FM-AA-CIA-13 Rev.

01 06-Sep-2022

PANGASINAN STATE UNIVERSITY

Sta. Maria, Pangasinan

GE 5- THE CONTEMPORARY WORLD

J Semester, A.Y.2022-2023
Second

COURSE SYLLABUS

COURSE INFORMATION
COURSE CODE GE 5
COURSE TITLE THE CONTEMPORARY WORLD
COURSE TYPE □ Lecture □ Laboratory □ Lecture & Laboratory
COURSE CREDIT 3 UNITS
CLASS HOURS 54 hours
COURSE
PREREQUISITE/ NONE
CO-REQUISITE
COURSE SCHEDULE BEED- Monday 9:00-10:00, Tuesday 4:00-5:00, Thursday 11:00-12:00

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

UNIVERSITY VISION To become an ASEAN Premier State University by 2025

The Pangasinan State University, through instruction, research, extension and production, commits to develop highly principled, morally upright,
UNIVERSITY MISSION
innovative and globally competent individuals capable of meeting the needs of industry, public service and civil society.
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.
INSTITUTIONAL The Pangasinan State University Institutional Learning Outcomes (PSU ILO) are the qualities that PSUnians must possess. These outcomes are
OUTCOMES 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:

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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 PROGRAM OUTCOMES PERFORMANCE INDICATORS

ATTRIBUTES
Role Model 1. Apply and live up to the expectations of a ▪ Act as a role model and advocate for upholding the dignity of teaching as a profession to
competent and innovative teacher. build a positive teaching and learning culture within and beyond the school.

Confident 2. Express eloquently/confidently both in spoken • Display proficiency in Mother Tongue, Filipino and English to facilitate the teaching and
and in written the latest trends in the field of learning process, as well as exhibit the needed skills in the use of communication
education by employing effective strategies in
strategies, teaching strategies and technologies to promote high-quality learning
teaching.
outcomes.

Problem-Solver 3. Address the challenges and felt needs in the local ▪ Encourage the celebration of diversity in the classroom and the need for teaching
and global society. practices that are differentiated to encourage all learners to be successful citizens in a
changing local and global environment.
Goal Oriented 4. Set priorities and work with strong determinations ▪ Interact with the national and local curriculum requirements.
to accomplish quality outputs. ▪ Apply their professional knowledge to plan and design, individually or in collaboration
with colleagues, well-structured and sequenced lessons that are contextually relevant,
responsive to learners’ needs and incorporate a range of teaching and learning
resources.
▪ Communicate learning goals to support learner participation, understanding and
achievement.
Creative and Self- 5. Manifest innovativeness, competitiveness and ▪ Value personal and professional reflection and learning to improve their practice.
Directed competencies to grow personally and professionally ▪ Assume responsibility for personal growth and professional development for lifelong
learning.

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Knowledgeable 6. Demonstrate in-depth knowledge and ▪ Recognize the importance of mastery of content knowledge and its interconnectedness
understanding in education: Teaching Learning within and across curriculum areas, coupled with a sound and critical understanding of
Cycle, The Teacher Preparation Process, Issues in the application of theories and principles of teaching and learning.
Education, Ethics and Professionalism, Rewards
and Challenges, Self-growth, and Self-
responsibility.
Lifelong Learner 7. Pursue life-long learning for personal and ▪ Value personal growth and professional development and exhibit high personal regard
professional growth. for the profession by maintaining qualities that uphold the dignity of teaching such as
caring attitude, respect and integrity. Disseminate best management practices (BMPs)
developed from the enterprise.
Competent and 8. Demonstrate 21st Century skills (Communication, ▪ Facilitate and inspire student learning and creativity so that all students achieve in the
Collaborative Creativity, Critical Thinking, and Collaboration) global society.
required in the national and international market. ▪ Facilitate learning in multiple modalities.
▪ Use the full range of digital-age tools to improve student engagement and achievement.
Socially Aware 9. Practice socio-civic responsibilities and ▪ Establish school-community partnerships aimed at enriching the learning environment,
environmental awareness to promote the welfare of as well as the community’s engagement in the educative process.
various sectors of the community.
Ethical and Morally 10. Demonstrate a strong sense of spirituality and ▪ Demonstrate awareness of existing laws and regulations that apply to the teaching
Upright morality to preserve a dignified public image. profession and become familiar with the responsibilities specified in the Code of Ethics
for Professional Teachers.

