Republic of the Philippines

CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE

Impig, Sipocot, Camarines Sur 4408
Website: www.cbsua.edu.ph
Email Address: [email protected]
Trunkline: (054) 881-6681

COLLEGE OF CRIMINOLOGY

PHILOSOPHY UNIVERSITY GOALS

Education for Sustainable Human Development 1. Enable transformative and inclusive learning experiences
2. Generate new knowledge and technologies
VISION 3. Engage and empower communities
4. Intensify internationalization and resource generation
An Agricultural Research University of Global Standards initiatives
5. Establish one e-governance system
MISSION 6. Enhance management of university resources

Leading innovations, building resilient and sustainable communities GUIDING VALUES

 Quality and Excellence  Teamwork and Unity
INTEGRATED MANAGEMENT POLICY  Professionalism  Liberalism
 Institutional Pride
The Central Bicol State University of Agriculture is committed to
lead innovations in instruction, research, extension, and resource CORE PRINCIPLES
generation for client’s satisfaction, uphold its core values and principles  Discipline
protect the environment by satisfying all applicable standards and legal  Respect
requirements through the continual improvement of its integrated  Care
management system.

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 COLLEGE GOALS UNIVERSITY GOALS
1 2 3 4 5 6
BS – AGROFORESTRY (BSAF)

BSAF curriculum is a multi-dimensional learning designed to prepare professionals

with general competencies in carrying out science, art and business of a dynamic
and interactive process of production, management and utilization of trees and
other woody perennials, agricultural crops and/or animals and soils and related
environment in the same unit of land arranged either zonally, mixed,
simultaneously or sequentially for the twin purpose of conservation and socio-
economic productivity. The curriculum is a process-based and is anchored on the
observation that the practice of Agroforestry is predicated on critical thinking,      
analytical reasoning and ability to critique and construct knowledge as faculty and
students engage in the mutual search for meaning and understanding of
professionalizing Agroforestry. The graduates of BS Agroforest program should be
able to practice the profession with competence and integrity in the dynamic and
interactive process of optimizing the process of production, utilization,
conservation, and sustainable management of natural and environmental
resources.

BS – ENVIRONMENTAL SCIENCES (BSES) 1 2 3 4 5 6

Environmental Science seeks to study the environment and the impact of human
society on it using the tools of science in an interdisciplinary way. There are three
characteristics of environmental science. First, its primary objective is to use the
various sciences in the study of the environment. Second, it is based in the
sciences but its approach is interdisciplinary. Thus, it employs the scientific      
method as its principal framework, and applies whichever science is needed to the
study of the environment. Third, it also recognizes very important role that human
society has in the environment. Environmental science, therefore, is a vital tool in
laying down the groundwork for the effective management of the environment.

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 PROGRAM OUTCOMES COLLEGE
GOALS
After 4 years, the graduates of the BS-Environmental Science program shall: 1
Articulate the latest developments in their specific field of practice. 
Effectively communicate orally and in writing using both the English/Filipino language. 
Work effectively in multi-disciplinary and multi-cultural teams. 
Demonstrate professional, social, and ethical responsibility, especially in practicing intellectual property rights. 
Preserve and promote Filipino historical and cultural heritage based on RA 7722. 
Demonstrate broad and coherent knowledge and understanding in the core areas of the physical and natural sciences and 
mathematics.
Apply critical and problem-solving skills using the scientific and ethical issues. 
Interpret scientific data and reflect on relevant scientific and ethical issues 
Carry out basic mathematical and statistical computations and use appropriate technologies in the analysis of data. 
Communicate information, ideas problems and solutions both, orally and in writing, to other scientists, decision makers and the 
public.
Connect science and math to the other disciplines. 
Design and perform techniques and procedures following safe and responsible laboratory or field practices. 
Accepts and critically evaluates input from others 
Appreciate the limitations and implications of science in everyday life 
Commit to the integrity of data. 
Demonstrate broad and coherent knowledge and understanding in the core areas of environmental science 
Disseminate knowledge/information effectively pertaining to sound environmental protection, conservation, utilization and 
management
Demonstrate ability to contribute to the protection and management of the environment 
Analyze local environmental issues and problems in the regional and global context 
Apply appropriate knowledge and innovation related to the environment 
After 4 years, the graduates of the BS-Agroforestry program shall:
Articulate and discuss the latest developments in the specific field of practice (PQF level 6 descriptor); 
Effectively communicate orally and in writing using both English and Filipino; 
Work effectively and independently in multi-disciplinary and multi-cultural teams (PQF level 6 descriptor); 

