FM-AA-CIA-13 Rev.

01 06-Sep-2022

PANGASINAN STATE UNIVERSITY

Lingayen, Campus
Bachelor of Science in Computer Science

COURSE SYLLABUS
1st Semester, A.Y. 2024-2025

COURSE INFORMATION

COURSE CODE
GE 5
COURSE TITLE
THE CONTEMPORARY WORLD
COURSE TYPE
□ Lecture □ Laboratory □ Lecture & Laboratory
COURSE CREDIT
3 UNITS
CLASS HOURS
3 hours
COURSE PREREQUISITE/
CO-REQUISITE
NONE
COURSE SCHEDULE

1:00-2:00PM MWF (I-BSCS-A)

UNIVERSITY VISION, MISSION, QUALITY POLICY, INSTITUTIONAL OUTCOMES AND PROGRAM OUTCOMES

UNIVERSITY VISION
To be a leading industry-driven State University in the ASEAN region by 2030.
UNIVERSITY MISSION
The Pangasinan State University shall provide a human-centric, resilient, and sustainable academic environment to produce dynamic, responsive, and future-ready individuals
capable of meeting the requirements of the local and global communities and industries.
QUALITY POLICY
The Pangasinan State University shall be recognized as an ASEAN premier state university that provides quality education and satisfactory service delivery through instruction,
research, extension and production.
We commit our expertise and resources to produce professionals who meet the expectations of the industry and other interested parties in the national and international community.
We shall continuously improve our operations in response to changing environment and in support of the institution’s strategic direction.

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INSTITUTIONAL OUTCOMES
The Pangasinan State University Institutional Learning Outcomes (PSU ILO) are the qualities that PSUniansmust possess. These outcomes are anchored on the following core
values: Accountability and Transparency, Credibility and Integrity, Competence and Commitment to Achieve, Excellence in Service Delivery, Social and Environmental
Responsiveness, and Spirituality – (ACCESS).

Anchored on these core values, the PSU graduates are able to:
1. Demonstrate through institutional mechanisms, systems, policies, and processes which are reflective of transparency, equity, participatory decision making, and
accountability;
2. Engage in relevant, comprehensive and sustainable development initiatives through multiple perspectives in decisions and actions that build personal and professional
credibility and integrity.
3. Set challenging goals and tasks with determination and sense of urgency which provide continuous improvement and producing quality outputs leading to inclusive growth;
4. Exhibit life-long learning and global competency proficiency in communication skills, inter/interpersonal skills, entrepreneurial skills, innovative mindset, research and
production initiatives and capability in meeting the industry requirements of local, ASEAN and international human capital market through relevant and comprehensive
programs;
5. Display, socially and environmentally responsive organizational culture, which ensures higher productivity among the university constituents and elevate the welfare of the
multi-sectoral communities and;
6. Practice spiritual values and morally upright behavior which promote and inspire greater harmony to project a credible public image.

GRADUATE ATTRIBUTES
PROGRAM OUTCOMES
PERFORMANCE INDICATORS

1. People’s Champion

PO. A. Articulate and discuss the latest development in the specific field of practice.

PO.C. Work effectively and independently in multi-disciplinary and multi-cultural teams.

PO. D. Act in recognition of professional, social, and ethical responsibility.

▪ Teach reading/writing/listening/speaking/viewing skills in formal as well as non-formal settings using best practices in delivering knowledge (e.g. skill-based/content-based/tasked-
based) with appropriate methodologies (audio lingual, independent exploration, use of technology, etc.)

▪ Explain how the English language works in the context of historical, social, cultural, and political factors.

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2.Continuous Innovative Learner

PO. B. Effectively communicate orally and in writing using both English and Filipino.

PO F. Contribute to the generation of new knowledge by participating in various research and development projects.

▪ Engage in English language research relevant to the school and workplace settings.

3.Community Developer
PO. E. Preserve and promote “Filipino historical and cultural heritage”.
▪ Explain how the English language works in the context of historical, social, cultural, and political factors.

