FM-AA-CIA-13 Rev.

06-Sep-2022

PANGASINAN STATE UNIVERSITY

Urdaneta City, Pangasinan
BACHELOR OF SECONDARY EDUCATION - SCIENCE

J COURSE SYLLABUS
Second Semester, A.Y. 2023-2024

COURSE INFORMATION
COURSE CODE GEE4
COURSE TITLE Global Citizenship
COURSE TYPE □ Lecture □ Laboratory □ Lecture & Laboratory
COURSE CREDIT 3 units
CLASS HOURS 3 hours/week
COURSE PREREQUISITE/
None
CO-REQUISITE
BSED SCI 3A
Tuesday – 2:00 pm to 3:00 pm (Synchronous)
COURSE SCHEDULE
Wednesday – 1:00 pm to 2:00 pm (Educ 103)
Friday – 4:00 pm to 5:00 pm (Educ 102)
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 ©

EOMS 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 PSUnians must 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 c. Work effectively and independently in multi- • Employ effective teaching techniques for diverse types of
disciplinary and multi-cultural teams (CTS-3) learners in varied learning conditions.

PO f. Articulate rootedness of Education in philosophical, • Promote positive values, cultural heritage, ethical responsibility,
and respect for dignity of individuals.
socio-cultural, historical, psychological, and political
contexts. (CD – 1)
• Apply the scientific principles in problem solving current
problems.
PO l. Practice professional and ethical teaching standards
sensitive to the local, national, and global realities. (CD – • Use scientific inquiry in understanding and explaining natural
7) phenomena.

PO d. Act in recognition of professional, social, and ethical • Utilize appropriate pedagogy and use of technology for the
responsibility. (CTS-4) different science content areas.

PO o. Apply scientific inquiry in teaching and learning. (SM

– 2)

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• Demonstrate skills in various methods of teaching-learning in the

sciences to include conducting science investigations, making
PO q. Manifest meaningful and comprehensive models and prototype, and doing science research.
pedagogical content knowledge (PCK) of the sciences.
(SM – 4) • Create and utilize learning experiences in the classroom to
develop learner’s skills in discovery learning, problem learning
and critical thinking.
2. Continuous Innovative Learner r. Contribute to the generation of new knowledge by • Demonstrate skills in various methods of teaching-learning in the
participating in various research and development projects. sciences to include conducting science investigations, making
(CHT-1) models and prototype, and doing science research.
g. Demonstrate mastery of subject matter/discipline. (CD –
2)
PO h.Facilitate learning using a wide range of teaching • Display basic and comprehensive understanding of knowledge,
methodologies and delivery modes appropriate to specific principles of the subject matter in the sciences.
learners and their environments (CD – 3)
• Apply the scientific principles in problem solving current
PO i. Develop innovative curricula, instructional plans, problems.
teaching approaches, and resources for diverse learners
(CD – 4)
• Design and utilizes appropriate instructional materials in
PO j. Apply skills in the development and utilization of ICT science.
to promote quality, relevant, and sustainable, educational
practices. (CD – 5) • Utilize appropriate pedagogy and use of technology for the
different science content areas.
PO k. Demonstrate a variety of thinking skills in planning,
monitoring, assessing, and reporting learning processes
and outcomes (CD – 6). • Demonstrate skills in various methods of teaching-learning in
the sciences to include conducting science investigations,
PO m. Pursue lifelong learning for personal and making models and prototype, and doing science research.
professional growth through varied experiential and field-
based opportunities (CD – 8). • Create and utilize learning experiences in the classroom to
develop learner’s skills in discovery learning, problem learning
PO n. Demonstrate deep understanding of scientific
concepts and principles. (SM – 1) and critical thinking.

PO o. Apply scientific inquiry in teaching and learning. (SM • Provide regular feedback to students.
– 2)
• Promote positive values, cultural heritage, ethical responsibility,
PO p. Utilize effective science teaching and assessment
and respect for dignity of individuals.
methods. (SM – 3)

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PO q. Manifest meaningful and comprehensive • Apply the scientific principles in problem solving current
pedagogical content knowledge (PCK) of the sciences. problems.
(SM – 4)
• Use scientific inquiry in understanding and explaining natural
PO r. Contribute to the generation of new knowledge by
participating in various research and development projects. phenomena.
(CHT)
• Employ effective teaching techniques for diverse types of
learners in varied learning conditions.

• Design and utilizes a variety of appropriate assessment

techniques to monitor and evaluate learning.

