FM-AA-CIA-13 Rev.

06-Sep-2022

PANGASINAN STATE UNIVERSITY

San Carlos City, Pangasinan

GENERAL EDUCATION DEPARTMENT

.
COURSE SYLLABUS
2nd Semester, A.Y. 2024-2025

COURSE INFORMATION
COURSE CODE GEE 4
COURSE TITLE GLOBAL CITIZENSHIP
COURSE TYPE □ Lecture □ Laboratory □ Lecture & Laboratory
COURSE CREDIT 3 UNITS
CLASS HOURS 54 HOURS
COURSE PREREQUISITE/
None
CO-REQUISITE
COURSE SCHEDULE BTLED II-A 9:00-10:00 AM Monday and 10-12 AM Tuesday (Room 103)
UNIVERSITY VISION, MISSION, QUALITY POLICY, INSTITUTIONAL OUTCOMES AND PROGRAM OUTCOMES

UNIVERSITY VISION To be a leading industry-driven State University in the ASEAN region in 2030.
The Pangasinan State University shall provide a human-centric, resilient, and sustainable academic environment to produce dynamic,
UNIVERSITY MISSION
responsive, and future-ready individuals capable of meeting the requirements of the local and global communities and industries.
QUALITY POLICY The Pangasinan State University shall be recognized as an ASEAN premier state university that provides quality education and satisfactory
service delivery through instruction, research, extension, and production.
We commit our expertise and resources to produce professionals who meet the expectations of the industry and other interested parties in
the national and international community.
We shall continuously improve our operations in response to changing environment and in support of the institution’s strategic direction.
STRATEGIC GOALS SG 1: Industry-focused and Innovation-Based Student Learning Development
SG 2: Responsive and Sustainable Research, Community, Community Extension, and Innovative Programs
SG3: Effective and Efficient Governance and Financial Management
SG 4: High Performing and Engaged Human Resource
SG 5: Strategic and Functional Internationalization Program

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INSTITUTIONAL The Pangasinan State University Institutional Learning Outcomes (PSU ILO) are the qualities that PSUnians must possess. These outcomes
OUTCOMES are anchored on the following core values: Accountability and Transparency, Credibility and Integrity, Competence and Commitment to
Achieve, Excellence in Service Delivery, Social and Environmental Responsiveness, and Spirituality (ACCESS).
Anchored on these core values, the PSU graduates are able to:
1. Demonstrate through institutional mechanisms, systems, policies, and processes which are reflective of transparency, equity,
participatory decision making, and accountability;
2. Engage in relevant, comprehensive, and sustainable development initiatives through multiple perspectives in decisions and actions
that build personal and professional credibility and integrity.
3. Set challenging goals and tasks with determination and a sense of urgency, which provide continuous improvement and producing
quality outputs leading to inclusive growth;
4. Exhibit life-long learning and global competency proficiency in communication skills, inter/interpersonal skills, entrepreneurial skills,
innovative mindset, research and production initiatives and capability in meeting the industry requirements of local, ASEAN and
international human capital market through relevant and comprehensive programs;
5. Display, socially and environmentally responsive organizational culture, which ensures higher productivity among the university
constituents and elevates the welfare of the multi-sectoral communities and;
6. Practice spiritual values and morally upright behavior which promote and inspire greater harmony to project a credible public image.
GRADUATE ATTRIBUTES PROGRAM OUTCOMES PERFORMANCE INDICATORS
1. People’s Champion a. Effectively communicate orally and in writing using both  Demonstrate proficient and effective communication (writing,
English and Filipino. (CTS-2) speaking, and use of new technologies)
 Use basic concepts across the domains of education.
 Use scientific inquiry in understanding and explaining natural
phenomena.
▪ Analyze “texts” (written, visual, oral, etc.) critically.
b. Work effectively and independently in multi-disciplinary and  Appreciate the complexity of human condition.
multi-cultural teams. (CTS-3)  Interpret the human experience from various perspectives.
 Examine the contemporary world from both Philippine and global
perspectives.
 Build a collaborative relationship between and among internal and
external stakeholders.