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Act in recognition of professional, social, and ethical responsibilities; 
Preserve and promote “Filipino historical and cultural heritage” (based on RA 7722); 
Generate and share knowledge relevant to specific fields in the study of agriculture, agroforest and environment 
Formulate and implement agriculture and forestry development plans, programs, projects and activities 
Diagnose existing land use and design appropriate agroforest systems, cropping combination, and supportive technologies to 
enhance component interaction for ecological stability and socioeconomic productivity, using appropriate social processes,
tools and methods.
Plan, operate and manage agriculture and agroforest enterprises/projects following the appropriate tools and processes from 
planning, production, harvesting, processing and marketing;
Formulate, package, implement, and evaluate agroforest and environment-related research, development and extension 
programs, projects and policies
Interpret, assess and formulate agroforest and environment-related programs, policies and laws; 
Use IT and other traditional and modern tools, approaches and methods in problem solving, planning, management and other 
management activities
For professional institutions: a service orientation in one’s profession 
For colleges: an ability to participate in various types of employment, development activities, and public discourses particularly 
in response to the needs of the communities one serves
For universities: an ability to participate in the generation of new knowledge or in research and development projects 

COURSE SYLLABUS

1. Course No. GEC 3

2. Course Name UNDERSTANDING THE SELF
3. Course Description This 3-unit course introduces the student to the concepts of the “self” focusing on three major parts:
The Self from Various Perspectives, Unpacking the Self, and Managing and caring the self. This will
deal with the nature of identity, as well as the factors and forces that affect the development and
maintenance of personal identity. Various philosophical, sociological, anthropological, and
psychological approaches and theories as well as the more traditional division between the East and
West will be discussed to develop a better understanding of the issues and concerns regarding self
and identity to arrive at a better understanding of one’s self. This course will also cover some of the
various aspects that make up the self, such as the biological and material up to and including the
more recent Digital Self. Finally, the three areas of concern for young students –learning, goal setting,
and managing stress– will be discussed. This course will incorporate the integration of the personal
with the academic – contextualizing matters discussed in the classroom and in the everyday
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 experiences of student – for better learning, generating a new appreciation for the learning process,
and developing a more critical and reflective attitude while enabling them to manage and improve their
selves to attain a better quality of life. (based on CMO No.20, s.2013)
4. Credit Units 3
5. Contact Hours 3 hours /Week
6. Prerequisite NONE
7. Values Integration Infusion of CBSUA Core Values into the course through the emphasis on the development of
interpersonal and collaborative skills thru participation in the class interaction. It also aims to develop
the following: respect, camaraderie, punctuality, self-confidence, and assertiveness.
8. Course Learning Outcomes PROGRAM OUTCOMES
After completing this course, the student must be able to: 1 2 3 4 5
1. Discuss the different representations and conceptualization of the self from various E E E E E
disciplinal perspective.
2. Compare and contrast how the self has been represented across different discipline E E E E E
and perspectives.
3. Examine the different influences, factors, and forces that shape the self. E E E E E
4. Demonstrate critical and reflective thought in analyzing the development of one’s E E E E E
self and identity by developing a theory of the self.
5. Demonstrate critical, reflective thought in integrating the various aspects of self- E E E E E
identity
6. Identify the different forces and institutions that impact the development of various E E E E E
aspects of self and identity
7. Examine one’s self against the different aspects of self-discussed in class E E E E E
8. Understand the theoretical underpinnings for how to manage and care for different E E E E E
aspects of the self
9. Acquire and hone new skills and learning for better managing of one’s self and E E E E E
behaviors
10. Apply these new skills to one’s self and functioning for a better quality of life. E E E E E
*Level: I – Introductory, E – Enabling, D – Demonstrative

