Curriculum

1
3 PROPOSED CURRICULAR REVISION OF BA (Political

4 Science) TO BACHELOR OF ARTS IN POLITICAL
5 SCIENCE PROGRAM
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13 DIVISION OF SOCIAL SCIENCES
14 COLLEGE OF ARTS AND SCIENCES
15 UNIVERSITY OF THE PHILIPPINES VISAYAS
16 MIAGAO, ILOILO
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23 July 2018
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1 TABLE OF CONTENTS
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Page
Appendix A 1
I. Background/Rationale 1
II. Change in Program Title 2
III. Institution of Courses 2
IV. Revision of Courses 11
V. Change in Program Requirements 18
VI. Summary of Proposed Changes 22
VII. Checklist of Existing and Proposed Curricula 25
Appendix B: Institutional Vision and Mission, Program 28

Outcomes, and Curriculum Map
Appendix C: Program Structure 33
Appendix D: Proposed Study Plan 36
Appendix E: Comparative Summary of Existing and Proposed 37

Curricula
Appendix F: Study Path 39
Appendix G: Resource Availability 40
Appendix H: Course Analyses 41

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Appendix A PAGE 1 /237
1 DIVISION OF SOCIAL SCIENCES

2 College of Arts and Sciences
3 University of the Philippines Visayas
4
5
6 PROPOSED CURRICULAR REVISION OF THE
7 BACHELOR OF ARTS (POLITICAL SCIENCE) PROGRAM
8
9
10 I. Background/ Rationale
11
12 The Bachelor of Arts (Political Science) curriculum of the DSS-CAS UPV needs to be
13 updated to keep abreast with the challenge of globalization and the need for an educational
14 experience that promotes decolonization, national development, local diversity, as well inter-
15 disciplinarity. Since the curriculum’s last revision in 2005, the field of Political Science has
16 profoundly changed. Consequently, there is a need to institute curricular changes to reflect
17 these new trends. The curriculum also needs to be aligned more closely to UPV’s vision of
18 being a world class university at the forefront of fisheries and aquatic sciences education,
19 research and development.
20 In addition, there are significant changes that have served as an impetus to revise the
21 program. These include:
22 1. The national government’s implementation of the K-to-12 Program in 2016;
23 2. The subsequent issuance of the CHED CMO on BA Political Science Programs in 2017;
24 3. The Implementation of the revised UP GE Program;
25 4. The University’s move towards quality assurance.
26
27 Moreover, as more and more graduates of the program are going into careers in community
28 and in non-government organizations, and the efforts to internationalize education, there is also
29 a need to configure the curriculum to prepare our students for these post-baccalaureate career
30 paths.
31 These developments gave rise to the need to:
32 1. Train students in the language, theories and methodologies specific to the discipline;
33 2. Expose the students to current developments in each of the Political Science subfields;
34 3. Equip the students with the necessary skills for political and policy analysis and enable
35 them to craft the necessary interventions to bring forth desired political changes in view
36 of fulfilling UPV’s mandate as premier institution in fisheries and aquatic sciences.
37 These changes require leaving the BA Program in order to allow students the opportunity
38 to take more Political Science Required Courses and Electives and to allow them to have more
39 choices in terms of other electives.
40
41
1 A. Objectives
2 To address the aforementioned developments, it is hereby proposed that the BA (Political
3 Science) Curriculum be revised to achieve the following objectives:
4 1. To simplify the program structure and to adapt course offerings to changes in the
5 discipline by moving the Program out of the BA Program Umbrella;
6
7 2. To institute refinements in certain subfields of the Program to keep abreast with
8 developments in the discipline as well as the needs of new career paths and job
9 markets;
10
11 3. To incorporate the requirements of the revised UP GE Program;
12
13 4. To satisfy the requirements of the 2017 CHED Memorandum on Policies, Standards
14 and Guidelines (PSGs) for Bachelor of Arts in Political Science Programs.
15
16 II. Change in Program Title

17
18
19 Existing Title: BA (Political Science)
20 Proposed Title: Bachelor of Arts in Political Science
21 Justification: The change in the Program Title reflects the Program’s change
22 of status from a specialization under BA Program to a full-
23 fledged Bachelor of Arts Program. Moving out of the BA
24 Program umbrella will allow students to take more Political
25 Science core and elective courses, thereby creating more
26 opportunities for in-depth learning of the language, theories and
27 methodologies specific to the discipline as well as more
28 exposure to developments in each of the Political Science
29 subfields.
30
31 III. Institution of Courses
32
33 (1) Pol Sci 101 Fundamentals in Political Science. Concepts, theories, principles
34 and debates around the politics of public choice or contested decisions with
35 collective implications
36
37 Prerequisite: None
38 Credit : 3 u.
39 Justification: This course exposes students to the basics and the science in the
40 study of politics. It builds familiarity with the concepts, theories and
41 methods of the discipline, with the end view of imparting practical
42 means with which to understand public choices on the use and
43 distribution of power.
1 (2) Pol Sci 102 Philippine Politics and Governance. Philosophy, actors,
2 institutions, context and dynamics of Philippine politics from pre-colonial era to
3 contemporary period
4
6 Credit : 3 u.
7 Justification: This course exposes students to seminal literature examining local
8 and national politics using various theoretical and conceptual
9 handles. It builds familiarity with the concepts, theories and
10 methods of the discipline, and its application in the Philippine
11 setting. This also fulfills the requirements of the CHED CMO.
12
13 (3) Pol Sci 140 Introduction to Comparative Politics. Introductory course on

14 Comparative Politics, which covers theories, concepts, and methods and their
15 application across country cases
16
17 Prerequisite: Pol Sci 101, Pol Sci 102
18 Credit : 3 u.
19 Justification : Comparative politics is one of the major sub-fields of Political
20 Science, alongside International Relations, Political Behavior and
21 Dynamics, Public Policy and Political Theory and Methods. The
22 institution of the course recognizes the shift from geographic and
23 area concentration to thematic and conceptual comparison.
24
25 (4) Pol Sci 141 State Formation. Bellicist and non-bellicist theories of state
26 formations; war, anarchy, and the rise of development of the state; economic
27 development and state formation; history and problem of state formation in the
28 third world context
29
30 Prerequisite: Pol Sci 140
31 Credit : 3 u.
32 Justification :State formation is one of the major issues in comparative politics.
33 This course will equip students with a deeper understanding of the
34 origin and evolution of major institutions and functions of the state.
35 The institution of the course recognizes the shift from geographic
36 and area concentration to thematic and conceptual comparison.
37
38 (5) Pol Sci 142 Democratization. Definition of democracy and the process of
39 democratization; political culture, and economic factors shaping democracy
40 transition from authoritarian to democratic regimes; democratic consolidation and
41 danger of authoritarian relapse, rule of law and liberal values
42
1 Credit : 3 u.
2 Justification :Understanding democratic regimes is one of the most important
3 topic in comparative politics. Learning the basic concepts and
4 theories of democratization will allow students of political science
5 to achieve a more complete understanding of the subfield.
6
7 (6) Pol Sci 143 Non-Democratic Regimes. Types of non-democratic regimes;
8 military regime, one party rule, personalistic rule, bureaucratic
9 authoritarianism; collapse and transition of authoritarian regime; how non-
10 democratic regimes endure
11
13 Credit : 3 u.
14 Justification: Non-democratic regimes continue to endure and even re-emerge
15 in the world today. Understanding how these regimes work and
16 endure will provide students with a deeper understanding of this
17 phenomenon.
18
19 (7) Pol Sci 144 Civil-Military Relations. Issues, debates and theories of civil-
20 military relations; determinants and outcomes of civilian control over the military
21 in democratic, non-democratic and developed and developing contexts
22

24 Credit : 3 u.
25 Justification : The course aims to provide the student with an understanding of
26 civilian-military interaction in different contexts. This is relevant in
27 the light of the emergence and re-emergence of military
28 interventionism in politics.
29
30 (8) Pol Sci 145 Comparative Conflict Studies. Theories, concepts and methods in
31 the comparative study of the nature, dynamics and outcomes of violent or forceful
32 contestations of power conflicts within the state.
33
35 Credit : 3 u.
36 Justification :The course aims to provide the student with an understanding of
37 conflict drivers and outcomes in different contexts. This is relevant
38 in the light of on-going ethnic, territorial, resource and other
39 conflicts in the world today.
40
41 (9) Pol Sci 146 Electoral and Party Systems. Comparative course on electoral and
42 party systems in both developed and developing state contexts; their function in
1 the political system, particularly how they shape the aggregation and articulation
2 of interests and the control of governmental power and public policy
3

5 Credit : 3 u.
6 Justification : The course will enable students to understand the role of
7 electoral and party systems, particularly in terms of how they
8 shape the aggregation and articulation of interests and the
9 control of governmental power and public policy.
10
11 (10) Pol Sci 147 Comparative Constitutional Design. Comparative course on the
12 actors and institutions involved in the dynamics of constitutional design in both
13 developed and developing state contexts; vertical and horizontal divisions of
14 power and implications to development, democratization and political stability
15

17 Credit : 3 u.
18 Justification : The course will enable the students to understand the fundamental
19 role of constitutions in shaping development, democratization, and
20 political stability in developed and developing contexts.
21
22 (11) Pol Sci 148 Selected Themes in Comparative Politics. Problem-driven
23 issues or themes in contemporary Comparative Politics. Issues or themes can
24 include the following topics: area studies, gender, religion, comparative economic
25 systems
26

28 Credit : 3 u.
29 Justification : The course will enable students to take up themes or issues that
30 are not covered by the proposed electives for the comparative
31 politics series.
32
33 (12) Pol Sci 152 Welfare Policy and Administration. Principles, structures,
34 processes and actors in social welfare and administration in the Philippines and
35 their implications on poverty and other social security concerns.
36
38 Credit : 3 u.
39 Justification: Pol Sci 152 will provide students with an overview of social welfare
40 policy and administration in the Philippines. It will help students
1 identify and describe the factors contributing to policy statements