▪ Promote positive values, cultural heritage, ethical responsibility, and

respect for dignity of individuals.
2. Continuous Innovative Learner c. Articulate and discuss the latest development in the specific  Display basic and comprehensive understanding of knowledge,
field of practice. (CTS-1) principles of the subject matter in the sciences.
 Apply the scientific principles in problem solving current problems.
 Use scientific inquiry in understanding and explaining natural
phenomena.
 Demonstrate critical, analytical, and creative thinking.

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▪ Design and utilizes appropriate instructional materials

d. Contribute to the generation of new knowledge by participating  Contribute personally and meaningfully to the country’s development.
in various research and development projects. (CHT-1) ▪ Demonstrate skills in various methods of teaching-learning to include
conducting science investigations, making models and prototype, and
doing science research.

3. Community Developer e. Act in recognition of professional, social, and ethical  Promote positive values, cultural heritage, ethical responsibility, and
responsibility. (CTS – 4) respect for dignity of individuals.
 Manage one’s knowledge, skills, and values for responsible and
productive living.
▪ Organize one’s self for lifelong learning.
f. Preserve and promote “Filipino historical and cultural heritage”  Take responsibility for knowing and being Filipino.
(based on RA 7722) (CTS – 5)  Contribute personally and meaningfully to the country’s development
▪ Promote positive values, cultural heritage, ethical responsibility, and
respect for dignity of individuals.

COURSE DESCRIPTION

This course offers an opportunity to explore the concepts of global citizenship and identity from global perspectives during a student’s college path. This course is heavily
discussion-based. Many discussions and assignments require students to focus on real events, issues, and cases presented in the reading materials. In some areas, audio
and video presentations supplement the readings. Discussions shall challenge students to relate each topic to their own national and cultural context and their personal
experiences.

COURSE OUTCOMES

COURSE OUTCOMES (CO) ILO and PO Codes

At the end of the course, the student should be able to: a b C d e f g h i j k l
CO 1 Explore some of the most important current, multidisciplinary, global topics and concerns to gain D D P P
an idea of what global citizenship might entail.
CO 2 Examine some of the core social, cultural, and economic issues that the globe is currently P P P
confronting.
CO 3 Look into practical ways to participate in activities that attempt to change the world for the better at I P P D
the local, national, and international levels.
CO 4 Assess the effects of Global issues and poverty on Global Citizens. I P P D
CO 5 Solve challenges in multiculturalism and diversity. I D D

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CO 6 Apply critical thinking in gathering information through media and communication. P P D

CO 7 Propose sustainable plans and/or programs for the larger society. I

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

COURSE LEARNING PLAN

Learning Activities
Course Learning Materials and
Learning Outcomes Topics Hours (Synchronous and Assessment
Outcome/s Platform
In-person)
CO1 At the end of the lesson, the Chapter 1: What is citizenship?
students must have: 1. What is Global Citizenship In-person In-person In-person
a. defined what is global 2. Importance of Global 4
Citizenship ● Lecture/ Discussion ● PowerPoint ● Quiz
citizenship;
b. enumerated the importance 3. Role of Global Citizenship in Presentations
● Roleplaying ● Recitation
of global citizenship in society; globalization
and ● Discussion
c. performed a short skit
demonstrating the role of global
citizenship in globalization
CO2 At the end of the lesson, the Chapter 2: Citizenship and Global 4
students must have : Ethics In-person: In-person In-person
a. created an infographic about 1. Purpose of Global Ethics ● PowerPoint ● Quiz
2. Global and Ethical Issues ● Infographics/Short Presentation
citizenship and global ethics;
Presentation ● Recitation
b. explained the purpose of ● Lecture/ Group
global ethics in citizenship; and Discussion
c. enumerated the global and
ethical issues

CO2, CO3 At the end of the lesson the Chapter 3: Ethics of Global 3
students must have : Citizenship In-person: In-person In-person
a. discussed the different 1. Principles of Global Ethics ● Situational analysis ● PowerPoint ● Performanc
and World Citizenship ● Role playing (Observe Presentation e-based
principles of global and world
the use of gender- assessment
citizenship; sensitive words
b. demonstrated non-violence, (noun/pronoun) ● Recitation
compassion and kindness and ● Interactive Discussion

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unity in diversity as a global ● Group Brainstorming

citizen; and
c. created a video-clip
promoting the ethics of global
citizenship.
CO3, CO6 At the end of the lesson the Chapter 4: Peace Education 4
students must have : 1. The Concept of Peace and In-person In-person In-person
a. defined peace education; Violence ● Plan proposal ● PowerPoint ● Presentatio
2. Peace Education as ● Think-Pair-Share Presentations n of
b. explained the different skills,
● Film Viewing proposal
attitudes and values that are Transformative education
integral to peace education;
and
c. proposed a plan that
promotes global peace.

