, cultural, linguistic and
accessibility factors.

CLO3. Evaluate and select appropriate

communication channels and platforms, such as
social media, websites, community meetings,
and traditional media for reaching specific
audiences.

CLO4. Identify the different factors underlying

disaster planning.

CLO5. Create comprehensive emergency

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communication plans including messaging,
distribution channels, and crisis communication
protocols

Course Policies Grading System

1. You are required to attend the face-to-

face classes.
Class Standing 60%
2. You are expected to behave with
-Activities/ Projects 30%
academic honesty. It is not academically
honest to misrepresent another person’s -quizzes/ 20%
work as your own, to take credit for Assignments/Research/Graded
Recitation
someone else's work or ideas, to obtain
advanced information on confidential -Attendance/Class 10%
Participation
test materials, or to act in a way might
harm another student’s chances for Major Exam 40%
academic success. These students will
automatically have a grade of 5.0 after
1. There will be 2 rating periods: Midterm and
three (3) offenses of academic
Finals
dishonesty.
2. The grades for each rating period shall be
3. You are expected to take major
computed as:
examinations (Midterm and Finals) on
60% - Learning activities/ Performance Task
the specified day. In general, no make-
40% - Major Examination
up test or re-test will be given except
Grade for the corresponding rating period
when circumstances warrant but with
3. Final Grade = (Midterm Grade + Final
valid supporting documents to be
Grade)/2
presented.
4. You are expected to do all the activities,
exercises, and tasks independently and
submit as scheduled. You cannot
Actual Rating Equivalent Adjectival
proceed to the next lesson unless you
submit the assigned tasks given to you. Rating Ratings

95 - 100% 1.0 Outstanding

5. You are expected to provide your own
extra answer sheets for submission of 90 - 94% 1.1-1.5 Excellent

your portfolio of assessment/ learning 85 - 89% 1.6 - 2.0 Very Good

activities. 80 - 84% 2.1 - 2.5 Good

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 75 - 79% 2.6 - 3.0 Fair

70 - 74% 3.1 - 3.5 Conditional

55 - 69% 3.6 - 5.0 Failed

INC INC Incomplete

Dr Dr Dropped

WP WP Withdrawn with
Permission IP IP
In Progress

References

Bennett, P., Calman, K. & Curtis, S. (2010). Risk Communication and Public Health. 2 nd Ed. Oxford
University Press

Crisis Emergency Risk Communication (2014). U.S. Centers for Disease Control and Prevention

FEMA (2004). Hazards Risk Management. Emergency Management Institute.

Haddow, G. & Haddow K. (2014). Disaster Communication in a Changing Media World 2nd Ed.
Elsevier, Inc.Higher Education Program. http://training.fema.gov/EMIWeb/edu/hram.

Moore, Robert. 1998. Asking for Stuff. Community Links. Vol. 3. Winter.
http://web.archive.org/web/20060103061515/http://www.
communitypolicing.org/publications/comlinks/cl_4/c4_moor.htm.

National Cancer Institute. 2004. Making Public Health Communications Work: A Planners Guide.
Washington, D.C.: National Institutes of Health.

Salmon, C. T. and L. Murray-Johnson. 2001. Communication campaign effectiveness: Critical

distinctions. In R. E. Rice and C. K. Atkin (Eds.), Public Communication Campaigns, Third
Edition. Thousand Oaks, CA: Sage.
Sellnow, T. & Seeger, M. (2013). Theorizing Crisis Communication. John Wiley and Sons, Inc.

UNESCO Press. 2002. Literacy as Freedom. UNESCO Institute for Statistics.

http://unesdoc.unesco.org/images/0013/001318/131823e.pdf

Werch, C. E., and D. M. Owen. 2002. Iatrogenic effects of alcohol and drug prevention programs.
Journal of Studies on Alcohol, 63, 581–590.