COURSE DESCRIPTION

This course introduces students to the contemporary world by examining the multifaceted phenomenon of globalization. Using the various disciplines of the social sciences, it
examines the economic, social, political, technological, and other transformations that have created an increasing awareness of the interconnectedness of peoples and places around
the globe. To this end, the course provides an overview of the various debates in global governance, development, and sustainability. Beyond exposing the student to the world
outside the Philippines, it seeks to inculcate a sense of global citizenship and global ethical responsibility.
This course includes mandatory topics on population education in the context of population and demography.

COURSE OUTCOMES

Institutional Learning Program Outcomes

Course Outcomes (CO)
Outcomes Code (ILO) Code (PO)
At the end of the course, the student should be able to:
1 2 3 4 5 6 a b c d e f
CO 1 Distinguish different interpretations of and approaches to globalization. I I
CO2 Describe the emergence of global economic, political, social, and cultural systems. I I I I

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CO 3 Analyse the various contemporary drivers of globalization. I I I I D

CO 4 Understand the issues confronting the nation-state. I I P I D
CO 5 Assess the effects of globalization on different social units and their responses. I P I P I P
CO 6 Analyse contemporary news events in the context of globalization. P I I I
CO 7 Analyse global issues in relation to Filipinos and the Philippines. I I I I D
CO 8 Write a research paper with proper citations on a topic related to globalization. I I P P I P
CO 9 Articulate personal positions on various global issues. I I I I P P P D D P
CO 10 Identify the ethical implications of global citizenship. I P P P P P

I. (Introduced) P. (Practiced) D. (Demonstrate)

COURSE LEARNING PLAN

Course Outcome/s
Learning Outcomes
Topics
Hours
Learning Activities
Learning Materials and Platform
Assessment

Manifest the VMGO of the University

Introduction

1. Introduce self to classmates and teachers.

2. List expectations for the course.
3. Recall course rules.

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A. 1.Vision, Mission, Goals and Core Values

2. Course Overview
3. Course Requirements
4. Bases for Evaluation
5. Computation of Grades

Course overview
Classroom policies

Questions and Answer Socratic method

Video presentations
Think-pair and share

Questions and Answer

Socratic Method

Classroom sharing (Introductions)

Lecture
Classroom sharing (Introductions)
Lecture
Personal concept map of globalization:
Students will engage in a free association exercise of ideas they
associate with “globalization.”
Based on the concepts they list, they will synthesize a personal definition of the concept.

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Presentation

Presentation

Graded Recitation

Graded Recitation

CO1, CO3, CO5

1. Differentiate the competing conceptions of globalization.

2. Identify the underlying philosophies of the varying definitions of globalization.
3. Agree on a working definition of globalization for the course.

A. Introduction to the Study of Globalization

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 News report critique:Students will find and read three newspaper op-eds (local or international) discussing globalization.

● Formulation of 30-second video of own understanding of the impact of globalization in their daily lives.
● Quescussion (classroom sharing of inputs and questions about the different concepts of globalization)

Presentation

● Lecture
● Power point presentation
● Additional Reading Materials: Study Guide; Selected reading materials

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● Class Discussion about the Students’ “Globalization Experience”

● Graded Recitation

● Individual Presentation of Vlog

● Graded Recitation
● Quiz

CO1, CO5, CO6

CO1, CO5

The Structures of Globalization

1. Define economic globalization.
2. Identify the actors that facilitate economic globalization.
3. Define the modern world system.

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4. Articulate a stance on global economic integration

B. The Global Economy

● Quescussion (classroom sharing of inputs and questions about the concept of economic globalization)
● Research and study the Modern World System and the Global Economic Integration

● Group Presentation: Activity: The Economics of Cotton? Coffee? Corn?

● Presentation

● Lecture
● Presentation

● Graded Recitation

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● Individual research output on the economics of cotton, coffee or corn.