3. Knowledgeable and skilled PO d. Act in recognition of professional, social, and ethical PO d. Act in recognition of professional, social, and ethical
communicator responsibility. (CTS – 4) responsibility. (CTS – 4)

PO e. Preserve and promote “Filipino historical and cultural PO e. Preserve and promote “Filipino historical and cultural heritage”
heritage” (based on RA 7722) (CTS – 5) (based on RA 7722) (CTS – 5)

PO l. Practice professional and ethical teaching standards PO l. Practice professional and ethical teaching standards sensitive
sensitive to the local, national, and global realities. (CD – 7) to the local, national, and global realities. (CD – 7)

PO n. Demonstrate deep understanding of scientific PO n. Demonstrate deep understanding of scientific concepts and
concepts and principles. (SM – 1) principles. (SM – 1)

PO q. Manifest meaningful and comprehensive PO q. Manifest meaningful and comprehensive pedagogical

pedagogical content knowledge (PCK) of the sciences. content knowledge (PCK) of the sciences. (SM – 4)
(SM – 4)
COURSE DESCRIPTION
Are we a citizen of the world?” This is the central question that the course will address. It will locate that how we, as individuals, are members of a large global community.
Hence, the course will discuss “what global citizenship is”, and the “rights and obligations” that one must practice. The course will also discuss how “national issues” are of
“global concerns”. By examining social, political, cultural, economic and ecological contexts the course aims to promote active citizenship – the knowledge that we need to
seek, the skills that we need to develop, and the values and attitudes that we need to uphold. It seeks to transform existing realities and relationships through global ethical
participation.
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

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1. To understand the complex and contested concept of “global citizenship” I I I I I I P I I I I I

2. To understanding the structures of global, national, and local governance as well as the rights,
I I I D P P P I I D P P
duties, and responsibilities of each citizen.
3. To develop critical thinking and constructive analysis by learning about the challenges and
I I P D P P P P I D P P
opportunities of global citizenship.
4. To acknowledge diversities, respect differences, and appreciate multiple identities I I I D P P P I I D P P
5. To be able to apply mediation, negotiation, collaboration, deliberation when discussing various
I I P D P P P P I D P P
global challenges and issues.
6. To reflect on the consequences of our choices and decisions, engage in civic and active
I I P D P P P D I D P P
participation as well as personal and social obligations.

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

COURSE LEARNING PLAN

Learning Activities
Course
Learning Outcomes Topics Hours (Synchronous and Learning Materials and Platform Assessment
Outcome/s
In-person)
• To familiarize with the Introduction to the course: 3 Synchronous Synchronous
course. objectives, coverage, policies, • Discussion • Course Syllabus/Course Guide
course requirements • Filling-up of Forms • Final Paper Guidelines
• To discuss university and Survey • PowerPoint Presentation
rules, course syllabus, VMGO • Computer
requirements and Quality Policy In-person • MS Teams
guidelines, and class Classroom Policies • Discussion
policies. LMS Orientation In-person
Remote Learning Preferences • Course Syllabus/Course Guide
• Final Paper Guidelines
• Flow Chart in Completing an INC
• Grading Criteria

CO1 • To explore the (Re)Discovering Citizenship 3 Synchronous Synchronous Synchronous

meaning of citizenship A. Definitions of Citizenship • Discussion • PowerPoint Presentation • Socratic
• To discuss the B. Dimensions of Citizenship • Reading • Computer Method/
diverging views of C. Theories of Citizenship Assignment • MS Teams Graded
citizenship • Read Bosniak, L. (2008). Recitation
In-person Chapter 1: Divided Citizenships, • Who is and
• Discussion pp. 1-16 and Chapter 2: Defining What is a
Citizenships. In The Citizen and Filipino

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• To outline the essential the Alien: Dilemmas of

components of Contemporary Membership In-person
citizenship • Read Edwards, M. (2015). • Socratic
Chapter 2: A Contested Concept. Method/
In The Limits of Political Graded
Belonging - An Adaptationist Recitation
Perspective on Citizenship and
Society, pp.9-36
• Read O'Byrne, D.J. (2003).
Chapter 1: The Rediscovery of
Citizenship, pp. 1-25 and
Chapter 2: Citizenship and the
Nation-State, pp. 26-50. In The
Dimensions of Global Citizenship
- Political Identity Beyond the
Nation-State.

In-person
• PowerPoint Presentation
• Projector/TV

CO1, CO2 • To contextualize the Globalizing Citizenship 3 Synchronous Synchronous Synchronous

study of global A. Definitions of global • Discussion • PowerPoint Presentation • Socratic
citizenship citizenship • Introduction of • Computer Method/
• To identify the possible B. Dimensions of global • Reading • MS Teams Graded
meanings of global citizenship • Read Byers, Michael (2005, Recitation
citizenship
C. Approaches of global In-person October 5). Are you a global • Quiz 1
• To discuss the
citizenship • Read Delanty, citizen? Really? What does it
G. (2007). mean?. In-person
dimensions and
Chapter 1: • Read Delanty, G. (2007). • Socratic
perspectives of global Method/
Theorizing Chapter 1: Theorizing citizenship
citizenship in the global age, pp. 15-21. In Graded
citizenship in Recitation
Globalization and Citizenship:
the global age, The transnational challenge
pp. 15-21. In Edited by Wayne Hudson and
Globalization Steven Slaughter.
and • Read O’Bryne, J. (2003).
Citizenship: Chapter 5, pp. 111-132, and
The Chapter 9: The Dimensions of
Global Citizenship, pp. 200-226.
transnational

