Course Syllabus (UTS) .Final

2020 Level 2
Recognition for
Proficiency In
SAMAR STATE UNIVERSITY Quality Management
Arteche Blvd., Catbalogan City, Philippines 6700
Office of the Vice President | Academic Affairs
SSU-OVPAA-FR-018
03-AUG-2022 REV. 10
COURSE SYLLABUS
I. Course Code : GE 1
II. Course Descriptive Title : Understanding the Self
III. Credit Units/No. of Hrs. : 3 units / 54 hours
IV. Course Pre-requisite/s : None
V. Academic Term and School Year : First Semester, SY 2022 - 2023
VI. Vision, Mission and Quality Policy of SSU :
SSU Vision
A Transformative University Committed to Technology, Innovation and Service Excellence.

BOR No. 41 series 2014
SSU Mission
The University shall primarily provide advanced instruction and professional training in the arts, philosophy, social sciences, agriculture and fishery, forestry, science and
technology, engineering, education, law and other related fields. It shall also undertake research and extension services, and provide progressive leadership in its areas of
specialization.
Sec. 2. R.A. 9313
Quality Policy
Samar State University commits to provide and uphold service excellence in instruction, research and extension in conformity to legal and statutory requirements for
continual improvement and customer satisfaction.
BOR No. 80 series 2016
VII. College Goal
The College of Arts and Sciences commits itself to the following goals:
1. Develop through instruction, intellectual acumen and globally acceptable technology-based skills directed at the service of God, country, and fellowmen;
2. Foster a desirable attitude towards research and promote continuing education as a means of achieving personal growth and development;
Website: www.ssu.edu.ph
Contact us: (055) 530-0629 | info@ssu.edu.ph
Follow us on @ssucatbalogan 1st Philippine Higher Education Internationalization Awardee (2021)
Page 1 of 27 2019 Top Patent Filer (2009-2019)
2020 Level 2
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3. Encourage meaningful community involvement through innovative and responsive strategies geared towards national development, and
4. Instill positive productivity for gaining sustainable growth and self-sufficiency in a progressive and environment-friendly society.
VIII. Program Graduate Outcomes
Institutional Graduate Outcome Attributes Link to MV-CV
Common to All Programs in All Types of School
1. Articulate and discuss the latest developments in the specific field of practice. Communicator Excellence, Technology
2. Communicate effectively in writing, speaking and presenting using culturally appropriate language. Communicator Excellence
3. Work effectively in teams, in collaboration with other disciplines, and multicultural teams. Team Player Leadership
4. Practice the profession in accordance with existing laws, social, moral and/ or ethical responsibility. Professional Discipline
5. Act as a responsible citizen and show pride of being Filipino by preserving and promoting Filipino historical and cultural
Nationalistic Discipline
heritage.
Common to State Universities
Excellence, Innovation,
6. Demonstrate competence to conduct research. Competent
Technology
7. Demonstrate competence and commitment to develop appropriate technological services in response to national, regional Committed/ Service,
and local development. Service Oriented Technology
Common to Samar State University Graduates

8. Demonstrate ability to use innovative, creative and appropriate methods to meet the demands of the industry and labor
Technology Provider Innovation, Technology
market.
9. Demonstrate ability to sustainably manage the resources available in the community. Resource Manager Service, Technology
Solution Provider
10. Demonstrate ability to create scientific solutions and innovative concepts with creativity and critical mindedness. Excellence, Innovation
Creative/Critical
2020 Level 2
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Risk Taker
11. Demonstrate competence to translate challenges into opportunities. Excellence, Innovation
Change Agent
12. Demonstrate ability to engage in life-long learning with a passion to keep current with local, national and global
Life Long Learner Excellence, Technology
developments.
Specific to Information Technology Education Program
Solution Provider /
13. Analyze complex problem, identify and define the computing requirements needed to design an appropriate solution. Creative / Critical Excellence, Innovation
Thinking
Solution Provider /
14. Apply computing and other knowledge domains to address real-world problems. Creative / Critical Excellence, Innovation
Thinking
Solution Provider
15. Design and develop computing solutions using a system-level perspective. Creative / Critical Excellence, Innovation
Thinking
16. Utilize modern computing tools. Technology Provider Innovation, Technology
Specific to the Bachelor of Science in Information Technology Program
17. Apply knowledge of computing, science, and mathematics appropriate to the discipline Knowledge For Solving Technology, Excellence
Computing Problems
18. Understand best practices and standards and their applications Knowledge For Solving Technology, Excellence
Computing Problems
19. Analyze complex problems, and identify and define the computing requirements appropriate to its solution. Problem Analysis Technology, Excellence
20. Identify and analyze user needs and take them into account in the selection, creation, evaluation and administration of Problem Analysis Technology, Excellence
computer-based systems
21. Design, implement and evaluate computer-based systems, processes, components, or programs to meet desired needs and Design/Development Of Technology, Excellence
requirements under various constraints Solutions
22. Integrate IT-based solutions into the user environment effectively Design/Development Of Technology, Innovation,
Solutions Excellence
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23. Apply knowledge through the use of current techniques, skills, tools and practices necessary for the IT profession Modern Tool Usage Technology, Innovation,
Excellence
24. Function effectively as a member or leader of a development team recognizing the different roles within a team to Individual and Team Technology, Excellence
accomplish a common goal Work
25. Assist in the creation of an effective IT project plan Individual and Team Technology, Excellence
Work
26. Communicate effectively with the computing community and with society at large about complex computing activities through Communication Technology, Excellence
logical writing, presentations and clear instructions
27. Analyze the local and global impact of computing information technology on individuals, organizations and society Computing Technology, Excellence
Professionalism and
Social Responsibility
28. Understand professional, ethical, legal, security and social issues and responsibilities in the utilization of information Computing Technology, Excellence
technology Professionalism and
Social Responsibility
29. Recognize the need for and engage in planning self-learning and improving performance as a foundation for continuing Life-Long Learning Technology, Innovation,
professional development Excellence
IX. Program Objectives
The Bachelor of Science in Information Technology (BSIT) aims to prepare students to become professionals in the field of information technology and computer science.
Specifically, the program seeks to:
1. Understand the philosophy, concept, and principles of information technology and computer sciences;
2. Acquire adequate training on abstract and analytical IT processes;
3. Develop technical skills competitively attuned to global market demands; and
4. Enhance personal and social values adaptive to the work environment.
X. Course Description
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The course deals with the nature of identity, as well as the factors and forces that affect the development and maintenance of personal identity. It intends to facilitate the
exploration of the issues and concerns regarding self and identity to arrive at a better understanding of one’s self. It strives to meet this goal by stressing the integration of the personal with
the academic- contextualizing matters discussed in the classroom and in the everyday experiences of students- making 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.
XI. Course Outcomes and Relationship to Program Outcomes
COURSE LEARNING OUTCOMES (CLOs) PROGRAM OUTCOMES
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29
1. Discuss the fundamental perspectives,