World Bank. 2002. Natural Hazard Risk Management in the Caribbean. Latin American and the
Caribbean Region

Suggested Readings:
Please read the article Communicating Risk in Enhancing Disaster Preparedness: A Pragmatic
Example of Disaster Risk Communication Approach from the Case of Smong Story, then write a

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reaction paper about this. Please submit encoded reaction with at least 500 words excluding the
reference.

Consultation Schedule

Monday-Friday 8:00-12:00

Prepared by: Approved:

MELANIE G. DELDA MERLA D. DURAN, EdD.,PhD.

Asst Prof II/Program Head Dean, College of Arts & Sciences

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 Rubric in Annotated Bibliography

Course Comm 312- Communication Research Date

LO 2. Identify and select appropriate research Name MELANIE G. DELDA

methodologies and methods for communication
phenomena; use appropriate citation styles, APA Class Schedule
referencing and adhere to academic writing conventions.
TTH- 10:30-12:00

Activity Description Annotated Bibliography

PERFORMANCE INDICATORS
OBJECTIVE/CRITERIA WEIGHT SCORE
50= 1.0 34= 2.0 18= 2.9

Evaluate Sources and Evidence The bibliography demonstrates evaluation The bibliography offers some The bibliography identifies
of credibility of the source and selection of effective explanation of the chosen evidence from chosen sources. It
relevant evidence from the sources. Both sources and evidence in terms of makes very simplistic, illogical, or
can be evidenced by direct explanation or their credibility and relevance to the no reference to the credibility of
through purposeful use. Annotations reflect inquiry (but does so inconsistently). sources and evidence, and their
summary, evaluation of evidence, and Annotations do not consistently relevance to the inquiry.
usage in research. include summary, evaluation of Annotations consistently lack
evidence, and usage in research. summary, evaluation of evidence
or usage in research.

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 Accurateness The bibliography attributes and The bibliography attributes or The bibliography incudes
accurately cites the sources used. cites sources used but not many errors in attribution
The bibliography accurately always accurately. The and citation OR the
references sources using a bibliography references are bibliography is inconsistent
consistent style. using a consistent style. in style and format and/or
incomplete.

Annotation Format and Grammar The bibliography communicates The bibliography is generally The bibliography contains
clearly to the reader (although may clear but contains some flaws many flaws in grammar
not be free of errors in grammar in grammar that occasionally that often interfere with
and style). The written style is interfere with communication communication to the
consistently appropriate for an to the reader. The written reader. The written stye is
academic audience. style is inconsistent and not not appropriate for an
always appropriate for an academic audience.
academic audience.

Completeness and Timeliness The bibliography contains the The bibliography contains The bibliography contains
required number of research one fewer that the required fewer that the required
sources; and was complete on the number of research sources; number of research
day and at the time required. and was complete after one sources; and was not
day of the time required. complete at the time and
day required.

Computation of Grade: Final

Rating

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:
 Source: Živković, I. (2020). Annotated Bibliography Rubric. Ukim.

https://www.academia.edu/41713314/Annotated_Bibliography_Rubric

Prepared by: MELANIE G. DELDA Approved: MERLA D. DURAN, EdD.,PhD.

Instructor College Dean

Rubric in Referencing

Course Comm 312- Communication Research Date

LO 2. Identify and select appropriate research methodologies and Name MELANIE G. DELDA
methods for communication phenomena; use appropriate

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:
 citation styles, APA referencing and adhere to Class Schedule
academic writing conventions.
TTH- 10:30-12:00

Activity Description Referencing

PERFORMANCE INDICATORS
OBJECTIVE/CRITERIA WEIGHT SCORE
25= 1.0 19= 1.7 13= 2.4 9= 2.9

Accuracy, Completeness and Consistency All references are accurate Most references are accurate Some references are Many references are
and correctly cited; necessary with minor errors; include accurate, with several inaccurate or incorrectly
of Formatting errors; lack necessary
details are included for each necessary details; and are cited; lack necessary
reference; and consistently formatted. details. details and are
are formatted correctly.
inconsistently formatted.
are consistently formatted
according to the required style.

