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Goethe Institut Science Film Festival at SEARCA’s Umali Auditorium on 11–13 December 2024!

Join us at the Goethe Institut's Science Film Festival! As part of this year’s SCICOM Week celebrations, we’re thrilled to host the Goethe Institut Science Film Festival at SEARCA’s Umali Auditorium on 11–13 December 2024! This year’s festival features 35 science-related films that center on the urgent need for actions beyond reducing global greenhouse gas […]

About the DZLB Online Seasonal


Aside from its regular programs. DZLB Online also produces 2 seasonal programs: Kwentong Sablay every midyear, produced by DDBT interns, and PAK! Para sa Agrikultura at Kalikasan, an educational and discussion program produced in partnership with the UP Professional School for Agriculture and the Environment (UP PSAE) various agricultural, environmental, and ecological concepts.

About the DZLB News


Additionally, DZLB Online launched its own news webcast titled, DZLB News. Airing twice a week, the station-produced program aims to provide relevant development-oriented news and information to its audiences in the CALABARZON region. The program is also available on-demand as a podcast on popular podcast platforms.

About the Leader Ka K!


Meanwhile, Leader Ka K! (LKK), a youth-oriented educational magazine program provides a venue for the youth primarily from Laguna and nearby provinces in the Calabarzon region to discuss issues, concerns, and topics that are related to them.

About the Galing UPLB


Galing UPLB is a weekly, multi-platform magazine program featuring news, events, researches, personalities, and alumni of the UPLB community. This program is produced by the UPLB College of Development Communication, in partnership with the Office of Public Relations, Office of Alumni Relations, and Office of the Vice Chancellor for Research and Extension. 

About the DZLB Online!


DZLB Online! is the online streaming service of Radyo DZLB, in its efforts to utilize webcasting (online media streaming) as a tool for community broadcasting for development. DZLB Online! aims to (1) link and facilitate sectors of DZLB listeners, particularly the online community, and people and institutions concerned; (2) provide a venue to discuss issues relevant to the needs and interests of its audiences; (3) be utilized as an extension arm in popularizing S&T research results from various research institutions; and (4) serve as a laboratory class for students and practitioners in broadcasting.
Radyo DZLB has 3 regular programs: DZLB News, Galing UPLB, and Leader Ka K!

About the Dito Sa Laguna


When Radyo DZLB stopped airing in 2011, CDC explored ways to continue its goal to provide information to its various stakeholders. DZLB’s staff began producing Dito sa Laguna (DSL) in 2014, a weekly cable TV program that aims for people’s development through participatory communication, interaction, knowledge sharing, and collaboration.

About the Department


DDBT is the home of Radyo DZLB, the oldest educational and development-oriented radio station in the Philippines, which first aired on August 2, 1964. Radyo DZLB helps promote the research, extension, and public service initiatives of the College and UPLB. The Department is composed of faculty, research, extension, and professional staff, and administrative staff with experience and expertise in the fields of broadcasting, media studies, development studies, environmental science, and science communication.

DDBT staff teach students on the concepts, principles, and skills in community broadcasting, with a focus on radio and online programming. Students get to experience researching, writing, producing, and hosting their own radio broadcast programs.

In addition, DDBT assists partners within and outside UPLB through developing and conducting training workshops on areas such as establishing a radio station, writing for broadcast media, developing radio programs, and more. In 2020, DDBT conducted a series of training workshops on turning modules into radio scripts and producing them as radio-based learning materials for thousands of K to 12 teachers in the Philippines, at the start of the COVID-19 pandemic.

DDBT staff also assist various stakeholders by providing technical assistance as they record aural and audio-visual content in the DDBT radio and TV studios.

Doctor of Philosophy program

CDC instituted its PhD degree program – the first of its kind – in 1977. Since then, the program has produced many PhD graduates here and abroad that contributed largely in their respective fields and careers. The curriculum was revised in 2015 to sharpen the competencies and goals of the program. The revised curriculum aims to train PhD students in four competencies: (1) Critique and construction of theories; (2) Conduct and management of research in development communication; (3) Exercise of professional leadership in development communication education and practice; and (4) Formulation of communication policies for development programs.

Graduates of the PhD in Development Communication program should be able to:

Explain the process of theory construction and critiquing towards theory formulation in development communication;

Analyze the research and research management process in development communication programs;
Conduct development communication research;

Examine issues and challenges towards setting directions in development communication education and practice; and

Formulate development communication policies for development programs.