CO4 At the end of the lesson the Chapter 5: Challenges to Global 3

students must have : Citizenship
a. developed understanding of In-Person In-Person In-Person
● Write essay that explores ● PowerPoint ● Prepared
the current challenges and
personal or other Presentation rubric for rating
issues to global citizenship; people’s experiences that the output
b. described and analyze relates to challenges of ● Question And
issues that relate to global global citizenship Answer
citizenship in the context of ● Short Quiz
personal experiences; and ● Presentation of the
c. articulated and discuss written output
opinions on how to address the
challenges to global citizenship.
CO5, CO6 At the end of the lesson the Chapter 6: The Challenge of Global 3
students must have : Divisions: Race, Ethnicity, gender,
a. explored the impacts of age, sexuality In-person In-person In-person
● Creating a social media ● PowerPoint ● Prepared
global divisions brought by
campaign that condemns Presentation rubric for rating
race, ethnicity, gender, age, discrimination asnd the output
and sexuality in current world prejudices brought by
situations; global divisiveness
b. critically engaged with issues
of divisiveness affecting ● Presentation of the
people’s lives throughout the written output
world; and

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c. created a social media

campaign that provides
exploration of global issues
using real-life contexts.
CO2, CO6 At the end of the lesson the Chapter 7: Challenging Old 5
students must have : Conceptions of Citizenship: In-person In-person In-person
a. defined both diversity and Diversity and Multiculturalism ● Essay: Research on ● PowerPoint ● Play
1. Multiculturalism Multiculturalism in Presentation
multiculturalism;
2. Diversity their community ● Recitation
b. identified the difference
3. Characteristics of Diversity ● What makes their
between Multiculturalism and
and Multiculturalism community diverse?
diversity;
4. Problems in the
c. differentiated the
Multiculturalism and the ● Group Activity:
characteristics of
Diverse Environment formation script
multiculturalism and diversity;
5. Solution to Problems in a
and
Multicultural and Diverse
d. created their own solutions to
Environment
problems in multiculturalism
and diversity in this generation

MIDTERM EXAMINATION 1
Total no. of Hours: 27
CO2, C06 At the end of the lesson, the Chapter 8: The Challenge of Being 3
students must have : Informed: Media, Communications In-person
a. identified the impact of media and Critical Thinking ● Essay on encountered In-person In-person
1. The Challenge of Being False Information ● Paper and pen ● News
on gathering information;
Informed Incidents
b. evaluated gathered
2. Media Literacy
information through the factors
3. Media and Information
that make information credible
Literacy (MIL) ● Formation of the script
and reliable, and
4. Factors that make for the News Cast
c. discovered the problems in
information credible and
gathering information.
reliable

CO2, C03, At the end of the lesson the Chapter 9: World Issues of 4
C07 students must have: Concern to Global Citizens In-person In-person In-person
a. identified the types of Global 1. Types of Global issues ● Think-pair-Share ● Smart TV/Laptop ● By pair
Issues; • Social issues Presentation
• Political issues ● Lecture Discussion
b. analyzed the 7 global

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challenges; • Economic issues

c. critiqued existing global • Environmental
issues in the 21st century; and issues
d. explained the role and 2. 7 Global challenges
responsibility of global citizens 3. Global Issues for the 21st
to global issues. Century
4. Global Citizenship
responsibility

CO4 At the end of the lesson the Chapter 10: Poverty 3

students must have : 1. What is poverty Line In-person
a. defined poverty and poverty 2. Poverty Absolute & ● Slogan Making about In-person In-person
Relative poverty poverty ● Smart TV/Laptop ● Presentation
line;
b. differentiated related and 3. Characteristics of poverty ● Art Materials
4. Causes & Effects of poverty ● Lecture-Discussion
absolute poverty;
c. identified the characteristics 5. How poverty impacts
of poverty; society
d. explained the causes and 6. Measures to decrease
effects of poverty; poverty

e. analyzed how poverty

impacts society; and

f. identified the ways to

decrease poverty.