2 and outcomes related to social security.
3
4 (13) Pol Sci 153 Environmental Policy and Administration. Principles,
5 processes, tools and practices of environmental policy and administration that
6 have implications to sustainable development (i.e., public welfare and economic
7 growth, environmental conservation/protection, and social equity) in the
8 Philippines.
9
10 Prerequisite: Pol Sci 150, COI for non-majors
11 Credit : 3 u.
12 Justification: There is no undergraduate course on environmental policy and
13 administration at UPV and will be of interest to students in various
14 degree programs dealing with environmental policy process, tools
15 and decisions in the Philippine context.
16
17 (14) Pol Sci 154 National Security Policy and Administration. Theories,
18 principles, processes, frameworks and practices of security policy and
19 administration in the Philippines with emphasis on national security determinants
20 and outcomes.
21
23 Credit : 3 u.
24 Justification: Pol Sci 154 will provide students with an introduction to the
25 foundations of security and policy administration in the Philippines
26 that takes into account the role of both domestic and global factors.
27
28 (15) Pol Sci 155 Philippine Local Government Policy and Administration.
29 Introduction to the interface between local government policy and administration
30 in the Philippines, dealing with issues of decentralization, local administration,
31 public service, and social welfare.
32
33 Prerequisite: Pol Sci 150; Consent of Instructor (COI) for non-majors
34 Credit : 3 u.
35 Justification: There is a need to craft a course on place-based policy and
36 administration to capture the essence of local government policy
37 and its effectiveness in translating local government philosophy into
38 programs and policies that reflect community context and common
39 goals.
40
41 (16) Pol Sci 156 Ethics in Public Service. Questions, issues and debates on ethics
42 and accountability in the Philippine public service .
43
1 Credit : 3 u.
2 Justification: Pol Sci 156 will provide students with an introduction to the ethical
3 foundations of the public service using cases drawn from both the
4 abstract and reality of the public sector profession in the Philippines
5 and will replace Philo 171 (Ethics).
6
7 (17) Pol Sci 158 Selected Themes in Public Policy and Administration.
8 Problem-driven issues or themes in contemporary Philippine public policy and
9 administration. Issues or themes can include the following topics: understanding
10 the bureaucracy, public budget and finance, environmental management and
11 development, gender and public policy, urban development .
12
14 Credit : 3 u.
15 Justification: This course will further increase the variety of content and contexts
16 that students are able to study under the Public Policy and
17 Administration Sub-field by offering content that goes beyond the
18 usual policy domain or sectoral focus of policy inquiry.
19
20 (18) Pol Sci 161 Politics and the Middle Class. The development and the
21 consequences of class in politics with a focus on the middle class and democracy;
22 class formation, class relations, the relationship between class and political
23 change, violence, revolution, democratization .
24
26 Credit : 3 u.
27 Justification: This course provides students with the key conceptual
28 understanding of the relationship between class and politics,
29 focusing on the middle class and democracy. Learning the
30 relationship between class and politics constitutes a vital part of
31 understanding many of the most significant issues and puzzles in the
32 field of political science.
33
34
35 (19) Pol Sci 165 Revolutions. Key theories, frameworks, questions, and issues in
36 the study of revolutions
37
39 Credit : 3 u.
40 Justification: Studying revolutions is extremely valuable in understanding the
41 politics and history of the last several centuries, and can also
42 serve as a useful vehicle for the analysis of larger trends in
43 culture and society.
44
1
2 (20) Pol Sci 166 Political Ideologies. Key theories, frameworks, questions, and
3 debates in the study of political ideologies as worldviews and as determinants
4 of individual and collective behavior
5
7 Credit : 3 u.
8 Justification: This course will give students the tools to analyze problems and
9 issues related to political ideologies, as well as to gain in-depth
10 knowledge of some specific ideologies and how they shape
11 individual and collective behavior.
12
13 (21) Pol Sci 167 Networks and Epistemic Communities. Collective and social
14 aspects of knowledge, agency, and decision-making and the role of networks
15 and epistemic communities in domestic and global politics
16
18 Credit : 3 u.
19 Justification: This is not available in the current offerings under the Political
20 Behavior and Dynamics subfield and is hence considered a
21 learning/content gap. This course is devoted to understanding
22 political behavior by looking at the role of social knowledge in
23 shaping both collective and individual decision-making and
24 action in the domestic and global spheres.
25
26 (22) Pol Sci 168 Selected Themes in Political Culture, Behavior, Movement and
27 Dynamics. Problem-driven issues or themes in Political Culture, Behavior,
28 Movement and Dynamics
29
31 Credit : 3 u.
32 Justification: This course will further increase the variety of content and
33 contexts that students are able to study under the Political
34 Culture, Behavior, Movement and Dynamics series.
35
36
37 (23) Pol Sci 169 Voting Behavior. How and why people vote the way they do;
38 Columbia school, Michigan School, retrospective voting, economic voting;
39 civicness and rational actor approach; valence; patronage and clientelism
40
42 Credit : 3 u.
43 Justification: Understanding voting behavior based on different research
44 traditions and based on empirical data will provide students with
1 deeper understanding of voting as one of the most important

2 activity in democratic states.
3
4 (24) Pol Sci 181 War and Peace. Theory of war and peace; historical trend in
5 interstate conflict; levels of analysis in explaining war and peace; human nature
6 and war; realist theories of war, balance of power, hegemonic theories; societal
7 level of war and peace, democratic peace theory; marxist theory
8
10 Credit : 3 u.
11 Justification: Understanding why state go to war is a staple topic in
12 international relations. Providing students with a course focusing
13 on this phenomenon will allow them to engage more closely and
14 deeply with the topic and expand their understanding from the
15 basic introduction provided in Pol. Sci. 180.
16
17 (25) Pol Sci 184 International Organizations. Surveys the historical and
18 theoretical foundations for the creation of international organizations, including
19 their contributions to international relations; potentials and limitations of
20 international organizations in the current global order.
21
23 Credit : 3 u.
24 Justification: Pol Sci 184 will provide students with an overview of the
25 structures, processes, actors and output of international
26 organizations vis-à-vis government institutions. It will also
27 situate international organizations in the current global order and
28 bring to fore how they shape and are shaped by international
29 relations.
30
31 (26) Pol Sci 187 Regionalism: EU and ASEAN. Survey of the historical and
32 theoretical foundations for the creation of regional organizations in Southeast
33 Asia and Europe; potentials and limitations of regional organizations in the
34 current global order.
35
37 Credit : 3 u.
38 Justification: Pol Sci 187 will provide students with an overview of the
39 structures, processes, actors and output of regional organizations
40 and the dynamics of regionalism. It will also situate regional
41 organizations in the current global order and bring to fore how
42 they shape and are shaped by international relations.
43
1 (27) Pol Sci 188 Selected Themes in International Relations. Problem-driven

2 issues or themes in contemporary International Relations
3
5 Credit : 3 u.
6 Justification: This course will further increase the variety of content and
7 contexts that students are able to study under International
8 Relations.
9
10 (28) Pol Sci 190 Introduction to Political Theory. Political ideas in relation to
11 practice, political analysis and political theory; human nature, relationship
12 between individual, the state and society; power, legitimacy, law, justice, and
13 obligation; freedom, social welfare, property and utopia.
14
15 Prerequisite: Pol Sci 101, Pol Sci 102, Junior Standing
16 Credit : 3 u.
17 Justification: The current curriculum does not have an introductory course in
18 political theory. As a result students are plunged directly into
19 examining original texts without a prior survey to guide them in
20 appreciating the panorama of issues and concerns of political
21 theory.
22
23 (29) Pol Sci 194 Contemporary Political Theory. Main currents, urgent problems,
24 major debates, and selected influential thinkers in contemporary political
25 theory
26
28 Credit : 3 u.
29 Justification: The current offering of courses in the political theory subfield
30 ends on modern political theory. The limitation in the current
31 coverage means that new thinkers, new answers to old issues,
32 and the new questions emerging in political theory has remained
33 unexplored.
34
35 (30) Pol Sci 199.1 Research in Political Science I. Theories, principles,
36 frameworks and methods in designing and formulating a research project in
37 Political Science
38
39 Prerequisite: Pol Sci 110, Senior Standing
40 Credit : 3 u.
41 Justification: This course exposes students to the relevant literature (i.e.
42 previous works in the area of interest) and allows the application
43 of existing disciplinal theories to analyze Philippine and non-
1 Philippine realities through the formulation of a research

2 proposal.
3
4 (31) Pol Sci 199.2 Research in Political Science II. Supervised implementation of
5 research proposal in Political Science with emphasis on empirical verifications
6 or analytical findings
7
8 Prerequisite: Pol Sci 199.1
9 Credit : 3 u.
10 Justification: This course allows the students to implement their research
11 proposal and come up with a full-blown undergraduate research
12 manuscript. The course is a cornerstone of the Program’s goal of
13 producing graduates who are capable of designing, implementing
14 and disseminating research that is relevant to the discipline and
15 to the public.
16 .
17
18 IV. Revision of Courses
19
20 A. Change in Course Number, Course Title, Description, and Prerequisite
21
22 (1)
23 From : Pol Sci 162 Politics of Development. The political
24 implications of development; the process of political growth in
25 developing countries; the relationship between the nature,
26 organization, dynamics of government and development.
27
28 Prerequisite: Pol Sci 11 or COI
29
30 To : Pol Sci 149 Comparative Politics of Development. The
31 theory, process and dynamics of political development and the
32 relationship of socio-ecological development and political
33 development
34
36 .
37 Justification : The subject of “political development” was instituted in the age
38 of colonial independence, nation building, and the push towards
39 democratic forms of government. The course needs to keep
40 abreast with the multi-faceted aspects of political and
41 institutional development, and how it links with socio-ecological
42 realities between and among nation-states. The change in
43 course number is due to the new comparative approach to the
44 course, which therefore requires moving it to the comparative
1 politics series. The change in course prerequisite is due to the

2 deletion of Pol Sci 11 as Foundation Course, while the deletion
3 of COI as prerequisite and the adding of 140 as a prerequisite is
4 in view of streamlining course prerequisites and offerings,
5 where all electives in a series must require the introductory
6 course for that series.
7
8 (2)
9 From : Pol Sci 111 Quantitative Methods in Political Science.
10 Introduction to the different statistical methods used in political
11 science research
12
13 Prerequisite: Pol Sci 11, Math 11
14
15 To : Pol Sci 110 Research Methods in Political Science. Research
16 design; surveys, polls, focus group; use of statistics in political
17 science; comparative method, case study, interviewing,
18 documentary, archival and discourse analysis
19
20 Prerequisite: Pol Sci 101, Pol Sci 102, Stat 102, Junior
21 Standing
22
23 Justification : This course provide students with the analytical tools to