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challenge In The Dimensions of Global

Edited by Citizenship - Political Identity
Wayne Hudson Beyond the Nation-State.
and Steven • Read United Nations
Educational, Scientific and
Slaughter.
Cultural Organization
(UNESCO). Unpacking
• Discussion Sustainable Development Goal
• Preparation for
4: Education 2030. \
• Watch a supplementary video of
Evans, Hugh (2016, May 5).
What does it mean to be a
citizen of world? Ted
Conferences. (16 minutes).
https://www.youtube.com/watch?
v=ODLg_00f9BE
• Watch a supplementary video of
Nenes, Teo (2020, July 13).
You’re a Global Citizen, You Just
Don’t Know it Yet. Ted
Conferences. (10 minutes).
https://www.youtube.com/watch?
v=Ztby2esVyTc

In-person
• PowerPoint Presentation
• Projector/TV
CO1, CO2, • To explore the The Challenges of Global 3 Synchronous Synchronous Synchronous
CO3, CO4, concepts of racial, Citizenship • Discussion • PowerPoint Presentation • Socratic
CO5 ethnic, and national A. Culture and Identities • Reading • Computer Method/
identity, and to Assignment • MS Teams Graded
consider how they are • Spencer-Oatey, H. (2012) What Recitation
related and have In-person is culture? A compilation of • Are We
changed. • Discussion quotations. There Yet?
• Activity No. 1 • Mathews, G. (2000). Chapter 1: Part 1
(reflection paper) On the meaning of culture. In
Global Culture / Individual In-person
Identity: Searching for Home in • Socratic
the cultural supermarket, p. 1-29. Method/

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• Watch a supplementary video of Graded

Crash Course (2017, November Recitation
21). Race & Ethnicity: Crash • Think-Pair-
Course Sociology #34. and-Share
https://www.youtube.com/watch?
v=7myLgdZhzjo
• Watch a supplementary video on
Vox (2015, January 13). The
myth of race debunked in 3
minutes. YouTube.
https://www.youtube.com/watch?
v=VnfKgffCZ7U&t=11s

In-person
• PowerPoint Presentation
• Projector/TV
CO1, CO2, • To analyze the B. Mobility and Migration 3 Synchronous Synchronous Synchronous
CO3, CO4, political, economic, • Discussion • PowerPoint Presentation • Socratic
CO5 cultural, and social • Reading • Computer Method/
factors that influence • MS Teams Graded
global movement of In-person • Castles, Stephen (2000). Recitation
population • Discussion “International Migration at the
• Beginning of the Twenty First In-person
Century: Global Trends and • Socratic
Issues.” International Social Method/
Science Journal 52 (165), pp. Graded
269–281. Recitation

In-person
• PowerPoint Presentation
• Projector/TV
CO1, CO2, • To assess the C. Media, information and 3 Synchronous Synchronous Synchronous
CO3, CO4, intersectionality of technology • Discussion • PowerPoint Presentation • Socratic
CO5 media, technology and • Reading • Computer Method/
information and their Assignment • MS Teams Graded
role in shaping • Read Deibert, Ronald J. (2019) Recitation
democracy and In-person “The road to digital unfreedom - • Are We
society. • Discussion Three painful truths about social There Yet?
• Activity No. 2 media”. Journal of Democracy, Part 2
30(1), 25-39.

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• Tapsell, Ross. 2020. Deepening In-person

the Understanding of Social • Socratic
Media's Impact in Southeast Method/
Asia. © ISEAS Yusof Ishak Graded
Institute. Recitation
http://hdl.handle.net/11540/1185 • Migration
7 Mapping
• Watch a supplementary video of
Ressa, Maria (2021, December
10). Full Speech: Maria Ressa at
the Nobel Peace Prize awarding
ceremony. Rappler.
https://www.youtube.com/watch?
v=m1w3rRRBoq8

In-person
• PowerPoint Presentation
• Projector/TV
CO1, CO2, • To explain the D. Consumerism and 3 Synchronous Synchronous Synchronous
CO3, CO4, consumerism and Consumption • Discussion • PowerPoint Presentation • Socratic
CO5 consumer choices in • Computer Method/
the global context. In-person • MS Teams Graded
• Discussion • Belk, R. (2010). Global Recitation
• Consumerism and Consumption.
Wiley International Encyclopedia In-person
of Marketing. • Socratic
• Devinney, T.M., Auger, P. and Method/
Eckhardt, Giana M. (2010). Graded
Chapter 3: Are we what we Recitation
choose? Or is what we choose • Quiz 2
what we are?, pp. 37-63. In The
myth of ethical consumer.