● Quiz

CO1. CO5

1. Explain the role of international financial institutions in the creation of a global economy.
2. Narrate a short history of global market integration in the twentieth century.
3. Identify the attributes of global corporations.

C. Market Integration
3

● Quescussion (classroom sharing of inputs and questions about the role of international financial institutions in the creation of global economy)
● Follow the product: In groups of 5, students will trace the production process of chose product from its raw form to its eventual manufacturing and sale to consumers worldwide.

● Peer Writing Task; creation of concept paper about the global corporations. Students will identify the benefits and harms of the global economic process, structure and
development.

● Presentation
●

● Lecture
● Presentation

● Class Recitation

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● Graded Recitation
● Group presentation of their final output on the activity “Follow the product”.
● Presentation of Peer Writing Task.
● Quiz
CO1
CO5
1. Explain the effects of globalization on governments.
2. Identify the institutions that govern international relations.
3. Differentiate internationalism from globalism.

D. The Global Interstate System

3

● Essay: Answer the following questions below:

What are the positive and negative effects of globalization in the following fields: 1) International Political Arena; 2) Philippine Government

● Divide the House: “Is it necessary for a country to have allies?”

● Presentation
●

● Lecture
● Presentation
● Additional Reading Materials: Study Guide; Selected reading materials

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● Graded Recitation
● Individual Seatwork

● Graded Recitation
● Individual/Group Seat work
● Debate

CO4
CO5
1. Identify the roles and functions of the United Nations.
2. Identify the challenges of global governance in the 21st century.
3. Explain the relevance of the state amid globalization.

E. Contemporary Global Governance

3

Lecture/discussion

● Essay: Describe the six organs of the United Nations and their specific roles and functions.
● Presentation of challenges of global governance in the 21st century.

● Graded Recitation
● Group presentations about the challenges of global governance in the 21st century. (Re-enactment)

● Presentation
●

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● Lecture
● Presentation

● Graded Recitation
● Individual Seatwork

● Class recitation
● Individual/Group Seat work
● Reading Comprehension
● OBE: ON-THE-SPOT Group presentations/Re-enactment
CO1
CO3
1. Define the term “Global South and Global North”
2. Differentiate the Global South from the Third World.
3. Analyze how a new conception of global relations emerged from the experiences of Latin American Countries.

F.The Global Divides:

The North and the South
3

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● Essay: Define and differentiate the term Global South and Global North

● Graded Recitation
● Individual presentation of Global south and Global North using recycled materials. (Poster/Slogan).
● Closing the GAP. Students will come up with suggested programs/initiatives that will close the gap between the global north and the global south.

● Presentation
●

● Lecture
● presentation

● Graded Recitation

● Graded recitation
● Individual/Group Seat work
● Graded Recitation
● OBE: ON-THE-SPOT Individual presentations of Poster/Slogan

CO1
CO2
4. Differentiate between
regionalization and globalization.
5. Identify the factors leading to a greater integration of the
Asian region.
6. Analyse how different Asian states confront the challenges of globalization and regionalization.
G. Asian Regionalism
3

● Lecture Discussion

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● Group Report

 To make a position paper/critique on how Asian states confront the challenges of globalization and regionalization

● Graded Recitation

● Presentation
●

● Lecture
● Power point presentation

● Graded Recitation

● Graded Recitation
● Quiz

CO3
CO6
A World of Ideas
1. Analyze how various media drive various forms of global integration.
2. Explain the dynamic between local and global cultural production.
H. Global Culture and Media
3

● Lecture Discussion
● Activity: Hooked on the Web. Students will randomly select 40-50 photos from popular social media sites and categorize them into themes .The numbers of shares and likes will
also be considered to get a vantage point on how fast these ideas are spread.

● Graded Recitation
● Activity: Pasikatin Mo.