24 understand how political scientists work. It introduces them to
25 the use of various research methods that will help them to pose
26 and answer research questions in preparation for the further
27 undergraduate research work. The change in course number is in
28 order to distinguish the coverage of the course, which include
29 both quantitative and qualitative methods, from the purely
30 quantitative nature of Pol Sci 111. The change in prerequisite is
31 due to the dropping of Math 11 and Pol Sci 11as a Foundation
32 Courses. Furthermore, the addition of Pol Sci 101, Pol Sci 102,
33 Stat 102, and Junior Standing in the prerequisite will ensure that
34 only students who have taken courses necessary to prepare them
35 for the rigors of a Methods course and will subsequently use
36 them for their Senior undergraduate research project can take
37 Pol Sci 110.
38
39 (3)
40 From : Pol Sci 190 Practicum. Apprenticeship in government offices
41 and non-profit organizations with faculty supervision.” (with 9
42 hours of class instructions and minimum of 135 practicum
43 hours.)
1
2 Prerequisite: Junior Standing
3
4 To : Pol Sci 195 Practicum in Political Science. Internship in
5 government offices and civil society organizations with faculty
6 supervision (minimum of 200 practicum hours with 9 hours of
7 class instruction).
8
9 Prerequisite: Pol Sci 190, Junior Standing
10
11 Justification : The change in course number is due the institution of a new

12 introductory course for the Political Theory series (Pol Sci 190:
13 Introduction to Political Theory). The addition of Pol Sci 190 as
14 a prerequisite is in line with the goal of streamlining course
15 prerequisites and offerings, where all courses in a series must
16 require the introductory course for that series. The increase in
17 the number of hours will allow the student to have a more
18 substantive internship experience that does not interfere with
19 their regular semestral load requirements.
20
21
22 B. Change in Course Title, Description, and Prerequisite
23
24 (1)
25 From : Pol Sci 150 Philippine National and Local Administration.
26 Principles, practices and problems of public administration;
27 historical, behavioral and institutional analysis and
28 evaluation of the national and local bureaucracy and
29 administration in the Philippines
30
32
33 To : Pol Sci 150 Philippine Public Policy and Administration.
34 Theories, principles, practices and challenges of Philippine
35 public policy and administration; providing theoretical,
36 historical, behavioral and institutional overview, analysis and
37 evaluation of the policymaking process, administration, and
38 dynamics in the Philippines. .
39
41
1 Justification : The original course is focused more on administrating public

2 organizations, while this proposed course is on public policy
3 analysis. The change in prerequisite is due to the proposed
4 deletion of Pol Sci 11 and Pol Sci 14 as Foundation Courses and
5 the institution of new core courses (Pol Sci 101 and Pol Sci
6 102) which are necessary requirements for this course.
7
8 (2)
9 From : Pol Sci 151 Health and Public Policy. Government policy
10 responses to public health issues and their impact on people’s
11 health situation
12
14
15 To : Pol Sci 151 Philippine Health and Public Policy. Overview
16 of Philippine policy responses to public health issues and their
17 implications on people's health situations
18
19 Prerequisite: Pol Sci 150; COI for non-majors
20
21 Justification : Pol Sci 151 will provide students with an overview of public
22 policy-making on health in the Philippines. It will help students
23 identify factors that contribute to policy statements, public
24 health-seeking behavior and public health outcomes. The
25 addition of Pol Sci 150 as a prerequisite is in line with the goal
26 of streamlining course prerequisites and offerings, where all
27 electives in a series must require the introductory course for that
28 series. The COI for non- majors will allow students from the BS
29 Public Health Program to enroll in the course without taking the
30 introductory course.
31
32 (3)
33 From : Pol Sci 160 Society, Politics and Government. Society as the
34 matrix of politics; political power and leadership; patterns of
35 decision-making; political modernization and development
36
37 Prerequisite: Pol Sci 11 or Consent
38
39 To : Pol Sci 160 Political Culture, Behavior, Movement and
40 Dynamics. Theories and methods on individual and collective
41 political behavior, within the context of culture; values, beliefs,
42 attitudes, ideological formation and concepts of power, that
43 inform political participation and dynamics.
1
3
4 Justification : The change in course title and description reflects the broader
5 changes in the discipline. The change in course prerequisite is
6 due to the deletion of Pol Sci 11 as Foundation Course and the
7 institution of new core courses (Pol Sci 101 and Pol Sci 102) in
8 the program.
9 (4)
10 From : Pol Sci 180 International Politics. Interplay on political forces
11 in the international system; national power, national interest
12 and goals, and settlement of international disputes
13
15
16 To : Pol Sci 180 International Relations. Interplay on political
17 forces in the global system; national power, national interest
18 and goals, and settlement of international disputes; the
19 dynamics between state and non-state actors
20
22 Justification : The updates in the title and description reflect the changes in the
23 field. The change of prerequisite is due to the deletion of Pol Sci
24 11 and 14 as Foundation courses and the streamlining of
25 offerings in the program, where all introductory courses in a
26 series must require Pol Sci 101 and Pol Sci1 102 as
27 prerequisites.
28
29 (5)
30 From : Pol Sci 183 Introduction to Political Economy. Fundamentals
31 in political and economic analysis; analysis of the workings of
32 the global economy and the interaction of political and
33 economic forces in shaping the global order
34
35 Prerequisite: Pol Sci 160, Econ 11
36
37 To : Pol Sci 183 International Political Economy. Fundamentals
38 in international political and economic analysis; analysis of the
39 workings of the global economy and the interaction of political
40 and economic forces in shaping the global order.
41
42 Prerequisite: Pol Sci 180, Econ 11
1 Justification : Since this course is in the 180 series, there is a need to give it a
2 more international/global treatment. The change in the
3 prerequisite from Pol Sci 160 to Pol Sci 180 is due to the
4 streamlining of offerings in the program, where all courses in a
5 series must require the introductory course for the series (Pol Sci
6 180) as a prerequisite.
7
8
9 C. Change in Course Title and Description
10
11 (1)
12 From : Pol Sci 182 Philippine Foreign Policy. Development of
13 Philippine foreign policy; forces, techniques and problems in
14 the formulation and implementation of Philippine foreign
15 policy
16
17 To : Pol Sci 182 Foreign Policy. Actors and institutions in foreign
18 policy formulation; theories, models and debates and the
19 dynamics of the pursuit of national interest
20
21 Justification : This is in line with the requirements of the International
22 Relations sub-field that courses offered must have an
23 international/global lens. The change in course title and
24 description is in line with pursuing the goal of giving the
25 student with a more holistic understanding of foreign policy by
26 changing the unit of analysis from the national to the global
27 level.
28
29 D. Change in Course Number, Description and Prerequisite
30
31 (1)
32 From : Pol Sci 197 Selected Themes in Political Theory. Problem-
33 driven issues or themes in contemporary political philosophy or
34 in the history of political theory. Issues or themes can include
35 the following topics: democracy, liberty, property, justice, post-
36 modernity, feminism, environmentalism, nationalism,
37 conservatism and extremism.
38
39 Prerequisite: Pol Sci 193 or COI
40
41 To : Pol Sci 198 Selected Themes in Political Theory. Problem-
42 driven issues or themes in ancient, medieval and contemporary
43 political philosophy or in the history of political theory
1
3
4 Justification : The change in prerequisite is due to the streamlining of
5 offerings in the program, where all electives in a series must
6 require the introductory course for the series as prerequisite
7 (Pol Sci 190). The change in course number reflects the
8 recommended usage of course numbers, where 197 should be
9 “Special Topics”.
10
11 E. Change in Course Number and Prerequisite

12
13 (1)
14 From : Pol Sci 195 Asian Political Thought. Belief systems; nature
15 and development of political processes and movements.
16
17 Prerequisite: Senior Standing or COI
18
19 To : Pol Sci 191 Asian Political Thought.
20
22
23 Justification : The change in course number is in order conform to the UPV
24 standards on the numbering practicum courses (195). The
25 requirement of Pol Sci 190 as a prerequisite is part of the goal
26 to streamline course prerequisites and offerings, where all
27 electives in a series must require the introductory course for
28 that series. This also explains the removal of the COI because
29 Pol Sci 190 is a necessary requirement for the study of Asian
30 Political Thought.
31
32
33 F. Change in Prerequisite
34
35 (1) Pol Sci 163 Political Behavior, Processes and Movements. Belief systems;
36 nature and development of political processes and movements.
37
38 From : Pol Sci 160 or COI

39 To : Pol Sci 160
40
41 Justification : The removal of the COI in the prerequisite is due to the fact
42 that there are no takers of the course other than Pol Sci majors.
1 Students under the program need to take the introductory

2 course in a series before they can take electives in that series.
3
4 (2) Pol Sci 185 Public International Law
5
6 From : Pol Sci 182

7 To : Pol Sci 180
8
9 Justification: The change in the prerequisite is in line with the goal of streamlining
10 course prerequisites and offerings, where all electives in a series must require the
11 introductory course for that series (i.e. Pol Sci 180).
12
13
14 (3) Pol Sci 192 Ancient and Medieval Political Theory
15 From : Soc Sci 2
16 To : Pol Sci 190
19 introductory course for that series (i.e. Pol Sci 190).
20
21 (4) Pol Sci 193 Modern Political Theory

22
23 From : Senior Standing

24 To : Pol Sci 190
27 introductory course for that series (i.e. Pol Sci 190). In addition, requiring students to
28 take the introductory course instead of just looking at their standing ensures that they
29 are prepared for Pol Sci 193.
30
31 (5) Pol Sci 196 Philippine Political Thought

32
33 From : Senior Standing

34 To : Pol Sci 190
1 introductory for that series (i.e. Pol Sci 190). In addition, requiring students to take the
2 introductory course instead of just looking at their standing ensures that they are
3 prepared for Pol Sci 196.
4
5
6 V. Change in Program Requirements

7
8 A. Change in Course Classification from Required to Elective
9
10 (1) Pol Sci 185 Public International Law

11
12 Justification : This is part of the Program’s efforts to streamline offerings, where
13 students will be required to take the introductory course of a particular series but will
14 be given the liberty to choose from a more robust offering of major electives once
15 they have taken and passed the introductory course. In addition, changes in the
16 discipline have resulted in treating Public International Law as just one of the many
17 topics under the International Relations subfield and does not take precedence over
18 other equally important topics, such as Foreign Policy, War and Peace, and
19 International Organizations, among others.
20
21 (2) Pol Sci 192 Ancient and Medieval Political Theory
22
26 they have taken and passed the introductory course.
27
28 (3) Pol Sci 193 Modern Political Theory
29

33 they have taken and passed the introductory course.
34
35 B. Deletion of Courses from the Program

36
37 (1) Soc Sci 199. 1 Social Science Research I
38
39 Justification: This deletion reflects the institution of the Program’s own
40 undergraduate research course (Pol Sci 199.1)
41
1 (2) Soc Sci 199. 2 Social Science Research II

