VISION:

A community of dynamic and proactive Scholars and Learners within the Asia-Pacific Region, upholding the highest standards of excellence in education, research, and community
service towards the attainment of a better quality of life.

MISSION:

To purposively link quality education, training and research with community service in pursuing the holistic development of individuals through innovative programs and productive
activities attuned to the needs of the global community.

GOALS:

St. Dominic College of Asia aims to:

Prepare the students to become competent, productive, and socially responsible professional.
Actively promote research and the utilization of new technology for the enhancement of individual competencies.
Assume leadership role in addressing the concerns of the academic community towards improving their quality of life.

CORE VALUES: S- Service D- Dynamism C- Competence A- Accountability

SDCA QUALITY OF LIFE FORMULA

1. Research & Product Development: Demonstrate ability to develop researches and to produce scientific and entrepreneurial outputs.
2. Moral and Spiritual Accountability: Embrace moral/ spiritual values in living one’s life. Apply moral/ spiritual practices in all aspects of life.
3. Multicultural Advocacy: Demonstrate knowledge of values and beliefs of various cultures; effectively engage in a multicultural society; interact with others; develop a global
perspective.
4. Understanding the Discipline: Demonstrate a systematic and coherent understanding of an academic field of study.
5. Self- Directed Learning: work independently; identify appropriate resource; take initiative; take a lead in managing a project or an activity through completion.
6. Information and Technology Literacy: Access, evaluate, use variety of relevant sources and produce materials of the same.
7. Critical Thinking: Identify relevant assumptions or implication; evaluate arguments; apply analytic thought to analyze coherent arguments.
8. Communication Skills: Express ideas clearly in unity; speak articulately; use media as appropriate in order to communicate effectively.
9. Creativity and Innovation: Demonstrate ability to work creatively and innovatively in any setting that result in a productive output.
10. Collaboration and Community Engagement: Demonstrate responsible participation; engage in meaningful activities in the academe, in the community, and beyond.

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PROGRAM OUTCOMES

A. Common to all programs in all types of schools

The graduates have the ability to:

1. Articulate and discuss the latest developments in the specific field of practice.
2. Effectively communicate orally and in writing using both English and Filipino, mother tongue language, and an appropriate Foreign Language required by the industry.
3. Work effectively and independently in multi-disciplinary and multi-cultural teams.
4. Act in recognition of professional, social, and ethical responsibility
5. Preserve and promote “Filipino historical and cultural heritage” (based on RA 7722)

B. Common to the Business and Management Discipline

A graduate of a business or management degree should be able to:

1. Perform the basic functions of management such as planning, organizing, leading and controlling.
2. Apply the basic concepts that underlie each of the functional areas of business (marketing, finance, human resources management, production and operations
management, information technology and strategic management) and employ these concepts in various business situations.
3. Select the proper decision making tools to critically, analytically and creatively solve problems and drive results.
4. Apply information and communication technology (ICT) skills as required by the business environment
5. Work effectively with other stakeholders and manage conflict in the workplace
6. Plan and implement business-related activities
7. Demonstrate corporate citizenship and social responsibility
8. Exercise high personal, moral and ethical standards.

C. Common to Hospitality and Tourism Discipline

1. Demonstrate knowledge of tourism industry, local tourism products and services

2. Interpret and apply relevant laws related to tourism industry
3. Observe and perform risk mitigation activities
4. Utilize information technology applications for tourism and hospitality
5. Manage and market a service-oriented business organization
6. Demonstrate administrative and managerial skills in a service-oriented business organization
7. Prepare and monitor industry specific financial transactions and reports
8. Perform human capital development functions of a tourism oriented organization
9. Utilize various communication channels proficiently in dealing with guests and colleagues

D. A graduate of BS Tourism Management should be able to but not limited to:

1. Plan, implement and monitor tour and sales activities

2. Research, plan and conduct various tour guiding activities

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 3. Develop appropriate marketing programs and arrange the required travel services
4. Plan / Organize, implement and evaluate MICE activities
5. Plan, develop and evaluate tourism sites and attractions
6. Demonstrate airline customer services handling operations

E. Common to a horizontal type as defined in CMO 46 s. 2012

1. Graduates of professional institutions demonstrate a service orientation in one’s profession.

F. Common to a SDCA Graduate (Based on SDCA Quality of Life Formula)

The SDCA graduates have the ability to:

1. apply critical and research skills using technological relevant resources /materials;
2. Engage effectively in meaningful activities in a multi-cultural society.
3. Accomplish tasks independently and creatively, and express ideas articulately

