GE2 1

UNIVERSITY OF NUEVA CACERES

City of Naga
COLLEGE OF ARTS AND SCIENCES

UNIVERSITY
VISION The University of Nueva Caceres, a private non-sectarian institution, is Bicols first university.
STATEMENT Guided by its motto, Non Scholae, Sed Vitae (Not of school but of life), and attuned to the demands of a highly dynamic global environment, the University commits itself to quality and
excellent education for all to transform the youth into entrepreneurial, productive, morally upright, socially responsible professionals for a just, humane and progressive society.

MISSION The University of Nueva Caceres shall be a leading exponent of academic excellence, research, extension, and innovative technology for sustainable development.
STATEMENT It creates a nurturing academic environment and provides equal opportunities in the formation of individuals into empowered leaders, competent professionals and proactive entrepreneurs
who are cognizant of our cultural heritage.

1. We Champion Excellence. We consistently strive for excellence in everything we do.

2. We Nurture Dreams. We passionately guide and inspire our students to leverage their potentials and aspire for better lives.
3. We Do The Right Things Right. We uphold integrity in everything we do. We hold ourselves to high standards for accountability and character. We do things right.
CORE VALUES
4. We Are Dynamic and Creative We anticipate the forces of change. We explore possibilities with intent and purpose.
5. We Respect Each Other and Work As A Team. We collaboratively maximize our talents and capabilities. We hold each other in high regard and passionately realize our shared purpose,
priorities and promises.

1. Culturally-rooted with multi-cultural understanding. Preserves his or her cultural roots and manifests pride in his or her language, practices and traditions; shows appreciation of the
culture of other peoples.
2. Collaborative. Works with others effectively as a member of a team, a group, an organization or a community.
3. Creative and critical thinker. Applies creative, imaginative and innovative thinking and ideas to problem solving.
GRADUATES 4. Effective communicator. Communicates effectively and confidently in a range of contexts and for a variety of purposes.
ATTRIBUTES 5. Life-long learner. Demonstrates an attitude of continuous learning to succeed in changing times.
6. Ethically and socially responsible. Demonstrates an understanding of ethical, social, and cultural issues and makes personal, professional and leadership decisions in accordance with
these principles.
7. Great leader. Demonstrates complete (accomplished, distinguished, expert) leadership traits and capabilities to influence and enable others to achieve common goals and visions.
8. Excellence-driven. Demonstrates mastery of the fundamental and evolving technical and technological knowledge and skills relating to their discipline.

COLLEGE
VISION
STATEMENT

MISSION
STATEMENT

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PROGRAM After finishing the course students should have:

EDUCATIONAL 1. Developed intellectual competencies such as critical, analytical and creative thinking, and multiple forms of expression;
OBJECTIVES 2. Developed Civic capacities demanded of membership in the community, country, and the world.

I. PROGRAM EDUCATIONAL OBJECTIVES (PEOs) AND ITS RELATIONSHIP TO COLLEGE MISSION STATEMENT

COLLEGE MISSION STATEMENT

PROGRAM EDUCATIONAL OBJECTIVES (PEOs)
1 2
After finishing the course students should have:

1. Developed intellectual competencies such as critical, analytical and creative thinking, and multiple forms of expression;

2. Developed Civic capacities demanded of membership in the community, country, and the world.

II. PROGRAM OUTCOMES (POs) AND ITS RELATIONSHIP TO PROGRAM EDUCATIONAL OBJECTIVES (PEOS) AND INSTITIONAL GOALS (IGS)

PROGRAM INSTITUTIONAL GOALS (IGS)

PROGRAM OUTCOMES (POS)
EDUCATIONAL
OBJECTIVES

understanding

communicator
critical thinker
(PEOS)

multi-cultural

Collaborative

Creative and

Ethically and

Great leader
rooted with

responsible

Excellence-
By the time of graduation, the students of the program shall have the ability to:

Culturally-

Life-long
Effective

socially
learner

driven
1 2 a. Higher levels of comprehension;
b. Proficient and effective communication;
c. Understanding of basic concept across the domains of human knowledge;
d. Appreciation of the human condition;
e. Capacity to personally interpret the human experience;
f. Ability to view the contemporary world from both Philippine and global perspectives;
g. Self - Assuredness in knowing and being Filipino;
h. Capacity to reflect critically on shared concerns and think of innovative, creativesolutions guided by ethical standards;
i. Ability to appreciate and contribute to artistic beauty;
j. Understanding and respect for human rights;
k. Working effectively in a group;
l. Application of computing and information technology to assist and facilitate research;
m. Ability to negotiate the world of technology responsibly;
n. Problem solving;
o. Basic work - related skills and knowledge.