CO5 At the end of the lesson the Chapter 11: Requirements for a 3
students must have: Healthy Society
a. identified the various 1. What is the meaning of a In-person
healthy society? ● Panel discussion In-person In-person
requirements for a healthy
2. What are the different ● Power point ● Recitation
society;
requirements for a healthy ● Web-Based Search Presentation ● Think-pair-
b. performed an activities that
society? (Make a web-based ● Modified Handout/ repair
shows necessity for a healthy
3. Identify the different search about Curriculum Guide ● Tree
society; and
problems that hinder for Theoretical solution to Planting
c. appreciated the ethical
having a healthy society. address the problems ● Brigada
obligations of global citizenship
that encounter by

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4. Possible solutions to address society for having a University

the problems that are healthy environment)
encountered for having a ● Recitation
healthy society. ● Think-pair
5. Perform an activity that repair
shows your appreciation and
obligation as a human
person for having a healthy
society.

CO3, CO6 At the end of the lesson the Chapter 12: Consumerism and 4
students must have: Consumer Choices in the global
a. explained the consumerism context In-person In-person In-person
● Power point ● Think-pair-
and consumer choices in the
1. Differentiate the Presentation repair
global context; consumerism and consumer ● Video
● Web- Based Search: ● Modified Handout/
b. differentiated the choices in the global context. Presentatio
Consumerism and Curriculum Guide
consumerism and consumer 2. Identify the different market n of the
consumer choices in
choices in the global context consumerism behavior and Web-based
its importance. the global context search
before the pandemic period up
3. Demystifying global before the pandemic ● Recitation
to the present; and
consumer choices from period up to the ● Think-pair-
c. identified the importance of
pandemic period to the new present. repair
studying consumerism and normal.
consumer choices in the global 4. What are the principles that ● Panel discussion
context. influencing consumer
decisions?
5. Consumer mindset is local
despite of being a global
citizen.
6. Earth suffers as
consumerism spreads
globalization.

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CO3, CO 7 At the end of the lesson the Chapter 13: Human Impact on the 5
students must have: Environment
a. discovered the equation 1. What Is IPAT? - Factors of the In-person In-person In-person
Human Impact on the ● Film/Documentary ● Modified Handouts/ ● Action Plan
used to calculate human
Environment Analysis Lecture Notes
impact on the environment; 2. Deforestation, Desertification &
b. examined the relationship Declining Biological Diversity ● Lecture Discussion
between deforestation and 3. Agricultural and Industrial
desertification and Revolutions: Impacts on the
declining biological Environment
diversity; 4. Industrial Development of
Emerging Nations and the
c. discussed the
Environment
environmental impact of 5. What Is Industrial Ecology? -
the agricultural and Definition and Examples
industrial revolutions; 6. Pollution: Physical, Chemical &
d. investigated the industrial Biological
development of emerging 7. Human Causes of
nations as well as urban Eutrophication
problems.
e. expounded on the concept
of industrial ecology;
f. enumerated and explain
the physical, chemical, and
biological aspects of
pollution; and
g. defined eutrophication and
discuss how sewage
affects it, as well as
biochemical oxygen
demand and dissolved
oxygen.

CO3, CO5, At the end of the lesson the Chapter 14: Sustainability 4
CO 7 students must have: 1. What is Sustainability? In-person In-person In-person
a. elaborated the concept of 2. Sustainability vs. Stability ● Venn Diagram ● Modified Handouts/ ● Group
3. Three Pillars of Sustainability Sustainability vs. Lecture Notes Presentation
sustainability;
4. 17 SDGs Stability
b. differentiated sustainability
and stability;
● Lecture Discussion

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c. discussed the pillars of

sustainability;
d. introduced and explained
the sustainable
development goals and the
corresponding actions; and
e. created a sustainable plan
in attaining SDGs.
FINAL EXAMINATION 1
Total no. of Hours: 27