In-person
• PowerPoint Presentation
• Projector/TV
MIDTERM EXAMINATION 3
ACADEMIC BREAK 3
Total no. of Hours: 27

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CO1, CO2, • To identify the Global Issues and Inequalities 3 Synchronous Synchronous Synchronous
CO3, CO4, multidimensionality of A. Human Rights • Discussion • PowerPoint Presentation • Socratic
CO5 global inequalities 1. Gender Equality • Reading • Computer Method/
• To discuss different
2. Labor Migration Assignment • MS Teams Graded
3. Education • Course Syllabus/Course Guide Recitation
approaches on how to In-person • Read Universal Declaration of
bridge global • Discussion Human Rights available at Asynchronous
inequalities https://www.un.org/en/about- • Why is it
• To discuss the ethical us/universal-declaration-of- Right to
approaches of global human-rights. Protect our
citizenship • Encyclical Letter Laudato Sí of Rights?
• To discuss the rights the Holy Father Francis in Care
of our Common Home. Chapter In-person
and responsibilities of • Socratic
1: What is happening to our
global citizen common home?, pp. 15-44 and Method/
Chapter 3: The Human Roots of Graded
Ecological Crisis, pp. 74-101. Recitation
• Read Gasper, D. (2004). • Group
Chapter 3: Efficiency & Report
Effectiveness: Mainstream
Development Evaluation in
Theory & Practice, pp. 53-83 and
Chapter 4: Who bears cost and
who reaps benefits?, 85-111,
and Chapter 5: Violence and
Human Security 112, 126. In The
Ethics of Development - from
economism to human
development.
• Lane, M. (2006). Philosophical
Perspectives on States and
Immigration. Available at
https://tinyurl.com/lanemigration.
• Read Sachs, J. (2015).Chapter
2: An Unequal World, pp. 45-69.
In the age of sustainable
development.

In-person
• PowerPoint Presentation

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• Projector/TV

CO1, CO2, • To identify the B. Social and Economic 3 Synchronous Synchronous Synchronous
CO3, CO4, multidimensionality of Justice • Discussion • PowerPoint Presentation • Socratic
CO5 global inequalities 1. Poverty • Reading • Computer Method/
• To discuss different
2. Health and Well-Being Assignment • MS Teams Graded
• Read Sachs, J. (2015). Chapter Recitation
approaches on how to In-person • What are
5: Ending Extreme Poverty, pp.
bridge global • Discussion 139-180. In the age of Genera-
inequalities sustainable development tional
• To discuss the ethical • Read Sachs, J. (2015). Chapter Struggles?
approaches of global 9: Health for all, pp. 275-316. In
citizenship the age of sustainable In-person
development • Socratic
• To discuss the rights
Method/
and responsibilities of In-person Graded
global citizen • PowerPoint Presentation Recitation
• Projector/TV • Group
Report
CO1, CO2, • To identify the C. Environmental Issues 3 Synchronous Synchronous Synchronous
CO3, CO4, multidimensionality of 1. Global Population • Discussion • PowerPoint Presentation • Socratic
CO5 global inequalities 2. Food Security • Reading • Computer Method/
• To discuss different
3. Resilient Cities Assignment • MS Teams Graded
4. Climate Change • Read Sachs, J. (2015). Chapter Recitation
approaches on how to In-person • The Root
6: Planetary Boundaries, pp.
bridge global • Discussion 181-218. In the age of Cause of
inequalities sustainable development All Evil
• To discuss the ethical • Read Sachs, J. (2015). Chapter
approaches of global 10: Food security, pp. 317-354.
citizenship In the age of sustainable In-person
development • Socratic
• To discuss the rights
• Read Sachs, J. (2015). Chapter Method/
and responsibilities of Graded
11: Resilient Cities, pp. 355-392.
global citizen In the age of sustainable Recitation
development • Group
Report

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• Read Sachs, J. (2015). Chapter

12: Climate Change, pp. 393-
446. In the age of sustainable
development

In-person
• PowerPoint Presentation
• Projector/TV
CO1, CO2, • To identify the D. Intercultural Issues 3 Synchronous Synchronous Synchronous
CO3, CO4, multidimensionality of 1. Peace and Conflict • Discussion • PowerPoint Presentation • Socratic
CO5 global inequalities Resolution • Reading • Computer Method/
• To discuss different
Assignment • MS Teams Graded
• Harris, E. (2020). What is the Recitation
approaches on how to In-person • Contempor
Role of Nationalism and Ethnicity
bridge global • Discussion in the Russia–Ukraine Crisis? ary Wars
inequalities • Europe-Asia Studies,1-21. and
• To discuss the ethical doi:10.1080/09668136.2019.170 Conflict
approaches of global 8 • Quiz
citizenship
In-person In-person
• To discuss the rights
• PowerPoint Presentation • Socratic
and responsibilities of
• Projector/TV Method/
global citizen Graded
Recitation
• Group
Report
CO1, CO2, • To discuss current and Emerging Trends and Issues 3 Synchronous Synchronous Synchronous
CO3, CO4, emerging trends A. Digital Economy • Discussion • PowerPoint Presentation • Socratic
CO5 B. Digital Nomads • Documentary • Computer Method/
C. Korean Wave Review • MS Teams Graded
• Mancinelli, F. (2020). Digital Recitation
In-person nomads: freedom, responsibility • Reaction
• Documentary and the neoliberal order. Paper
Viewing Information Technology & • Quiz 3
Tourism. doi:10.1007/s40558-
020-00174-2.
• Perzanowski, Aaron and Schultz,
J. (November 4, 2016). The End
of Ownership: Personal Property
in the Digital Economy - Chapter