● Presentation

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● Lecture
● Presentation

● Graded Recitation

● Short Quiz
● Performance Task (Group Activity Presentation)

MIDTERM EXAMINATION
1

Total no. of Hours 27

CO1
CO5
1. Explain how globalization affects religious practices and beliefs.
2. Analyze the relationship between religion and global conflict and, conversely, global peace.

A. The Globalization
of Religion
3

● Lecture/Discussion

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● Film Viewing

● Presentation

● Books
● Film Viewing: PK (2014)

● Argumentative Essay

● Short essay (Critical Thinking)

● Quizzes
● Movie Review

1. explain the theory of push and pull

2. Analyze the Rural-urban movement

B. Global Population and Mobility/ Global Migration

● Lecture/Discussion

● Lecture/discussion

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Create a Virtual Tour for an educational trip to a Global City

● Presentation
●

● Presentation

● Argumentative Essay

● Video Narrative
● Quizzes
● Migrant Interview: Each student will be asked to conduct a structured interview with a Migrant (guide questions will be provided). They will be preparing a video recording of themselves narrating
relevant information that they gathered from the interview. Towards the end, they will be identifying push or pull factors

1. Explain the theory of demographic transition as it affects global population.

C. Global Demography
3

● Lecture/Discussion

Lecture/discussion

Video presentation on the theory of demographic transition

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● Presentation
Presentation

● Argumentative Essay

● Short essay (Critical Thinking)

● Quizzes
● Recitation
● Population Roller Coaster(activity)
CO1
CO3
CO4

1. Identify the attributes of a global city.

2. Create a virtual tour for an educational trip to a Global City
3. Analyze how cities serve as engines of globalization.

D. The Global City

4

● Lecture
● Discussion
● Video clip presentation on virtual tour to a global city.

● Lecture /discussion
● Graded Group Report:
(Students will form groups of 3-5. Each group will be assigned a global city to discuss and research on. Their reports should answer the following
questions:
1. How would you describe your city?
2. What is your city known for?
3. What makes your city a global city?

● Presentation

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● Presentation

● Quiz on the attributes of a global city

● Essay on how cities serve as engines of globalization.

● Reflective analysis on the video presented about global cities: If you were given the chance to visit 3 global cities what are those? Why they are considered global
cities? What are their contribution in global aspect?

CO9
CO10
1. Articulate a personal definition of global citizenship
2. Appreciate the ethical obligations of global citizenship

E. Global Citizenship
3

● Graded Recitation
● Research on MDGs

● Lecture/discussion
● Personal concept map of global citizenship:
Students will engage in a free association exercise of ideas they associate with “global citizenship.” Based on this, they will synthesize a personal definition of the concept. Afterwards,
they will list the obligations of a global citizen.
● Activity: Me and the World. Through a song, poem, drawing or video, express your idea of what it means to be a global citizen.

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● Presentation
●
● Reading Materials
Carter, April. 2001. “Global Civil Society:
Acting as Global Citizens” in The Political Theory of Global Citizenship. London:
● Routledge, pp. 147-176

In person
● Presentation

● Short quiz on the definition of global citizenship

● Quiz on global citizenship

CO6, CO7
1. Define global food security.
2. Critique existing models of global food security.

F. Global Food
Security
3

● Presentation

● Film Viewing
● Activity: Will Biotechnology End World Hunger? Research on the recent advancements in biotechnology and the different issues that arises with it. Finally they will craft a position paper regarding
the use of GMO’s in feeding the world’s hungry.

● Presentation
●
● Reading materials

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Chapter 50 of textbook: “Global Food Security: The Challenge of Feeding the World” by Monika Barthwal-Datta McMichael, Philip. 2009. “A Food
Regime Analysis of the „World Food
Crisis. Agriculture and Human Values
26(4): 281-95.

● Film “The Price of Sugar” directed by: Bill Haney

● Graded Recitation

● Quiz
● Position Paper

CO6, CO7
1. Define global food security.
2. Critique existing models of global food security.