Time Intended Learning Outcomes (ILOs) Topics Teaching and Learning Assessment
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 Allotment Activities Task
In this learning experience, the students MODULE 1:
are expected to: INTRODUCTION: MEET AND Synchronous/
1. Memorize the PVMGOQP and GREET: MY HOME, MY Asynchronous Sessions Pre-test
Core Values of the institution. SCHOOL Lecture Discussion Recitation
2. Inculcate the sense of pride on 1. CBSUA PVMGO and Slide Presentation
CBSUA Philosophy, Vision, QP Brainstorming
Mission, Quality Policy and 2. Rules in Synchronous Scheduling of Class Reporter
Goals, and College Objectives. and asynchronous
Week 1
3. Paraphrase the rules in sessions.
synchronous and asynchronous 3. Schedule of
sessions. Synchronous Sessions.
4. Understand the subject coverage, 4. Course Syllabus and
requirements and policies. Course Outline
5. Course policies and
other guidelines

Week 2 At the end of the unit, the students MODULE 2: CONCEPT AND Synchronous/
can: NATURE OF SELF: WHO AM Asynchronous Sessions
1. Define the nature, concept, and I? Recitation
meaning of the Self. I. The Philosophical Lecture Discussion Self- Description
2. Discuss the nature of the self View of Self Slide Presentation Essay
from your own point of view. a. Socrates Independent Learning Infographic:
Compare and contrast how the b. Plato Similarities and
self has been represented in c. Aristotle Differences of
different philosophical schools. d. Rene Descartes the different
e. David Hume Philosophical
f. Immanuel Kant perspectives
g. Gilbert Ryle Quiz
h. Merleau Ponty
II. The Christian or
Biblical view of Self
a. The Holy Bible
b. Augustine
c. Thomas Aquinas
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 III. The Psychological
View of Self
a. Sigmund Freud
b. Erik Erikson

At the end of the unit, the students MODULE 3: SELF, SOCIETY Synchronous/
can: AND CULTURE Asynchronous Sessions
1. State the relationship between I. What is the self?
the self, society and culture. II. The Self and Lecture Discussion Recitation
2. Describe and discuss the different Culture Slide Presentation Reporting
ways by which society and culture III. The Self and the Independent Learning
Week 3 shape the self. Development of the Graphic
3. Interpret how the self can be social world. Organizer
influenced by the different IV. Mead and Vygotsky Self-
institutions in the society. V. Gender and the Self Assessment
4. Examine one’s self against the VI. Self in Families
different views of self that were
discussed.
At the end of the unit, the students MODULE 4: SELF AS Synchronous/
can: COGNITIVE CONSTRUCT Asynchronous Sessions
1. Identify the different ideas in
psychology about the “self”. Lecture Discussion Short Quiz
2. Create your own definition of the Slide Presentation Recitation
Week 4
‘self’ based on the definitions Independent Learning Reporting
from psychology. Pair Activity Reflection paper
3. Analyze the effects of various
factors identifies in psychology in
the formation of the self.
Week 5 At the end of the unit, the students MODULE 5: SELF IN Synchronous/
can: WESTERN AND EASTERN Asynchronous Sessions
1. Differentiate the concept of self, THOUGHT
according to Western thought I. Eastern Self Lecture Discussion Recitation
against Eastern/Oriental II. Western Self Slide Presentation Reporting
perspectives. III. Western and Independent Learning Concept Map
2. Explain the concept of self as Eastern Differences Collage
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 found in Asian thoughts. IV. Western and
3. Create a representation of the Eastern Similarities
Filipino Self.
ASSESSMENT 1: Using the different theories and perspective on the “self” discussed from Weeks 2 to 5, create a mini blog
where you will evaluate your own “self” – including the factors that have influenced how you’ve become at present. The purpose
Week 6 is to understand the “self” through the various lenses and as well as to showcase creativity.