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1 (Introduction). MIT Press, The

End of Ownership: Personal
Property in the Digital Economy;
ISBN: 9780262035019, Available
at SSRN:
https://ssrn.com/abstract=28935
22
• Kim Bok-rae (2015 October).
“Past, Present and Future of
Hallyu (Korean Wave)”.
American International Journal of
Contemporary Research, 5(5).
https://tinyurl.com/kimbok-rae
• Gunjoo Jang and Won K. Paik
(2012). Korean Wave as Tool
for Korea’s New Cultural
Diplomacy. Advances in Applied
Sociology, 2(3).
http://dx.doi.org/10.4236/aasoci.
2012.23026.

In-person
• PowerPoint Presentation
• Projector/TV
CO1, CO2, • To identify the political Practicing Active Citizenship 3 Synchronous Synchronous Synchronous
CO3, CO4, and economic actors A. Global Governance • Discussion • PowerPoint Presentation • Socratic
CO5, CO6 that govern and B. Global Civil Society • Computer Method/
facilitate international
In-person • MS Teams Graded
• Discussion • Read Sachs, J. (2015). Chapter Recitation
relations
• Activity 3 (as their 1: What is sustainable
• To discuss possible final requirement) development?, pp. 1-42. In the In-person
solutions to address age of sustainable development. • Socratic
current global • Read O’Bryne, J. (2003). Method/
challenges Chapter 5, pp. 111-132, and Graded
• To explain the how Chapter 10: Active Citizenship Recitation
global citizenship Today, pp. 227-243. In The
Dimensions of Global Citizenship
provide insights into
- Political Identity Beyond the
our lives and Nation-State.
experiences.

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In-person
• PowerPoint Presentation
• Projector/TV

WRITING PERIOD 3
FINAL EXAMINATION 3
SUBMISSION OF REQUIREMENTS AND INTERVENTION 3
Total no. of Hours: 27
COURSE REFERENCES AND SUPPLEMENTAL READINGS
A. Books C. Electronic Sources
1. Bosniak, L. (2008). The Citizen and the Alien: Dilemmas of Contemporary Membership. 1. Byers, Michael (2005, October 5). Are you a global citizen?
Princeton University Press. Really? What does it mean? Available online at
2. Edwards, M. (2015). The Limits of Political Belonging - An Adaptationists Perspective on https://tinyurl.com/michaelbyers.
Citizenship and Society. Palgrave Macmillan.
2. Lane, M. (2006). Philosophical Perspectives on States and
3. Gasper, D. (2004) The Ethics of Development: From Ecotourism to Human Development. Sage
Publications Immigration. Available at https://tinyurl.com/lanemigration.
4. Devinney, T.M. Auger, P. and Eckhardt, G.M. (2010). The myth of ethical consumer. 3. Spencer-Oatey, H. (2012) What is culture? A compilation of
Cambridge University Press. quotations. Available at GlobalPAD Open House
5. Encyclical Letter Laudato Sí of the Holy Father Francis in Care of our Common Home (2018, https://tinyurl.com/culandiden.
June 18). 4. United Nations Educational, Scientific and Cultural
6. Hudson, W. and Slaughter S. (2007). Globalization and Citizenship: The Transnational Organization (UNESCO). Unpacking Sustainable
Challenge. Routledge.
Development Goal 4: Education 2030. Available online at
7. Gordon M. (2000) - Global Culture Individual Identity_ Searching for Home in the Cultural
Supermarket. Routledge. https://tinyurl.com/sdg4educ.
8. O'Byrne, D.J. (2003). The Dimensions of Global Citizenship - Political Identity Beyond the 5. Universal Declaration of Human Rights available at
Nation-State. Frank Cass & Co. Ltd https://www.un.org/en/about-us/universal-declaration-of-
9. Sachs, J. (2015) The Age of Sustainable Development. Columbia University Press. human-rights.
10. Salazar-Parrenas, R. (2015). Servants of Globalization - Migration and Domestic Work (2nd 6. Crash Course (2017, November 21). Race & Ethnicity: Crash
Edition). Stanford University Press. Course Sociology #34. YouTube.
B. Textbook/ Journal Articles https://www.youtube.com/watch?v=7myLgdZhzjo
7. Evans, Hugh (2016, May 5). What does it mean to be a citizen
1. Belk, R. (2010). Global Consumerism and Consumption. Wiley International Encyclopedia of of world?. Ted Conferences. (16 minutes).
Marketing. doi:10.1002/9781444316568 https://www.youtube.com/watch?v=ODLg_00f9BE .