COURSE REFERENCES AND SUPPLEMENTAL READINGS

A. Books C. Electronic Sources
https://study.com/academy/topic/human-impact-on-the-
Bamshad, M. J. & Olson, S. E. (2003). Does race exist? Scientific American, 289: 78- 85. environment.html
DeclarationTowardaGlobalEthic,adoptedin1993bytheParliamentof the World's Religions. Available online at: https://www.vedantu.com/biology/human-impact-on-the-
http://www.weltethos.org/dat- english/03-declaration.htm environment
Engbersen, G. “Definitions of Distress: Who are you calling poor?”, Le Monde Diplomatique, September 1999.
http://mondediplo.com/1999/09/06poverty https://www.mcgill.ca/sustainability/files/sustainability/what-is-
Excerpt from: Canada's New Social Risks: Directions for a New Social Architecture, by Jane Jenson. The full sustainability.pdf
document (no. 31815) is freely available as a download: http://www.cprn.org/doc.cfm?doc=1095&l=en
https://www.wri.org/strategic-plan/tackling-global-
Fast Facts: the Faces of Poverty, UN Millennium challenges#:~:text=We%20will%20focus%20on%20urgent,than
Project http://www.unmillenniumproject.org/resources/fastfacts_e.htm %20one%2C%20cutting%20across%20programs.
Fighting climate change: Human solidarity in a divided world, Human Development Report, United Nations
Development Programme. http://hdr.undp.org/en/reports/global/hdr2007-2008/ https://www.theglobalcitizensinitiative.org/the-rights-and-
Gardner, S. (2009). The 2009 Dalton Camp Lecture in Journalism. Broadcast by CBC Radio Best of Ideas, responsibilities-of-global-citizenship/
Thursday November 26th 2009. Available online at: http://castroller.com/podcasts/Ideas/1386039-The 2009 Dalton
https://www.youtube.com/watch?v=oFFE6qlRhjI
Camp Lecture in Journalism
Hardin, G. (1968). The Tragedy of the Commons. Science,162:1243-1248. Available at:
http://dieoff.org/page95.htm
Krotoski, A. (2010). Virtual Revolution: The Great Levelling. BBC World Service. (Audio lecture, 20 minutes).
Available online at: http://www.bbc.co.uk/worldservice/programmes/2010/03/100311_virtual_revolution_ho
w_and_when.shtml
Inglis, C. (1995). Multiculturalism: New Policy Responses to Diversity. Management of Social Transformations
(MOST) - UNESCO. Policy Paper No. 4. Available online at: http://www.unesco.org/most/pp4.htm

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Nussbaum, M. (1994). Patriotism and Cosmopolitanism. The Boston Review. Available online at:
http://www.soci.niu.edu/~phildept/Kapitan/nussbaum1.html
Oreskes, N. (2004). Beyond The Ivory Tower: The Scientific Consensus on Climate Change. Science,
306(5702):1686. http://www.sciencemag.org/cgi/content/full/306/5702/1686
Revisiting Carrying Capacity: Area-Based Indicators of Sustainability by William E. Rees. Online at:
http://dieoff.org/page110.htm
Shah, A. Structural Adjustment - A Major Cause of Poverty. http://www.globalissues.org/article/3/structural-
adjustment-a-major-cause-of-poverty
The Universal Declaration of Human Rights by the World's Religions. Available online at:
http://www.gerforum.org/human.html
Westheimer, J. & Kahne, J. (2004). Educating the "Good" Citizen: Political Choices and Pedagogical Goals.
Political Science & Politics. 38 (2). Available at:
http://www.democraticdialogue.com/DDpdfs/WestheimerKahnePS.pdf
Shah, A. (2005). Behind Consumption and Consumerism. Available at:
http://www.globalissues.org/TradeRelated/Consumption.asp
The Story of Stuff (Annie Leonard and Free Range Studios, 2005). Online at: http://www.storyofstuff.org/
theUnitedNationsUniversalDeclarationofHumanRights.Availableonline
http://www0.un.org/events/humanrights/2007/index.shtml
theInternationalCommitteeoftheRedCrossexplanationofInternational Humanitarian Law. Available online at:
http://www.icrc.org/Web/Eng/siteeng0.nsf/htmlall/ihl?OpenDocument
Union of Concerned Scientists. (2010). Global Warming Frequently Asked Questions (FAQ).
http://www.ucsusa.org/global_warming/science_and_impacts/science/global- warming-faq.html
Union of Concerned Scientists. (2007). Smoke, Mirrors & Hot Air: How ExxonMobil Uses Big Tobacco's Tactics to
"Manufacture Uncertainty" on Climate Change.
http://www.ucsusa.org/global_warming/science_and_impacts/global_warming_contrari ans/exxonmobil-report-
smoke.html
“What the poor say”, World Bank (2000/2001 http://siteresources.worldbank.org/INTPOVERTY/Resources/poor.pdf
Wikipedia, Propaganda model, http://en.wikipedia.org/wiki/Propaganda_model (as of Aug. 19, 2010, 17:36 GMT).
Wikipedia, Concentration of media ownership, http://en.wikipedia.org/wiki/Concentration_of_media_ownership (as
of Aug. 18, 2010, 23:52 GMT).
Worth, J. (2010). Taking on Tarmageddon, New Internationalist, Issue 431, April 2010.
http://www.newint.org/features/2010/04/01/keynote-tar-sands/
Zuelow, E. G. E. (Ed.): The Nationalism Project. http://www.nationalismproject.org
“Multiculturalism”, Stanford Encyclopedia of Philosophy (2010 / 2020) :
https://plato.stanford.edu/entries/multiculturalism/
Difference Between Diversity and Multiculturalism (2016)
https://www.differencebetween.com/difference-between-diversity-and-multiculturalism/