To get the degree, students are required to pass 42-49 units of academic workload. This includes 20-22 units of core courses, 3 units of elective courses, 9-12 units of cognate courses, and 12 units of Doctoral dissertation. Aside from these requirements, all PhD in Devcom students are required to pass a qualifying examination, oral and written comprehensive examinations, and a final examination. The dissertation must undergo external review, and a journal article based on the dissertation is also needed to get the degree.

Doctor of Philosophy courses*

DEVC 310: Theorizing in Development Communication
DEVC 311: Organizational Communication and Leadership
DEVC 320: Communication Systems Policies and Planning
DEVC 363: Public Communication of Science
DEVC 393: Qualitative Approaches to Communication Research
DEVC 390: Special Problems
DEVC 391: Special Topics
DEVC 399: Graduate Seminar in Development Communication
DEVC 400: Dissertation
 *PhD students are also required to enroll AERS 281: Theory Construction.

Master's degree program

CDC started to offer a Master’s degree program in agricultural communication in 1965. It was renamed as Master of Science in Development Communication in 1973. Many curricular reviews and revisions had been made since then to keep the contents and skills up to date, the most recent of which was approved in 2015. The program was designed to emphasize four competencies of an MSDC graduate: (1) Analysis of communication and development theories and paradigms, current and emerging development issues and the role of communication in development; (2) Development of education and training programs that address development issues and challenges; (3) Conduct research and evaluation; and (4) Design and management of systems, programs and projects in development.
 The graduates of MS Development Communication program should be able to:
Compare and contrast theories, principles, strategies and schools of thought of communication in the context of development;
Analyze issues and challenges in development that may be addressed by education and training in development communication;
Conduct research and evaluation in development communication; and
Apply development communication concepts and skills in the design and management of systems, programs, and projects in development.
To get the degree, students are required to pass 33-37 units of academic workload. This includes 11-13 units of core courses, 7-9 units of elective courses, 9 units of cognate courses, and 6 units of Master’s thesis. Aside from these requirements, all MSDC students are required to pass an oral comprehensive examination and a final examination. The thesis must undergo external review, and a journal article based on the MS thesis is also needed to get the degree.

Master of Science Courses:

DEVC 202: Communication Theory in Development
DEVC 205: Communication and Development
DEVC 208: Communication Approaches in Development Programs
DEVC 212: Environmental Communication
DEVC 215: Communication and Culture
DEVC 230: Educational Communication Systems
DEVC 231: Educational Communication Systems Management
DEVC 234: Information and Communication Technologies for Development
DEVC 290: Special Problems
DEVC 291: Special Topics
DEVC 295: Development Communication Research
DEVC 299: Graduate Seminar in Development Communication
DEVC 300: Master’s thesis

Associate degree program

Since its offering of the first agricultural communication course in 1960, and becoming into a full-fledged program in 1974, CDC’s BS Development Communication curriculum has undergone several reviews throughout the years to ensure that the program addresses the needs of the time. In 2011, the curriculum was revised from one with four major fields of specialization (development journalism, community broadcasting, educational communication, and science communication) to the generalist track. Under the generalist curriculum, students are trained to have skills in four general areas of competency: reportage; media- based learning systems; multi-media materials design, production, and management; and management and communication of technical information.

The graduates of BS Development Communication program are expected to be:

     Proactive members of society, promoting social change through communication; and

     Highly skilled professionals in devcom teaching, research, and practice.

The curriculum is guided by eleven program learning outcomes to help the students achieve the program goals above. Graduates of BS Development Communication program must be able to:

     Assess problems and issues of development in the local, national, and global contexts;

     Practice interpersonal and participatory communication skills;

     Perform skills in development reportage and writing;

     Plan, design, and produce multi-media materials for development projects;

    Manage and evaluate media-based and non-media based development communication campaigns      and projects;

     Implement media-based learning systems for development;
Process information to facilitate communication for science and technology;

     Conduct and critique development communication research;

   Address development problems and issues using concepts, principles, and theories of development communication;

     Uphold professional ethics and standards at all times; and

  Practice creative, entrepreneurial, critical thinking, and problem-solving skills in development communication praxis.

To get the degree, students are required to pass 145 units of academic workload. This includes 27 units of General Education courses, 6 units of foundation courses, 46 units of core courses, 33 units of specialization courses, 21 units of technical elective, 12 units of social science electives, and Physical Education and National Service Training Program (NSTP) courses.

