Bachelor of Science in Computer Science

Vision: Cainta Catholic College envisions itself as the preferred educational institution and Center for Religious Education in the Diocese of Antipolo with
Level 4 accreditation status.

Mission: Under the patronage of Mary, Our Lady of Light, Cainta Catholic College, commits itself to EXCELLENT LEARNER-CENTERED and
TECHNOLOGY-ENABLED PROGRAMS and SERVICES with RELIGION AT THE CORE

Core Values:
L

College Mission:

Bachelor of Science in Computer Science is a four-year degree program that includes the study of computing concepts and theories, algorithmic foundations,
and new developments in computing. The program prepares its students to design and create algorithmically complex software and develop new and effective
algorithms for solving computing problems. The program includes the study of the standards and practices in Software Engineering. It prepares students to acquire
skills and disciplines required for designing, writing, and modifying software components, modules, and applications that comprise software solutions

College Goals:
1. After graduation, students who have integrated faith and life in a balance curriculum will be highly equipped with theoretical and methodological skills that will allow them
greater flexibility for life long – learning.
2. After graduation, students will be committed and be accountable in providing classroom instruction manifested in high performance, dedicated to the wellbeing of the students
and communities they served.
3. After graduation, students will be technologically innovative in achieving and becoming socially responsible human person and advocates of truth, justice and love.
 MISSION KEY WORDS
PROGRAM EDUCATION OBJECTIVES A B C
1. Ability to demonstrate propriety of behavior on students.   
2. Creates a learning environment of fairness , courtesy and respect for different learners:
2.1 Makes the classroom safe and conducive for learning.   
2.2 Provides learners with a variety of learning experiences.
3. Shows familiarity with learners background and experiences;   
3.1 Provides opportunities to enhance learner’s growth in all aspect.
4. Demonstrates mastery of the subject matter, where a BSCS student:
4.1 Applies knowledge of computing fundamentals, computing specialization, mathematics, science, and domain knowledge
appropriate for the computing profession, for the abstraction and conceptualization of computing models from defined
problems and requirementsAcquires knowledge and understanding of various management concepts, theories, and
principles requisite of a sound decision-making as applied in various business situations
4.2 Undertakes evidence-based research by identifying, analyzing, formulating, investigating related literature, and solving   
complex computing problems and requirements, in order to reach substantiated conclusions that use fundamental
principles of mathematics, computing sciences, and relevant domain disciplines including those in core computer science,
data science and game development; and
4.3 Designs and evaluates systems and processes with appropriate consideration for public health and safety, as well as
cultural, societal, and environmental considerations
5. Develops and utilizes creative and appropriate instructional plan.
5.1 Applies judiciously mathematical concepts, algorithmic principles, and computer science theory when deciding how to
model and design computer-based systems in a way that demonstrates resourcefulness and comprehension of the trade-   
offs involved in design choices; and
5.2 Create, select, adapt, and apply appropriate techniques, resources, and modern computing tools to complex computing
activities, with an understanding of the limitations to accomplish a common goal
5. Recognize the legal, social, ethical, and professional issues involved in the utilization of computer technology and be guided   
by the adoption of appropriate professional, ethical, and legal practices.
7. Takes pride in the nobility of the profession in the field of Core Computer Science, Game development, Data science and
the like; as he/she:
7.1 Show profound respect for the human person, regardless of race, religion, age, and gender, as a member or a leader in
diverse teams, whenever making personal and professional decisions
7.2 Demonstrates commitment to the core values of an IDEAL CCCian guided by the teachings of the Church in dealing with
life situations through compassionate actions toward the poor and the marginalized and promotion of advocacies for life,   
freedom, justice, and solidarity in the service of the family, the local and global communities, the Church and the
environment; 
7.3 Communicate personal and professional insights about complex computing activities effectively with the computing
community and with society at large, by being able to clearly and correctly comprehend,  write, and deliver instructions,
reports, documentation, and presentations
8. Builds professional links with colleagues to enrich current practices of the field

COURSE SYLLABUS
COURSE CODE : GE104

COURSE TITLE : Purposive Communication

PRE-REQUISITE : English Plus

UNIT CREDIT : 3 units

COURSE DESCRIPTION
: Purposive Communication is a three-unit course that develop student‘s communicative competence, and enhances their cultural and
intercultural awareness through multimodal tasks that provide them opportunities for communicating effectively and appropriately to
multicultural audience in local or global contexts with focus on the effective use of the English Language, the world‘s Lingua Franca. It equips
students with tools for critical evaluation of a variety of texts and focuses on the power of language and the impact of the images to emphasize
the importance of conveying messages responsibly.