G. Towards a Sustainable World

Sustainable
Development
3

● Lecture/ Discussion
● Activity: Everyday Social Challenges. In groups, students will catch a jeepney ride around their municipality and take random photos of different social issues plaguing the community.
Identify the top 3 issues you have observed and formulate plausible solutions to present in class.

● Film Viewing: The True Cost

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● Presentation
●
● Reading Materials
Chapter 48 of textbook: “Sustainable
Economic Systems” by Sebastian Plóciennik

● Video Presentation
● Presentation

● Recitation
● Group Presentation (News Casting)

● Quiz

CO 9,
CO 10
1. Write a research paper proposal with proper citation.
2. Critique research proposals of classmates.
H. Research Proposal Writing
4

Independent research proposal and writing

Students will spend the final week completing their research proposal
PowerPoint presentation
Research Proposal presentation

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FINAL EXAMINATION
1

Total no. of Hours 54

COURSE REFERENCES AND SUPPLEMENTAL READINGS

A. Books
Steger, Manfred B., Paul Battersby, and Joseph M. Siracusa, eds. 2014.The SAGE Handbook of Globalization. Two volumes. Thousand Oaks: SAGE Publications.

B. Electronic Sources

https://www.socialstudies.org/position-statements/early-childhood-social-studies-context
http://ocw.umb.edu/early-education-development/eec-preschool-learning-standards-and-guidelines/social-science-readings/Social%20Studies%20in%20Early%20Childhood
%20Curricula.pdf/at_download/file.pdf
https://www.mbaea.org/media/documents/Young_Children__March_2014_Social_S_F240BFB7A4BAC.pdf
https://schoolbag.info/pedagogy/early/72.html
https://www.pearson.com/us/higher-education/professional---career/education/early-childhood-education/early-childhood-education/social-studies-in-early-childhood.html
https://www.scholastic.com/parents/school-success/school-life/grade-by-grade/preparing-preschool-social-studies.html

C. Textbook
Aguilar, Filomeno V. 2012. “Differentiating Sedimented from Modular Transnationalism: The View from East Asia.” Asian and Pacific Migration Journal 21(2): 149–171.
Bello, Walden F. 2006. “The Multiple Crises of Global Capitalism.” In Deglobalization: Ideas for a New World Economy, pp. 1-31. Quezon City: Ateneo de Manila University Press.
Castles, Stephen. 2000. “International Migration at the Beginning of the Twenty-First Century: Global Trends and Issues.”International Social Science Journal 52 (165): 269–281.
Carter, April. 2001. “Global Civil Society: Acting as Global Citizens” in The Political Theory of Global Citizenship, pp. 147-176 London: Routledge. Connell, Raewyn. 2007.
“Dependency, Autonomy and Culture. In Southern Theory: The Global Dynamics of Knowledge in Social Science, pp. 139-163. Cambridge, UK: Polity Press.
Hobsbawm, Eric J. 1996. “The Future of the State.” Development and Change 27(2): 267–278.
Lee, Ronald. 2003. “The Demographic Transition: Three Centuries of Fundamental Change.” Journal of Economic Perspectives 17(4): 167–190.
Lesthaeghe, Ron. 2010. “The Unfolding Story of the Second Demographic Transition.” Population and Development Review 36(2): 211–251.
Livi-Bacci, Massiomo. 205. “What We Can and Cannot Learn from the History of World Population. Population Studies: A Journal of Demography 69(S1): S21–S28.
Mazower, Mark. 2006. “An International Civilization? Empire, Internationalism and the Crisis of the Mid-Twentieth Century.”International Affairs 82(3): 553–566.
McMichael, Philip. 2009.“A Food Regime Analysis of the World Food Crisis.”Agriculture and Human Values 26(4): 281-295.
Sassen, Saskia. 2005. “The Global City: Introducing a Concept.” Brown Journal of World AffairsXI(2): 27-43.