2
3 Justification: This deletion reflects the institution of the Program’s own
4 undergraduate research course (Pol Sci 199.2)
5
6 (3) Philo 171 Ethics
7
8 Justification: This deletion reflects the institution of the Program’s own course on
9 Ethics in Public Administration (Pol Sci 156).
10
11 (4) Math 11 College Algebra
12
13 Justification: The course or its equivalent is already being offered in Senior High
14 School.
15
16 (5) Pol Sci 11 Introduction to Political Science
17
18 Justification: The equivalent of Pol Sci 11 is already being offered in Senior High
19 School (Soc Sci 11E). The Program, on the other hand, has instituted a new
20 introductory course to take into account this change caused by the K to 12 Program
21 (Pol Sci 101: Introduction to Political Analysis)
22
23 (6) Pol Sci 161 Political Parties and Interest Groups
24
25 Justification: There is now a course on Comparative Electoral and Party Systems;
26 Interest groups are dealt with extensively in the 160 series.
27
28 (7) Pol Sci 199 Research in Political Science
29
30 Justification: Three (3) new courses that deal with research in Political Science (Pol
31 Sci 110: Pol Sci 110: Research Methods in Political Science; Pol Sci 199.1: Research
32 in Political Science 1; Pol Sci 199.2: Research in Political Science 2) have been
33 proposed to replace Pol Sci 199.
34
35 (8) Pol Sci 14 Philippine Government and Politics
36 Justification: The topics and sub-topics in Pol Sci are already being offered under the
37 Society, Politics, and Governance course in Senior High School.
38
39 (9) Pol Sci 170 Comparative Western Politics

40 Justification: The Comparative Politics subfield has shifted from geographic and area
41 concentration to thematic and conceptual comparison. The will program will institute
42 a new Comparative Politics series (140).
2 (10) Pol Sci 171 Comparative Politics of Capitalist Systems

6
7 (11) Pol Sci 172 Government and Politics of Selected European States)
11
12 (12) Pol Sci 174 Government and Politics of Latin America

16
17 (13) Pol Sci 175 Political Systems of Israel and Arab States
21
22 (14) Pol Sci 176 (African Political Systems)

26
27 (15) Pol Sci 177 (Government and Politics of Asia I)

31
32 (16) Pol Sci 178 (Government and Politics of Asia II)

36
1 C. Addition of Courses to the Program

2
3 (1) Stat 102 (Statistical Methods in Research)
4 Justification: This course will equip students with an understanding of the use of
5 statistical methods in research in preparation for their research methods course in
6 political science (Pol Sci 110)
7
8 (2) Comm 12 (Technical Communication)

9
10 Justification: This course will equip students with an understanding of the necessary
11 technical writing skills to enable them to write effective research and other academic
12 work.
13
14 (3) 36 units of GE Courses (21 Core; 15 Elective)

15
16 Justification: This takes into account the revised UP System GE Framework.
17
18 D. Change in Total Number of Units

19 From : 147 u.
20 To : 144 u.
21
22 VI. Summary of Proposed Changes
23
24 A. Change in Program Title

25 From BA (Political Science) to BA in Political Science
26 B. Institution of Courses
27 1. Pol Sci 101 (Fundamentals in Political Science)
28 2. Pol Sci 102 (Philippine Politics and Governance)
29 3. Pol Sci 140 (Introduction to Comparative Politics)
30 4. Pol Sci 141 (State Formation)
31 5. Pol Sci 142 (Democratization)
32 6. Pol Sci 143 (Non-Democratic Regimes)
33 7. Pol Sci 144 (Civil-Military Relations)
34 8. Pol Sci 145 (Comparative Conflict Studies)
35 9. Pol Sci 146 (Electoral and Party Systems)
1 10. Pol Sci 147 (Comparative Constitutional Design)

2 11. Pol Sci 148 (Selected Themes in Comparative Politics)
3 12. Pol Sci 152 (Welfare Policy and Administration)
4 13. Pol Sci 153 (Environmental Policy and Administration)
5 14. Pol Sci 154 (National Security Policy and Administration)
6 15. Pol Sci 155 (Local Government Policy and Administration)
7 16. Pol Sci 156 (Ethics in Public Service)
8 17. Pol Sci 158 (Selected Themes in Public Policy and Administration)
9 18. Pol Sci 161 (Politics and the Middle Class)
10 19. Pol Sci 165 (Revolutions)
11 20. Pol Sci 166 (Political Ideologies)
12 21. Pol Sci 167 (Networks and Epistemic Communities)
13 22. Pol Sci 168 (Selected Themes in Political Culture, Behavior, Movement and
14 Dynamics)
15 23. Pol Sci 169 (Voting Behavior)
16 24. Pol Sci 181 (War and Peace)
17 25. Pol Sci 184 (International Organizations)
18 26. Pol Sci 187 (Regionalism: EU and ASEAN)
19 27. Pol Sci 188 (Selected Themes in International Relations)
20 28. Pol Sci 190 (Introduction to Political Theory)
21 29. Pol Sci 194 (Contemporary Political Theory)
22 30. Pol Sci 199. 1 (Research in Political Science I)
23 31. Pol Sci 199. 2 (Research in Political Science II)
24
25 C. Revision of Courses
26 1. Changes in Course Number, Title, Description and Prerequisites
27 a. Pol Sci 162 (Politics of Development)
28 b. Pol Sci 111 (Quantitative Methods in Political Science)
29 c. Pol Sci 190 (Practicum)
30 2. Change in Course Title, Description and Prerequisites
31 a. Pol Sci 150 (Philippine National and Local Administration)
32 a. Pol Sci 151 (Health and Public Policy)
33 b. Pol Sci 160 (Society, Politics and Government)
34 c. Pol Sci 180 (International Politics)
35 d. Pol Sci 183 (Introduction to Political Economy)
2 3. Change in Course Title and Description

3 a. Pol Sci 182 (Philippine Foreign Policy)
4
5 4. Change in Course Number, Description and Prerequisite
6 a. Pol Sci 197 (Selected Themes in Political Theory)
7
8 5. Change in Course Number and Prerequisite
9 a. Pol Sci 195 (Asian Political Thought)
10
11 6. Changes in Prerequisite
12 a. Pol Sci 163 (Political Behavior, Processes and Movements)
13 b. Pol Sci 185 (Public International Law)
14 c. Pol Sci 192 (Ancient and Medieval Political Theory)
15 d. Pol Sci 193 (Modern Political Theory)
16 e. Pol Sci 196 (Philippine Political Thought)
17
18
19
20 D. Changes in Program Requirements
21
22 1. Change in Course Classification from Required to Elective
23 a. Pol Sci 185 (Public International Law)
24 b. Pol Sci 192 (Ancient and Medieval Political Theory)
25 c. Pol Sci 193 (Modern Political Theory)
26 2. Deletion of Courses from the Program
27 a. Soc Sci 199.1 (Social Science Research I)
28 b. Soc Sci 199.2 (Social Science Research II)
29 c. Philo 171 (Ethics)
30 d. Math 11 (College Algebra)
31 e. Pol Sci 11 (Introduction to Political Science)
32 f. Pol Sci 161 (Political Parties and Interest Groups)
33 g. Pol Sci 199 (Research in Political Science)
34 h. Pol Sci 14 (Philippine Politics and Government)
35 i. Pol Sci 170 (Comparative Western Politics)
36 j. Pol Sci 171 (Comparative Politics of Capitalist Systems)
37 k. Pol Sci 172 (Government and Politics of Selected European States)
1 l. Pol Sci 174 (Government and Politics of Latin America)

2 m. Pol Sci 175 (Political Systems of Israel and Arab States)
3 n. Pol Sci 176 (African Political Systems)
4 o. Pol Sci 177 (Government and Politics of Asia I)
5 p. Pol Sci 178 (Government and Politics of Asia II)
6
7 3. Addition of Courses to the Program
8
9 a. Stat 102 (Statistical Methods in Research)
10 b. Comm 12 (Technical Communication)
11 c. 36 units of GE Courses (21 Core; 15 Elective)
12
13 4. Change in Total Number of Units
14 From 147 u. To 144 u.
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
1 VII. Checklist of Existing and Proposed Curricula

2 Single Major in Existing Curriculum: BA (Pol Sci)
Existing Curriculum Proposed Curriculum
First Year First Year
FIRST Credit SECOND Credit FIRST Credit SECOND Credit
SEMESTER SEMESTER SEMESTER SEMESTER
Pol Sci 11 3 Pol Sci 14 3 Pol Sci 101 3 Pol Sci 102 3
GE AH 1 3 Math 11 3 GE Core Course 3 Comm 12 3
1
GE MST 1 3 GE AH 2 3 GE Core Course 3 GE Core 3
2 Course 4
GE SSP 1 3 GE MST 2 3 Econ 11 3 GE Core 3
Course 5
GE SSP 2 3 GE SSP 3 3 GE Core Course 3 GE Core 3
3 Course 6
Language 3 Language 3 Language 3 Language 3
Course Course Course Course
NSTP (3.0) NSTP (3.0) NSTP (3.0) NSTP (3.0)
PE 1 (2.0) PE (2.0) PE 1 (2.0) PE (2.0)
Total 18 Total 18 Total 18 Total 18
Second Year Second Year

Philo 171 3 Major 3 Pol Sci 160 3 Pol Sci 3
Elective 1 Elective 1
Soc Sci 101 3 GE AH 4 3 Qualified 3 Stat 102 3
Elective 1
GE SSP 4 3 GE SSP 5 3 GE Core Course 3 Pol Sci 3
7 Elective 2
GE AH 3 3 Econ 11 3 GE Elective 1 3 GE Elective 3
3
GE MST 3 3 Qualified 3 GE Elective 2 3 Qualified 3
PE (2.0) PE (2.0) PE (2.0) PE (2.0)
Third Year Third Year

Pol Sci 180 3 Pol Sci 192 3 Pol Sci Elective 3 Pol Sci 110 3
3
Qualified 3 Qualified 3 Pol Sci Elective 3 Qualified 3
Elective 2 Elective 3 4 Elective 5
GE AH 5 3 Major 3 GE Elective 4 3 Pol Sci 3
GE MST 4 3 Major 3 Qualified 3 Pol Sci 3
Elective 4 Elective 3 Elective 6
Major 3 Qualified 3 Qualified 3 GE Elective 3
Elective 2 Elective 4 Elective 4 5
Major 3
Elective 3
MIDYEAR
Pol Sci 195 3
Fourth Year Fourth Year

Soc Sci 199.1 3 Soc Sci 3 Pol Sci 199.1 3 Pol Sci 199.2 3
199.2
Pol Sci 190 3 P.I. 100 3 Free Elective 3 P.I. 100 3
Major 3 Pol Sci 193 3 Pol Sci Elective 3 Pol Sci 3
Elective 5 7 Elective 10
Major 3 Major 3 Pol Sci Elective 3 Pol Sci 3
Qualified 3 Qualified 3 Pol Sci Elective 3 Qualified 3
Qualified 3 GE MST 5 3 Qualified 3
TOTAL 147 units TOTAL 144 units