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2. Deibert, Ronald J. (2019). The road to digital unfreedom - Three painful truths about social 8. Nenes, Teo (2020, July 13). You’re a Global Citizen, You Just
media. Journal of Democracy, 30(1), 25-39. https://doi.org/10.1353/jod.2019.0002 Don’t Know it Yet. Ted Conferences. (10 minutes).
3. Gunjoo Jang and Won K. Paik (2012). Korean Wave as Tool for Korea’s New Cultural https://www.youtube.com/watch?v=Ztby2esVyTc
Diplomacy. Advances in Applied Sociology, 2(3). http://dx.doi.org/10.4236/aasoci.2012.23026 9. Ressa, Maria (2021, December 10). Full Speech: Maria
4. Kim Bok-rae (2015 October). “Past, Present and Future of Hallyu (Korean Wave)”. American Ressa at the Nobel Peace Prize awarding ceremony.
International Journal of Contemporary Research, 5(5), 154-160. Rappler. https://www.youtube.com/watch?v=m1w3rRRBoq8
5. Perzanowski, Aaron and Schultz, Jason, The End of Ownership. MIT Press, 2016, Case Legal 10. Vox (2015, January 13). The myth of race debunked in 3
Studies Research Paper No. 2020-24, Available at SSRN: https://ssrn.com/abstract=3573549 minutes.YouTube.
6. If you are able to browsed and read until here, message me thru MS Teams. Identify your Course https://www.youtube.com/watch?v=VnfKgffCZ7U&t=11
and Section enrolled. I will give you a bonus point. Do not tell the others.

COURSE REQUIREMENTS

Major Requirements Minor Requirements

• Major Exams (Midterm and Final) • Activities
• Final Paper • Assignment
• Quizzes
***Note: If you miss at least one of the major requirements, • Reading Assignment
you will automatically incur an incomplete grade. • Attendance
• Class Participation

RUBRIC FOR SOCRATIC METHOD/GRADED PARTICIPATION

SCORE CRITERIA

• Initiates discussion on issues related to class topic

• Comments are always insightful and constructive; contributions are relevant and encourage deeper examination of the topic
5
• Listens attentively when others speak, as evidenced by comments that build on the remarks of others; that is, the student hears what others say and
contributes to the dialogue
• Contributes well to the discussion, able to asks questions and responds to direct questions
4 • Comments are mostly insightful and constructive
• Listens and appropriately responds to the contributions of others.
• Seldom volunteers but responds to direct questions
3 • Contributions are always relevant
• Is often inattentive and needs reminder of focus of class. Occasionally makes disruptive comments while others are speaking.

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• Few contributions to class discussions; seldom volunteers but responds to direct questions
2 • Contributions are sometimes off-topic
• Is often inattentive and needs reminder of focus of class. Occasionally makes disruptive comments while others are speaking.
• Tries to respond when called on but does not offer much
• Contributions are often off-topic or distract from discussion
1
• Does not listen to others; frequently speaks while others are speaking or does not pay attention while others are speaking; detracts from discussion; sleeps
and such
Revised and adopted from https://www.smu.edu/-/media/Site/Law/faculty/teaching-resources/Class-Participation-Rubric.pdf and https://www.cmu.edu/teaching/assessment/examples/courselevel-
bycollege/cfa/tools/participationrubric-cfa.pdf.

RUBRIC FOR READING ASSIGNMENT/ THINK-PAIR-AND-SHARE ACTIVITY/ ESSAYS IN EXAMS/ FINAL PAPER

CRITERIA EXCELLENT (100%) VERY GOOD (90%) GOOD (85%) NEEDS IMPROVEMENT (75%)

Presents accurate information Presents accurate information and Presents some accurate information Presents incomplete and
and insightful ideas whenever complete ideas. and some ideas. inaccurate information and ideas.
Knowledge and necessary.
Understanding Questions are answered thoroughly. Some questions are not answered. Most of the questions are not
(40 points) Questions are answered answered.
thoroughly and effectively.
Expresses ideas supported Expresses ideas supported by some Expresses ideas supported by a few Ideas are not supported by
Thinking Inquiry
effectively by relevant pieces of relevant pieces of evidence and relevant pieces of evidence and relevant pieces of evidence and
(35 points)
evidence and rationales. rationales. rationales. rationales.
The message is overtly The message is organized. The readers The organization of the message is The message is so disorganized
organized. The author helps the have no difficulty understanding the mixed up and random. The readers you cannot understand most of
readers understand the sequence and relationships among the must make some assumptions about the message.
Organization sequence and relationships of ideas in the statements. The ideas in the the sequence and relationship of
(15 points) ideas by using organizational paper can be outlined easily. ideas.
aids such as announcing the
topic, using transitions, and
summarizing.
There are no technical writing There are only few technical writing There are many technical writing There too many technical writing
mistakes committed. mistakes committed such as mistakes committed. mistakes committed.
Technical misspelling, punctuation, or grammatical
All references are properly lapse. Most of the references are not cited References are not cited
Writing
cited. properly. properly.
(10 points)
There are a few references that are not
cited properly.