forces, influences, and theories in E I
understanding the self.
2. Demonstrate/develop (understanding) the

basic theories, forces, and concepts in E I
analyzing the development of oneself.
3. Apply (specific) skills on various aspects of

self to arrive better understanding of the E I
quality of life.
Key: I – Introductory E – Enabling D – Demonstrated
XII. Core Values to be Developed

Leadership, Excellence, Discipline, Service
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XIII. Course Content
Content No. of Hours
0. Preliminaries 1
0.1 SSU Vision, Mission, Quality Policy, CAS goals
0.2 Program Objectives, Classroom policies grading system
1. The Self from Various Perspectives 22

1.1 Philosophy
1.2 Sociology and Anthropology
1.3 Psychology
1.4 The Self in Western and Oriental/Eastern Thought
2. Unpacking the Self 21

2.1 The Physical Self
2.2 Sexual Self
2.3 The Material/Economic Self
2.4 The Spiritual Self
2.5 The Political Self
2.6 The Digital Self
3. Managing and Caring for the Self 10

3.1 Learning to be a better student
3.2 Setting goals for success
3.3 Taking charge of one’s health _____
TOTAL 54
XIV. Grading System

2020 Level 2
Recognition for
Proficiency In
SSU-OVPAA-FR-018
03-AUG-2022 REV. 10
Major Examination (Midterm and Final term) - 40%

Summative Tests - 25%
Class Participation (Attendance/Recitation/Exercises) - 15%
Term Requirements (Projects/Activities/Assignments) - 20%
Total - 100%
For General Education Courses (0-60)

( Total Score ) x 35
RATING SCORE = +60
Highest Possible Score
FINAL GRADE = 50% Mid-term + 50% Final-term

*Passing Rate is 75%
BOR Resolution No. 168, s. 2020
XV. Required Reading
Degho, S. E., Degho, G. S., et.al. (2019). Towards understanding the self. Revised Edition. Malabon City, Ph: Mutya Publishing House, Inc.
Alata, E.P., Caslib Jr., B., Serafica, J.J., & Pawilen, R.A (2018). Understanding the self (1st ed.).Rex Bookstore.
Villafuerte, Salvacion L., Quillope, Al F., Tunac, Rudjane C., Borja, Estela I. (2018). Understanding the self. Nieme Publishing House Co.Ltd.
XVI. Suggested Readings and References
Chafee, J. (2013). Who are you? Consciousness, Identity and the Self. In the Philosopher’s Way: Thinking Critically about profound ideas. Pearson. 106-169.
Demello, M, (2014). Beautiful bodies. Pp 173-188. And Fat and Thin Bodies. 189-205. In body studies: An introduction. Routledge.
Dittmer, H. (2015). The Individuaal Centered Approach: Material Possessions as Parts of the Extended Self.Pp. 41-64 and Possessions as Symbolic Expressions of Identity. Pp.95-121.
Social psychology of material possessions: To have is to be? St. Martin’s Press.
XVII. Classroom Policies
2020 Level 2
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General Classroom Policies