COURSE REQUIREMENTS

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1. Pass Departmetalized Midterm and Final Examination

2. Pass quizzes
3. Attendance
4. Active class participation
5. Deliver lecture/oral reports
6. Submit portfolio/s (digital/electronic, and printed)
8. Submit Research Proposals

GRADING AND ASSESSMENT

Midterm Grade
Midterm Exam 40% Final Exam 40%
Class Standing 30% Class Standing 30%
1. Quizzes/Attendance-based 10% 1. Quizzes/Attendance-based 10%
submissions (formative assessments) submissions (formative assessments)
2. Unit/Chapter (Summative Tests) 20% 2. Unit/Chapter (Summative Tests) 20%
Performance-based assessment 30% Performance-based assessment 30%
100% 100%

Final Grade = 1/3 Midterm Grade + 2/3 Tentative Final Grade

Level of Success or cutoff grade = 60%

Grading and Assessment for 2nd-4th Year Students (A.Y. 2024-2025)

Midterm Grade: Tentative Final Grade:

Midterm Exam 40% Final Exam 40%
Attendance/Recitation/Quizzes 30% Attendance/Recitation/Quizzes 30%
Home based Requirements/Online Exercises* 30% Home based Requirements/Online Exercises* 30%
100% 100%

Final Grade = (Midterm Grade + Tentative Final Grade)/2

Level of Success or cutoff grade = 50%

*NOTE: Although the learning modality is 100% face-to-face, home based requirements may be in the form of any performance-based assessment such as but not limited to long
term projects, portfolio, video-documentation, and research projects

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Rubrics

VIDEO PRESENTATION

Oral Presentation

Exceptional Admirable Acceptable Amateur

__ points __ points __ points __ points
An abundance of Sufficient information There is great deal of Thesis not clear;
material clearly that relates to thesis; information that is not information included
Content
related to thesis; many good points clearly connected to that does not support
points are clearly made but there is an the thesis. thesis in any way.

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made and all uneven balance and a

evidence little variation.
supports thesis;
varied use of
materials
Thesis is clearly Most information Concepts and ideas Presentation is
stated and presented in logical are loosely connected; choppy and
developed; sequence; generally lacks clear transitions; disjointed; does not
specific very well organized flow and organization flow; development of
examples are but better transitions are choppy. thesis is vague; no
appropriate and from idea to idea and apparent logical
clearly medium to medium order of presentation.
developed needed.
Coherence and
thesis;
Organization
conclusion is
clear, shows
control; flows
together well;
good transitions;
succinct but not
choppy; well
organized.
Very original Some originality Little or no variation; Repetitive with little
presentation of apparent; good material presents with or no variety;
material; uses variety and blending little originality or insufficient use of
the unexpected of materials/media. interpretation. multimedia.
Creativity to full
advantage;
captures
audiences'
attention.

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Balanced use of Use of multimedia not Choppy use ofLittle or no

multimedia as varied not as well multimedia materials; multimedia used or
materials; connected to thesis. lacks smooth no ineffective use of
properly used to transition form one multimedia;
Material
develop thesis; medium to another; imbalance in use of
use of media is multimedia not clearly materials - too much
varied and connected to thesis. of one, not enough of
appropriate. another.
Poised, clear Clear articulation but Some mumbling; little Inaudible or too loud;
articulation; not as polished. eye contact; uneven no eye contact; rate
proper volume; rate; little or no too slow/fast;
steady rate; expression. speaekers seemed
Speaking Skills
good posture uninterested and
and eye contact; used monotone.
enthusiasm;
confidence.
Involved the Presented facts with Some related facts but Incoherent; audience
audience in the come interesting went off topic and lost lost interest and
presentation; "twists"; held the the audience; mostly could not determine
points made in audience's attention presented facts with the point of the
Audience Response creative way; most of the time. little or no presentation.
held the imagination.
audiences'
attention
althroughout
Within the _____ Within the _____ Within the _____ Ten or more minutes
minutes allotted minutes allotted time. minutes allotted time. above or below the
Length of Presentation time. allotted time; too
long or too short.