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RUBRIC FOR REFLECTION PAPER

CRITERIA EXCELLENT (100%) VERY GOOD (90%) GOOD (85%) NEEDS IMPROVEMENT (75%)

The reflection demonstrates a The reflection provides a solid The reflection lacks depth and may The reflection didn’t make
deep and insightful exploration exploration of identity as a Filipino, lack specific examples or analysis of sense about the topic or depth
Content & of personal identity as a with adequate examples and analysis. identity aspects. and didn’t provide specific
Depth of
Filipino, supported by detailed examples or analysis of identity
Reflection
examples and thoughtful aspects.
analysis.
The reflection effectively The reflection demonstrates a basic The reflection shows limited or no The reflection shows no
connects personal identity to connection to course themes but may connection to course themes related connection to course themes
broader themes of culture and lack depth or clarity in relating personal to culture and identity. related to culture and identity.
Connection to
identity discussed in the course, identity to course concepts.
Course Themes
demonstrating a clear
understanding of relevant
concepts.
The reflection is well-organized, The reflection is organized adequately, The reflection is organized The reflection is poorly
with a clear introduction, with identifiable sections and a adequately, with identifiable sections organized, making it difficult to
Organization &
coherent paragraphs, and a conclusion, but may lack some clarity and a conclusion, but may lack follow the flow of ideas and
Clarity
strong conclusion that ties the or cohesion. some clarity or cohesion. conclusions.
reflection together effectively.
The reflection demonstrates The reflection has minor grammatical The reflection contains noticeable The reflection is grammatically
excellent grammar, language errors or language issues that do not grammatical errors or language incorrect or has language issues
Grammar & use, and writing style, enhancing significantly detract from understanding. issues that hinder comprehension. that hinder comprehension.
Language Use the clarity and impact of the
reflection.

There are no technical writing There are only few technical writing There are many technical writing There too many technical writing
mistakes committed. mistakes committed such as mistakes committed. mistakes committed.
Critical Thinking misspelling, punctuation, or grammatical
All references are properly lapse. Most of the references are not cited References are not cited
& Insight cited. properly. properly.
There are a few references that are not
cited properly.

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RUBRIC FOR FINAL PAPER

CRITERIA EXCELLENT (100%) VERY GOOD (90%) GOOD (85%) NEEDS IMPROVEMENT (75%)

The title is exceptionally creative, The title is creative and relevant to the The title is somewhat creative and The title is generic or does not
capturing the essence of the chosen problem, attracting attention and relates to the chosen problem but effectively capture the essence of
Title setting the tone for the report.
chosen problem uniquely and could be more engaging or specific. the chosen problem.
engagingly.
Thorough and organized Adequate documentation with mostly Basic documentation with some clear Poor documentation with unclear,
documentation with clear, clear and relevant pictures that provide pictures but may lack detail or irrelevant, or missing pictures
Documentation detailed, and relevant pictures some understanding of the issue. relevance to the issue. that do not enhance
that enhance understanding of understanding of the issue.
the issue.
Comprehensive introduction Good introduction with relevant Basic introduction with minimal Incomplete or unclear
providing detailed and relevant information about the barangay but relevant information about the introduction with little to no
Introduction information about the barangay, may lack some details or context for barangay, providing limited context relevant information about the
setting the context for the the issue. for the issue. barangay or the issue.
issue..
Insightful analysis of the chosen Clear analysis of the chosen problem, Basic analysis of the chosen problem Incomplete or unclear analysis of
problem, demonstrating a deep showing a good understanding of the with some understanding of the issue the chosen problem, lacking
Synthesis understanding of the issue and issue and its implications. and its implications but may lack understanding of the issue or its
its implications. depth or clarity. implications.

Thoughtful reflection on the Good reflection on the experience of Basic reflection on the experience of
experience of addressing the addressing the given task, showing addressing the given task with limited
Reflection given task, demonstrating clear some insights and personal connection. insights or personal connection.
insights and personal
connection.

GRADING AND ASSESSMENT

Computation for Midterm Grade Computation for Final Term Grade

40% Midterm Examination 40% Midterm Examination
30% Attendance/Recitation/Quizzes 30% Attendance/Recitation/Quizzes
30% Homebased Requirements/Online Exercises 30% Homebased Requirements/Online Exercises

