VPAA-QF-10

CvSU Vision Republic of the Philippines CvSU Mission

The premier universityin Cavite State University shall provide
historic Cavite recognized for
CAVITE STATE UNIVERSITY excellent, equitable and relevant educational
excellence in the development Don Severino de las Alas Campus opportunities in the arts, science and
of globally competitive and Indang, Cavite technology through quality instruction and
morally upright individuals. relevant research and development activities.
It shall produce professional, skilled and
morally upright individuals for global
competitiveness.

COLLEGE OF ARTS AND SCIENCES

DEPARTMENT OF SOCIAL SCIENCES AND HUMANITIES

First Semester, Academic Year 2019-2020

Students are expected to live by and stand for the following University tenets:

TRUTH is demonstrated by the student’s objectivity and honesty during examinations, class activities and in the development of projects.

Core EXCELLENCE is exhibited by the students’ self-confidence, punctuality, diligence and commitment in the assigned tasks, class performance
Values and other course requirements.

SERVICE is manifested by the students’ respect, rapport, fairness and cooperation in dealing with their peers and members of the community.
In addition, they should exhibit love and respect for nature and support for the cause of humanity.

Goals of The College shall endeavor to achieve the following goals:

the
College/ 1. Develop competent, critically-minded and morally-disciplined students and graduates who can meet the demands and challenges of the
Campus national and global markets;
2. Conduct researches that contribute to the theory and practice in the arts and sciences and relevant to the institutional, regional, and national
and global standards;
3. Extend direct and indirect services to target clientele and be a partner of government and non-government entities in community and
development; and
4. Develop partnership nationally and internationally with government and non-government agencies to improve and/or enhance the college’s
existing resources and services.

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 The department shall endeavor to:

Objective 1. To continuously upgrade the standard of teaching towards the realization of intended development of major courses
s of the in Social Sciences and Humanities;
Departme 2. To continuously raise the quality of academic services to the students by finishing master’s and doctoral studies and constantly participating
nt in trainings and seminars; and
3. To vigorously align the Department’s commitment with that of the university’s vision of molding globally competitive and morally upright
individuals.
Program Educational Objectives (based on the program CMO)

The Bachelor of Science in Civil Engineering aims to:

1. Establish themselves in successful careers in different fields of civil engineering or other related fields cognizant with their ethical responsibilities.
2. Teamed up effectively on multi-disciplinary groups to address the needs of the society and the environment.
Pursued lifelong learning andprofessional development in the fields of civil engineering

COURSE SYLLABUS
1st Semester, AY 2019-2020
Course GNED0 Understanding The Lecture _/_ Credit
Course Title Type 3
Code 8 Self Laboratory ___ Units
Course
The course deals with the nature of identity, as well as the factors and forces that affect the development and maintenance of personal
Descripti
identity.
on
Course Schedule
MW 11:30-1:00
Pre-
TTh 10:00-11:30 Lecture: ______________________________
requisite None
TTh 5:30-7:00 Laboratory: ______________________________
s

Student Outcomes and Relationship to Program Educational Objectives

Program Educational Objectives (based on the program CMO)
Program/Student Outcomes (based on the program CMO)
1 2 3 4 5 6 7 8 9 10
The students should:
Explore and understand the issues and concerns regarding self and / /
a.
arrive at a better understanding of one’s self.
b. Integrate personal and academic knowledge with everyday / /

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 experiences for better learning.
Develop a more critical and reflective attitude while enabling them to / / /
c.
manage and improve their selves to attain a better quality of life.
To apply the learned knowledge to real life and become globally / / /
d. competitive and morally upright individual.
Course Outcomes and Relationship to Student Outcomes
Program Outcomes Addressed by the Course Program Outcomes Code
After completing this course, the students must be
a b c d e f g
able to:
1. Produce technically competent and
D D D D
scientifically oriented graduates.
2. Conduct evidence-based research and
I I E D
extension services.
3. Establish strong linkage with non-
government organizations, other
I I I I
government entities and the community at
large for the realization of common goals.