1. Classes will be delivered based on the flexible-learning scheme. Classes will be based on the available resources of both the university and the students.
2. If the student is capable, the learning materials will all be available through the SSU Learning Management System (LMS) which can be accessed using the respective institutional
account of the students.
3. If the student is not capable of accessing the SSU LMS, feel free to contact the instructor for other possible options to deliver the learning needs of the students.
4. Students are expected to exhibit discipline, honesty, integrity and good conduct to go along with the new learning experience.
5. Students are required to regularly check the available communication platforms used in the delivery of instruction.
6. Students can contact the instructor at the prescribed platform. However, queries or questions will be entertained during the course’s regular schedule.
7. The entire course is divided into packets which will be retrieved at the university for offline/modular mode of learning students and will be posted online for online mode of learning
students.
8. Students are to undergo self-directed learning using the learning packets and any other learning materials prescribed in the syllabus. Students are to answer the summative tests and
the individual activities.
9. Submit the class requirements online or through hard copies at the university. Be aware of the deadline for submissions of the said documents, online or not. Late submissions will
affect students’ grades.
10. Be on time, be prepared, plan well, and remain on task.
11. Do not disrupt the class or teacher, or waste class time.
12. Be honest and respectful of ideas of people, and of their property.
13. Cheating is absolutely not allowed at all times. Anyone caught cheating will be automatically marked “Failed” in the course.
14. Students are encouraged to be resourceful and use these resources wisely. If by any means the student has access to the internet, it is required that he/she regularly visit their
accounts for additional resources. Observe proper computer ethics.
15. Students conduct of online classes (synchronous/asynchronous), and are required to look for a safe and convenient place (with a good internet connection).
16. Students are advised to ask questions/queries regarding course requirements, topics, and others related to the instruction.
17. BY ALL MEANS, THE STUDENT HAS TO REACH OUT TO THEIR FACULTY OR ADVISER THE WHOLE SEMESTER.
In the conduct of online classes:

Students are advised to strictly follow the policies prescribed in the BOR Resolution No. 92, series of 2020 in the conduct of online classes.
18. Students must be in proper and decent attire while attending online classes
19. Students must use their full name or real name on social media account for proper identification and for prompt admission during online classes
20. Turn the camera on at all times, if applicable (i.e., when required by instructor/professor). Even when the camera is off, students must stay attentive and participative and face the
screen/camera in an upright position throughout the entire class session
21. Students must stay focused during the entire class discussion. Students should set the microphone into a mute mode when it is not his/her turn to talk or if not recognized by the
instructor/professor to avoid disruption of classes
22. Students must observe good manners and right conduct at all times. Students must be polite when asking for clarifications or in answering his/her instructor’s/professor’s and
classmates’ questions. All messages, either for instructors/professors or classmates must be in a professional/educated manner and are well-written
2020 Level 2
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23. Students must use concise, clear, specific, and formal language in asking questions and giving responses. Students must avoid using trendy or non-standard abbreviations and
jargon and be particular in using emoticons to show emotions
24. Students must give an appropriate response to the person who generated the original message. Students must avoid replying to any message unless it is with a good purpose. No
student should respond when he/she is angry/upset to avoid delivery of derogatory words
25. Students must consider the audience or the recipients of the message. The content must be checked and proofread. Apply the “think before you click” principle in replying, sending
or posting anything on social media or on any online platform. Evaluate the content and remember your purpose. (Is it helpful? Or is it worth sharing?)
26. Students must not publicize other person’s email addresses or contact number/s in adherence to Data Privacy Law
27. Students must be the authors and real owners of any course requirements. Plagiarism must be avoided and proper referencing and citation must be practiced at all times
28. Students must display honesty and value integrity at all times. It must be noted that all forms of cheating are prohibited during an online quiz and examination
29. Students must adhere to the provisions of the policies enumerated above
In the conduct of Limited Face-to-Face Class:

30. Only fully vaccinated students can attend the face-to-face classes
31. Students are to strictly follow prescribed protocols such as wearing of face mask at all times, wearing a face shield, regular hand washing and sanitizing, and the observance of
physical/social distancing.
32. Students experiencing symptoms of COVID-19 like fever, cough, and colds, sore throat, shortness or difficulty of breathing, and the like are strongly advised to immediately inform the
faculty for instructions. They are advised not to report to school.
33. Concerns and questions of the students will be addressed by raising their hands first and they are not allowed to talk unless they are told to do so.
34. Students are strictly to follow traffic regulations and signages within the college of engineering premises.
35. Students are mandated to stay in their seats throughout the class unless required to move.
36. Maintain a safe, orderly, and clean environment.
37. Students whose area is found unclean will be marked absent during the class.
38. Mobile phones are strongly advised to be switched off during class and especially during exams.
39. Refer to the university guidelines on limited face-to-face classes for other policies.
XVIII. Consultation Hours
Every Wednesday, 1:00 – 5:00 PM
XIX. Learning Plan
2020 Level 2
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Course Time Frame