Output: My Psycho-autobiography (mini blog)

At the end of the unit, the students MODULE 6: UNPACKING Synchronous/
can: THE SELF Asynchronous Sessions
1. Explore the different aspects of I. Physical Self
self and identity II. Material Self Lecture Discussion Recitation
2. Demonstrate critical and reflective III. Spiritual Self Slide Presentation Reporting
thought in integrating the various IV. Political Self Independent Learning Quiz
Week 7-11 aspects of self and identity V. Digital Self Reflection Paper
3. Identify the different forces and
institutions that impact on the
development of various aspects
of self and identity.
Examine yourself against the different
aspects of self.
Week 12 ASSESSMENT 2: WRITTEN EXAMINATION
Week 13- After studying this module, you are MODULE 7: INTELLIGENT Synchronous/ Teacher-
14 expected to: BEHAVIORS: LEARNING TO Asynchronous Sessions Prepared Activity
BE A BETTER LEARNER Worksheets
1. Explain how learning occurs Lecture Discussion (Goal Setting
2. Enumerate various metacognition and I. Learning Defined Slide Presentation Plan)
studying techniques II. Characteristics of Questions in Modules Brief Reporting
3. Identify the metacognitive techniques Learning Topic-focused activities Quiz
that you find most appropriate for III. What Happens during
yourself Learning?
IV. Becoming a Self-
Regulated Learner
V. Learning to be a Better

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 Student
VI. Good Study Habits
VII. Meaningful Learning
After studying this module, you are MODULE 8: DO NOT JUST Synchronous/ Teacher-
expected to: DREAM, MAKE IT HAPPEN! Asynchronous Sessions Prepared Activity
Worksheets
1. Use Bandura’s self-efficacy theory for I. Albert Bandura’s Self Lecture Discussion (Dream Board)
self-assessment Efficacy Slide Presentation Brief Reporting
Week 15-
2. Differentiate growth and fixed mindset II. Carol S. Dweck’s Fixed Questions in Modules Quiz
16
by Dweck and Growth Mindset Topic-focused activities
3. Design personal goals adapting theory
Locke’s goal setting theory III. Edwin A. Locke’s Goal
Setting Theory
IV. 14 Research Findings
After studying this module, you are MODULE 9: LESS STRESS, Synchronous/ Teacher-
expected to: MORE CARE Asynchronous Sessions Prepared Activity
(Thought Paper)
1. Explain the effects of stress to one’s Lecture Discussion Quiz
Week 17
health Slide Presentation
2. Examine cultural dimension of stress Questions in Modules
and coping Topic-focused activities
3. Design a self-care plan
Week 18 ASSESSMENT 3: WRITTEN EXAMINATION
COURSE REQUIREMENTS
1. Passing score in all assessment
2. Class attendance and participation (synchronous and asynchronous)
3. Quizzes/Summative Tests
4. Topic-focused activities/Reading Materials/Assignment
5. Thought papers/Integration Papers
6. Group presentation/Collaborative Work
7. Written examination and Performance-based Assessment (1&2)

Course Evaluation

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 Assessment 1 = 30%
Assessment 2 = 30%
Assessment 3 = 40%
Final Grade = Assessment 1 (30%) + Assessment 2 (30%) + Assessment 3 (40%) = 100%

COURSE REFERENCES
 Alata, Eden Joy, et. al (2019). Understanding the Self. Manila: Rex Book Store, Inc.

Course Title: Prepared by: Recommending Approval: Approved by:

GEC3 – UNDERSTANDING THE
SELF
Date Effective: HAZEL M. DON SHERIL A. ALIBEN JOSEPH V. PEÑANO
1st Semester 2022-2023 COS Instructor Program Chairperson, BSES- Dean, College of Criminology
BSAF

Date Signed:

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