*Level : I-Introductory E- Enabling D-Demonstrative

COURSE COVERAGE
No. of
Intended
Hours Resources Outcomes-based
Learning Topic Teaching and Learning Activities (TLA)
Le Needed Assessment (OBA)
Lab Outcomes (ILO)
c
After the I. The self from OHP Quiz/Exam
6 completion of the various Class Activity: Getting to know me and you Chalkboard/marker Recitation
chapter, students perspectives References Class Participation
should a. Philosophy Class Discussion: Raising fundamental questions Journals Creative Writing
be able to: Socrates, regarding the self. Reaction paper
1. Discuss Plato, and
the Augustine to Surfacing students’ beliefs and concerns
different Descarte, regarding the self.  Group write-up
representa Locke, Hume, quickie survey
tions and Kant, Freud, Discussion of the mechanics of the course results
conceptual Ryle,
izations of Churchland, Introducing the requirements and integrative final  Individual
the self and Merleau- paper submission of
from Ponty- all try to essay on self:How

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 various answer the do I understand
disciplinal question Who my self? What led
perspectiv are you? up to this self?
3 e.
2. Examine b. Sociology  Lecture
the The self as a
different product of  Group discussions centering on
influences, modern society similarities/differences of self representations
factors and among other and conceptualizations and the various
forces that constructions identified influences  Points will be
shape the given for group
self. Mead and the  Group activity presentation
3. Compare Social Self
3 and  Movie review
contrast c. Anthropology
how the The self and
self has person in
been contemporary  Short paper on
represente anthropology Real/ideal self and
 Class Discussions and processing of survey
d across a
results once data have been written up (see
the The self discussion/assess
assessment)
different embedded in ment of any
disciplines culture differences
3 and
perspectiv d. Psychology
es. -The self as a
4. Demonstra cognitive
 Group Discussion: How is my self shaped
te critical construction
and influenced by culture? (May be
and William James  Three things I
discussed at either or both the
reflective and the Me- learned about
regional/national levels )
thought in Self; I-Self myself from this
analyzing Global vs. topic*
the differentiated
developme models
nt of one’s Real and Ideal
self and self concepts
identity by Multiple vs.
developing Unified selves
a theory of True vs. False

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 the self. selves
-The self as
proactive and
agentic
-The self in
western and
oriental/easter
n thought
-Individualistic
vs. collective
self
-The social
construction of
the self in
3 western
thought
-The self as
embedded in
relationships
and through
spiritual
development in
Confucian
thought

MIDTERM EXAMINATION
1.
5
3 After the II. Unpacking the Lecture/Discussion OHP Quiz/Exam
completion of the Self Chalkboard/marker Oral Output
chapter, students a. The Reporting and facilitating References Class Participation
should Physical Audio/Visual Reaction Paper
be able to: Self: The Debate Materials
1. Explore self as Simulation Supplementary
the impacted by Readings  Individual
different the body. Unpacking the Self constructions of
aspects of the personal self
self and -The impact  Lecture illustrating how
identity. of culture on the different

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 2. Demonstra body image  Group discussion and presentation. Who aspects are
te critical, and self is beautiful? Cultural conceptions and situated relative to
reflective esteem: The standards of beauty of face and body (If one another and
thought in importance time permits, this may also be given as a the importance of
integrating of beauty. quickie class survey) each relative to
6 the various  Class may bring pictures of who is the other
aspects of b. Sexual Self beautiful to begin discussion
self and -  Psychological Tests
identity. Developmen -Self esteem scale Paper: Me and My
3. Identify the t of -Body esteem scale Favorite Things (what
different secondary  What do men and women find attractive: these are and what
forces and sex A class discussion they say about me)
institutions characteristi
that impact cs and the  Tanungin si Dra: Totooba? Surfacing
the human common beliefs and misconceptions Interview of
developme reproductive regarding the body, sex, and sexuality? Informant/s regarding
nt of system. most common rituals
various -Discussing  What does he want? (according to in locale, description,
aspects of the him/according to her) What does she and the functions they
the self erogenous wants? (according to him/according to serve
and zones her) Comparing expectations
identity. -
4. Examine Understandi
one’s self ng the
 Usaptayo: A Discussion on Love, Sex,
against the chemistry of
Relationships and Family
different lust, love,
 Lecture
aspects of and
self attachment.  Class/Group Discussion on the role of Personal Essay:
discussed mass media in shaping purchase Reflections of Frankl’s
in class. The behaviors: What makes an ad effective ways of discovering
psychologic or ineffective? What affects my purchase meaning
al aspect: behaviors?
What turns  My bag/my wallet and me (an
people on: unobstrusive measure)
the phases
of sexual
response
-The
diversity of