Learning Intended Learning (Hours) Teaching – Learning
Content Resources Assessment
Outcomes Outcomes (ILO) Activities/Strategies
(CLOs) Lec Lab
1. Familiarize the SSU 0. Preliminaries 1  Course Syllabus Face-to-Face: Face-to-Face:
VMGO and be oriented 0.1 SSU Mission, Vision &  Student’s Hand - In-person discussions / - In-person recitation /
with the course policies Quality Policy Statement; book sharing of insights sharing of visions as
and grading system College Goals, Program  Internet - In-class recitation future graduates of
Graduate Outcomes, connection SSU
Program Objectives;  Mobile phone
0.2 Discussion of Course; and/or Laptop / Online Synchronous: Online Synchronous:
0.3 Description and Expected Desktop - Video conferencing via - Online recitation /
Outcomes; Class Policies Computer Google Meet / Zoom with sharing of visions as
0.4 Discussion of the mechanics  Google Meet or multimedia presentation future graduates of
of the course Zoom - Online recitation SSU
0.5 Introducing the requirements Asynchronous: Asynchronous:
and integrative final paper - Recorded discussion from - Reflection paper on
Zoom or Google meet visions as future
- Chat forum via Messenger graduates of SSU
group chat
CLOs 1, 2 1. Describe the different 1. The Self from Various 7  Module in Face-to-Face: Face-to-face:
notions of the self from Perspectives Understanding - Interactive discussion of the - Summative Test
the points- of- view of 1.1 Philosophical Self the Self - Unit learning materials for Unit 1.1 - Submission of matrix
the various 1.1.1 Socrates 1.1: using Socratic Method on the concepts of the
philosophers across 1.1.2 Plato Philosophical - Sharing of learning insights self from the different
time and place. 1.1.3 Augustine Self - In-class recitation philosophers
2. Compare how the self 1.1.4 Aquinas  Internet
has been represented in 1.1.5 Descartes connection Online Synchronous: Online Synchronous:
different philosophical 1.1.6 Locke  Mobile phone - Online discussions through - Summative Test
schools. 1.1.7 Hume and/or Laptop / google meet / zoom - Submission of matrix
3. Examine one’s self 1.1.8 Kant Desktop - Collaborative learning through on the concepts of the
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against the different 1.1.9 Freud Computer Mentimeter / Pear Deck self from the different
views of self that were 1.1.10 Ryle  Google Meet or - Online recitation philosophers through
discussed in class and 1.1.11 Churchland Zoom online platforms such
integrate these 1.1.12 Merleau-Ponty  Books as stated as LMS and/or Google
concepts to create in the references Classroom / Facebook
one’s philosophical All try to answer the question who and suggested Group page
perspective of the self are you? readings
Asynchronous:
Asynchronous:
- Summative Test
- Recorded discussion from
- Submission on the
Zoom or Google meet
concepts of the self
- Chat forum via Messenger
from different
group chat
philosophers.
CLOs 2, 3 1. Compare how the self 1.2 Sociological and 3  Module in Face-to-Face: Face-to-face:
has been represented Anthropological Self Understanding - Interactive discussion of the - Summative Test
across the sociological 1.2.1 The self as a product of the Self - Unit learning materials for Unit 1.2 - Submission of a
and anthropological modern society among 1.2: Sociological using Socratic Method creative work on how
disciplines and other constructions and - Sharing of learning insights the different factors
perspectives. 1.2.2 Mead and the social Anthropological - In-class recitation and forces influence to
2. Demonstrate critical and self Self the development of
reflective thought in 1.2.3 The self-embedded in  Internet yourself through a
analyzing the culture connection poem or literary piece
development of one’s  Mobile phone (with rubrics)
self and identity by and/or Laptop /
developing a theory of Desktop Online Synchronous:
Online Synchronous:
the self Computer - Summative Test
- Online discussions through
 Google Meet or - Submission of a
google meet / zoom
Zoom creative work on how
- Collaborative learning through
 Books as stated the different factors
Mentimeter / Pear Deck
in the references and forces influence to
- Online recitation
and suggested the development of
2020 Level 2
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SSU-OVPAA-FR-018
03-AUG-2022 REV. 10
readings yourself through a

poem or literary piece
(with rubrics) through
online platforms such
as LMS and/or Google
Classroom / Facebook
Group page
Asynchronous:
Asynchronous: - Summative Test
- Recorded discussion from - Submission on the
Zoom or Google meet concepts of the self
- Chat forum via Messenger from different
group chat philosophers through
Group page
CLOs 2,3 1. Discuss the self as a 1.3 The Psychological Self 6  Module in Face-to-Face: Face-to-face:
cognitive construct 1.3.1 The self as a cognitive Understanding - Interactive discussion of the - Summative Test
2. Differentiate the ME vs construction: William the Self - Unit learning materials for Unit 1.3 - Make a Self-analysis
I-self; Real vs Ideal James 1.3: using Socratic Method report highlighting your
Self-concepts; Multiple 1.3.2 Me-Self vs I-Self Psychological - Sharing of learning insights strengths and
vs Unified selves and 1.3.3 Global vs Self - In-class recitation weaknesses
True vs False selves Differentiated models  Internet
3. Produce a Self-analysis 1.3.4 Real and Ideal self- connection Online Synchronous: Online Synchronous:
report highlighting concepts  Mobile phone - Online discussions through - Summative Test
strengths and 1.3.5 Multiple vs Unified and/or Laptop / google meet / zoom - Submission of a self-
weaknesses selves Desktop - Collaborative learning through analysis report
1.3.6 True vs False selves Computer Mentimeter / Pear Deck highlighting your
1.3.7 The self as proactive  Google Meet or - Online recitation strengths and
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and agentic Zoom weaknesses through