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 OUTCOMES- BASED COURSE SYLLABUS IN RISK MANAGEMENT AS APPLIED TO SAFETY, SECURITY AND SANITATION

COURSE CODE HTM 103

COURSE TITLE Risk Management as Applied to Safety, Security and Sanitation

CREDITS / UNITS 3 units

CONTACT HOURS 3 hours lecture per week

CLASS SCHEDULE
Mon-Wednesday-Friday
(DAY/TIME/ROOM)
PRE-REQUISITE/S none

INSTRUCTOR Chef Joemar P. Inducil

CONSULTATION SCHEDULE

1. Mcswane, H.S.D, David. Food Safety and Sanitation. 5th Edition. (2012).
2. Gissle, Wayne. Professional Cooking. 6th Edition.(2011).
TEXTBOOK
3. The Maya Culinary Arts Center. Managing a Food-Safe Kitchen. (2013).
4. Guidelines for Food Safety on Merchant Ships and Fishing Vessels

JOURNALS:
OTHER SUPPLEMENTAL
INSTRUCTIONAL VIDEOS:
RESOURCE MATERIALS
E-BOOKS:

I. SPECIFIC COURSE INFORMATION

A. Level of Competency Introduced (I)
The student will develop knowledge, skills and values on the basic principles of personal hygiene, food safety and sanitation as applied in tourism
B. Course Description and hospitality industry. Topics include the following: compliance with workplace hygiene procedures, Establishment and maintenance of a safe
and secure workplace and implementation of occupational health and safety procedures.
C. Co-Requisites none
D. Course Required
Classification
(Required/Elective/
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 Specialized)
II. SPECIFIC GOALS FOR THE COURSE
COURSE OUTCOMES PROGRAM OUTCOMES PERFORMANCE INDICATORS
At the end of the semester, the student will be able to: At the end of the four-year program, the student will be able to:
1. Practice proper food safety and sanitation as the basis PO2 Research, plan and conduct various tour guiding activities II.1 Demonstrate understanding on
for preventing foodborne illness in food service Occupational Health and Safety(OHS)
industry; hazards in the workplace
2. Apply purchasing and receiving procedures that II.2 Identify and follow workplace procedures
enhance the protection of food. for hazard identification and risk control
3. Implement different accident management plan and II.3 Demonstrate security awareness
practices in the workplace. practices

III. INSTRUCTIONAL PLAN

LEARNING ASSESSMENT
WEEK OUTCOMES TEACHING-LEARNING RESOURCES
At the end of the topic, CONTENTS / TOPICS
NO. ACTIVITIES TASKS TOOLS NEEDED
the student will be able
to:

1-2 1. Understand the I. Overview of the Course Interactive Discussion and Recitation Guided Rubrics Audio-Visual Unit
overview of the A. Classroom Policies, Rules Sharing of Real-Life Experience Test Paper Simulation Room
course and it’s and Regulations Quiz
requirements; 1. Attendance, Grading Lecture forum
System and Course Seatwork
2. Identify and state Requirements Use brochure about Guidelines
examples of each 2. Grooming Policies for Food Safety. Students will Video Presentation on
of the four main and Decorum explain, site causes of food- Foodborne Illness
types of borne illness.
foodborne II. Review to Basic Microbiology Identify the foods that spoils
hazards. A. Definition of Terms easily
B. Disease-Causing
3. Identify potential Microorganisms and the
problems related Conditions they Need to
to temperature Grow .
abuse of food and
explain how it can III. Ways to prevent the spread of
cause bacterial microorganism
growth.
IV. Major Foodborne Illnesses

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 4. Enumerate what caused by Bacteria, Viruses,
are the factors Fungi and Parasites
that promote A. Symptoms
bacterial growth B. Sources
and site ways to C. Food Involved
prevent the D. Prevention
occurrence of
bacteria.

5. State and explain

possible
ways/reasons that
can cause
foodborne illness.

3-4 1. Recognized the I. Foodborne Hazards Use clippings & Recitation Guided Rubrics Audio-Visual Unit
importance of II. Providing Safe Food News papers and cite real life Test Paper Simulation Room
food safety & A. Definition of terms examples Classroom Activity supported
sanitation. B. Cost of Foodborne Illness with rubrics
C. High Risk Populations
2. State the effects D. Potentially Hazardous Video on Safe Food
of foodborne Foods Handling
illness.