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 sexual Class discussion: Listing of beliefs in spirits and
behavior: the supernatural prevalent in the area
solitary,
heterosexua
l,
homosexual  Lecture
and bisexual  Group discussion: Who is the Filipino? What
-Sexually makes a Filipino?
transmitted  A Game: You know you’re a Filipino if/when
3 diseases ……. (Inspired by the book of the same title)
(STIs)
-Methods of
contraceptio
n (natural  Lecture
and artificial)  Group discussion/sharing: My FB
experiences
c. The Quickie Survey: Who goes online and why
Material/Eco
nomic Self:
-I shop,
therefore I
am: I have,
therefore I
am?

-shaping the
way we see
3 ourselves:
The role of
consumer
culture on
our sense of
self and
identity

d. The
Spiritual
self: the
practice of

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 religion:
belief in
supernatural
being and
power
-The
concept of
the ‘dungan’
– spirit or
soul

-Rituals and
ceremonies:
the function
of rituals
-Religion,
Magic and
3 Witchcraft

-Finding and
creating
meaning
-Three ways
of
discovering
meaning in
life

e. The Political
Self
-Developing
a Filipino
identity:
values,
traits,
community
and
institutional
factors

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 -
Establishing
a
democratic
culture

f. The Digital
Self: Self
and other in
cyberspace
-I, me,
myself and
my user ID
online
identity
-Selective
self
presentation
and
impression
managemen
t
-Impact of
online
interactions
on the self
-Boundaries
of the self
online:
private vs.
public;
personal/indi
vidual vs.
social
identity
online;
gender and
sexuality
online

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6 After the III. Managing Quiz
completion of the and Caring Lecture/Discussion OHP
chapter, students for the Self Chalkboard/marker Moving exam
should a. Learning Group Activity References
be able to: to be a Audio/Visual Recitation
better Moving exam Materials
student  Feedback report
-What Recitation on initial
happens implementation:
during Managing and Caring for the Self what happened,
learning? problems
 Guided Lecture and how to demonstration: encountered, etc.
Brain and Examination of own study strategies and  Working of my
behaviour development of more effective study plans Bad Habits
changes and strategies (self regulated learning (paper)
- program)
Metacognit  Answering the Metacognition Awareness
ion and Inventory
study  The Power of Habit at  Feedback report
strategies http://www.youtube.com/watch? on initial
-Managing v=4HofTwtPLfo implementation
your own goals
learning:s
elf-
regulated  Guided lecture and how-to demonstration:
4. learning Examination of goals (short and long term)
5 as well as plans for accomplishing these
b. Setting  Clarifying goals and setting up a plan for the
goals for short term (for the semester)
Success  Answering the Test your Mindset instrument
-The at
importanc http://mindsetonline.com/testvourmindset/ste
e of goals p1.php
Bandura’s
 Answering the Internal/External Motivation
Self-
Scale and the Locus of Control Scale at
efficacy,
http://www.psych.uncc.edu/pagoolka/
Dweck’s
LocusofControl-intro.ht
Mindset
 Guided lecture and how-to demonstration:
(growth vs.

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 fixed) Identifying personal stressors and usual
-Locke’s coping
goal  Identifying effective and ineffective coping Feedback on
setting responses implementation
theory Developing a self care plan

c. Taking
charge of
one’s
health
-Stressors
and
responses
-Sources
of coping
and
strength
-Stress
4.
and
5
Filipinos:
The social
and
cultural
dimension
s of stress
-Taking
care of the
self: The
need for
self-care
and
compassio
n
1. FINAL EXAM
5
54
COURSE REQUIREMENTS

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Suggested Lecture Requirements:
1. Mid-Term Examination
2. Final Examination
3. Quizzes/Seat works/Recitations
4. Class Reporting/Reaction Paper
5. Assignments
6. Class or Group Project (Term Paper/Project Design/Case Study/Feasibility Study/Culminating Activity/Portfolio)
7. Class Attendance

Suggested Laboratory Requirements:

1. Laboratory Reports
2. Individual Performance
3. Quizzes
4. Mid-Term Examination
5. Final Examination
6. Attendance

*All exams must follow a Table of Specifications (TOS) and Rubrics for evaluation of student’ performance or projects.