1
2 First Major Pol Sci / Double Major in Existing Curriculum: BA (Pol Sci-*2nd Major)
Existing Curriculum Proposed Curriculum
First Year First Year
FIRST UNITS SECOND UNITS FIRST UNITS SECOND UNITS
SEMESTER SEMESTER SEMESTER SEMESTER
GE AH 1 3 Math 11 3 GE Core 3 Comm 12 3
Course 1
GE MST 1 3 GE AH 2 3 GE Core 3 GE Core 3
Course 2 Course 4
GE SSP 1 3 GE MST 2 3 Econ 11 3 GE Core 3
Course 5
GE SSP 2 3 GE SSP 3 3 GE Core 3 GE Core 3
Course 3 Course 6
Language 3 Language 3 Language 3 Language 3
Course Course Course Course
NSTP (3.0) NSTP (3.0) NSTP (3.0) NSTP (3.0)
PE 1 (2.0) PE (2.0) PE 1 (2.0) PE (2.0)
Second Year Second Year

Philo 171 3 Major 3 Pol Sci 160 3 Pol Sci 3
Soc Sci 101 3 GE AH 4 3 Qualified 3 Stat 102 3
Elective 1
GE SSP 4 3 GE SSP 5 3 GE Core 3 Pol Sci 3
Course 7 Elective 2
GE AH 3 3 Econ 11 3 GE Elective 1 3 GE Elective 3
3
GE MST 3 3 Qualified 3 GE Elective 2 3 Qualified 3
PE (2.0) PE (2.0) PE (2.0) PE (2.0)
Third Year Third Year

Pol Sci 180 3 Pol Sci 192 3 Pol Sci 3 Pol Sci 110 3
Elective 3
Qualified 3 Pol Sci 3 Pol Sci 3 Qualified 3
Elective 2 Elective 3 Elective 4 Elective 5
GE AH 5 3 Qualified 3 GE Elective 4 3 Pol Sci 3
GE MST 4 3 Qualified 3 Qualified 3 Pol Sci 3
Qualified 3 Qualified 3 Qualified 3 GE Elective 3
Elective 3 Elective 6 Elective 4 5
Pol Sci 3
Elective 2
MIDYEAR
Pol Sci 195 3
Fourth Year Fourth Year

Soc Sci 3 Soc Sci 3 Pol Sci 199.1 3 Pol Sci 199.2 3
199.1 199.2
Pol Sci 190 3 P.I. 100 3 Free Elective 3 P.I. 100 3
Pol Sci 3 Pol Sci 193 3 Pol Sci 3 Pol Sci 3
Qualified 3 Pol Sci 3 Pol Sci 3 Pol Sci 3
Qualified 3 Qualified 3 Pol Sci 3 Qualified 3
Qualified 3 GE MST 5 3 Qualified 3
TOTAL 147 units TOTAL 144 units
1
Appendix B PAGE 29 /237
1 A. University of the Philippines Vision and Mission

2
3 Vision: A national university, a public and secular institution of higher learning, and a
4 community of scholars dedicated to the search for truth and knowledge as well as the
5 development of future leaders.
6 Mission: The University of the Philippines shall perform its unique and distinctive
7 leadership in higher education and development. The University shall:
8
9 a) Lead in setting academic standards and initiating innovations in teaching, research and
10 faculty development in philosophy, the arts and humanities, the social sciences, the
11 professions and engineering, natural sciences, mathematics, and technology; and maintain
12 centers of excellence in such disciplines and professions;
13 b) Serve as a graduate university by providing advanced studies and specialization for
14 scholars, scientists, writers, artists and professionals, especially those who serve on the
15 faculty of state and private colleges and universities;
16 c) Serve as a research university in various fields of expertise and specialization by
17 conducting basic and applied research and development, and promoting research in
18 various colleges and universities, and contributing to the dissemination and application of
19 knowledge;
20 d) Lead as a public service university by providing various forms of community, public,
21 and volunteer service, as well as scholarly and technical assistance to the government, the
22 private sector, and civil society while maintaining its standards of excellence;
23 e) Protect and promote the professional and economic rights and welfare of its academic
24 and non-academic personnel;
25 f) Provide opportunities for training and learning in leadership, responsible citizenship,
26 and the development of democratic values, institutions and practice through academic and
27 non-academic programs, including sports and the enhancement of nationalism and
28 national identity;
29 g) Serve as a regional and global university in cooperation with international and
30 scientific unions, networks of universities, scholarly and professional associations in the
31 Asia-Pacific region and around the world; and
32 h) Provide democratic governance in the University based on collegiality, representation,
33 accountability transparency and active participation of its constituents, and promote the
34 holding of fora for students, faculty, research, extension and professional staff (REPS),
35 staff, and alumni to discuss non-academic issues affecting the University.
36
37 B. University of the Philippines Visayas Vision and Mission
38 Vision: A world class university at the forefront of fisheries and aquatic sciences
39 education, research and development.
40 Mission: Provide relevant quality education in ﬁsheries and aquatic sciences; Promote,
41 preserve and nurture the Visayan cultural heritage; Develop competitive and innovative
42 management practices and technologies in education, research and public service; and
1 Lead in and advocate for the sustainable development of the Visayas Region and of the
2 nation within the changing world order.
3 Core Values: Service, Excellence, Integrity, Nationalism, Environmental Stewardship
4
5 C. College of Arts and Sciences Vision and Mission
6 Vision: A premier institution of liberal arts and science education sensitive and
7 responsive to the needs of changing times locally and internationally.
8 Mission: Through programs in the liberal arts and sciences, the College of Arts and
9 Sciences seeks to: Nurture the intellectual and creative capabilities of empowered
10 individuals and groups for responsible citizenship through an understanding and
11 appreciation of socio-cultural traditions. Be a dynamic college that inculcates in the
12 students: Basic knowledge in the natural and social sciences and the humanities; Skills
13 necessary to communicate and to analyze and integrate knowledge; Ability to learn
14 independently and think critically; and, a strong sense of nationalism. Engage in research
15 and public service activities that project commitments to the value of heritage, democratic
16 expression, scientiﬁc progress, and community development.
17 Core Values: Excellence, Integrity, Gender-fairness, Harmony with nature,
18 Professionalism, Nationalism
19
20 D. Division of Social Sciences Vision and Mission
21 Vision: Faculty and students who are dynamic, nationalistic, critical, values-oriented,
22 socially conscious and responsive to their rich socio-cultural and environmental heritage;
23 ready to face global (economic, political, social, cultural and environmental) challenges
24 which affect the locality, region and the nation.
25 Mission: 1) To contribute to the enrichment of the University's instruction, research,
26 extension and public service activities in the field of social science;
27 2) To offer degree programs designed for students to become responsible, responsive and
28 productive members of the society;
29 3) To provide students rigorous preparation for productive careers, graduate and
30 professional education in their chosen fields of study; and,
31 4) To undertake researches that would provide broader understanding of issues and
32 problems in Philippine society using diverse disciplinary perspectives and methods.
33
34 E. Program Outcomes
35 To produce graduates that possess a depth and breadth of understanding of theory,
36 methods, and research in Political Science and the skills and values that will enable them
37 to engage in teaching, research, government and foreign service, legal work, and
38 advanced studies.
39
40
1 At the end of the 4-year program, the BA in Political Science graduate is expected to:
2
3 Knowledge
4 • Demonstrate a breadth and depth of understanding of the major concepts and theories
5 in the discipline;
6 • Recognize and define the distinctiveness of the discipline, its sub-fields, theories and
7 methods;
8 • Evaluate and critique existing debates and issues in the theoretical and practical
9 aspects of the discipline
10
11 Skills and Behavior
12 • Conduct research inquiries using appropriate quantitative and qualitative methods
13 guided by theories or conceptual frameworks in the discipline;
14 • Demonstrate written, visual, and oral presentation skills to produce or present
15 analytical reports and other materials for public consumption
16 • Critique, and respond to current issues and problems based on a substantive
17 understanding of the historical and contemporary developments in the national and
18 global contexts
19
20 Attitude
21 • Develop a predisposition towards ethical political involvement and practice in various
22 forms and levels;
23 • Exemplify principled public service and action-oriented leadership;
24 Advocate the values of nationalism, gender-sensitivity and environmental awareness.
25
1 Curriculum Map: Analysis of match between program outcomes and courses

PROGRAM OUTCOMES
COURSES KNOWLEDGE SKILLS AND BEHAVIOR ATTITUDE
1 2 3 4 5 6 7 8 9
1 Pol Sci 101(Fundamentals in Political Science) I I D I I I I I I
2 Pol Sci 102 ((Philippine Politics and Governance) I I D I I I I I I
3 Pol Sci 110 (Research Methods in Political Science) D D A A A A A O I
4 Pol Sci 140 (Introduction to Comparative Politics) D D D D D E D D E
5 Pol Sci 141 (State Formation) D D D D D E D D E
6 Pol Sci 142 (Democratization) D D D D D E D D E
7 Pol Sci 143 (Non-Democratic Regimes) D D D D D E D D E
8 Pol Sci 144 (Civil-Military Relations) D D D D D E D D E
9 Pol Sci 145(Comparative Conflict Studies) D D D D D E D D E
10 Pol Sci 146 (Electoral and Party Systems) D D D D D E D D E
11 Pol Sci 147 (Comparative Constitutional Design) D D D D D E D D E
12 Pol Sci 148 (Selected Themes in Comparative D D D D D E D D E
Politics)
13 Pol Sci 149 (Comparative Politics of Development) D D D D D E D D E
14 Pol Sci 150 (Philippine Public Policy and D D A D D E A D E
Administration)
15 Pol Sci 151 (Philippine Health and Public Policy) D D D D D E A D E
16 Pol Sci 152 (Welfare Policy and Administration) D D D D D E A D E
17 Pol Sci 153 (Environmental Policy and D D D D D E A D E
Administration)
18 Pol Sci 154 (National Security Policy and D D D D D E A D E
Administration)
19 Pol Sci 155 (Local Government Policy and D D D D D E A D E
Administration)
20 Pol Sci 156 (Ethics in Public Service) D D D D D E A D E
21 Pol Sci 158 (Selected Themes in Public Policy and D D D D D E A D E
Administration)
22 Pol Sci 160 (Political Culture, Behavior, Movement D D D D D E D D E
and Dynamics)
23 Pol Sci 161 (Politics and the Middle Class) D D D D D E D D E