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

COURSE OUTCOMES (C0) PROGRAM OUTCOMES CODE (PO)

At the end of the course, the student should be able to: a b c d e f g h i j k l
1. Distinguish different interpretations of and approaches to globalization. I I P P D D
2.Describe the emergence of global economic, political, social, and cultural systems. P P P P P P D D
3.Analyze the various contemporary drivers of globalization. P D D D D D D

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4. Understand the issues confronting the nation-state. I P P P P P P

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

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

COURSE LEARNING PLAN

Learning Activities
Course Hour (Synchronous, Asynchronous Learning Materials and
Learning Outcomes Topics Assessment
Outcome/s s and Platform
In-person)
Manifest the VMGO of the A. 1.Vision, Mission, 1 Synchronous Synchronous Synchronous
University Goals and Core Values Questions and Answer Socratic Power point presentation recitation
2. Course Overview method MS teams
Introduction 3. Course Requirements Video presentations
4. Bases for Evaluation Think-pair and share.
1. Introduce self to
classmates and In-person In-person In-person
teachers. Course overview Questions and Answer PowerPoint presentation recitation
Classroom policies Socratic Method
2. List expectations for
Classroom sharing
the course. (Introductions)
3. Recall course rules.

CO1, CO3, 1. Differentiate the A. Introduction to the Synchronous Synchronous Synchronous

CO5 competing Study of Globalization 3 • Online Graded Recitation • MS Teams • Reflection Paper
conceptions of • Write a personal definition • Facebook-messenger about the
globalization. of globalization based on a • Audio-Visual Presentations Positive and
concept map. Negative Effects
2. Identify the
• Video Analysis of the of Globalization
underlying different definition of
philosophies of the globalization
varying definitions • Create at least 2 or 3
of globalization. definitions of globalization

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3. Agree on a working based on the video

definition of provided. In-person In-person
globalization for the • Lecture • Individual
course.
In-person • Power point presentation Presentation
• Quescussion (classroom • Additional Reading about their own
sharing of inputs and Materials: Study Guide; definitions of
questions about the Selected reading materials globalization
different concepts of • Quiz
globalization)

CO1, CO5, The Structures of B. The Global Economy 4 Synchronous Synchronous Synchronous
CO6 Globalization • Quescussion (classroom • MS Teams • Class Recitation
1. Define economic sharing of inputs and • Facebook-messenger • Assignment and
CO1, CO5 globalization. questions about the • Audio-Visual Presentations Activity
2. Identify the actors concept of economic from the reading
that facilitate globalization) materials
• Research and study the
economic
Modern World System and
globalization. the Global Economic
3. Define the modern Integration
world system. • Wisdom from experts:
4. Articulate a stance Interview experts in
on global economic economics and let them
integration share their stand on
economic globalization.

In-person In-person In-person

• Group Debate about the • Lecture • Quiz
impact of global economic • Group Discussion
integration • Power point presentation
• Additional Reading
Materials: Study Guide;
Selected reading materials