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Computation of Final Grade

(Midterm Grade + Final Grade) / 2

COURSE POLICIES AND EXPECTATIONS

1. GENERAL. Students are expected to follow rules as indicated in the Student’s Handbook. You may access it on this link https://bit.ly/StudentHandbookPSU.
2. RESPECTFUL CLASS ENVIRONMENT. Students are expected to behave respectfully during classes. Any student who acts disruptive and inappropriate will be
penalized for their behavior.
a. Put your phone on silent during class meetings;
b. There is no need to ask permission to use the restroom.
c. You are welcome to bring food and beverages
d. During online meetings, observe proper netiquettes.
e. Be kind to each other and to yourself. Reach out when you need help or extend help when you possibly can.
f. Respect each other’s opinion (when posting to a comment/ disagreeing to a point raised in the discussion) and avoid personal or insulting remarks.
g. Overall, strive to create a safe space for everybody. Any form of bullying or discrimination will not be tolerated.
3. LEARNING PLATFORMS. MS TEAMS will be primarily tool for communication and for the submission of requirements.
4. LEARNING RESOURCES. All references and reading materials will be uploaded in the MS Teams.
5. SUBMISSIONS. Written activities and other class related submissions must be uploaded in the assignment tab of MS Teams within the given deadline, unless instructed
otherwise. On-time submission of requirements is encouraged, but leniency will be observed. Late submission will still be accepted until the end of the semester with
no point deduction except for the Final Paper (please see the guidelines for the final paper). However, special quizzes and exams must be taken not more than a week
after the set schedule. It is the responsibility of the students to reach out to the instructor if they missed a quiz or an exam. For major exams, an application for special
exam must be submitted to secure another schedule.
6. ACADEMIC INTEGRITY. All forms of cheating are strictly prohibited. Any student caught doing suspicious things will automatically receive zero points for that said
requirement and will be penalized in accordance with university regulations.
7. PLAGIARISM. This is considered another form of cheating. It is a serious offense. Students are advised to properly give citations in their papers and presentations.
Forgetting to cite texts and images will be severely dealt with in accordance with university regulations. This serves as your first warning. The second warning, zero
score for the particular activity (if you are caught plagiarizing). Third and final warning, an automatic final grade of 5.00 (Non-negotiable). Hence, before submitting,
subject your work to any platform or application to prevent such. At most 25% of direct quotations will be accepted. For more information on how to properly cite texts
and materials (using American Psychological Association), see https://owl.purdue.edu/index.html and / or watch https://tinyurl.com/allaboutplagiarism. You may also
refer to the Plagiarism Code here https://bit.ly/PlagiarismCodeGEE4. Also, read the Student Handbook Article XIV for more information.
8. ATTENDANCE AND DROPPING. For the entire semester, you must not exceed to ten (10) unapproved absences from the class without any valid reason. Dropping
and changing subjects must conform to the university policies.

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9. PARTICIPATION IN GROUPWORKS. This class do not tolerate free-loaders. If majority of the members of the group decided to remove a member due to lack of
cooperation and responsiveness, the removed member will have to work on the task alone within the given schedule. Failure to do so will result to a score of zero for
the said task.
10. APPEALS. Appeals for penalties, scores, and/or final grade is highly encouraged, especially if an obvious mistake is evident. To write an appeal, send the instructor a
message using any of the given communication platform. State your concerns politely. Provide evidences if possible.
11. CONSULTATION. Always communicate with the instructor for any related concerns and seek consultation whenever necessary. You may reach the instructor through
MS Teams or the provided e-mail address. Contact Number and Facebook Messenger will only be used for emergency purposes.
12. HEALTH PROTOCOLS. COVID is not yet over. If you feel sick, rest. You will be excused in class. When at the campus, observe the necessary health protocols.

REVISION HISTORY
DATE OF
REVISION NUMBER DATE OF REVISION HIGHLIGHTS OF REVISION
IMPLEMENTATION
• Replaced the class activities.
• Provided rubrics for the new class activities.
2022-01 September 9, 2022 September 19, 2022 • Added and removed a few numbers of learning materials.
• Added a few and more specific class policies.
• Revised the computation of grades (based on the new BOR approved assessment)
• Inclusion of new vision and mission.
2023-01 August 14, 2023 August 22, 2023 • Addition of new resources
• Removal of Asynchronous in the activities and learning materials

2024-01 January 15, 2024 January 22, 2024 • Updated syllabus.

PREPARATION AND REVIEW NAME SIGNATURE DATE SIGNED

Prepared by the:
Faculty (Stand-alone Program)
J. AXEL C. ARENAS August 14, 2023
Adopted and Enhanced by:

JOAN ELIZABETH G. IBAY

Reviewed by the Committee for Common ERWIN O. ESTRELLA, EdD August 17, 2023
Programs
ENGR. REX B. BASUEL August 17, 2023

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FREDERICK F. PATACSIL, PhD August 17, 2023

Endorsed by the Council of Deans and Department Chairs on: August 17, 2023

FACULTY CONTACT INFORMATION

NAME Rodolfo M. Baniqued Jr.
DESIGNATION Instructor I
E-MAIL ADDRESS [email protected]
CONSULTATION SCHEDULE Th (10:00am to 2:00pm)
OFFICE LOCATION SAS Building – Room 302

Adopted and Enhanced by: Checked by: Recommended by: Approved:

RODOLFO M. BANIQUED JR. JOHN PAUL M. FLORES, MAEd ERWIN O. ESTRELLA, EdD ROY C. FERRER, PhD
Faculty Department Chairperson College Dean Campus Executive Director

Certified for Campus/University Utilization for A.Y. 2023-2024

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