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Outcomes-Based Education (OBE) Course Plan in Understanding the Self

Date Revised/Enhanced: June 4, 2018
I. CAPIZ STATE UNIVERSITY
Vision: Center of Academic Excellence Delivering Quality Service to all.

Mission: Capiz State University is committed to provide advance knowledge and innovation; develop skills, talents and values; and undertake relevant research, development and
extension services; promote entrepreneurship and with environmental consciousness; and enhance industry collaboration and linkages with partner agencies.

Goals:
 Globally competitive graduates
 Institutionalized research culture
 Responsive and sustainable extension services
 Maximized profit for viable agro-industrial business ventures
 Effective and efficient administration

Core Values: God- Centered, Excellence, Integrity, Transparency and Accountability and Dedication to Quality Service

Guiding Principles: Academic Freedom, Responsibility, Academic Standards

Institutional Learning Outcomes:

A CapSU Graduate is a knowledgeable, innovator, researcher, master of change a leader entrepreneur, environmentalist and effective collaborator in their respective fields
of discipline.

II. Campus: Pilar Satellite College

III. Program Degree: Bachelor of Science in Business Administration

IV. Program Degree Outcomes (based on Memorandum from the CHED Chairperson dated April 23, 2015):
A. Common to all programs in all type of schools
1. Discuss the latest developments in the specific filed of practice
2. Communicate effectively using both the Filipino and English, orally and in writing
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3. Work effectively and independently in multi-disciplinary and multi-cultural teams
4. Exemplify professionals, social and ethical responsibility
5. Preserve and promote “Filipino historical and cultural heritage”.

B. Common to the Business Administration Course

1. Demonstrate Corporate and Social Responsibility
2. Implement the basic functions of management such as planning, organizing, staffing, directing, leading and controlling
3. Use information and communication technology (ICT) effectively and efficiently
4. Work well with others
5. Use proper decision tools to critically, analytically, and creatively solve problems and drive results.

V. Course No. and Title: GE 101 (UNDERSTANDING THE SELF)

Prerequisite: None

VI. School Year/Semester Offered: 2019-2020 A.Y./First Semester

VII. Course Description: 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 is
intended to facilitate the exploration of the issues and concerns regarding self and identity to arrive at a better understanding of one’s self among adolescents. It strives to meet the
goal by stressing the integration of the personal with the academic, contextualizing matters discussed in class and the everyday experiences of students, making for better learning,
generating a new appreciation for the learning process, and developing a more critical and reflecting attitude while enabling them to manage and improve themselves to attain a
better quality of life.
The course is divided into three major parts namely:
(1) understanding the construct of the self from various disciplinal perspectives;
(2) exploring the various aspects that make up the self; and
(3) providing hands-on experience on learning, goal setting and self-care. It includes discussion of family planning and population education.