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CO1. CO5 1. Explain the role of C. Market Integration 3 Synchronous Synchronous Synchronous
international • Quescussion (classroom • MS Teams • Class Recitation
financial institutions sharing of inputs and • Facebook-messenger • Study Guide:
in the creation of a questions about the role of • Audio-Visual Presentations Assignment;
international financial Activity
global economy.
institutions in the creation • Reading
2. Narrate a short of global economy) Assignment
history of global • Film viewing
market integration • Peer Writing Task; creation
in the twentieth of concept paper about the
century. global corporations; their
3. Identify the attributes, related issues,
and development
attributes of global
corporations. In-person In-person In-person
• Misconception Check: • Lecture • Class Recitation
Identifying false about the • Group Discussion • Presentation of
History of global Market • Power point presentation the Concept
Integration • Additional Reading Paper Create
Materials: Study Guide; • QUIZ
Selected reading materials
CO1 1. Explain the effects of D. The Global Interstate 3 Synchronous Synchronous Synchronous
CO5 globalization on System • Online graded recitation • MS Teams • Online Graded
governments. • Essay: Answer the • Facebook-messenger Recitation
2. Identify the following questions below: • Audio-Visual Presentations • Study Guide:
What are the positive and Assignment;
institutions that
negative effects of Activity
govern international globalization in the • Reading
relations. following fields: 1) Assignment
3. Differentiate International Political
internationalism from Arena; 2) Philippine
globalism. Government
• Study Guide: Activity
• Assignment: Research
about the following
International Organizations
(IOs) and International
Governmental
Organizations (IGOs)

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• Assignment: Explain the

differences and similarities
of Internationalis and
Globalism.

In-person
• Graded Recitation
• Group presentations about In-person In-person
the negative and positive • Lecture • Class recitation
effects of globalization in • Group Discussion • Individual/Group
the Philippine setting (Re- • Power point presentation Seat work
enactment) • Additional Reading • Reading
Materials: Study Guide; Comprehension
Selected reading materials • OBE: ON-THE-
SPOT Group
presentations/Re
-enactment
CO4 1. Identify the roles and E. Contemporary Global 3 Synchronous Synchronous Synchronous
CO5 functions of the Governance • Online graded recitation • Facebook-messenger • Study Guide:
United Nations. • Essay: Describe the six • Audio-Visual Presentations Assignment;
2. Identify the organs of the United Activity
Nations and their specific • Reading
challenges of global
roles and functions. Assignment
governance in the • Presentation of challenges
21st century. of global governance in the
3. Explain the relevance 21st century.
of the state amid • Study Guide: Activity
globalization. • Research about the four
elements of state and its
importance
In-person
In-person In-person • Class recitation
• Graded Recitation • Lecture • Individual/Group
• Group presentations about • Group Discussion Seat work
the challenges of global • Power point presentation • Reading
governance in the 21st Comprehension
century. (Re-enactment) • OBE: ON-THE-
SPOT Group
presentations/Re
-enactment

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CO1 1. Define the term “Global F. The Global Divides: 3 Synchronous Synchronous Synchronous
CO3 South and Global The North and the South • Online graded recitation • Facebook-messenger • Study Guide:
North.” • Essay: Define and • Audio-Visual Presentations Assignment;
2. Differentiate the Global differentiate the term Activity
Global South and Global • Reading
South from the Third
North Assignment
World. • Study Guide: Activity
3. Analyze how a new • Research about the new
conception of global conception of global
relations emerged from relations emerged from the
the experiences of Latin experiences of Latin
American Countries. American Countries.

In-person In-person In-person

• Graded Recitation • Lecture • Class recitation
• Individual presentation of • Power point presentation • Individual/Group
Global south and Global Seat work
North using recycled • Reading
materials. (Poster/Slogan) Comprehension
• Graded
Recitation
• OBE: ON-THE-
SPOT Individual
presentations of
Poster/Slogan
CO1 1. Differentiate between G. Asian Regionalism 3 Synchronous Synchronous Synchronous
CO2 regionalization and • Lecture Discussion • Facebook-messenger • Socratic Method
globalization. • Group Report • Audio-Visual Presentations (Graded
2. Identify the factors • To write a position/critique • Reference Book Recitation)
leading to a greater paper on how Asian states • Module/Study Guide • Study Guide:
integration of the confront the challenges of • Modified Handouts Assignment;
Asian region. globalization and Activity
3. Analyze how different regionalization.
Asian states confront the
challenges of globalization In-person In-person In-person
and regionalization. • Group Reporting • Lecture • Short Quiz
• Socratic Method • Power point presentation
(Recitation)