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Terry-Anne Teo: “Multiculturalism beyond citizenship: The inclusion of non-citizens”, Sage Journals,
https://journals.sagepub.com/doi/10.1177/1468796820984939
Sevgi Coşkun Keskin, Problems and Their Solutions in a Multicultural Environment According to Pre-service Social
Studies Teachers, https://doi.org/10.11114/jets.v6i7.3292
Christiana Varda and Eleni A. Kyza. Media, Cognition and Learning Research Group, Department of
Communication and Internet Studies at the Cyprus University of Technology, Media and Information Literacy: Why
does it matter? , https://coinform.eu/media-and-information-literacy-why-does-it-matter/
Chris Worsnop Media Literacy through Critical Thinking,
https://depts.washington.edu/nwmedia/sections/nw_center/curriculum_docs/teach_combine.pdf
B. Textbook

COURSE REQUIREMENTS
1. Midterm and Final Examinations = 40%
2. Quizzes (20%)/ Attendance (5%)/ Participation (5%) = 30%
3. Action Plan/s (Homebased Requirements) = 30%
4. Individual/Group Presentations (Homebased Requirements) ______
100%
ARGUMENTATIVE / REFLECTIVE ESSAY
RUBRICS Criteria 5 4 3 2 1
Introduction - Grab the reader’s attention. Main idea should clearly state the position
chosen by the student.
Body - Contentions with evidence each. Elaboration (with resource citation)
Conclusion - Closing sentence. Main idea should clearly state the side chosen
by the student and not be worded the same as in the introduction paragraph.

Organization/Word Usage - Thoughts are well-organized and/or presented clearly

and substantially. Words are relevant and/or appropriate.

Relevance/Originality - All contentions are related to the position made by the

student and all authentic or not copy pasted.
Total

ACTION PLAN / SUSTAINABLE DEVELOPMENT PLAN

Criteria 10 8-9 6-7 3-5 1-2
Issue Description - Thoroughly describes the issue and the importance of the issue.

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Structure - Clearly states a sequence of steps, each with a realistic time frame,
assigned responsibilities (by name), specific resources that will be needed, and
evidence that indicates the completion of the step.

Action Proposal - Clearly explains action proposal and details steps to achieve it, and
thoroughly explains importance of the action.

Total

MULTI-MEDIA PRESENTATION
Criteria 10 8-9 6-7 3-5 1-2
Content -
Graphic Design -

Organization -
Mechanics -

Teamwork -
Total

INFOMERCIAL
Criteria 10 8-9 6-7 3-5 1-2
Organization-Student presents information in logical, interesting sequence which the
audience can follow.

Content- Student demonstrates full knowledge of the topic and engages the audience
with enthusiasm.
Volume and Clarity-Student uses a clear voice and correct, precise pronunciation of
terms. Students are enthusiastic. All viewing audiences can hear without effort.

Presentation/Storyboard- Student explains content, makes eye contact and keeps

audience attention. Storyboard is complete and shows logical thought from one
transition to another.

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Technology- Presentation uses approved technology and shows mastery of use of

technology including pictures, video and musical background. Presentation shows a
unique arts organization with a broader narrative related to the exhibition content.