COURSE GOAL : The knowledge, skills, and insights that students gain from this course may be used in their other academic endeavors, their chosen disciplines,
and their future careers as they compose and produce relevant oral, written, audio-visual, and/ or web-based output for various purposes. It
also aims to familiarize learners on the varieties of Englishes and lexicons from different English-speaking countries for effective global
communication.

Program Outcomes and their Relation to Program Educational Objectives

Common to BSCS Performance indicators 1 2 3 4 5 6 7 8 9

1. Address information security issues in relation to the  Thinks creatively and critically as they use their   
design, development, and use of information systems.  imaginative as well as the rational thinking abilities to life
situations in order to push boundaries, realize
possibilities, and deepen their interdisciplinary and
general understanding of the world.
 Displays confidence in the performance of being    
effective communicators as they display a certain level of
proficiency in the four macro skills and are able to use
these skills in solving problems, making decisions, and
articulating thoughts when engaging with people in
various circumstances.
2. Graduates acquired eligibility to take certification  Actively engages students to sustain interest in the       
examinations because of the alignment and conformance of subject matter which enables him/her to perform and
curriculum with international and local standards. function in the society by taking responsibility in their
quest to know more about the world through lifelong
learning that is current and on the level or even above
local and international standards.
 Common to BSCS Performance indicators 1 2 3 4 5 6 7 8 9
 Implements personal learning management procedures
and practices with special attention to developing a high
level of leadership and organizational skills, and
desirable attitudes and behavior both personal and
professional.

Course Objectives and their Relation to Program Outcomes

Course Objectives Program Outcomes

At the end of the course, the students should be able to: 1 2 3 4 5 6 7
 
  
1. Articulate a comprehensive and contextualized understanding of English Language system and their development;;
2. Communicate in English fluently accurately, ethically and creatively in diverse social cultural academic, and  
professional settings
3. Demonstrate leadership and organizational skills in English language learning in the diverse local and global social,     
cultural academic, and professional settings
4. participate effectively in multimodal communication situation where language system vary;
5. produce well-written texts for various academic and professional purposes;
6. lay groundwork for advanced and continuous studies on the English language and its varieties used in diverse local
and global context; and
7. Integrate technology in teaching and learning English.

Learning Outcomes and their Relation to Course Objectives/Program Outcomes

` `
Course Learning Outcomes Course Objectives Program Outcomes
At the end of the course, the students should be able to:
1 2 3 4 5 1 2 3 4 5 6 7
/ / /
A. KNOWLEDGE
/ / / / / / /
1. Describe the nature, elements, and functions of verbal and nonverbal communication in various
multicultural contexts;
/ / / / / / / / / / / /
 ` `
Course Learning Outcomes Course Objectives Program Outcomes
At the end of the course, the students should be able to:
1 2 3 4 5 1 2 3 4 5 6 7
2. Explain how cultural and global issues affect communication;

/ / /
3. Describe the different Communication climates of ENL, ESL, and EFL contexts; / / / / / / / /

4. Determine and use culturally and politically appropriate terms, expression, and
/ / / / / / / / / /
images in the English
language
5. Compare and contrast varieties of English lexicons for global, / / / / /
/
6. Evaluate multimodal texts critically to enhance receptive (listening, reading, viewing) skills; and / / / / /

7. Determine academic text structure/discourse in English. / / / / /

/ /

/ / / /
B. SKILLS
1. Convey ideas through oral, audio-visual, and/or web based presentations for different target / /
audiences in local and global setting using appropriate English language registers;

2. Create clear, coherent , and effective communication materials; /

/ /
3. Present ideas persuasively using appropriate tone, style, and reference styles in English; and / / / / /
/ /

/ / / /
C. VALUES
/ /
1. Adopt cultural, and Intercultural awareness and sensitivity in communication of ideas;

2. Appreciate the differences of the varieties of spoken / / /

/ / /

COURSE COVERAGE and COIURSE PLAN:

LO Weeks Topic Activities Resources Assessment Tools

LO1 1 A. Course orientation Lecture and class Audio and/ or videos Oral Test
1. Mission and Vision of the CCC discussion on elements and clips of various Written Tests
2. Course content and requirements types of communication media (e.g., TV
3. Classroom policies and regulation commercials, movies,
4. Grading system Group work on identifying newscasts, etc.)
elements of communication
B. Communication process, principles, and in various texts. Texts from
ethics of English and non-English Speaking newspapers,
Countries Simulation of authentic magazines,
scenarios involving the journals
various elements of
Communication
Computer/ Internet

Books on Language
Tests
LO2 2 C. Communication and globalization Class discussion of essay, Library Reaction paper and/or
―Flight from Writing Materials discussion forum on
D. Global cultural climate Conversation, or videos, the impact of
―Connected but alone, globalization on how
and newscasts, etc.) people
Communicate and
Texts from newspapers, vice versa.
magazines, journals
Short Debate between
TED Talks. (2009). Wiring the notion
a Web for Global Good ―Connecting and
[Video]. Retrieved 29 May Conversation
2020, from
https://www.ted.com/talks/
gordon_brown_wiring_a_
webfor_global_good?l

Reflection
Videos of speakers
paper on the
from English-
importance of
speaking countries
the one‘s
(available via
awareness of
YouTube) Hand-
the cultural
outs on
climate of
communication
different
climate
 As evidence of attaining the above learning outcomes, the student is required to do and submit the following during the indicated dates of the term.