24 Pol Sci 163 (Political Behavior, Processes and D D D D D E D D E
Movements)
25 Pol Sci 164 (Identity Politics) D D D D D E D D E
26 Pol Sci 165 (Revolutions) D D D D D E D D E
27 Pol Sci 166 (Political Ideologies) D D D D D E D D E
28 Pol Sci 167 (Networks and Epistemic Communities) D D D D D E D D E
29 Pol Sci 168 (Selected Themes in Political Culture, D D D D D E D D E
Behavior, Movement and Dynamics)
30 Pol Sci 169 (Voting Behavior) D D D D D E D D E
31 Pol Sci 180 (International Relations) D D D D D E D D E
32 Pol Sci 181 (War and Peace) D D D D D E D D E
33 Pol Sci 182 (Foreign Policy) D D D D D E D D E
34 Pol Sci 183 (International Political Economy) D D D D D E D D E
35 Pol Sci 184 (International Organizations) D D D D D E D D E
36 Pol Sci 185 (Public International Law) D D D D D E D D E
37 Pol Sci 187 (Regionalism: EU and ASEAN) D D D D D E D D E
38 Pol Sci 188 (Selected Themes in International D D D D D E D D E
Relations)
39 Pol Sci 190 (Introduction to Political Theory) E E E D D E A D E
40 Pol Sci 191 (Asian Political Thought) E E E D A A A D A
41 Pol Sci 192 (Ancient and Medieval Political Theory) E E E D D E A D A
42 Pol Sci 193 (Modern Political Theory) E E E D D E A D A
43 Pol Sci 194 (Contemporary Political Theory) E E E D D E A D A
44 Pol Sci 195 (Practicum in Political Science) E E E D D E A A A
45 Pol Sci 196 (Philippine Political Thought) E E E D D E A D A
46 Pol Sci 198 (Pol Sci 198 Selected Themes in Political E E E D D E A D A
Theory)
47 Pol Sci 199.1 (Research in Political Science I) E E A A A A A A A
48 Pol Sci 199.2 (Research in Political Science II) E E A A A A A A A
1 Legend: I-Introduced D- deepened/strengthened E-extended A-applied in authentic situations O-opportunity to introduce
Appendix C PAGE 34 /237
1 Program Structure
2 A. Summary of Course Requirements (Total Number of Units = 144)
3
4 UNITS
5 1. General Education Courses 36.0
6 a. GE Core Courses 21.0
7 b. GE Electives 15.0
8
9 2. Foundation Courses 9.0
10 a. Stat 102 3.0
11 b. Econ 11 3.0
12 c. Comm 12 3.0
13
14 3. Major Required Courses 33.0
15 a. Pol Sci 101 3.0
16 b. Pol Sci 102 3.0
17 c. Pol Sci 110 3.0
18 d. Pol Sci 140 3.0
19 e. Pol Sci 150 3.0
20 f. Pol Sci 160 3.0
21 g. Pol Sci 180 3.0
22 h. Pol Sci 190 3.0
23 i. Pol Sci 195 3.0
24 j. Pol Sci 199.1 3.0
25 k. Pol Sci 199.2 3.0
26
27 4. Pol Sci Electives 33.0
28
29 a. Pol Sci 141 3.0
30 b. Pol Sci 142 3.0
31 c. Pol Sci 143 3.0
32 d. Pol Sci 144 3.0
33 e. Pol Sci 145 3.0
34 f. Pol Sci 146 3.0
1 g. Pol Sci 147 3.0

2 h. Pol Sci 148 3.0
3 i. Pol Sci 149 3.0
4 j. Pol Sci 151 3.0
5 k. Pol Sci 152 3.0
6 l. Pol Sci 153 3.0
7 m. Pol Sci 154 3.0
8 n. Pol Sci 155 3.0
9 o. Pol Sci 156 3.0
10 p. Pol Sci 158 3.0
11 q. Pol Sci 161 3.0
12 r. Pol Sci 163 3.0
13 s. Pol Sci 164 3.0
14 t. Pol Sci 165 3.0
15 u. Pol Sci 166 3.0
16 v. Pol Sci 167 3.0
17 w. Pol Sci 168 3.0
18 x. Pol Sci 169 3.0
19 y. Pol Sci 181 3.0
20 z. Pol Sci 182 3.0
21 aa. Pol Sci 183 3.0
22 bb. Pol Sci 184 3.0
23 cc. Pol Sci 185 3.0
24 dd. Pol Sci 187 3.0
25 ee. Pol Sci 188 3.0
26 ff. Pol Sci 191 3.0
27 gg. Pol Sci 192 3.0
28 hh. Pol Sci 193 3.0
29 ii. Pol Sci 194 3.0
30 jj. Pol Sci 196 3.0
31 kk. Pol Sci 198 3.0
32
33
34
1 5. Electives 24.0
2 a. Qualified Electives 21.0
3 Courses with a number of 100 or above in the following disciplines: CD,
4 History, Sociology, Psychology, Economics
5 b. Free Elective 3.0
6
7
8 6. Other Requirements 9.0
9
10 a. Language Courses 6.0
11 b. P.I. 100 3.0
12 c. Physical Education (PE) (8.0)
13 d. NSTP (6.0)
14
15
16
17
18 TOTAL NUMBER OF UNITS 144
Appendix D PAGE 37 /237
1 Proposed Study Plan

FIRST SEMESTER UNITS PREREQUISITE SECOND UNITS PREREQUISITE
SEMESTER
FIRST YEAR
Pol Sci 101 3 Pol Sci 102 3
GE Core Course 1 3 Comm 12 3
GE Core Course 2 3 GE Core Course 4 3
Econ 11 3 GE Core Course 5 3
GE Core Course 3 3 GE Core Course 6 3
Language Course 3 Language Course 3
NSTP (3.0) NSTP (3.0)
PE 1 (2.0) PE (2.0)
Total 18 Total 18
SECOND YEAR
Pol Sci 150 3 Pol Sci 101 Pol Sci 140 3 Pol Sci 101
Pol Sci 102 Pol Sci 102
Pol Sci 160 3 Pol Sci 101 Pol Sci Elective 1 3
Pol Sci 102
Qualified Elective 1 3 Stat 102 3
GE Core Course 7 3 Pol Sci Elective 2 3
GE Elective 1 3 GE Elective 3 3
GE Elective 2 3 Qualified Elective 2 3
PE (2.0) PE (2.0)
Total 18 Total 18
THIRD YEAR
Pol Sci 180 3 Pol Sci 101 Pol Sci 190 3 Pol Sci 101
Junior Standing
Pol Sci Elective 3 3 Pol Sci 110 3 Pol Sci 101
Pol Sci 102
Stat 102
Junior Standing
Pol Sci Elective 4 3 Qualified Elective 5 3
GE Elective 4 3 Pol Sci Elective 5 3
Qualified Elective 3 3 Pol Sci Elective 6 3
Qualified Elective 4 3 GE Elective 5 3
Total 18 Total 18
MIDYEAR
Pol Sci 195 3 Pol Sci 190
Junior Standing
Total 3
FOURTH YEAR
Pol Sci 199.1 3 Pol Sci 110 Pol Sci 199.2 3 Pol Sci 199.1
Senior Standing
Free Elective 3 P.I. 100 3
Pol Sci Elective 7 3 Pol Sci Elective 10 3
Pol Sci Elective 8 3 Pol Sci Elective 11 3
Pol Sci Elective 9 3 Qualified Elective 7 3
Qualified Elective 6 3
Total 18 Total 15
2 Total Number of Units: 144 u.
Appendix E PAGE 38 /237
1 Comparative Summary of Existing and Proposed Curricula

2 A.1. Course Requirements of Existing vs. Proposed Curricula
Existing Curriculum Units Proposed Curriculum Units
GE Courses 45 36
Foundation Courses 15 9
Pol Sci 11 3 Stat 102 3

Pol Sci 14 3 Econ 11 3
Math 11 3 Comm 12 3
Econ 11 3
Soc Sci 101 3
Major Core Courses 24 33

Pol Sci 195 3
Pol Sci 199.1 3
Pol Sci 199.2 3
Pol Sci Electives

Single Major/ First Major 24/ 15 33

Appendix E PAGE 39 /237
Pol Sci 164 3

Pol Sci 165 3
Pol Sci 166 3
Pol Sci 167 3
Pol Sci 168 3
Pol Sci 169 3
Pol Sci 181 3
Pol Sci 182 3
Pol Sci 183 3
Pol Sci 184 3
Pol Sci 185 3
Pol Sci 187 3
Pol Sci 188 3
Pol Sci 191 3
Pol Sci 192 3
Pol Sci 193 3
Pol Sci 194 3
Pol Sci 196 3
Pol Sci 198 3
Qualified Electives Electives

Single Major/ First Major 21/30 24
Qualified Electives 21
Free Elective 3
Other Requirements 18 9
Soc Sci 199.1 3 Language Courses 6
Soc Sci 199.2 3 P.I. 100 3
Language courses 6 NSTP (6.0)
PI 100 3 PE (8.0)
Free Elective 3
NSTP (6.0)
PE (8.0)
1
Appendix F PAGE 40 /237
1 Study Path
1st Year 2nd Year 3rd Year 4th Year
GE Courses GE Core Course 1 GE Core Course 7 GE Elective 4
GE Core Course 2 GE Elective 1 GE Elective 5
GE Core Course 3 GE Elective 2
GE Core Course 4 GE Elective 3
GE Core Course 5
GE Core Course 6
Foundation Econ 11 Stat 102

Courses
Comm 12
Major Core Pol Sci 101 Pol Sci 150 Pol Sci 110 Pol Sci 199.1
Courses
Pol Sci 102 Pol Sci 160 Pol Sci 180 Pol Sci 199.2
Pol Sci 195
Pol Sci Elective Pol Sci Elective 1 Pol Sci Elective 3 Pol Sci Elective 7
Courses
Pol Sci Elective 2 Pol Sci Elective 4 Pol Sci Elective 8
Pol sci Elective 5 Pol Sci Elective 9
Pol Sci Elective 6 Pol Sci Elective
10
Pol Sci Elective
11
Elective Courses Qualified Elective Qualified Elective Qualified Elective

1 3 6
Qualified Elective Qualified Elective Qualified Elective
2 4 7
Qualified Elective Free Elective
5
Other Required Language Course PE P.I. 100