3. Identify potentially
hazardous foods

4. Explain the role of

food
establishment in
food safety

5 1. Discuss the 3 I. Hazards in the Workplace Interview forum. Recitation Guided Rubrics Audio-Visual Unit
categories of Interview friends and relatives Seatwork Test Paper Simulation Room
hazards II. Role of the Food Industry to who experienced Quiz
responsible for Protect the guests from Contamination.
outbreaks of food contamination and allergies Activity: Students will share
borne illness stories about food allergies
and reactions they may have

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 experienced

Video- Food Contamination

Sources

6 INSTITUTIONAL PRELIM WRITTEN EXAMINATION

7 1. Identify possible I. The Food Handler Power point Laboratory: Proper hand Guided Rubrics Audio-Visual Unit
problems related A. Cross contamination Presentation and Video washing technique. Using Test Paper Simulation Room
to food worker’s B. Good personal hygiene the brochure, Personal
poor personal C. The proper hand washing Regular check on student’s hygiene and Fitness to work.
hygiene. procedures personal hygiene. Identify what are the
D. Handling illness and injury. possible contaminants from
2. Explain how to Laboratory: Proper Handwashing the food handler. What are
improve personal II. Time and Temperature Abuse Technique the cases given that food
hygiene to reduce A. Types of Food Measuring handler is not fit to work?
the risk of Devices Video –Proper Hand
foodborne illness. B. Calibrating Thermometer Washing Technique

3. Discuss
procedures and
methods to
prevent cross
contamination

1. To describe the I. The Food Product Flow Practice proper receiving Laboratory Activity supported Guided Rubrics Audio-Visual Unit
8-9 flow of the food A. Purchasing and Receiving guidelines. with rubrics on the Actual Test Paper Simulation Room
through operation. Safe Food Calibration of Food
B. List ways to choose a Demonstration on when to accept Measuring Devices Suing
2. Apply purchasing reliable supplier or reject food items Boiling Point and Ice point
& receiving C. General Receiving Guides Methods
procedures that D. Receiving fresh meat Laboratory: Actual Calibration of
enhance the E. Receiving fresh poultry Food Thermometers
protection of food F. Receiving fresh fish and
products. seafoods
G. Receiving fresh eggs and
3. Know how to used dairy
devices to H. Products.
measure food I. Receiving fresh fruits and
temperatures vegetables
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 safely & J. Receiving canned goods
accurately. and packaged foods.
K. Receiving dry foods
4. Discuss the
proper methods II. Checking and calibrating
used to thaw or thermometers
cool foods.

9 1. Understand the I. Storage Guidelines Present different storage Form 2 groups. The other Guided Rubrics Audio-Visual Unit
principles in A. FIFO Principles practices of the Fast Food Chain group will list five different Test Paper Simulation Room
keeping food safe. B. Prevent cross (Mc Donald’s and Jollibee) foods and the other
contamination describes how they should
2. Apply the effective C. Check food and storage Brainstorming: be properly stored. Then
storage procedure temperatures. List and explain the principles switch roles
to avoid food D. Wrap and label foods behind FIFO.
spoilage. E. Proper storage of
chemicals and cleaning
3. Employ measures supplies
to prevent
contamination and
cross
contamination of
foods.

10 1. Identify safety I. Protecting Food during Actual demonstrations to Students will instruct to cite Guided Rubrics Audio-Visual Unit
measures in Preparation describe the methods use to three examples of cross- Test Paper Simulation Room
handling food prevent cross contamination of contamination that can occur
safely in the II. How to handle food safely bacteria during preparation,
kitchen. during cooking, cooling and reheating. after food has been cooked.
A. Preparation
2. Classify different B. Cooking
ways of protecting C. Cooling
food against D. Reheating
contamination.

11 1. Understand that I. Protecting Food during Service Video Presentation on Basic Active participation in an Guided Rubrics Audio-Visual Unit
food should be Food Handling interactive discussion Test Paper Simulation Room
served properly to II. Holding foods for service
the guests. Students will present a skit on
III. Proper/Improper service proper and improper methods of
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 2. Identify what are serving food to a guest with their
the do’s and complete service uniform
dont’s in food
service.

12 INSTITUTIONAL MIDTERM WRITTEN EXAMINATION

13 1. Apply important I. Sanitary Facilities and Using a provided checklist, Quiz Guided Rubrics Audio-Visual Unit
considerations for Equipment students will identify what causes Case study Test Paper Simulation Room
sanitary facilities. A. Kitchen layout accident in the workplace Checklist
B. Material selection
2. Develop safe C. Equipment arrangement.
work habits to D. Utilities
avoid injuries and E. Waste management
other common
hazards in the II. Equipment and supplies in a
kitchen. hand washing station.