 Books as stated online platforms such
in the references as LMS and/or Google
and suggested Classroom / Facebook
readings Group page
Asynchronous:
Asynchronous:
- Summative Test
- Submission of a self-
Zoom or Google meet
analysis report
highlighting your
group chat
strengths and
weaknesses through
Group page
CLOs 2,3 1. Differentiate the 1.4 The Self in Western And 3  Module in Face-to-Face: Face-to-face:
concept of self- Oriental/Eastern Thought Understanding - Interactive discussion of the - Summative Test
according to Western 1.4.1 Individualistic vs the Self - Unit learning materials for Unit 1.4 - Creation of a
thought against Collective self 1.4: Self in using Socratic Method representation,
Eastern/Oriental 1.4.2 The Social construction Western and - Sharing of learning insights diagram, or concept
perspectives; of the self in Western Eastern - In-class recitation map of the SELF
2. Explain the concept of thought Perspective according to Filipino
self as found in Asian 1.4.3 The Self as embedded  Internet Culture as influenced
thoughts; in relationships and connection by the Western and
3. Create a representation through spiritual  Mobile phone Eastern perspective.
of the Filipino self. development in and/or Laptop /
Confucian thought Desktop
Computer Online Synchronous:
Online Synchronous:
 Google Meet or - Summative Test
Zoom - Submission of a
google meet / zoom
2020 Level 2
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 Books as stated - Collaborative learning through representation,

in the references Mentimeter / Pear Deck diagram, or concept
and suggested - Online recitation map of the SELF
readings according to Filipino
Culture as influenced
by the Western and
Eastern perspective.
through online
platforms such as LMS
and/or Google
Group page
Asynchronous:
- Recorded discussion from - Submission of a
Zoom or Google meet representation,
- Chat forum via Messenger diagram, or concept
group chat map of the SELF
according to Filipino
Culture as influenced
by the Western and
Eastern perspective.
through online
and/or Google
Group page
CLOs 1, 3 1. Discuss the different 2. Unpacking The Self 6  Module in Face-to-Face: Face-to-face:
aspects of self and 2.1 Physical Self Understanding - Interactive discussion of the - Summative Test
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identity 2.1.1 The impact of culture the Self - Unit learning materials for Unit 2.1 - Listen to the song of
2. Present how teens on body image and 2.1: The using Socratic Method Alessia Cara entitled
define beauty self esteem Physical Self - Sharing of learning insights "Scars to your
3. Assess the impact of 2.1.2 Physical self-harm  Internet - In-class recitation Beautiful”. And
beauty in oneself. connection highlight a line that is
 Mobile phone most striking to you
and/or Laptop / and make a reflection /
Desktop essay about it.
Computer
 Google Meet or Online Synchronous:
Online Synchronous:
Zoom - Summative Test
 Books as stated - Listen to the song of
google meet / zoom
in the references Alessia Cara entitled
and suggested "Scars to your
readings Beautiful”. And
- Online recitation
highlight a line that is
most striking to you
and make a reflection /
essay about it. Submit
it through online
and/or Google
Group page
Asynchronous:
- Recorded discussion from - Listen to the song of
Zoom or Google meet Alessia Cara entitled
- Chat forum via Messenger "Scars to your
group chat Beautiful”. And
highlight a line that is
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most striking to you

and make a reflection /
essay about it. Submit
it through online
and/or Google
Group page
-
1 Mid-term Examination
Sub-total (Midterm) 27
CLOs 1, 3 1. Describe the 2.2 Sexual Self 6  Module in Face-to-Face: Face-to-face:
developmental aspect 2.2.1 Development of Understanding - Interactive discussion of the - Summative Test
of the reproductive Secondary sex the Self - Unit learning materials for Unit 2.2 - Create an advocacy
system; characteristics and the 2.2: The Sexual using Socratic Method poster or slogan that
2. Explain human sexual human reproductive Self - Sharing of learning insights will raise the
behavior; system  Internet - In-class recitation awareness of the
3. Characterize the 2.2.2 Discussing the connection students and help to
diversity of sexual Erogenous zones  Mobile phone disseminate
behavior; 2.2.3 Understanding the and/or Laptop / information about pre-
human sexual Desktop marital sex and
response Computer elimination of sexually
2.2.4 The basic biology of  Google Meet or transmitted diseases
sexual behavior Zoom especially among the
2.2.5 Understanding the  Books as stated youth (Rubrics
chemistry of lust, love in the references attached).
and attachment and suggested
2.2.6 The Psychological readings Online Synchronous:
aspect: What turns Online Synchronous: - Summative Test
people on: the phases - Online discussions through - Create an advocacy
google meet / zoom
2020 Level 2
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of sexual response - Collaborative learning through poster or slogan that