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III. COURSE DETAILS

Course No. GE2 Detailed Description:

Course Title The Contemporary World The Course analyzes Philippine history from multiple perspectives through lens of selected primary sources coming from
Credit 3 (lecture) various disciplines and different genres. Students are given opportunities to analyze the authors background and main
No. of contact hrs/week 3 hours arguments, compare different points of view, identify biases and examine evidences presented in the document. The
Pre-requisites None discussion will tackle traditional topics in history and other interdisciplinary themes that will deepen and broaden their
Classification/Field GEC understanding of Philippine political, economic, cultural, social and religious history. Priority is to develop the historical
st
Term 1 Semester and critical consciousness of the students so that they will become versatile, articulate, broad-minded, morally upright
and responsible citizens.
This course has mandatory topics on the Philippine constitution, agrarian reform and taxation.

IV. PROGRAM OUTCOMES MAP

Subject a b c d e f g h i j k l m n o Legend:
I - An introductory course to an outcome
GE2 E E E E
E - A course that strengthens the outcome
D - A course demonstrating an outcome

V. COURSE OUTCOMES (COs) AND ITS RELATIONSHIP TO PROGRAM OUTCOMES (POs)

Course Outcomes Program Outcomes

After completion of the course the student should be able to: a b c d e f g h i j k l m n o
CO 1
I I I
Evaluate primary sources for their credibility, authenticity, and provenance.
CO 2
Analyze the context, content and perspective of different kinds of primary sources in understanding E D E E E
Philippine History.
CO-3
D D D D D
Determine the contribution of different kinds of primary sources in understanding Philippine History.
CO-4
D D D D D
Develop critical and analytical skills with exposure to primary sources.
CO-5
Demonstrate the ability to use primary sources to argue in favor or against a particular issue.
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CO-6
Effectively communicate, using various techniques and genres, their historical analysis of a particular
event or issue that could help others understand the chosen topic.
CO-7
Propose recommendations/solutions to present-day problems based on their understanding of root
causes and their anticipation of future scenarios.
CO-8
Display the ability to work in a team and contribute to a group project.
CO-9
Manifest interest in local history and concern in promoting and preserving our countrys national
patrimony and cultural heritage.

VI. COURSE COVERAGE

PERIOD Teaching &Learning Assessment Tool

COs Intended Learning Outcomes (ILO) Topic Text/Ref
(hours) Activities (TLA) (AT)
Introductions Orientation to the Course
Classroom policies 1. VMO, core values, and program
Expectation setting for the course Educational, course outcomes Class Discussions Syllabus
1.5 2. Course outline
3. Course Requirements & Grading
System
Expectation Setting
Evaluate primary sources for the credibility,
Meaning and relevance of history; distinction of authenticity and provenance -Lecture/Class -Recitation T1
primary and secondary sources Discussions -Produce examples T2
Internal and external criticism of repositories of -Library, Museum and of primary sources T3
primary sources Archives visitation and corresponding T4
6 Primary sources and different kinds of primary sources (depends on the secondary sources R1
location of the HEI) derived from them. R2
-Comparative analysis
of primary and
secondary sources

Preliminary Exam
Analyze context, content, and perspective of different Content and contextual analysis of selected -Lecture/ -Recitation T5
kinds of primary sources. primary sources -Class Discussions - Critical Essay T6
7.5 -Library Research about a particular T7
Determine the contribution of different kinds of Identification of the historical importance of -Textual Analysis primary source: T8
primary sources in understanding Philipine History. the text; and - Small group Students discuss R3
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discussion the importance of R4

Develop Critical and Analytical skills with exposure to Examination of the author's main argument - Film Analysis the text, the R5
primary sources. and point of view authors R6
background, the R7
context of the R8
document, and its R9
contribution to the R10
understanding
Philippine History

Demonstrate the ability to formulate arguments in One Past but Many Histories: Controversies -Lecture/Class -Debate a particular T5
favor or against a particular issue using primary and Conflicting Views in Philippine History Discussion issue in History T9
sources. a. Site of the First Mass -Document Analysis -Reaction/reflection T10
b. Cavite Mutiny -Group Discussion paper on any T11
c. Retraction of Rizal -Debate activity T12
d. Cry of Balintawak or Pugadlawin -Round table -Argumentative T13
7.5 e. Martial Law discussion or Essay: Argue in T14
Symposium favor or against T15
a version of history T16
taken up in class R11
R12