WRITTEN OUTPUT
Exceeds Expectations Meets Expectation Needs Revision
Analysis
______ Points ______ Points ______ Points

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Provides a highly intellectual Provides a level of intellectual Provides minimal if not any intellectual
deconstruction of the ideas contained deconstructions of the ideas contained deconstruction reflective of the
in the material. in the material. material.

______ Points ______ Points ______ Points

The output is partially organized. Did The output is not organized. Did not
Organization The output is well organized. Required
not meet the required number of include any required concept in the
number of concepts are presented in an
concept and was haphazardly essay. There is no logic presented by
intellectual manner.
organized. the learner.

______ Points ______ Points ______ Points

The output is missing the major

Focus The output is well organized. Required The output includes most of the connection between concepts. Ideas are
number of concepts are presented in an important elements. The reader may be not connected leaving the reader with
intellectual manner. left confused many questions. May contain many
minor details that are not relevant.

______ Points ______ Points ______ Points

There are some spelling, capitalization

Conventions The summary and analysis is free of There are many spelling, capitalization,
or punctuation errors; it does not
misspelling, capitalization, and punctuation errors that the summary is
interfere with the reader's
punctuation errors. difficult to read and comprehend.
understanding.

COURSE POLICIES AND EXPECTATIONS

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Class Attendance (Article 2, Section 14 of PSU Student Handbook)

1. If you have a record of ten (10) unapproved absences from the class, and/or have been absent for more than 20 percent of the required number of hours without any valid reason,
you will be automatically dropped from the subject.
2. Approved absences are limited only to illness as certified by a physician, death of a family member, official and authorized representation of Campus/University in official function/
activities and other reasons as may be deemed justified by your instructor.
3. For excused absences, it is your responsibility to seek out missed assignments. You should check the official PSU LMS, official class FB page/group messenger and your
classmates for notes, handouts, etc.

Classroom Expectations

1. Be Prepared
 Your grade is your sole responsibility. Earn the good grade you deserve by coming to class prepared. Complete reading assignments and other homework before class so
that you can understand the lecture and participate in discussion. Have your homework ready to submit and always bring your book, notebook, paper and writing materials.
You are not allowed to borrow anything from your classmates to ensure avoidance of virus transmission. This is for your health’s safety. Also, each of you is assigned to be
the prayer leader for the day. If you are assigned to lead, please be ready with your prayer. (Accountability, Credibility and Integrity, Spirituality)
2. Be Participative
 Be ready and willing to participate in classroom discussions. Contribute proactively to class discussions. Do not hesitate to ask questions during class discussions.
Remember, you came to school to learn. (Competence and Commitment to Achieve Excellence)
3. Be Punctual
 Seat plan will be used for the checking of attendance. If you are not on your designated area once the class has started, you will be considered late/absent. Submit your
homework/problem sets/ class activities on time too. (Accountability, Competence and Commitment to Achieve Excellence)

4. Be Respectful.
 Any action that bothers another student or the teacher, or any disruptive behavior in class, is considered disrespectful. Demonstrate proper respect for teachers, your
classmates, other university personnel and all university property. Listen to others and evaluate ideas on their own merit. (Social Responsiveness)

5. Be Tidy.
 Cleanliness is next to Godliness. Wear your complete proper uniform. Likewise, your activities must be clean and properly stapled. Loose leaves are prone to be misplaced.
Your clean work reflects that homework/problem sets are well-prepared. Before leaving the classroom, please make sure that your place is clean. Pick up litters and throw
them on the designated trash bins. (Accountability, Credibility and Integrity, Competence and Commitment to Achieve Excellence, Social and Environmental
Responsiveness)

Technology Agreement

1. The use of electronic devices such as laptops, tablets and cell phones inside the classroom is ONLY ALLOWED WITH MY PERMISSION. Charging of your electronic devices is

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prohibited inside the class. Please make sure they are fully charged before bringing them to class. Please bring your OWN EXTENSION WIRE.