Relevance of Sources All sources are highly relevant Most sources are relevant to Some sources are relevant Few sources are relevant
to the topic. the topic. to the topic. to the topic.

Variety of Sources Excellent variety of sources Good variety of sources. Limited variety of sources. Very limited variety of
(books, journals, websites). sources.

Quantity of Resources Exceeds the required number Meets the required number of Nearly meets the required Does not meet the
of references. references. number of references. required number of
references.

Computation of Grade: Final Rating

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:
 Prepared by: MELANIE G. DELDA Approved: MERLA D. DURAN, EdD.PhD.

Instructor College Dean

Rubric in In-text Citation

Course Comm 312- Communication Research Date

LO 2. Identify and select appropriate research methodologies and Name MELANIE G. DELDA
methods for communication phenomena; use appropriate
citation styles, APA referencing and adhere to academic Class Schedule
writing conventions.
TTH- 10:30-12:00

Activity Description Referencing

PERFORMANCE INDICATORS
OBJECTIVE/CRITERIA WEIGHT SCORE
25= 1.0 19= 1.7 13= 2.4 9= 2.9

Accuracy of In-text Citations All in-text citations are Most in-text citations are Some in-text citations are Many in-text citations are
correctly formatted and match correctly formatted. correctly formatted. incorrectly formatted.
the reference list.

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 Plagiarism No evidence of Minor issues with Some issues with Significant issues
plagiarism. All sources citation, no intentional citation, potential with citation,
are properly cited. plagiarism. unintentional potential intentional
plagiarism. plagiarism.

Proper integration of Sources Sources are seamlessly Sources are integrated Sources are Sources are poorly
integrated into the text, well into the text. somewhat integrated integrated into the
enhancing the argument. into the text. text.

Quantity of Resources Exceeds the required Meets the required Nearly meets the Does not meet the
number of references. number of references. required number of required number of
references. references.

Computation of Grade: Final Rating

Prepared by: MELANIE G. DELDA Approved: MERLA D. DURAN, EdD.PhD.

Instructor College Dean

Rubric in Essay

Course Comm 312- Communication Research Date

LO 2. Identify and select appropriate research methodologies and Name MELANIE G. DELDA
methods for communication phenomena; use appropriate

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 citation styles, APA referencing and adhere to Class Schedule
academic writing conventions.
TTH- 10:30-12:00

Activity Description Referencing

PERFORMANCE INDICATORS
OBJECTIVE/CRITERIA WEIGHT SCORE
5/10= 1.0 4/8= 1.7 3/6= 2.4 2/4= 2.9

Organization and Content Development Logical and coherent structure Generally logical structure Some logical structure, but Lacks logical structure;
with well-organized with organized paragraphs. paragraphs may be paragraphs are
paragraphs. Thoroughly Well-developed ideas with disorganized. Ideas are disorganized. Ideas are
developed ideas with strong good supporting evidence developed but lack underdeveloped and lack
supporting evidence and and analysis. sufficient evidence or evidence or analysis.
analysis. analysis.

Relevance to Prompt Fully addresses the prompt Addresses the prompt and Partially addresses the Does not address the
and stays on topic throughout. mostly stays on topic. prompt; may stray off topic prompt or frequently
at times. strays off topic.

Grammar and Punctuations Virtually free of grammar, Few grammar, spelling, and Some grammar, spelling,
Many grammar, spelling,
spelling, and punctuation punctuation errors. and punctuation errors.
and punctuation errors.
errors.

Transitions Smooth and effective Clear transitions between Some transitions are Lacks effective
transitions between ideas and ideas and paragraphs. present but may be transitions; ideas and
paragraphs. awkward or unclear. paragraphs are
disjointed.

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 Computation of Grade: Final Rating

Prepared by: MELANIE G. DELDA Approved: MERLA D. DURAN, EdD.PhD.

Instructor College Dean

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