2.2.7 The diversity of sexual Mentimeter / Pear Deck will raise the
behavior: solitary, - Online recitation awareness of the
heterosexual, students and help to
homosexual, bisexual, disseminate
transsexual information about pre-
2.2.8 Sexually transmitted marital sex and
diseases elimination of sexually
2.2.9 Methods of transmitted diseases
Contraception (natural especially among the
and artificial) youth (Rubrics
attached). Submit it
through online
and/or Google
Group page
Asynchronous:
- Summative Test
Asynchronous:
- Create an advocacy
poster or slogan that
Zoom or Google meet
will raise the
awareness of the
group chat
students and help to
disseminate
information about pre-
marital sex and
elimination of sexually
transmitted diseases
especially among the
youth (Rubrics
2020 Level 2
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attached).
CLOs 2, 3 1. Discuss the association 2.3 The Material Self/Economic 3  Module in Face-to-Face: Face-to-face:
of self and possessions Self Understanding - Interactive discussion of the - Summative Test
2. Relate the role of 2.3.1 I shop, therefore I Am: I the Self - Unit learning materials for Unit 2.3 - Reflection Paper: Me
consumer culture to self have, therefore I Am? 2.3: The Material using Socratic Method and My favorite Things
and identify; and 2.3.2 Shaping the way we see Self - Sharing of learning insights (what these are and
3. Assess one’s self based ourselves: The role of  Internet - In-class recitation what they say about
on the description of consumer culture on our connection me) (rubrics attached).
material self sense of self and identity  Mobile phone
and/or Laptop / Online Synchronous: Online Synchronous:
Desktop - Online discussions through - Summative Test
Computer google meet / zoom - Reflection Paper: Me
 Google Meet or - Collaborative learning through and My favorite Things
Zoom Mentimeter / Pear Deck (what these are and
 Books as stated - Online recitation what they say about
in the references me) (rubrics attached).
and suggested Submit it through
readings online platforms such
Group page.
Asynchronous:
- Summative Test
Asynchronous: - Create an advocacy
- Recorded discussion from poster or slogan that
Zoom or Google meet will raise the
- Chat forum via Messenger awareness of the
group chat students and help to
disseminate
information about pre-
2020 Level 2
Recognition for
Proficiency In
SSU-OVPAA-FR-018
03-AUG-2022 REV. 10
marital sex and