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CO3 A World of Ideas H. Global Culture and 3 Synchronous Synchronous Synchronous

CO6 1. Analyze how various Media • Group Report • Facebook-messenger • Socratic Method
media drive various forms • Presentation of • Audio-Visual Presentations (Graded
of global integration. asynchronous activity • Reference Book Recitation)
2. Explain the dynamic outputs. • Module/Study Guide • Study Guide:
between local and global • Using social media, • Modified Handouts Assignment;
cultural production. students will download the • Social Media Activity
recent trends (music,
movies, fashion, etc.)
• Group Activity
(Dance/Song/Fashion
performance
preparation/practice)
In-person In-person
In-person • Lecture • Short Quiz
• Socratic Method • Power point presentation • Performance
(Recitation) Task (Group
• Lecture Discussion Activity
Presentation)
MIDTERM EXAMINATION 1
Total no. of Hours 27
CO1 1.Explain how globalization A. The Globalization 3 Synchronous Synchronous Synchronous
CO5 affects religious practices of Religion • Comparative analysis of • Lecture Handouts/Module • Argumentative
primary and secondary uploaded in Facebook group Essay
and beliefs. and MS Teams • Module/Learning
sources
2. Analyze the relationship • Library/Online Research • Video Lecture uploaded in Exercises
between religion and global • Textual Analysis Facebook group and MS
conflict and, conversely, • Reading Tasks Teams
global peace. In-person In-person
In-person
• Lecture/Discussion • Books • Short essay
• Group Discussions and • Learning Materials (Critical Thinking)
Collaborative Tasks • PowerPoint Presentation • Quizzes
• Create a pie chart
that will represent
the distribution of
religions practiced
all over the world.

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1. explain the theory of B. Global Population and Synchronous Synchronous Synchronous

push and pull Mobility/ Global 3 • Library/Online Research • Student handbook • Argumentative
Migration • Textual Analysis Essay
• Reading Tasks • Module/Learning
Exercises
2. Analyze the Rural-urban In-person
movement Lecture/discussion In-person In-person
• PowerPoint presentation • Short essay
(Critical Thinking)
• Quizzes
OFW Interview: Each
student will be asked to
interview a former or
a current OFW (face-to-
face or online).In class
they will share what they
learned from these
interviews about
transnationalism and the
factors that affect global
migrations.
1. Explain the theory of C. Global Demography 3 Synchronous Synchronous Synchronous
demographic transition as it • Lecture/Discussion • Lecture Handouts/Module • Argumentative
affects global population. • Library/Online Research uploaded in Facebook group Essay
• Textual Analysis and MS Teams • Module/Learning
• Reading Tasks • Video Lecture uploaded in Exercises
Facebook group and MS
Teams

In-person In-person In-person

• Lecture/discussion • Books • Short essay
• Learning Materials (Critical Thinking)
• PowerPoint Presentation • Quizzes
• Recitation
• Population Roller
Coaster(activity)
CO1 D. The Global City 4 Synchronous Synchronous Synchronous
CO3 1. Identify the attributes • Lecture • MS Teams • Quiz on the
CO4 of a global city. • Discussion • GC messenger attributes of a
2. Create a virtual tour • Video clip presentation on • YouTube global city
virtual tour to a global city. • Reflective
for an educational trip
analysis on the
to a Global City video presented

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3. Analyze how cities In-person about global

serve as engines of • Lecture /discussion In-person cities: If you were
globalization. • Graded Group Report: • Power point presentation given the chance
(Students will form groups of to visit 3 global
3-5. Each group will be cities what are
assigned a global city to those? Why they
discuss and research on. are consider
Their reports should answer global cities?
the following questions: What are their
1. How would you contribution in
describe your city? global aspect?
2. What is your city
known for? In-person
3. What makes your city • Essay on how
a global city? cities serve as
engines of
globalization.