VI. REFERENCES
Aguilar, M. (2004, December 8). ‘Filipino English’ from an Englishman’s points of view, (Blog Post). Retrieved June 15, 2017 from
http://studentsofenglish.blogpost.com/2004/12/filipino-english-from-englishmans.html?m=0.

Anthony, Susan B. (1906).Woman’s right to the suffrage. The World’s Famous Orations. Retrieved June 15, 2017 from http://www.bartleby.com/268 /10/5.html
Arinto, P. (2009). English for the professions, Quezon City: University of the Philippines Open University.
Berlin, J. (1982, December). Contemporary composition: the major pedagogical theories, College English, 44, 765-777
Bloom, L. (1995). Fact and artefact: writing no fiction. 2nd ed. Eaglewood Cliffs, NJ: Blair Press/Prentice Hall, Inc.
British Library. (2017). Elizabeth’s Tilbury speech. British Library Websites. Retrieved April 11 2017 from http://www.bl.uk/learning/timeline/item102878.html.
Burbules, N.C. (2001). Paradoxes of the web: the ethical dimensions of credibility, Library Trends, 49, 441-453. (Classismexposed0. (2014, August 6). Why to
avoidthe word ‘classy.’ Retrieved June 21, 2017 from https://www.youtube.com/watch?v=sudznVtmPxU.
Flores, R. (2016). Oral communication context. Manila: Rex Bookstore.
Frederick, A. (2016, April 21). The broken heart syndrome phenomenon. Whim online Magazine. Retrieved August 15, 2017 from https://www.ruwhim.com/?
p=50604

Gay, R. (May 2015). Confession of a bad feminist. Ted Talks. Retrieved April 11 2017from https://www.ted.com/talks/roxane_gay_cofessions_of_a_bad_fenimist

Gimenez-Maceda, T. (2010, December 5). What is plagiarism? Sunday Inquirer Magazine, pp. 13-14.

Guffey, M. E. (2000). Essentials of business communication. Mason, OH: South-Western College Pub.

Guffey, M. E. (2001). Writing for business audiences. Stamford, CT: Thomson Learning.

Hadgson, J.D., Sano, Y., & Graham, J. L.(2008). Doing business with the new japan: succeeding in American’s richest international market Lanham, MD: Rowman &
Littlefield Publishers, Inc.

Humes, J. (2017). The art of communication is the language of leadership. Fresh Business thinking.Com. Retrieved April 11, 2017 from
https://www.freshbusinessthinking.com/the-art-of -communication-is-the-language-of-leadership/

International Association of Business Communication (2017). IABC code of ethics for professional communicators. International business of Business communicators
Website. Retrieved April 6, 2017from https://www.iabc.com/about-us/govenance/code-of-ethics/

Jocano, F. (2014, November 11). Life, learning, and the Filipino martial arts. TEDxDiliman. Retrieved April 11, 2017 from https://www.youtube.com/watch?
v=YWzT_dieglw

Kim, J. (2013, May 31). How Asians say “no” (without saying it):top 5 indirect “no’s. Asia-Pacific Global Research
Malay, J., & Uychoco. A. (Eds.) (1999). Hit the podium: getting started in debate. Manila: Rex Bookstore.

Mallari, P. (2013, November 16). The complementary roles of the Mandirigma and the Babaylan. The Manila Times. Retrieved April 11, 2017 from
http://www.manilatimes.net/the-complementary-roles-of-the-mandirigma-and-the-babylan/53493/

Matthews, L. C. & Thakkar, B. (2012). The impact of globalization on cross-cultural communication. In Cuardra-Montiel, H. (Ed.) Globalization: education and
management agendas. Rijecka, Croatia.retrieved August 15, 2017 from https://www.intechopen.com/books/globalization-education-and-management-
agendas/the-impact-of-globalization-on-cros-cultural-communication

McCrum, R. Cran, W., & Macniel, R. (1986, September 7). Speak English. Chicago Tribune. Retrieved August 11, 2017 from http://articles.chicagotribune.com/1986-
09-07/features/8603070293_i_official-language-mother-tounge-speak

Mcquail, D., & Windahi, S. (2013). Communication Models for the Study of Mass Communication. New York Routledge.
Mishra, S. (No Date). Scharmm’s-Model-Communication. Businesstopia. Retreived March 31, 2017 from https://www.businesstopia.net/communication/schramms-
model-communication

Monosoff, T. (2007, May 29). How to market a new product. Entrepreneur. Retrieved June 15, 2017 from https://www.entrepreneur.com/article/179084

Montana, P. J. & Charnov, B. H. (2008).management (4th Ed). Hauppauge, NY: Barron’s.