Midterm Exam
A World of Regions Social, political, -Lecture/Class -Research output Students
economic and cultural issues in Philippine Discussion that may be in the will be
Effectively communicate using various techniques and
History -Library Research form of a paper, required to
genres, historical analysis of
-Agrarian Reform Policies -Document Analysis diorama, webpage look for
a particular event or issue that could help other
-The Philippine Constitution -Group Reporting or other forms primary
understand the chosen topic.
-Taxation -Documentary Film where students sources on
Propose recommendations or solutions to present day
Showing can express their which they
7.5 problems based on their understanding
Other topics: ideas. The output will base
of root causes and their anticipation of future
-Government Peace Treaties with should trace the their and
scenarios.
Muslim Filipinos evolution of the analysis of
Display ability to work in a multi-disciplinary team and
-Institutional history of schools, chosen topic the topic
contribute to a group endeavor.
corporations, religious groups and through at least assigned to
organizations three periods. them.
-Biography of a prominent Filipino

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-Group members
should collaborate
to produce a
synthesis that
examines the role
of this
issue in
promoting/hinderin
g nation building
and provide
appropriate
recommendations
rooted
in a historical
understanding of
the issue

Pre-final Exam
Critical Evaluation and promotion of -Lecture/Class -Reaction paper or Historical
Manifest interest in local history and show concern in local and oral history, museums, Discussion critique of the local Data Papers
promoting and preserving the country's historical shrines, cultural -Research in Local museums, historical
historical and cultural heritage performances, indigenous practices, Libraries sites, local Ereccion de
religious rites and rituals. -Tour in local museums, art Pueblos
museums, historical galleries, (Creation of
sites, local museums, archaeological sites Towns)
art galleries, and other places
archaeological sites where one could Museums
and other places see cultural and and Local
where one could see heritage displays Study
7.5 cultural and heritage visited Centers
displays -Transcript of the
-Interview of a Local Interview Arts
Historian or expert in Galleries
local history and
collections
of works of
art

Historical
landmarks
and
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UNESCO
sites

Performanc
e of
traditional
arts and
culture

Fiestas and
similar local
celebration
s

Final Exam

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VII. TEXTBOOK, REFERENCES, EQUIPMENT, COMPONENTS, TOOLS & APPARATUS

TEXTBOOKS
T1 - Understanding History by Louis Gottschalk, pp. 41-61, pp. 117-170
T2 - Katipunan and the Revolution: Memoirs of a General by Santiago Alvarez, pp. 82-88
T3 - History of the Filipino People by Teodoro Agoncillo, pp. 184-187
T4 - Prehispanic Source Materials for the Study of Philippine History by William Henry Scott,
pp 90-135
T5 - First Voyage Around the World by Antonio Pigafetta, pp. 23-48
T6 - Customs of the Tagalogs by Garcia, 1979, pp. 221-234
T7 - Kartilla ng Katipunan by Emilio Jacinto (Richardson, 2013), pp. 131-137
T8 - Mga Gunita ng Himagsikan by Emilio Aguinaldo, pp. 78-82, 95-100, 177-188, 212-227
T9 - Filipino Version of the Cavite Mutiny of 1872 by Trinidad Pardo de Tavera (Zaide, 1990, vol.
7), pp. 274-280
REFERENCES
R1 - Howell and Prevenier,from Reliable Sources, pp. 17-68
R2 - The Tabon Caves by Robert Fox, pp. 40-44, 109-119
R3 - The movie entitled El Presidente (2012), Directed by Mark Meily
R4 - Bonifacio: Ang Unang Pangulo (2014), Directed by Enzo Williams
R5 - Documents of the 1898 Declaration of Philippine Independence, The Malolos Constitution and
the First Philippine Republic (Manila National Historical Institute), pp. 19-23
R6 - Political Caricatures of the American Era by Alfred McCoy
R7 - Filipino Grievances against Governor Wood by the Commission on Independence (Zaide, 1990,
vol. 11)
pp. 230-234
R8 - Aquino's Speech Before the US Congress, Sept. 18, 1986 (Corazon Aquino)
R9 - Raiders of the Sulu Sea (film)

T10 - Spanish Version of the Cavite Mutiny of 1872 by Jose Montero y Vidal (Zaide, 1990, vol. 7) R10- Works of Luna and Amorsolo
pp. 269-273
R11 - Rizal's Unfading Glory by Jesus Ma. Cavanna, pp. 1-52
T11 - Official Report of the Cavite Mutiny by Rafael Izquirdo (Zaide, 1990, vol. 7) pp. 281-286
R12 - Rizal Beyond the Grave by Ricardo R. Pascual, pp. 7-36
T12 - The Great Debate: The Riza Retraction by Ricardo P. Garcia, pp. 9-19, 31-43

T13 - Cry of Pugadlawin by Pio Valenzuela (Zaide, 1990, vol. 8), pp. 301-302

T14 - Cry of Bahay Toro by Santiago Alvarez (Zaide, 1990, vol. 8), pp. 303-304

T15 - Version of the First Cry by Gregoria de Jesus (Zaide, 1990, vol. 8), pp. 305-306

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T16 - Cry of Balintawak by Guillermo Masangkay (Zaide, 1990, vol. 8), pp. 307-309
EQUIPMENT COMPONENT TOOLS APPARATUS