Courses 1
Language Course PE
2
PE 1 PE
NSTP
Appendix G PAGE 41 /237
1 Resource Availability
2 Faculty Resources
Name Academic Degree and Possible Courses to Handle
Institution
Arcala Hall, Rosalie PhD in International Affairs Pol Sci 101, 102, Pol Sci 110,
and Public Policy, Pol Sci 154, Pol Sci 140, Pol
Northeastern University, Sci 141, Pol Sci 142, Pol Sci
Boston, Mass. USA 143, Pol Sci 144, Pol Sci 145,
Pol Sci 146, Pol Sci 147, Pol
Sci 148, Pol Sci 180, Pol Sci
185, Pol Sci 199. 1, Pol Sci
199.2
Badayos-Jover, Mary Barby PhD in Rural Sociology and Pol Sci 151, Pol Sci 152, Pol
Women’s Studies, Sci 160, Pol Sci 161, Pol Sci
Pennsylvania State University, 162, Pol Sci 163, Pol Sci 164,
USA Pol Sci 165, Pol Sci 166, Pol
184
Espia, Juhn Chris MA in Political Science (major Pol Sci 101, 102, Pol Sci 152,
in Global Politics), Ateneo de Pol Sci 153, Pol Sci 154, Pol
Manila University, Quezon Sco 155, Pol Sci 156, Pol Sci
City 158, Pol Sci 140, Pol Sci 141,
146, Pol Sci 147, Pol Sci 148,
Sci 183, Pol Sci 195
Fernandez, Pepito, Jr. MA in Political Geography, Pol Sci 101, Pol Sci1 102, Pol
McGill University, Canada Sci 110, Pol Sci 150, Pol Sco
199.1, Pol Sci 199.2
Gacayan, Clyde BA (Political Science- Pol Sci 183, Pol Sci 150, Pol
Economics), UPV Sci 160
Talledo, Tomasito MA in Sociology, UP Diliman Pol Sci 160, Pol Sci 165, Pol
Sci 196, Pol Sci 198
Ventura, Brian MA in International Relations, Pol Sci 101, Pol Sci 102, Pol
International University of Sci 110, Pol Sci 161, Pol Sci
Japan 164, Pol Sci 141, Pol Sci 142,
Sci 181, Pol Sco 188, Pol Sci
Pol Sci 193, Pol Sci 194
3
Appendix H PAGE 42 /237
1 COURSE ANALYSES
2 A. Course Analyses: Syllabi of Courses to be Instituted
3
4 PROPOSAL FOR THE INSTITUTION OF POL SCI 101
5 Fundamentals in Political Science
6 I. Identifying and Descriptive Information
7 A. Course Catalogue Description
8 A. Course number Pol Sci 101
9 B. Course Title Fundamentals in Political Science
10 C. Course Description Concepts, theories, principles and debates around the
11 politics of public choice or contested decisions
12 with collective implications
13 D. Prerequisites None
14 E. Semester Offered 1st
15 F. Course Credit 3.0 units
16 G. Number of Hours 3 hours/week
17 H. Course Goal For students to learn the rubrics of the study of politics,
18 including key concepts, theories, structure, philosophy and subfields.
19
20 B. Rationale
21 This course exposes students to the basics and the science in the study of
22 politics. It builds familiarity with the concepts, theories and methods of the
23 discipline, with the end view of imparting practical means with which to
24 understand public choices on the use and distribution of power.
25 II. Course Outline
26 A. Course Outcomes (CO)
27 Upon completion of the course, students must be able to:
28 CO 1. Recognize and describe the concepts, theories, philosophy, science
29 (language, methods, disciplinal boundaries) and contexts behind the study
30 of politics.
31 CO 2. Develop an appreciation of politics as pragmatic and effective means of
32 settling disagreements and attaining collective values.
33 CO 3. Critique the literature around the meaning of politics (as control, as
34 choice), its structure, the centrality of the state, governance, and the
35 agency/behavior of individuals and groups as actors..
36 Course Outcomes and Relationship to Program Outcomes
37 I-Introduced D- deepened/strengthened E-extended A-applied in
38 authentic situations O-opportunity to introduce
Course Program Outcomes
Outcomes
1 2 3 4 5 6 7 8 9
CO 1 I I I O O O O O O
CO 2 D D I O O I I I I
CO 3 D D D E E E A A A
1 Program Outcomes
2 1-Demonstrate a breadth and depth of understanding of the major concepts and theories in the discipline;
3 2- Recognize and define the distinctiveness of the discipline, its sub-fields, theories and methods;
4 3- Evaluate and critique existing debates and issues in the theoretical and practical aspects of the discipline
5 4- Design and execute research inquiries using appropriate quantitative and qualitative methods guided by
6 theories or conceptual frameworks in the discipline;
7 5-Demonstrate written, visual and oral presentation skills to produce or present analytical reports and other
8 materials for public consumption
9 6-Critique, and respond to current issues and problems based on a substantive understanding of the historical
10 and contemporary developments in the national and global contexts
11 7-Develop a predisposition towards ethical political involvement and practice in various forms and levels;
12 8-Exemplify principled public service and action-oriented leadership;
13 9-Advocate the values of nationalism, gender-sensitivity and environmental awareness.
14 B. Course Content
15
TOPIC Hours
Overview of the course and class policies 3
Politics defined as making public choices; as exercise of 3
control
The study of politics: as social science; subfields 3
Politics as exercise of control 3
Politics as choice 3
The structure of politics 3
The context of politics: culture, ideology and economics
Political philosophy- 3
The modern state 6
Governance 6
Dynamics 3
Comparative politics- thematic or issue areas using select 3
country cases of large N
International Relations 3
Total 48
16
17
18
1 C. Course Coverage
2
Week CO TOPIC Possible Teaching and Suggested
Learning Activities Assessment
Tools
1st -- Overview of the course and walk-through of the course Attendance
class policies syllabus and expectation-
setting
2 CO1 Politics defined as making lecture, film showing Attendance,
public choices; as exercise of graded reaction
control paper
3 CO1 The study of politics: as lecture, review of seminal Attendance,

social science; subfields material representing a sub- graded
discipline presentation of
reviewed
material/
seminal
literature
4 CO2 Politics as exercise of visual idea/word map and Attendance,
CO3 control- power, authority and examples drawn from individual
legitimacy; coercion, current events essay
persuasion and ultimatum assignment
5 CO2 Politics as choice: lecture, group discussion Attendance,
CO3 approaches-- elite vs mass; graded team
class; interest-based; presentation
assessing non-participation
6 CO2 The structure of politics matrix of political inquiries Attendance,
(where it transpires)- peer review
individual,
organization/interest groups,
institutions, nations, states,
international scene
7 CO2 The context of politics: lecture, review of seminal Attendance,
CO3 culture, ideology and material representing study graded
economics of contexts (culture, individual
ideology, economics) assignment
8 CO2 Political philosophy- political group discussion Attendance,
community and the meaning graded group
of citizenship; secular vs presentation,
sacral authority (the role of exam
the church); the power of
government over people; free
will and social contract;
beyond liberal philosophy
9-10 CO2CO3 The modern state and what it lecture, review of seminal Attendance,
does- differentiating the state material representing a sub- infographics
from nation; diminished, discipline
challenged vs failed states;
the task of “state-building”;
what governments do-- types
of public policies (defense,
education, social welfare)
11-12 CO2 Governance- types of lecture, field visit of Attendance,
CO3 government (democracies vs legislative work (local) graded
non-democracies; reflection paper
parliamentary vs presidential;
unitary, centralized and
federal); branches of
government and their
functions (executive,
legislative, judiciary and
bureaucracy)
13 CO2 Dynamics- political behavior lecture, review of seminal Attendance,
CO3 and its determinants ( material representing a sub- graded
culture, socialization, social discipline individual
capital); participation assignment
(parties, elections,
interest/pressure groups);
public opinion; political
change (reforms, revolutions,
terrorism)
14 CO3 Comparative politics- lecture, review of seminal Attendance,
thematic or issue areas using material representing a sub- group
select country cases of large discipline presentation
N
15 CO3 International Relations- lecture, review of seminal Attendance,
actors; cooperation vs material representing a sub- individual
conflict; force (warfare) and discipline research paper,
norms (laws); regional and exam
international organizations
1
2 D. Course Requirements / Assessment Tools
3
Component Percentage Range
Exams 30-40%
Research Paper 20-30%
Papers and Essays 20-30%
Group Presentations 10-20%
Attendance 5-10%
4
5
6
1 III. References
2
3 Danziger, J. .(2001). Understanding the Political World. 5th edition.
4
5 Eagles, M. & Johnston, L. (1999). Politics: An Introduction to Democratic
6 Government.
7
8 Hague, R. Harrop, M. & McCormick, J. (2016). Political Science: A Comparative
9 Introduction. New York: Palgrave.
10
11 Lawson, K. (1999). The Human Polity: A Brief Introduction to Political Science.
12
13 Magstadt, T. (2003). Understanding Politics: Ideas, Institutions and Issues, 6th
14 edition.
15
16 Mintz, E. Close, D. & Croci, O. (2017). Politics, Power and the Common Good: An
17 Introduction to Political Science (5th Edition). Don Mills, Ontario: Pearson-
18 Canada.
19
20 Roskin, M., Cord, R., Medeiros, J., Jones, W. (2016). Political Science: An
21 Introduction (14th Edition). Essex: Pearson Education Limited.
22
23 Shively, W. P. (2001). Power and Choice: An Introduction to Political Science, 7th
24 edition.
25
26 IV. Faculty Resources
27
28 Prof. Pepito Fernandez, Jr., Prof. Juhn Chris P. Espia, Dr. Rosalie Arcala Hall, Prof.
29 Brian C. Ventura, Prof. Tomasito Talledo, Dr. Mary Barby Badayos-Jover.
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
1
3 Philippine Politics and Governance
4
6

9 B. Course Title Philippine Politics and Governance
10 C. Course Description Philosophy, actors, institutions, context and dynamics of
11 Philippine politics from pre-colonial era to contemporary
12 period
13 D. Prerequisites None
14 E. Semester Offered 2nd
17 H. Course Goal For students to learn the rubrics of Philippine politics
18 through the lenses of scholarly work examining philosophies, institutions (formal
19 and informal), power concentration and diffusion, and political
20 change/transitions.
21
22 B. Rationale
23
24 This course exposes students to seminal literature examining local and

25 national politics using various theoretical and conceptual handles. It builds
26 familiarity with the concepts, theories and methods of the discipline, and its
27 application in the Philippine setting.