Undergraduate degree program

Since its offering of the first agricultural communication course in 1960, and becoming into a full-fledged program in 1974, CDC’s BS Development Communication curriculum has undergone several reviews throughout the years to ensure that the program addresses the needs of the time. In 2011, the curriculum was revised from one with four major fields of specialization (development journalism, community broadcasting, educational communication, and science communication) to the generalist track. Under the generalist curriculum, students are trained to have skills in four general areas of competency: reportage; media- based learning systems; multi-media materials design, production, and management; and management and communication of technical information.

The graduates of BS Development Communication program are expected to be:

     Proactive members of society, promoting social change through communication; and

     Highly skilled professionals in devcom teaching, research, and practice.

The curriculum is guided by eleven program learning outcomes to help the students achieve the program goals above. Graduates of BS Development Communication program must be able to:

     Assess problems and issues of development in the local, national, and global contexts;

     Practice interpersonal and participatory communication skills;

     Perform skills in development reportage and writing;

     Plan, design, and produce multi-media materials for development projects;

    Manage and evaluate media-based and non-media based development communication campaigns      and projects;

     Implement media-based learning systems for development;
Process information to facilitate communication for science and technology;

     Conduct and critique development communication research;

   Address development problems and issues using concepts, principles, and theories of development communication;

     Uphold professional ethics and standards at all times; and

  Practice creative, entrepreneurial, critical thinking, and problem-solving skills in development communication praxis.

To get the degree, students are required to pass 145 units of academic workload. This includes 27 units of General Education courses, 6 units of foundation courses, 46 units of core courses, 33 units of specialization courses, 21 units of technical elective, 12 units of social science electives, and Physical Education and National Service Training Program (NSTP) courses.

About the Department

At the Department of Science Communication, we believe that impactful conversations about science are gamechangers. We're all about co-creating fresh ideas and innovative approaches to science communication that promote equity, social justice, and ecological sustainability.

The Department of Science Communication is the youngest among the four departments of CDC, established in December 1998. As the first academic institution in the Philippines to offer a comprehensive science communication program, DSC is all about breaking down the complexities of science and technology, sharing their products and processes, and highlighting their impact on development for a wide range of audiences.

The Department boasts a talented team of faculty and staff who lead courses aimed at mastering the management and communication of science and technology. Plus, its faculty members bring expertise from a wide range of fields, diving into research and public service projects that cover topics like environmental issues, human health and nutrition, agriculture, climate change, One Health, disaster risk management, media and journalism, and information management.

DokyumenTayo: Ku’nan Natin, Kulturang Atin


Through DokyumenTAYO, community members of vulnerable ethnolinguistic groups are trained in audio-visual documentation of their cultural practices and production of media for asserting their cultural identity. The project has been held twice, first in Zambales in 2017 and second in Bataan in 2018. The project was implemented in partnership with Tanggapang Panligal Ng Katutubong Pilipino (PANLIPI).

Project Leader:
Assoc. Prof. Edmund G. Centeno, PhD

Project Staff:
Asst. Prof. Romel A. Daya, MSc
Assoc. Prof. Mildred O. Moscoso, PhD
Asst. Prof. Elijah Jesse M. Pine, MA
Ms. Renz Frances D. Abagat-Manrique

Documenting Remote Teaching-Learning Experiences in Development Communication: Challenges, Opportunities, and Best Practices


This research project aims to document the experiences of devcom educators and learners in remote learning. Through webinars and meetings, it facilitates sharing and networking of devcom institutions. By documenting these experiences and identifying learning gaps, it provides insights to improve devcom classes in blended or face-to-face settings in the new normal.

Project Leader:
Asst. Prof. John Mervin L. Embate, MA

Study Leaders:
Asst. Prof. Romel A. Daya, MSc
Assoc. Prof. Rhodora Ramonette M. de Villa-Custodio, PhD

Project Staff:
Asst. Prof. Rovil A. Espiritu, MDP
Asst. Prof. Clarisse M. Gonzalvo
Asst. Prof. Elijah Jesse M. Pine, MA
Ms. Renz Frances D. Abagat-Manrique
Mr. Zeus Charles D. Gunsay

Reimagining Educational Communication as a Domain of Development Communication: A Synthesis of Working Papers


This project aims to gather, analyze, and synthesize research studies on Educational Communication (EdCom) to enhance its standing within Development Communication (DevCom) and as a field in its own right. It reviews theses, conference papers, and other materials on EdCom theories, concepts, and practices. The outcome will be two monographs presenting insights from EdCom research and proposing subdomains. It's a vital part of DEC's effort to redefine EdCom, establish its boundaries and subdomains, inform textbooks, and serve as instructional references for EdCom courses offered by CDC.