elimination of sexually
transmitted diseases
especially among the
youth (Rubrics
through online
and/or Google
Group page.
CLOs 1, 2 1. Explain the different 2.4 The Spiritual Self: The practice  Module in Face-to-Face: Face-to-face:
rituals and ceremonies of religion: belief in Understanding - Interactive discussion of the - Summative Test
2. Discuss the self in supernatural being and power the Self - Unit learning materials for Unit 2.4 - Narrative Essay:
relation with religious 2.4.1 The concept of 3 2.4: The Spiritual using Socratic Method Interview of
beliefs “Dungan” -spirit or soul Self - Sharing of learning insights informant/s regarding
3. Explain ways of finding 2.4.2 Rituals and  Internet - In-class recitation most common rituals
the meaning of life ceremonies connection in locale, description,
2.4.3 The function of rituals  Mobile phone and the functions they
2.4.4 Religion, Magic and and/or Laptop / serve.
Witchcraft Desktop
2.4.5 Finding and creating Computer Online Synchronous:
Online Synchronous:
meaning  Google Meet or - Summative Test
2.4.6 Three ways of Zoom - Narrative Essay:
google meet / zoom
discovering meaning in  Books as stated Interview of
life in the references informant/s regarding
and suggested - Online recitation most common rituals
readings in locale, description,
and the functions they
serve (rubrics
2020 Level 2
Recognition for
Proficiency In
SSU-OVPAA-FR-018
03-AUG-2022 REV. 10
through online
and/or Google
Group page.
Asynchronous:
- Summative Test
Asynchronous:
- Narrative Essay:
Interview of
Zoom or Google meet
informant/s regarding
most common rituals
group chat
in locale, description,
and the functions they
serve (rubrics
through online
and/or Google
Group page.
CLOs 2, 3 1. Illustrate a Filipino 2.5 The Political Self 3  Module in Face-to-Face: Face-to-face:
Identity 2.5.1 Developing a Filipino Understanding - Interactive discussion of the - Summative Test
2. Discuss different Values, Traits, the Self - Unit learning materials for Unit 2.5 - Reflection Paper:
Filipino values and traits Community and 2.5: The Political using Socratic Method Reflect how being a
3. Reflect on your selfhood institutional factors Self - Sharing of learning insights Filipino affects your
in relation to your 2.5.2 Establishing a  Internet - In-class recitation “self.” How can
national identity Democratic Culture connection becoming a better
 Mobile phone Filipino influence your
and/or Laptop / duty to becoming a
Desktop better version of
2020 Level 2
Recognition for
Proficiency In
SSU-OVPAA-FR-018
03-AUG-2022 REV. 10
Computer yourself.
 Google Meet or
Zoom Online Synchronous: Online Synchronous:
 Books as stated - Online discussions through - Summative Test
in the references google meet / zoom - Reflection Paper:
and suggested - Collaborative learning through Reflect how being a
readings Mentimeter / Pear Deck Filipino affects your
- Online recitation “self.” How can
becoming a better
Filipino influence your
duty to becoming a
better version of
yourself. Submit it
through online
and/or Google
Group page.
Asynchronous:
- Recorded discussion from - Reflection Paper:
Zoom or Google meet Reflect how being a
- Chat forum via Messenger Filipino affects your
group chat “self.” How can
becoming a better
Filipino influence your
duty to becoming a
better version of
yourself. Submit it
through online
and/or Google
2020 Level 2
Recognition for
Proficiency In
SSU-OVPAA-FR-018
03-AUG-2022 REV. 10
Group page.
CLOs 1, 2 1. Compare real identity vs 2.6 The Digital Self: Self and other 3  Module in Face-to-Face: Face-to-face:
online identity. in cyberspace Understanding - Interactive discussion of the - Summative Test
2. Describe the influence 2.6.1 I, me, myself and my the Self - Unit learning materials for Unit 2.6 - Narrative essay. Do a
of internet on sexuality user ID online identity 2.6: The Digital using Socratic Method Quick Survey: Who
and gender. 2.6.2 Selective self- Self: Self and - Sharing of learning insights goes online and why?
3. Discuss the proper way presentation and other in - In-class recitation
of demonstrating values impression cyberspace
and attitudes online management  Internet Online Synchronous: Online Synchronous:
2.6.3 Impact of online connection - Online discussions through - Summative Test
interactions on the self  Mobile phone google meet / zoom - Submission of a
2.6.4 Boundaries of the self- and/or Laptop / - Collaborative learning through Narrative essay. Do a
online: private vs public; Desktop Mentimeter / Pear Deck Quick Survey: Who
personal/individual vs Computer - Online recitation goes online and why?
social identity online;  Google Meet or Submit it through
gender and sexuality Zoom online platforms such
online  Books as stated as LMS and/or Google
in the references Classroom / Facebook
and suggested Group page.
readings
Asynchronous:
Asynchronous:
- Summative Test
- Submission of a
Zoom or Google meet
Narrative essay. Do a
Quick Survey: Who
group chat
goes online and why?
Submit it through
2020 Level 2
Recognition for
Proficiency In
SSU-OVPAA-FR-018
03-AUG-2022 REV. 10
Group page.
CLOs 1, 3 1. Explain how learning 3. Managing and Caring for The 3  Module in Face-to-Face: Face-to-face:
occurs. Self Understanding - Interactive discussion of the - Summative Test
2. Illustrate various 3.1 Learning to be a better the Self - Unit learning materials for Unit 3.1 - Reflection paper on
metacognition and student 3.1: Learning to using Socratic Method working on my bad
studying techniques. 3.1.1 What happens during be a better - Sharing of learning insights habits
3. Determine the learning? student - In-class recitation
metacognitive 3.1.2 Brain and behavior  Internet
techniques that you find changes connection Online Synchronous: Online Synchronous:
most appropriate for 3.1.3 Metacognition and  Mobile phone - Online discussions through - Summative Test
yourself. study strategies and/or Laptop / google meet / zoom - Submission of a
3.1.4 Managing your own Desktop - Collaborative learning through Reflection paper on
learning Computer Mentimeter / Pear Deck working on his/her bad
 Google Meet or - Online recitation habits. Submit it
Zoom through online
 Books as stated platforms such as LMS
in the references and/or Google
readings Group page.
Asynchronous:
- Recorded discussion from Asynchronous:
Zoom or Google meet - Summative Test
- Chat forum via Messenger - Submission of a
group chat Reflection paper on
working on his/her bad
habits. Submit it
through online
and/or Google
Group page.
2020 Level 2
Recognition for
Proficiency In
SSU-OVPAA-FR-018
03-AUG-2022 REV. 10
CLOs 2, 3 1. Apply Bandura’s self- 3.2 Setting Goals for Success 3  Module in Face-to-Face: Face-to-face:
efficacy theory for self- 3.2.1. The importance of Understanding - Interactive discussion of the - Summative Test
assessment. goals the Self - Unit learning materials for Unit 3.2 - Envisioned Self Plan:
3.2.2. Albert Bandura’s Self 3.2: Setting using Socratic Method Who will I be five years
2. Differentiate growth and Efficacy Theory Goals for - Sharing of learning insights from now.
fixed mindset by Dweck. 3.2.3. Carol Dweck’s Fixed Success - In-class recitation
and Growth Mindset  Internet
3. Design personal goals Theory connection Online Synchronous: Online Synchronous:
adapting Locke’s goal 3.2.1 Edwin Locke’s Goal  Mobile phone - Online discussions through - Summative Test
setting theory. Setting Theory and/or Laptop / google meet / zoom - Submission of an
Desktop - Collaborative learning through Envisioned Self Plan:
Computer Mentimeter / Pear Deck Who will I be five years
 Google Meet or - Online recitation from now. Submit it
Zoom through online
 Books as stated platforms such as LMS
in the references and/or Google
readings Group page.
Asynchronous:
Asynchronous:
- Summative Test
- Submission of an
Zoom or Google meet
Envisioned Self Plan:
Who will I be five years
group chat
from now? Submit it
through online
and/or Google
Group page.
2020 Level 2
Recognition for
Proficiency In
SSU-OVPAA-FR-018
03-AUG-2022 REV. 10
CLOs 3 1. Illustrate the different 3.3 Taking Charge of One’s 2  Module in Face-to-Face: Face-to-face:
aspects of self and Health Understanding - Interactive discussion of the - Summative Test
identity 3.3.1 Stressors and the Self - Unit learning materials for Unit 3.3 - Develop a self- care
responses 3.3 Taking using Socratic Method plan.
3.3.2 Sources of coping Charge of One’s - Sharing of learning insights
and strength Health - In-class recitation
3.3.3 Taking care of the  Internet
self the need connection Online Synchronous: Online Synchronous:
 Mobile phone - Online discussions through - Summative Test
and/or Laptop / google meet / zoom - Submission of a self-
Desktop - Collaborative learning through care plan. Submit it
Computer Mentimeter / Pear Deck through online
 Google Meet or - Online recitation platforms such as LMS
Zoom and/or Google
 Books as stated Classroom / Facebook
in the references Group page.
and suggested Asynchronous:
readings - Recorded discussion from Asynchronous:
Zoom or Google meet - Summative Test
- Chat forum via Messenger - Submission of a self-
group chat care plan. Submit it
through online
and/or Google
Group page.
1 Final Examination
Sub-total (Final) 27
2020 Level 2
Recognition for
Proficiency In
SSU-OVPAA-FR-018
03-AUG-2022 REV. 10
Grand Total 54
XX. Additional Topics as Suggested by the Students