Moraski, L. (2013, August 11). Ashton Kutcher gives life advice at teen choice awards. CBS News.Retrieved June 15, 2017 from
http://www.cbsdnews.com/news/ashton-kutcher-gives-life-advice-at-teen-choice-awards/

Morreale, S. (2010). The competent public speaker, New York: Peter Lang Publishing, Inc.

VII. COURSE REQUIREMENTS

1. The student must regularly attend the class.

2. Active participation in class discussion is required.
3. Each student shall report on one topic. The reporter must produce PowerPoint presentation of his report, likewise distribute handouts in the class.
4. Each student has to take and pass all formative(quizzes/written assignments) and summative tests (midterm/final exams). Homework must be submitted the
next meeting.
 5. Students have to submit a compilation of tests on listening, speaking, reading, writing, grammar and vocabulary with tables of specification.

VIII. GRADING SYSTEM

General Average. The students will be graded for two quarters ( midterm and final rating periods) according to the following:

Class Attendance 10%

Participation in Class Discussion and Pair/Group Activities 25%
Individual Formative Tests, Homework, Research 25%
Summative Examination (Midterm/Final Exams) 40%
TOTAL 100%

Final Grade. The students will be given a final grade based on their average grade (AG) in the mid grading period ( 1st quarter of the term ) and in the final grading
grade ( 2nd quarter). Midterm average grade has a weight of 50% and the final grading period has also a weight of 50%.

University Equivalent Rating:

97 – 100 1.00
94 – 96 1.25
91 – 93 1.50
88 – 90 1.75
85 – 87 2.00

IX. CLASS POLICIES

All students who are enrolled in this course should conform to the following class policies:

A. Attendance

1. Regardless of a disability, all students are responsible for fulfilling the essential requirements of courses/programs/degrees, including attendance expectations.
2. No one is allowed to attend a class unless officially enrolled on a credit or non-credit basis with the appropriate fees paid. Students who attend, participate and
strive to complete course requirements without formal enrolment will not receive credit for their work.
3. In compliance with the University regulations governing class attendance, students who stop attending the class for five (5) or six (6) times without
justifiable reasons or who have never attended class will be dropped from the class. (Attendance is defined as physical attendance, participation or presence in
an academically related activity such as submission of an assignment ( e.g., homework, research paper), quiz/ examination, or participation in group
activities. )
4. Severe consequences on students who miss term exams without a "satisfactory explanation" shall be imposed, namely, a failing grade in the course. To avoid
such dire action, the policy instructs students "unable to take a midterm/final examination because of illness or other reasons over which they have no control"
 to notify the instructor/professor immediately. Students should be prepared to document their illness or the extenuating circumstances that caused them to miss
the exam.
5. Students are excused from classes to participate in university-approved events or competitions. Before missing classes, the participants must present their
instructors with a letter signed by both the director of the Student Affairs and the faculty adviser/coach of the student. These letters confirm the dates and
locations of the events. An excused absence does not excuse students from completing course work missed during their absences.
6. The University physician will provide students with a medical excuse only if the student's illness warrants such action. If a student is examined by a physician
during the time he/she is ill, the physician will decide at that time if the student is too ill to attend classes. If an excuse is warranted, the physician will specify
this on a medical certificate, which the student will receive and shown to the instructor upon their entrance to the class.
7. Students who face emergencies, such as a death in the family, serious illness of a family member, court appearances, hazardous weather that makes attendance
impossible or other situations beyond their control that preclude class attendance should notify their instructors immediately to be excused from their class.
8. Students without notifications of absence or excuse letters will not be allowed to have make-up course work such as quiz, but will be allowed to take midterm
and/or final examinations.

B. Class Participation and Behavior

1. Class participation is a very important part of the learning process in this course. Students will be evaluated on the quality of their contributions and insights
2. Any form of cheating will immediately earn you a failing grade.
3. Students are required to adhere to the behavior standards and to refrain from disrupting classes
4. If a student is disruptive, the faculty member may ask the student to stop the disruptive behavior and warn the student that such disruptive behavior can result in
academic or disciplinary action.

Prepared by:

Mr. Andres E. Arcilla, MAED Eng.

Date: May 21, 2021

Submitted to:

Mr. Leandro Sarmiento

BSCS Chairperson
Mr. Henry P. Santiago, PhD.
College Dean