Project Leader:
Asst. Prof. Romel A. Daya, MSc

Study Leaders:
Asst. Prof. Elijah Jesse M. Pine, MA
Assoc. Prof. Mildred O. Moscoso, PhD

Project Staff:
Assoc. Prof. Rhodora Ramonette M. de Villa-Custodio, PhD
Asst. Prof. Rovil A. Espiritu, MDP
Assoc. Prof. Mildred O. Moscoso, PhD
Mr. Zeus Charles D. Gunsay

Good Practices in DEC-Led Extension and Public Service Projects


This research project aims to review DEC-led extension and public service projects from the past decade, focusing on identifying projects’ best practices. The project aims to describe project goals, stakeholders, activities, and status; discuss approaches and strategies used in these projects; identify good practices and areas for improvement; and synthesize valuable actions for future endeavors.

Project Leader:
Asst. Prof. Liza A. Cabrera, PhD

Project Staff:
Assoc. Prof. Edmund G. Centeno, PhD
Asst. Prof. John Mervin L. Embate, MA
Assoc. Prof. Mildred O. Moscoso, PhD
Asst. Prof. Elijah Jesse M. Pine, MA
Ms. Renz Frances D. Abagat-Manrique

Towards an Emerging Definition of Educational Communication


In 2014, the Department began the research project titled "Rethinking Educational Communication as a Subdomain of Development Communication" to reassess EdCom's role in the field of development communication. Despite tracing its evolution, the need for reevaluation persists, especially amid COVID-19 highlighting EdCom's significance. The Educational Communication Roundtable Discussion (ERTD) convened experts, scholars, and practitioners for an academic discussion towards an emerging definition of educational communication. Studies 2 to 4 of the Project aims to contribute to this redefinition, sharing findings through EDCOM Talks and publications.

Project Leader:
Assoc. Prof. Mildred O. Moscoso, PhD

Study Leaders:
Assoc. Prof. Mildred O. Moscoso, PhD
Assoc. Prof. Rhodora Ramonette M. de Villa-Custodio, PhD
Asst. Prof. Romel A. Daya, MSc

Project Staff:
Asst. Prof. Liza A. Cabrera, PhD
Assoc. Prof. Edmund G. Centeno, PhD
Asst. Prof. John Mervin L. Embate, MA
Asst. Prof. Rovil A. Espiritu, MDP
Asst. Prof. Elijah Jesse M. Pine, MA
Ms. Renz Frances D. Abagat-Manrique
Mr. Zeus Charles D. Gunsay
Mr. Antoni Kristofer R. Lim
Mr. John Anthony D. Mendoza
Ms. Ma. Anais B. Villapando

About the Department

             
The core thrust of the Department of Educational Communication (DEC) is to study and practice communication that constitutes and facilitates learning that is empowering, ethical, and inclusive among various learners in different development contexts. Composed of a competent array of faculty members, extension staff, and administrative personnel, DEC aims to advance the study and practice of educational communication through instruction, scholarly outputs, and extension and public service initiatives towards the empowerment of development stakeholders.

DEC mentors development students in designing learning systems, producing visual and audio-visual media for learning, and planning and implementing media-based and distance learning systems. Students are trained to facilitate capacity building initiatives and produce educational media such as big books, videos, modules, and games that make learning an engaging, worthwhile, and meaningful experience for various learners from our partners organizations and communities.
             
DEC staff regularly conduct research across various topics related to education, communication, and development. Some of its most recent research projects centered on gamification in learning, remote learning and teaching during the pandemic, thematization of existing educational communication research, and documenting educational communication extension and public service initiatives. The Department presents its research findings in local and international conferences and publish them in reputable academic journals.

 The Department implements extension and public service initiatives that aim to provide alternative educational opportunities for development stakeholders. For more than ten years, DEC has spearheaded Kalinga sa Eskwela, a project that provides instructional support and capacity building for its partner institution, Bernaldo N. Calara Elementary School in Anos, Los Baños. It also regularly produces content for EdComics, an online comic page that provides informational or opinion-related content on various university, regional, and national issues. Through a public forum called EdCom Talks, DEC intends to share to various audiences research studies about and best practices in educational communication. DEC also facilitates training-workshops on visual design, photography, and video production to staff of government offices and academic units within and outside Los Baños. 