___________________________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________________________
Prepared by:
KARIZZA ROCHELLE E. SERVADO, RPm

Instructor
2020 Level 2
Recognition for
Proficiency In
SSU-OVPAA-FR-018
03-AUG-2022 REV. 10
Peer Reviewed:
ANGELYN B. MACHATE, RPm PEDRO S. CABRALES DENNIS B. DURANGO

Instructor Area Chair Program Chair, BS Information Technology
Examined and Endorsed:
MA. WINNA MAE A. AGBON JOSE MARLON J. REFUNCION JR., D.M. MARYJES G. CALADES, Ph.D.
Chairperson, CIMRC Focal Person for Quality Assurance Associate Dean
Approved:
FLORABELLE B. PATOSA, Ph.D.

Dean
Date Approved: _______________________

Course Syllabus (UTS) .Final

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2020 Level 2

A Transformative University Committed to Technology, Innovation and Service Excellence.

VII. College Goal

VIII. Program Graduate Outcomes

Institutional Graduate Outcome Attributes Link to MV-CV

Common to All Programs in All Types of School

Common to Samar State University Graduates

IX. Program Objectives

XI. Course Outcomes and Relationship to Program Outcomes

COURSE LEARNING OUTCOMES (CLOs) PROGRAM OUTCOMES

1. Discuss the fundamental perspectives,

2. Demonstrate/develop (understanding) the

3. Apply (specific) skills on various aspects of

Key: I – Introductory E – Enabling D – Demonstrated

XII. Core Values to be Developed

XIII. Course Content

Content No. of Hours

1. The Self from Various Perspectives 22

2. Unpacking the Self 21

3. Managing and Caring for the Self 10

XIV. Grading System

Major Examination (Midterm and Final term) - 40%

For General Education Courses (0-60)

FINAL GRADE = 50% Mid-term + 50% Final-term

XVI. Suggested Readings and References

XVII. Classroom Policies

General Classroom Policies

In the conduct of online classes:

In the conduct of Limited Face-to-Face Class:

XVIII. Consultation Hours

Every Wednesday, 1:00 – 5:00 PM

XIX. Learning Plan

Course Time Frame

readings yourself through a

and agentic Zoom weaknesses through

 Books as stated - Collaborative learning through representation,

most striking to you

of sexual response - Collaborative learning through poster or slogan that

marital sex and

XX. Additional Topics as Suggested by the Students

KARIZZA ROCHELLE E. SERVADO, RPm

ANGELYN B. MACHATE, RPm PEDRO S. CABRALES DENNIS B. DURANGO

Examined and Endorsed:

FLORABELLE B. PATOSA, Ph.D.

Date Approved: _______________________

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