CO9 1. Articulate a personal E. Global Citizenship 3 Synchronous Synchronous Synchronous

CO10 definition of global • Socratic method/ Question • Power point presentation • Short quiz on the
citizenship and answer • social media definition of
• Research on MDGs • Google global citizenship
2. Appreciate the ethical • YouTube • Presentation of
obligations of global • PowerPoint research by
citizenship • Reading Materials group
Carter, April. 2001. “Global Civil
Society:
Acting as Global Citizens” in The
Political Theory of Global
Citizenship. London:
Routledge, pp. 147-176.

In-person In person
• Lecture/discussion • Flash Card (icon or In-person
• Personal concept map of corporate brands) • Quiz on global
global citizenship: citizenship
Students will engage in a free
association exercise of ideas
they associate with “global

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citizenship.” Based on this, they

will synthesize
a personal definition of the
concept. Afterwards, they will list
the obligations of a global
citizen.
CO6, CO7 1. Define global food F. Global Food 3 Synchronous Synchronous Synchronous
security. Security • Debate • PowerPoint Presentation • Poster Slogan
• Lecture/Discussion • Reading materials • Video Reaction to
2. Critique existing models
• Video Presentation Chapter 50 of textbook: the film
of global food security.
“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.

In-person In-person
In-person
• Film •
• Film Viewing Quiz
“The Price of Sugar” directed by: Bill
Haney
CO6, CO7 1. Define global food G. Towards a 3 Synchronous Synchronous Synchronous
security. Sustainable World • Lecture/ Discussion • PowerPoint Presentation • Recitation
2. Critique existing models • Group Activity to present best • Reading Materials • Poster Slogan
Sustainable practices of other countries as Chapter 48 of textbook: • Reflection
of global food security. possible solutions to the “Sustainable
Development
different and current problems Economic Systems” by
in the Philippines. Sebastian Plóciennik

In-person In-person In-person

• Film Viewing • Video Presentation • Quiz
• Group Presentation
(News Casting)
CO 9, 1. Write a research H. Research Proposal 4 Independent research proposal and PowerPoint presentation Research Proposal
CO 10 paper proposal with proper Writing writing presentation
citation.
Students will spend the final week
2. Critique research
completing their research proposal
proposals of classmates.

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FINAL EXAMINATION 1
Total no. of Hours 54
COURSE REFERENCES AND SUPPLEMENTAL READINGS
A. Books B. Electronic Sources
Steger, Manfred B., Paul Battersby, and Joseph M. Siracusa, eds. 2014.The
SAGE Handbook of Globalization. Two volumes. Thousand Oaks: SAGE Electronic Sources
Publications. https://www.socialstudies.org/position-statements/early-childhood-social-studies-context
C. Textbook http://ocw.umb.edu/early-education-development/eec-preschool-learning-standards-and-
Aguilar, Filomeno V. 2012. “Differentiating Sedimented from Modular guidelines/social-science-
Transnationalism: The View from East Asia.” Asian and Pacific Migration Journal readings/Social%20Studies%20in%20Early%20Childhood%20Curricula.pdf/at_download/file.
21(2): 149–171. pdf
Bello, Walden F. 2006. “The Multiple Crises of Global Capitalism.” In https://www.mbaea.org/media/documents/Young_Children__March_2014_Social_S_F240BF
Deglobalization: Ideas for a New World Economy, pp. 1-31. Quezon City: Ateneo B7A4BAC.pdf
de Manila University Press. https://schoolbag.info/pedagogy/early/72.html
Castles, Stephen. 2000. “International Migration at the Beginning of the Twenty- https://www.pearson.com/us/higher-education/professional---career/education/early-
First Century: Global Trends and Issues.”International Social Science Journal childhood-education/early-childhood-education/social-studies-in-early-childhood.html
52 (165): 269–281. https://www.scholastic.com/parents/school-success/school-life/grade-by-grade/preparing-
Carter, April. 2001. “Global Civil Society: Acting as Global Citizens” in The preschool-social-studies.html
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.