VIII. Course Credit/Unit: 3 Units

IX. Course Outcomes
At the end of the course, the students will be able to:
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The Self from Various Perspectives
1. Discuss the different representations and conceptualizations of the self from various disciplinal perspectives
2. Compare and contrast how the self has been represented across the different disciplines and perspectives
3. Examine the different influences, factors, and forces that shape the self
4. Demonstrate critical and reflective thought in analyzing the development of one’s self and identity by developing a theory of the self
Unpacking the Self
5. Explore the different aspects of self and identity
6. Demonstrate critical, reflective thought in integrating the various aspects of self and identity
7. Identify the different forces and institutions that impact the development of various aspects of self and identity
8. Examine one's self against the different aspects of self discussed in class
Managing and Caring for the Self
9. Understand the theoretical underpinnings for how to manage and care for different aspects of the self
10. Acquire and hone new skills and learning for better managing of one's self and behaviors
11. Apply these new skills to one's self and functioning for a better quality of life
X. Course Design Matrix
Topics Indented learning Teachers learning Learners activities Equipment References Assessment Time Frame
outcomes activities
Orientation CapSU: At the end of the unit, The Teacher The Students The Student Handbook Different 1 week
 Introduction of the students must present/internaliz Participation in the University’s Presentation of
Vision, Mission have: e the Vision, discussion handbook for the VMG.
and Goals.  Internalized the Mission and the students
 Getting to know University’s Goals of the Handouts of
each other Vision, Mission University and the course
Presentation of Course and Goals. the Department syllabus
Syllabus, Course  Have the overview Objectives.
requirements and of the course,
grading system. expectation and
requirements.
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Philosophical At the end of this Alata, E., 1 week
Perspectives lesson, the students  Teacher’s  Students  Visual Aid Caslib,Jr., B.,  Oral
 Socrates and should be able to: Lecture participate in  Handouts Serafica, J. & recitation
Plato  Explain why is  Class class  Laptop Pawilen, R.A.  Written
 Augustine and it essential to Discussion discussion  Multimedia (2018). quizzes
Thomas understand self  Facilitation of  Brainstorming  Projector Understanding the  Activity
Aquinas  Describe and assigned Self. Sampaloc,
 Descartes discuss the topics Manila: Rex Book
 Hume different Store, Inc.
 Kant Ryle notions of the
 Merleau-Ponty self from the
points-of view
of the various
philosophers
across time and
place
 Compare and
contrast how
the self has
been
represented in
different
philosophical
schools
 Examine one’s
self against the
different views
of self that
were discussed
in class
The Self, Society and At the end of this  Reviewing  Brainstorming  Visual Aid Alata, E.,  Oral 1 week
Culture lesson, the students the last topics  Class  Handouts Caslib,Jr., B., recitation
 What is the should be able to:  Teachers Participation  Laptop Serafica, J. &  Written
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Self  Explain the Lecture  Multimedia Pawilen, R.A. quizzes
 The Self and relationship  Class  Projector (2018).  Activity
Culture between and Discussion Understanding the
 The Self and among the self, Self. Sampaloc,
the society, and Manila: Rex Book
Development culture Store, Inc.
of the Social  Describe and
World discuss the
 Self in different ways
Families by which
 Gender and the society and
Self culture shape
the self
 Compare and
contrast how
the self can be
influenced by
the different
institutions in
the society
 Examine one’s
self against the
different views
of self that
were
The Self as Cognitive At the end of this  Reviewing  Brainstorming  Visual Alata, E.,  Oral 2 weeks
Construct lesson, the students the last topics  Class Aid Caslib,Jr., B., recitation
should be able to:  Teachers Participation  Handouts Serafica, J. &  Written
 Identify the Lecture  Laptop Pawilen, R.A. quizzes
different ideas  Class  Multimedi (2018).
in psychology Discussion a Understanding the
about the “self”  Projector Self. Sampaloc,
 Create your Manila: Rex Book
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own definition Store, Inc.
of the “self”
based on the
definitions
from
psychology
 Analyze the
effects of
various factors
identified in
psychology in
the formation
of the “self”
The Self in Western At the end of this  Reviewing  Brainstorming  Visual Alata, E.,  Oral 1 week
and Eastern lesson, the students the last topics  Class Aid Caslib,Jr., B., recitation
Thoughts should be able to:  Teachers Participation  Handouts Serafica, J. &  Written
 Differentiate Lecture  Laptop Pawilen, R.A. quizzes
the concept of  Class  Multimedi (2018).  Major Exam
self according Discussion a Understanding the
to Western  Projector Self. Sampaloc,
thought against Manila: Rex Book
Eastern/Orienta Store, Inc.
l perspectives;
 Explain the
concept of self
as found in
Asian thoughts
 Create a
representation
of the Filipino
self.
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The Physical and At the end of this  Reviewing  Students  Visual Alata, E.,  Oral 2 weeks
Sexual Self lesson, the students the last topics Reporting Aid Caslib,Jr., B., recitation
 Diseases should be able to:  Small group  Brainstorming  Handouts Serafica, J. &  Individual
associated with  Discuss the discussion  Class  Laptop Pawilen, R.A. reports