2. Cell phones and other devices need to be set in silent mode. For emergency purposes, please request to take the call/answer the text message outside the classroom.

Academic Honesty and Class Conduct

1. Cheating in Examination and Quizzes (Article 14, Section 1-n of PSU Handbook):
 1st Offense : Automatic grade of 5.00 in the particular examination where cheating occurred; referral to guidance counselor.
 2nd offense : Automatic grade of 5.0 if done on the same subject and/or other subjects and suspension for one semester.
 3rd offense : Automatic grade of 5.0 in the subject/s and suspension of one semester to dismissal from the institution.

Guidelines on Late Submissions of Requirements and Late Examinations

1. The dates of the submission for all home-based requirements are indicated in the Instructional Delivery Plan. Five points will be deducted for every day of failure to submit said
requirements (except for approved absences).
2. You are only allowed to take missed examinations due to approved absence. Please fill up the Request for Special Examination before taking the missed exam.

Lecture Class Policies

1. Please wear your face masks at all times. Bring your own alcohol, soap, ballpen, paper and other materials. Strictly no borrowing of things.
2. Please stay home if you are unwell.
3. Attendance in the class signifies readiness to participate in class discussions and activities.
4. A student is responsible for his/her absence.
5. A student will be automatically marked DRP (Dropped) after eight (8) consecutive absences.
6. Requirements must be submitted within the designated date of submission.
7. USE OF CELLPHONES OR ELECTRONIC DEVICES IS NOT ALLOWED AT ANY TIME. All school rules will be followed as stated in the student handbook.
8. Late work: Deductions will be given; however, leniency will be observed.
9. Others (agreed upon by the class)

REVISION HISTORY
REVISION NUMBER
DATE OF REVISION
DATE OF IMPLEMENTATION
HIGHLIGHTS OF REVISION
2022-01
September 7-12,2022
September 19, 2022
(AY 2022-2023)
Program Outcomes, Learning Activities, Learning Materials and Platforms and Assessments
2023-01

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February 13-15, 2023

February 20, 2023
(AY 2022-2023)
Program Outcomes, Learning Activities, Learning Materials and Platforms and Assessments
2024-01
August 12, 2024
August 19, 2024
(AY 2024-2025)
1. Removal of Remote Teaching
2. Addition of new activities/assignments/quizzes/summative tests
3. Removal of Lecture Class Policies for Online Class
4. Inclusion of new grading and assessment
5. New Resources

PREPARATION AND REVIEW

NAME
SIGNATURE
DATE SIGNED
Prepared by the:
Focal Person (Common Program)
Faculty (Stand-Alone Program)
EDELYN P. ARABE- PSU URDANETA
ERA ANJLIKA U. TOMAS – PSU LINGAYEN

August 12, 2024

Reviewed by the Committee for Common Programs

REGINALD AUSTRIA-PSU BAYAMBANG

August 12, 2024

IRENE NOE-PSU ALAMINOS

August 15, 2024

RINALYN AYHON- PSU STA MARIA

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August 15, 2024

JEROME CUARIO – PSU SANCARLOS

August 15, 2024

Endorsed by the Council of Deans and Department Chairs on :

FACULTY CONTACT INFORMATION

-
NAME

DESIGNATION

E-MAIL ADDRESS

CONSULTATION SCHEDULE

OFFICE LOCATION

Adopted by:
PRINCESS PEARL T. CASTANO,
MAEd
Faculty

Checked by:
DR. RANDY F. SORIANO
Department Chairperson

Recommended by:
DR. GRACE G. DE VERA
College Dean

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Approved:
DR. RENATO E. SALCEDO
Campus Executive Director

CertifiedVice
for President for Academic
Campus/University and Student
Utilization Affairs
for A.Y. 2024-2025

WEENALEI T. FAJARDO, PhD

MANOLITO C. MANUEL, Ed.D
Director for Curriculum and Instruction

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