GRADING SYSTEM
A. Grading system for 2 units lecture and 1 unit laboratory (i.e. DCIT 21; 3 units; Lec - 2 hrs& Lab - 3 hrs)
Lecture – 60%
Laboratory – 40%

B. Grading system for 1 unit lecture and 2 units laboratory(i.e. DCIT 22; 3 units; Lec-1 hr& Lab - 6 hrs)
Lecture – 40%
Laboratory – 60%

C. Grading system for 2 units lecture and 3 units laboratory (i.e. ELEX 50; 5 units; Lec – 2 hrs& Lab – 9 hrs)
Lecture – 30%
Laboratory – 70%

STANDARD TRANSMUTATION TABLE FOR ALL COURSES

96.7 – 100.0 1.00

93.4 – 96.6 1.25
90.1 -93.30 1.50
86.7 – 90.0 1.75
83.4 – 86.6 2.00

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 80.1 – 83.3 2.25
76.7 – 80.0 2.50
73.4 – 76.6 2.75
70.00 – 73.3 3.00
50.0-69.9 4.00
Below 50 5.00
INCPassed the course but lack some requirements.
DroppedIf unexcused absence is at least 20% of the Total Class Hours.
Total Class Hours/Semester: (3 unit Lec – 54 hrs; 2 unit Lec – 36 hrs)
(1 unit Lab – 54 hrs; 2 units Lab – 108 hrs; 3 units Lab – 162 hrs)

CLASS POLICIES
A. Attendance
Students are not allowed to have 20% or more unexcused absences of the total class hours; otherwise, they will be graded as “DROPPED”.

B. Classroom Decorum
Students are required to:
1. wear identification cards and the prescribed uniform at all times;
2. turn off or put in silent mode cellular phones during class hours;
3. clean the classroom before and after classes;
4. avoid unnecessary noise that might disturb other classes;
5. practice good manners and right conduct at all times;
6. practice gender sensitivity and awareness inside the classroom; and
7. come to class on time.

C. Examination/ Evaluation
1. Quizzes may be announced or unannounced.
2. Mid-term and Final Examinations are scheduled.
3. Cheating is strictly prohibited. A student who is caught cheating will be given a score of”0” for the first offense. For the second offense, the
student will be automatically given a failing grade in the subject.
4. Students who will miss a mid-term or final examination, a laboratory exercise or a class project may be excused and allowed to take a special
exam, conduct a laboratory exercise or pass a class project for any of the following reasons:
a. participation in a University/College-approved field trip or activity;
b. due to illness or death in the family; and
c. due to force majeure or natural calamities.

REFERENCES & SUPPLEMENTARY READINGS

References:

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 A. Textbook: Gazzingan, Leslie B., et. al. (2018). Understanding The Self. Muntinlupa City. Panday-Lahi Publishing House,
Inc.
B. Laboratory Manual (if with laboratory)
C. Reference Books (must be found in the Library or Reading Room)
D. Electronic References (E-books/Websites)

REVISION HISTORY
Revision
Date of Revision Date of Implementation Highlights of Revision
Number

Prepared by: Evaluated by: Approved:

MAYEYEAN T. TAGUIBALOS, RPm

Instructor ARMI GRACE B. DESINGAŃO, MAEd, LPT
CP #: 09059794712 Department Chairperson
E-mail Address:mayeyean.taguibalos@yahoo.com Department of Social Sciences and Humanities
Date Prepared: August 13, 2019 E-mail Address:_______________________
Date Evaluated:_________________________
BETTINA JOYCE P. ILAGAN, PhD
College/Campus Dean
College of Arts and Sciences
Date Approved: ________________________

LINETTE M. PAEZ
Instructor
CP#: 09159567737
E-mail Address: linettepaez@gmail.com
Date Prepared: August 13, 2019

JHUNAR JOHN M. TAUY, RPm

Instructor
CP # 09167273242
E-mail Address: tauyjhunarjohn@gmail.com
Date Prepared: August 13, 2019

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