DEC is currently chaired by Asst. Prof. Elijah Jesse M. Pine, MA.
The Department may be reached through email at cdc_dec.uplb@up.edu.ph. 
2. Good Practices in DEC-Led Extension and Public Service Projects

 This research project aims to review DEC-led extension and public service projects from the past decade, focusing on identifying projects’ best practices. The project aims to describe project goals, stakeholders, activities, and status; discuss approaches and strategies used in these projects; identify good practices and areas for improvement; and synthesize valuable actions for future endeavors.

3. Reimagining Educational Communication as a Domain of Development Communication: A Synthesis of Working Papers

This project aims to gather, analyze, and synthesize research studies on Educational Communication (EdCom) to enhance its standing within Development Communication (DevCom) and as a field in its own right. It reviews theses, conference papers, and other materials on EdCom theories, concepts, and practices. The outcome will be two monographs presenting insights from EdCom research and proposing subdomains. It's a vital part of DEC's effort to redefine EdCom, establish its boundaries and subdomains, inform textbooks, and serve as instructional references for EdCom courses offered by CDC.

4. Documenting Remote Teaching-Learning Experiences in Development Communication: Challenges, Opportunities, and Best Practices

This research project aims to document the experiences of devcom educators and learners in remote learning. Through webinars and meetings, it facilitates sharing and networking of devcom institutions. By documenting these experiences and identifying learning gaps, it provides insights to improve devcom classes in blended or face-to-face settings in the new normal.

EdCom Talks


EdCom Talks is a yearly public forum that aims to share educational communication practices and research through seminars and monograph publications. These seminars, held in the Second Semester of each academic year, will feature presentations that will later be compiled into monographs. This initiative fills a gap in disseminating research findings to the public and encourages contributions from academics and professionals from other institutions, fostering scholarly discourse and potential partnerships in the field of Educational Communication.

Project Leader:
Assoc. Prof. Rhodora Ramonette M. de Villa-Custodio, PhD

Study Leaders:
Asst. Prof. Liza A. Cabrera, PhD
Asst. Prof. John Mervin L. Embate, MA

Project Staff:
Assoc. Prof. Edmund G. Centeno, PhD
Asst. Prof. Romel A. Daya, MSc
Asst. Prof. Rovil A. Espiritu, MDP
Asst. Prof. Clarisse M. Gonzalvo
Assoc. Prof. Mildred O. Moscoso, PhD
Asst. Prof. Elijah Jesse M. Pine, MA
Ms. Renz Frances D. Abagat-Manrique
Mr. Zeus Charles D. Gunsay
Mr. Antoni Kristofer R. Lim
Mr. John Anthony D. Mendoza
Ms. Ma. Anais B. Villapando

EdComics


EdComics is a Facebook page that showcases informative and educational visual content about relevant issues inside and outside the University. The Facebook page features comics, posters, videos, animation, and GIFs that are informative, educational, entertaining, and thought-provoking, encouraging discussions on societal issues. It includes comics, public service announcements, and links to informative articles.

Activity Leader:
Ms. Renz Frances D. Abagat-Manrique

Project Staff:
Asst. Prof. Elijah Jesse M. Pine, MA
Mr. Zeus Charles D. Gunsay
Mr. Antoni Kristofer R. Lim
Mr. John Anthony D. Mendoza
Ms. Ma. Anais B. Villapando

Kalinga sa Eskwela


The College of Development Communication through DEC has partnered with Bernaldo N. Calara Elementary School (BNCES) since April 2012 Kalinga sa Eskwela has partnered with Bernaldo N. Calara Elementary School (BNCES) to assist students.

Program Leader:
Asst. Prof. Elijah Jesse M. Pine, MA

Project Leaders:
Asst. Prof. Rovil A. Espiritu, MDP
Asst. Prof. Elijah Jesse M. Pine, MA

Study Leaders:
Ms. Renz Frances D. Abagat-Manrique
Asst. Prof. Rovil A. Espiritu, MDP
Asst. Prof. Elijah Jesse M. Pine, MA
Assoc. Prof. Mildred O. Moscoso, PhD
Project Staff:
Asst. Prof. Clarisse M. Gonzalvo
Mr. Zeus Charles D. Gunsay
Mr. Antoni Kristofer R. Lim
Mr. John Anthony D. Mendoza
Ms. Ma. Anais B. Villapando