the developmental  Reporting Participation  Multimedi (2018).  Written
Reproductive aspect of the a Understanding the quizzes
System reproductive  Projector Self. Sampaloc,  Activity
 Erogenous system Manila: Rex Book
Zone  Describe the Store, Inc.
 Human Sexual erogenous
Behavior zones
 Types of  Explain human
Behavior sexual behavior
 Physiology of  Characterize
Human Sexual the diversity of
Response sexual behavior
 Sexual  Describe
Problems sexually
transmitted
diseases
 Differentiate
natural and
artificial
methods of
contraception
To Buy or Not to At the end of this  Reviewing  Students  Visual Alata, E.,  Oral 1 week
Buy. That is the lesson, the students the last topics Reporting Aid Caslib,Jr., B., recitation
Question! should be able to:  Small group  Brainstorming  Handouts Serafica, J. &  Individual
 Material Self discussion  Class  Laptop Pawilen, R.A. reports
 We are What  Explain the  Reporting Participation  Multimedi (2018).  Written
We Have association of a Understanding the quizzes
self and  Projector Self. Sampaloc,
 Activity
possessions Manila: Rex Book
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 Identify the Store, Inc.
role of
consumer
culture to self
and identity
 Appraise one’s
self based on
the description
of material self
MIDTERM EXAM
Supernaturals: At the end of this  Reviewing  Students  Visual Alata, E.,  Oral 2 weeks
Believe It or Not! lesson, the students the last topics Reporting Aid Caslib,Jr., B., recitation
 Religion should be able to:  Small group  Brainstorming  Handouts Serafica, J. &  Individual
 Ritual  Identify various discussion  Class  Laptop Pawilen, R.A. reports
 Logotherapy religious  Reporting Participation  Multimedi (2018).  Written
practices and a Understanding the quizzes
beliefs  Projector Self. Sampaloc,
 Activity
 Understand the Manila: Rex Book
self in relation Store, Inc.
with religious
beliefs
 Explain ways
of finding the
meaning of life
The Political Self and At the end of this  Reviewing  Students  Visual Alata, E.,  Oral 1 weeks
Being Filipino lesson, the students the last topics Reporting Aid Caslib,Jr., B., recitation
 Who is a should be able to:  Small group  Class  Handouts Serafica, J. &  Individual
Filipino  Develop a discussion Discussion  Laptop Pawilen, R.A. reports
 Filipino Filipino  Reporting  Class  Multimedi (2018).  Written
Values and identity Participation a Understanding the quizzes
Traits  Identify  Projector Self. Sampaloc,
 Activity
 Filipino different Manila: Rex Book
Makers Filipino values Store, Inc.
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 How to be a and traits
Good Filipino  Reflect on your
selfhood in
relation to your
natural identity
Digital Self At the end of this  Reviewing  Students  Visual Alata, E.,  Oral 1 week
 Selective Self- lesson, the students the last topics Reporting Aid Caslib,Jr., B., recitation
presentation should be able to:  Small group  Class  Handouts Serafica, J. &  Individual
and Impression  Define online discussion Discussion  Laptop Pawilen, R.A. reports
Management identity  Reporting Class  Multimedi (2018).  Written
 Gender and  Compare real Participation a Understanding the quizzes
Sexuality identity versus  Projector Self. Sampaloc,
 Activity
Online online identity Manila: Rex Book
 Performing  Describe the Store, Inc.
Gender Online influence of
 Setting internet on
Boundaries to sexuality and
your Online gender
Self: Smart  Discuss the
Sharing proper way of
demonstrating
values and
attitudes online
Learning to be a At the end of this  Reviewing  Students  Visual Alata, E.,  Oral 1 week
Better Learner lesson, the students the last topics Reporting Aid Caslib,Jr., B., recitation
should be able to:  Small group  Class  Handouts Serafica, J. &  Individual
 Explain how discussion Discussion  Laptop Pawilen, R.A. reports
learning occurs  Reporting  Class  Multimedi (2018).  Written
 Enumerate Participation a Understanding the quizzes
various  Projector Self. Sampaloc,
 Activity
metacognition Manila: Rex Book
and studying Store, Inc.
techniques
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 Identify the
metacognition
techniques that
you find most
appropriate for
yourself
Do Not Just Dream, At the end of this  Reviewing  Students  Visual Alata, E.,  Oral 2 weeks
Make it Happen lesson, the students the last topics Reporting Aid Caslib,Jr., B., recitation
 Self-Efficacy should be able to:  Small group  Brainstorming  Handouts Serafica, J. &  Individual
 Fixed and  Use Bandura’s discussion  Class  Laptop Pawilen, R.A. reports
Growth self-efficacy  Reporting Discussion  Multimedi (2018).  Written
Mindset theory for self- a Understanding the quizzes
Theory assessment  Projector Self. Sampaloc,
 Activity
 Goal Setting  Differentiate Manila: Rex Book
Theory growth and Store, Inc.
fixed mindset
by Dweck
Design
personal goals
adapting
Locke’s goal
setting theory
Less Stress, More At the end of this  Reviewing  Students  Visual Alata, E.,  Oral 2 weeks
Care lesson, the students the last topics Reporting Aid Caslib,Jr., B., recitation
 Stress and should be able to:  Small group  Brainstorming  Handouts Serafica, J. &  Individual
Human  Explain the discussion  Class  Laptop Pawilen, R.A. reports
Response effects of stress  Reporting Participation  Multimedi (2018).  Major
 Techniques to to one’s health a Understanding the exams
Counter  Examine  Projector Self. Sampaloc,
Chronic Stress cultural Manila: Rex Book
 Cultural dimension of Store, Inc.
Dimension of stress and
Stress and coping
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Coping  Design a self-
 Self-Care care plan
Therapy
 Self-
Compassion
Therapy
FINAL EXAM