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COURSE REQUIREMENTS

1. Pass Midterm and Final examination

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

ASSESSMENT AND GRADING

Final Grade = ½ Midterm Grade + ½ Final Grade

Midterm Grade
Midterm exam 40%
Attendance/Recitation/Quizzes 30%
Home-Based Requirements 30%
100%
Final Term Grade
Final exam 40%
Attendance/Recitation/Quizzes 30%
Home-Based Requirements 30%
100%

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COURSE POLICIES AND EXPECTATIONS

Lecture Class Policies (Residential Class)
1. Please always wear your face masks. 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. NO CELL PHONES OR ELECTRONIC DEVICES 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)
Lecture Class Policies (Online Class)
1. Wear a decent casual dress during web conference.
2. No foul words during online discussions.
3. Observe punctuality and courtesy (group of 5 individuals per batch; usually group leaders)
4. Private conversations during web conferencing are not allowed.
5. Respect shall be observed for the teacher and students
6. Cheating and plagiarism not tolerated
7. On-time submission of requirements as agreed during class orientation
Additional Information:
1. A Messenger Group Chat will be created for the subject specifically which will be used for immediately answering queries.
2. A closed Facebook group will be created for posting of announcements, syllabus, assignments, rubrics, directions, laboratory manuals, videos or links of instructional materials.
3. All assignments shall be submitted to the teacher’s email.
4. All documents and/or photos shall be renamed bearing your name and the activity (e.g. GE 5_AYHON, RU,_Activity1) for purposes of monitoring of submission and on-time
passing.

REVISION HISTORY
REVISION DATE OF
DATE OF REVISION HIGHLIGHTS OF REVISION
NUMBER IMPLEMENTATION
2022-01 September 7-12,2022 September 19, 2022 Program Outcomes, Learning Activities, Learning Materials and Platforms and Assessments
(AY 2022-2023)
PREPARATION AND REVIEW NAME SIGNATURE DATE SIGNED
Prepared by the: September 12, 2022
EDELYN P. ARABE- PSU URDANETA
Focal Person
Faculty REGINALD AUSTRIA-PSU BAYAMBANG September 12, 2022
IRENE NOE-PSU ALAMINOS September 12, 2022
RINALYN AYHON- PSU STA MARIA September 12, 2022

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 FM-AA-CIA-13 Rev.01 06-Sep-2022

JEROME CUARIO – PSU SANCARLOS September 12, 2022

MICHAEL JERVIN LEANO

GEMMA DE GUZMAN- PSU SAN CARLOS
Reviewed by the Committee for Common
Programs

Endorsed by the Council of Deans and Department Chairs on : September 13, 2022
FACULTY CONTACT INFORMATION

NAME RINALYN U. AYHON

DESIGNATION Faculty
E-MAIL ADDRESS [email protected]
CONSULTATION
SCHEDULE
OFFICE LOCATION BEED Female Office

Adopted by: Checked by: Recommended by: Approved:

RINALYN U. AYHON FLORITA C. BALANSAY, MAED GEMMA M. DE VERA, Ph. D HONORIO L. CASCOLAN, Ph. D
Faculty Department Chairperson College Dean Campus Executive Director

Certified for Campus/University Utilization forA.Y.__2022-2023__

DR. MANOLITO MANUEL

DR. RAZEALE RESULTAY
Director for Curriculum and Instruction Vice President for Academic and Student Affairs

COURSE SYLLABUS IN CONTEMPORARY WORLD 16