VIII. COURSE OUTCOMES ASSESSMENT AND EVALUATION

Student performance will be rated based on the following:

Minimum Avg for Minimum Avg GRADING SCALE

PERIOD COs Assessment Tasks Weight Satisfactory PERIOD COs Assessment Tasks Weight for Satisfactory Numerical Equivalent
performance performance Rating Grade
Quiz 15% Quiz 10%
CO1
CO1 Laboratory Report 5% Laboratory 5% 99% to 100% 1.00
Semi- CO2
Prelim CO2 Board work 5% 75% Recitation 2.5% 75% 96% to 98% 1.25
Final CO3
CO3 Prelim Exam 25% Semi-final Exam 20% 93% to 95% 1.50
C04
90% to 92% 1.75
Quiz 15% Quiz 10% 87% to 89% 2.00
CO1
CO1 Laboratory Report 5% Laboratory Report 5% 84% to 86% 2.25
CO2
CO2 Board work 5% 75% Recitation 2.5% 75% 81% to 83% 2.50
Mid CO3
CO3 Midterm Exam 25% Finals Design Project 25% 78% to 80% 2.75
Term C04
Final Exam 20% 75% to 77% 3.00
Below 75 5.00
MIDTERM GRD (MG) 100% 75% PREFINAL GRADE (PFG) 100% 75%
Dropped Drp
40% of MG +
FINAL GRADE 75%
60% of PFG

IX. RUBRICS

FINAL PAPER

CRITERIA %

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I. 40%
a. Introduction Recitation / Board work / Oral Quiz
b. Statement of the Problem LABORATORY / DESIGN PLATE LABORATORY /
Rating Scale
c. Review of Related DESIGN PLATE
40%
Literature
CRITERIA PERCENTAGE
d. Framework
e. Methodology CRITERIA PERCENTAGE
A+ 96-100 Voluntary:
II. 60%
Data Accuracy 20%
a. Presentation of Data and 30% A 91-95 Correct Answer 3 pts.
Analysis
Realization of Objectives 30% B+ 86-90
b. Conclusions 15% Incorrect Answer 1 pt.
c. Recommendations 15% Conclusion 20%
B 81-85
Mandatory:
TOTAL 100%
Speed 10%
C+ 75-80
Correct Answer 4 pts.
Group Collaboration 10%
C 74 and below Incorrect Answer 2 pt.
X. OTHER COURSE POLICIES Behavior 10%
D Absent Absent 0 pt.
a. Attendance. Total number of absences by the TOTAL 100%
students should not be more than 20% of the total number of meetings or 22 hrs for this subject. Student
who incurred more than 22 hours of absences automatically gets a failing grade regardless of class standing.
b. Submission of Assessment Tasks. Late submissions of learning activities will not be accepted.
c. Written Examination. There will be at least 1 quiz every 2 weeks. The major exams will be the summative assessment of the CO and will demonstrate understanding of the course. Test booklet will be
used as answer sheet on all written examination. If a student is caught cheating, he or she will be given a grade of zero. If the student is caught cheating twice, the student will be referred to the DSA for
appropriate action.
d. Course Portfolio. Selected assessment tools are to be complied and collected before the end of the semester.
e. Medium of instruction and communication will be in English.
f. Consultation Schedule. Consultation schedule with the professor is posted on the board. It is recommended that the student should secure first an appointment to confirm the instructor availability.

XI. SUMMARY OF STUDENT OUTCOMES EVALUATION

PO Assessment Evaluation Performance S/Y 2017-2018

PO Statement Performance Indicators (PI) Performance Recommendation
CODE Methods Methods target Sem-1st

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at least 50% of
Apply knowledge of mathematics Solve the currents and
students should
a and science to solve Electronics voltages in diode and Problem Set Transmutation table
get a rating of
engineering problems. transistor networks
75%

Write conclusion/s based on at least 50% of

Design and conduct experiments, Rubrics (accuracy of
results of the laboratory students should
b as well as to analyze and interpret Lab report the experiment
experiment conducted get a rating of
data. results)
(Rectifier). 75%

Design a system, components, or at least 50% of

processes to meet desired needs Design of Regulated DC Design Plate Rubrics students should
c within realistic constraints, in power supply using get a rating of
accordance with standards. transistors and zener diodes. 75%

Recognize the need for, and Write an essay about the Essay Rubrics at least 50% of
engage in life-long learning. development in students should
i semiconductor devices. get a rating of
75%

Prepared by
Checked/Reviewed by Approved By Received and Circulated by: Revision

Revision Number 2
PERCIVAL S. TORDILLA, Ll. B. JOSEPHINE B. ALBA, Ph. D. October 6, 2017

Subject Teacher
Program Chair Dean Class Beadle Date Revised

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