Total

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COURSE POLICIES AND EXPECTATIONS

Lecture Class Policies (Residential Face-to-face Class)

1. Please wear your face masks at all times. Bring your own alcohol, soap, ballpen, paper and other materials. Strictly no borrowing of things.
2. Please stay home if you are unwell.
3. Attendance in the class signifies readiness to participate in class discussions and activities.
4. A student is responsible for his/her absence
5. A student will be automatically marked DRP (Dropped) after eight (8) consecutive absences.
6. Requirements must be submitted within the designated date of submission.
7. All school rules will be followed as stated in the student handbook
8. Late work: Deductions will be given however, leniency will be observed.
9. Others (agreed upon by the class)

Lecture Class Policies (Online Class – Synchronous)

1. Wear a decent casual dress during web conference.

2. No foul words during online discussions.
3. Observe punctuality and courtesy

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4. Private conversations during web conferencing are not allowed.

5. Respect shall be observed for the teacher and students.
6. Cheating and plagiarism not tolerated.
7. On-time submission of requirements as agreed during class orientation.

Classroom Expectations (Residential and Online)

1. Be Prepared. You and only you are responsible for your grade. Earn the good grade you deserve by coming to class prepared. Complete reading assignments and other homework
before class so that you can understand the lecture and participate in discussion. Have your homework ready to submit.
2. Be Participative. Be ready and willing to participate in classroom discussions. Contribute proactively to class discussions, offer ideas, or ask questions.
3. Be on Time. A seat plan will be used for the checking of attendance. Any student who is not seated in his/her designated area once the class starts he/she will be considered tardy.
4. Be Respectful. Any action that bothers another student or the teacher or any disruptive behavior in class is considered disrespectful. Demonstrate proper respect for teachers, other
students, and school property. Listen to others and evaluate ideas on their merit.

REVISION HISTORY
DATE OF
REVISION NUMBER DATE OF REVISION HIGHLIGHTS OF REVISION
IMPLEMENTATION
2022-01 September 5-13, 2022 September 19, 2022
A.Y. 2022-2023
2023-02 February 13, 2023 February 20, 2023, A.Y. 2022- Revised the learning activities (removed asynchronous activities and retained
2023 synchronous and in-person); Integrated the new graduate attributes
2023-03 August 18, 2023 August 22, 2023, A.Y. 2023- Integrated the new PSU Vision and mission
2024
2024-04 January 15-16, 2024 January 22, 2024, A.Y. 2023- Modified some teaching/learning activities and integrated the new strategic goals
2024
PREPARATION AND REVIEW NAME SIGNATURE DATE SIGNED
Prepared by the:
Focal Person (Common Program)
Faculty (Stand-alone Program)
Reviewed by the Committee for Common
Programs

Endorsed by the Council of Deans and Department Chairs on January 19, 2024.

FACULTY CONTACT INFORMATION

NAME SHIRLEY L. MILANES
DESIGNATION Faculty

COURSE SYLLABUS IN GLOBAL CITIZENSHIP

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E-MAIL ADDRESS Upon request

CONSULTATION SCHEDULE Monday and Tuesday(3-5 pm)
OFFICE LOCATION AS Building (BTLEd Office)

Adapted by: Checked by: Recommended by: Approved:

REA R. TIANGSON, PhD ARCELI ADORACION G. RAMOS, PhD LIZA L. QUIMSON, EdD
Department Chairperson College Dean Campus Executive Director
REA R. TIANGSON, PhD
ARCELI ADORACION G. RAMOS, PhD
MARIA THERESA M. DIZA, PhD
RHENEA LIZLIE S. VIRAY, PhD
FROILAN S. SORIANO, PhD
AARON JOHN S. VALERIO, MST
REYNALD D. GLORIA, MaED
MARISSA GARCIA, MLIS
GERAMAE ELAINE M. ELGUIRA, LPT
LORENA B. ECHALAR, EdD
SHIRLEY L. MILANES,PhD

Certified for Campus/University Utilization for A.Y.2024-2025

WEENALEI T. FAJARDO, PhD MANOLITO C. MANUEL, EdD

Director for Curriculum and Instruction Vice-President, Academic and Student Affairs

COURSE SYLLABUS IN GLOBAL CITIZENSHIP

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