XI. GRADING SYSTEM

Midterm Grade 30%
Quizzes 20% Final Grade 70%
Activity/Reporting 15%
Output/Assignment 15% Final Grade 100%
Participation 10%
Final/Midterm Exam 40%
TOTAL 100%

XII. RUBRICS
Activity: Content 40%, Creativity 30%, Group Cooperation 15%, Group Presentation 15%
Reporting: Reporting: Content - 45 points, Presentation – 40 points and Organization – 15 points.
XIII. REQUIREMENTS: Attendance, presented topics, quizzes, activities, recitations, and major exam
XIV: CLASSROOM POLICIES
1. ABSENCES. Maximum allowable cuts: 6 absences for 1.5 hours classes or 9 absences for 1 hour classes.
2. DRESS CODE. The prescribed dress code for students of Teacher Education department should be strictly observed. A student not wearing proper attire will be
marked absent and not allowed to take quizzes, exam, etc.
3. LATE. Fifteen (15) minutes late will be marked “late” and 3 consecutive lates will be considered 1 absent.
4. STUDENT HANDBOOK will serve as a guide for all. Additional guidelines may be issued by individual faculty to respective classes.
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XV. CONSULTATIONS
Consultation hours will be announced individually by each lecturer, with a view to the concept of mentoring the ideas of the students. The students are encouraged to
regularly seek the advice of their lecturers/course facilitators. You may also email them directly to request an appointment.
XVI. REMARKS

This syllabus is flexible and may include additional topics and activities deemed by the faculty and students.

Prepared by:

LEXTER JON CATALAN, RPM

Course Facilitator

Noted by: Recommended by:

JAY ANN GREGORIO, RGC APPLE JOY ALFERES, MPA

Quality Assurance Program Chair

Approved by:

JENNIFER BENLIRO, DPA

Satellite College Director