14 1. Discuss how a I. Cleaning vs. Sanitizing Access the Power point Recitation Guided Rubrics Audio-Visual Unit
clean and sanitary A. Cleaning Fixed Equipment Presentation through Moodle Group participation Test Paper Simulation Room
facility can help B. Cleaning Environmental Identify materials in the facility Quiz
prevent a pest Areas that rodents could use for nesting
infestation. C. Pest Management and material, and determine
Control what could be done to reduce or
2. Recognize the D. Proper storage and eliminate these materials.
need for proper disposal of garbage
garbage disposal
to have a safe
and clean
environment

15 1. Eliminate hazards I. Accident Prevention And Facilitate student’s demonstration Recitation Guided Rubrics Audio-Visual Unit
in the Management of first aid plan & prevention of Actual demonstration Test Paper Simulation Room
environment injury while in the operation.
II. Safety in Food Establishments
2. Train workers
about hazards III. First aid plan on the common
and train how to types of injuries
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 prevent it that
cause injury. IV. Safety Training Programs

3. Recognize how
human error leads
to accident.

1. Identify the I. Seven Principles of a HACCP Students will explain how a Quiz Guided Rubrics Audio-Visual Unit
16 principles involved System HACCP system can protect the Recitation Test Paper Simulation Room
in implementing most vulnerable guests HACCP Forms with
HACCP system. II. Five Prerequisites programs supported rubrics
for the HACCP Plan
2. Be able to list
hazards related to
each products
being discussed.

3. State measures to
correct the
problems.

1. Identify and I. Five S of Good Housekeeping Students will present the 5 S and Lecture – Workshop on the Guided Rubrics Audio-Visual Unit
17 eliminate all A. Definition of Terms how it can be applied in their Five (5) of Good Test Paper Simulation Room
unnecessary 1. Seiri (Sort) daily life Housekeeping Practices
items in the 2. Seitan (Systematize)
workplace; 3. Seiso (Sweep) Activity: How to Practice
2. Apply into action 4. Seiketsu (Sanitize) Five (5) S of Good
the proper 5. Shitsuke (Self – Housekeeping
implementation of Discipline)
the 5 S of good B.How to Practice 5 S
housekeeping; C. Benefits and Importance Activity: Evaluation on the
and, of 5 S Application of the Five (5) S
D. How to Motivate People to of Good Housekeeping
3. Practice the Practice 5 S
benefits that good
housekeeping can
give.

18 INSTITUTIONAL FINAL WRITTEN EXAMINATION

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 The following requirements are given to the students for them to appreciate the world of Foodservice Industry and for them to realize the
importance of this. Moreover, it will help to attain the given subject objectives.
1. Complete attendance and quizzes
2. Case Study / Sanitation Research presentation
IV. COURSE
3. Off-campus Food Safety Handling and Sanitation Seminar
REQUIREMENTS
4. Performances on the scheduled laboratories.
5. Ocular inspection and analysis in the different facilities (kitchen and dining areas) of food related establishments and observe the
application of HACCP principles.

For a student to pass the course, one should get a grade of 75% in his semestral grade, which is computed from the following terms:
Preliminary, Midterm and Finals Period

A. TERM GRADE
Class Standing 60%
Attendance 5%
Class Participation 5%
Activities 20%
Assignment 10%
Quizes 20%
V. GRADING SYSTEM
Major Examination 40%
TOTAL 100%

B. SEMESTRAL GRADE

The Semestral Grade is obtained by getting the sum of the 33% of the Prelim Grade (PG), 33% of Midterm Grade (MG), and
34% of the Final Grade (FG) for the course.

SG = (PG x 0.33) + (MG x 0.33) + (FG x 0.34)

VI. COURSE POLICIES

1. On Attendance
A student who incurs more than the maximum allowable absences, i.e. 20% of the required school days, shall be reported/referred to the
Program Chair, who shall determine whether or not the student should be given a failing grade and given no credit for the course or subject,
for reasons considered valid and acceptable to the school. In a case the student is allowed to continue, he shall be held responsible in
keeping up with lessons and assignments and taking examinations when applicable.

2. On ID
Students should always wear their ID inside the campus.

3. On Cleanliness
Students should help in the maintenance of cleanliness and orderliness inside the classroom.

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Prepared by: Endorsed by: Approved by:

JOEMAR P. INDUCIL
Faculty
References Reviewed by:

RENE ANDREW BUSWILAN

Librarian, SIHTM DR. NOEL A. SERGIO DR. NILDA W. BALSICAS
OIC-Dean Vice President for Academic and Research
Reviewed by:

PROF. ALVIN G. YUMUL

TM Program Chair
https://eapps.austincc.edu//faculty/syllabus.php?id=216778

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