31 CO 1. Describe the concepts, theories, philosophy and contexts behind the study
32 of politics in the Philippines.
33 CO 2. Critique the literature around the meaning of politics, its interaction with
34 Philippine culture and economy, its moorings on institutions (formal and
35 informal), centralisation and decentralization (power structure), political
36 change and transition.
37 CO 3. Advocate for an appreciation of politics as means for improving lives and
38 societal betterment.
42

Outcomes
1 2 3 4 5 6 7 8 9
1
2 Program Outcomes
TOPIC Hours
Politics defined in the general Political Science 3
discipline
Philosophy and Approaches to Studying Philippine 9
Politics
Formal Political Institutions 6
Informal Political Institutions 6
Centralization versus Decentralization 6
The context of politics: culture, ideology and 6
economics
Political Change and Transitions 6
Politics in everyday life 3
Total 48
16
1
Tools
setting
2 CO1 Politics defined in the general lecture, visual word map Attendance,
Political Science discipline graded group
presentation
3-5 CO1 Philosophy and Approaches to lecture, review of seminal Attendance,
Studying Philippine Politics- material representing a sub- graded
Pangulo regime, political discipline presentation of
economy, colonialist critique, reviewed
institutional sense, self- material/
determination/identity seminal
literature
6-7 CO2 Formal Political Institutions- visual idea/word map and Attendance,
CO3 Presidency, legislature, examples drawn from current individual essay
judiciary, security sector, events assignment
bureaucracy, political parties,
elections
8-9 CO2 Informal Political Institutions- lecture, group discussion Attendance,

CO3 elites (cacique/landlord, graded team
oligarchy), clientilism, presentation
bossism, political
families/dynasties, mass
movements, insurgency, self-
determination
10-11 CO2 Centralization versus matrix of political inquiries Attendance, peer

Decentralization- power review
concentration, dispersion and
sharing
12-13 CO2 The context of politics: lecture, review of seminal Attendance,
CO3 culture, ideology and material representing study of graded
economics contexts (culture, ideology, individual
economics) assignment
14-15 CO2 Political Change and lecture,film showing Attendance,
CO3 Transitions individual
reaction paper
16 CO3 Politics in everyday life individual term paper Attendance,

graded
presentation,
exam
2
3
4

2
Exams 30-40%
Term Paper 20-30%
Group Presentations 10-20%
Attendance 5-10%
3
4
5
6 III. References
7
8 Abinales, P. (2000). Making Mindanao: Cotabato and Davao in the Formation of the
9 Philippine State. Quezon City: Ateneo de Manila Press.
10 Anderson, B. (1988). Cacique democracy in the Philippines: origins and dreams. New
11 Left Review I/169.
12 Brillantes, A. (1998). Decentralized Democratic Governance Under the Local
13 Government Code: A Governmental Perspective. Philippine Journal of Public
14 Administration 1998 Volume 42 Numbers 1 & 2. January-April.
15 Coronel, S. “Born to Rule”, in Sheila S. Coronel et. al. Eds., The Rulemakers; How the
16 Wealthy and Well-Born Dominate Congress. Manila: Philippine Center for
17 Investigative Journalism, 2004.
18 Curato, N. (ed.). (2017). A Duterte Reader: Critical Essays on Rodrigo Duterte's Early
19 Presidency. Ateneo de Manila University Press.
20 Hedman, E. & Sidel, J. (2000). Philippine Politics and Society in the Twentieth Century
21 Colonial legacies, post-colonial trajectories. London: Routledge.
22 Hollnsteiner, M. (1963). Dynamics of power in a Philippine municipality. Community
23 Research Development Council. University of the Philippines.
24 Hutchcroft, P. & Rocamora, J. (2003). “Strong Demands and Weak Institutions: The
25 Origins and Evolution of the Democratic Deficit in the Philippines.” Journal of
26 East Asian Studies 3 (2003): 259-292
27 (http://www.tni.org/archives/rocamora/demands.pdf)
28 Ileto, R. (1979). Pasyon and Revolution: Popular Movements in the Philippines 1840-
29 1910. University of Hawaii Press.
30 Kerkvliet, B. (1995). Toward a More Comprehensive Analysis of Philippine Politics:
31 Beyond the Patron-Client, Factional Framework. Journal of Southeast Asian
32 Studies. 26, 2: 401-419.
33 Kusaka, W. (2017). Moral Politics in the Philippines: Inequality, Democracy and the
34 Urban Poor (Kyoto-CSEAS Series on Asian Studies).
1 Lim, M. O. “Courts, Justices, and Judges: The Philippine Judiciary and Philippine
2 Constitutional Democracy”, in Philippine Politics: Democratic Ideals and
3 Realities. Ateneo de Manila University Department of Political Science.
4 Quezon City: Ateneo de Manila University Press, 2010.
5 McKenna, T. (1998). Muslim Rulers and Rebels: Everyday Politics and Armed
6 Separatism in Southern Philippines. Quezon City: Anvil Publication.
7 Remigio, A. (1999). The Philippine Pangulo Regime. Philippine Political Science
8 Journal. Issue 43: 45-60
9 Rufo, A. & Vitug, M. (2013). Altar of Secrets: Sex, Politics, and Money in the
10 Philippine Catholic Church. Kindle Edition.
11 Salvador, A. (2010). “Decentralization, Democracy, and Local Governance in the
12 Philippines: Concepts, Issues, and Practices”, in Philippine Politics:
13 Democratic Ideals and Realities. Ateneo de Manila University Department of
14 Political Science. Quezon City: Ateneo de Manila University Press, 2010.
15 Sidel, J. (1989). Beyond Patron-Client Relations. Warlordism and Local Politics in the
16 Philippines. Kasarinlan. First Quarter. pp. 19-30
17 Thompson, M. & Batalla, E. (eds.) (2018). Routledge Handbook of Contemporary
18 Philippines. New York: Routledge.
19 White, Lyn III (2015). Philippine Politics: Possibilities and Problems in a Localist
20 Democracy (Routledge Contemporary Southeast Asia Series) 1st Edition. New
21 York: Routledge.
22

24
1 PROPOSAL FOR INSTITUTION OF POL SCI 140

2 Introduction to Comparative Politics
3
5
8 B. Course Title Introduction to Comparative Politics
9 C. Course Description Introductory course on Comparative Politics, which covers
10 theories, concepts, methods and their application across
11 country cases
12 D. Prerequisites Pol Sci 101, Pol Sci 102
13 E. Semester Offered 2nd Semester
16 H. Course Goal
17 Comparative politics is one of the major sub-fields of
18 Political Science, alongside International Relations,
19 Philippine Government and Politics, Public Policy and
20 Political Theory and Methods. The course aims to
21 provide an in-depth and detailed survey and discussion
22 of the various theoretical and approaches and empirical
23 issues and themes in the sub-field.
24 B. Rationale
25
26 This course reflects the discipline’s shift away from
27 comparative area studies towards thematic comparative
28 politics.
29
30
32
35
36 CO 1. Demonstrate an understanding of the key concepts, issues, approaches and
37 methods in comparative politics
38 CO 2. Demonstrate the skills of articulating, constructing, presenting and
39 defending arguments based on important works of key thinkers in the field
40 CO 3. Explain the functions and analyze the relationships between key actors
41 and institutions across different types of political and economic systems
42 CO 4. Critically analyze the role of geography, demography, political culture,
43 historical experiences in shaping these political and economic systems
44
48

Outcomes
1 2 3 4 5 6 7 8 9
CO 1 D D D O O O I I I
CO 2 D D D O O I I I I
CO 3 D D D A A A D D D
CO 4 O D I A A A O O O
1
2
3 Program Outcomes
16
17
19
Topics Number of Hours

Theoretical Approaches, Perspectives and 12
Methods in Comparative Politics
Institutional Design in the developed and 12
developing world
State-Society Relations in the Developed 6
and Developing World
Comparative Economic Systems 6
Selected Themes in Comparative Politics 9
Exams 3
Total Hours 48
20
1
Suggested
Possible Teaching and
Week CO TOPIC Assessment
Learning Activities
Tools
1-4 CO1 I. Theoretical Interactive lectures, class Graded
CO2 Approaches, discussions, film showing Recitation,
CO3 Perspectives and Reaction
Methods in Papers, Rubrics
Comparative
Politics
- An Introduction to
Comparative Methods
-The Logic of Comparative
Analysis: Most Similar and
Most Different Design’
Mixed Design
-The Case Study in
Comparative Analysis: 2
cases; Bigger “Ns”
-Comparative Historical
Analysis
-Area Studies Approach
-The Structural Functionalist
Approach
-The Institutionalist
Approach
-Constructivism in
Comparative Politics
-Game Theory and
Comparative Politics
-Comparative politics in the
developing world
5-8 CO1 II. Institutional Interactive lectures, class Graded
CO2 Design in the discussions, film showing Recitation,
CO3 developed and Reaction
CO4 developing Papers,
world Rubrics
- Presidential Systems
-Parliamentary Systems
-Semi-Presidential Systems
- Electoral and Party
Systems
MIDTERM EXAM
9-10 CO1 III. State-Society Interactive lectures, class Graded
CO2 Relations in the discussions, film showing Recitation,
CO3 Developed and Quizzes,

CO4 Developing Reaction
World Papers, Rubrics
-State-Society Relations in
the Weberian State
- State-Society Relations in
the Developing World
11-12 CO1 IV. Comparative

CO2 Economic
CO3 Systems
CO4
-Market, Command,
Hybridities
-The Developmental State
Model: Issues and Debates
-Beyond the macro:
economic measures, GDP,
GNP and other indices
-Spending Across Sectors;
Corporatism versus non-
corporatism
13- CO1 V. Selected Themes Interactive lectures, class Graded
15 CO2 in Comparative discussions, film showing Recitation,
CO3 Politics Quizzes,
CO4 Reaction
-Military and Politics Papers, Rubrics
- Religion and Politics
- Non democratic regimes
- Transition and
Democratization
- Peace and Conflict
- Gender
16 FINAL EXAM
1
2
4

Exams 30-40%
Term Paper 20-30%
Group Presentations and Activities 10-20%
Graded Recitation 10-15%
5
6
7
1 References:
2
3 Almond, G. (1960). “Introduction: A Functional Approach to Comparative Politics,” in The
4 Politics of Developing Areas. eds. Gabriel Almond and James Coleman. New Jersey:
5 Princeton University, 3-64.
6
7 Almond, G. (1965). “A Developmental Approach to Political Systems”, World Politics, 17
8 (2): 183-214.
9
10 Aristotle, Politics
11
12 Beckwith,K. (2010). Introduction: Comparative Politics and the Logics of a Comparative
13 Politics of Gender. Perspectives on Politics, 8(1), 159-168.
14
15 Bellin, E. (2012). “Reconsidering the Robustness of Authoritarianism in the Middle East:
16 Lessons from the Arab Spring”, Comparative Politics, 44(2): 127-49.
17
18 Cortell, A. & Peterson, S. (2001). “Limiting the Unintended Consequences of Institutional
19 Change”, Comparative Political Studies, 34(7): 768-99.
20
21 Cox, G. & Mortgensen, S. (2001). “Latin America’s Reactive Assemblies and Proactive
22 Presidents”, Comparative Politics, 33 (2): 171-89.
23
24 Croissant, A. and Kuehn, D. (2009). Patterns of Civilian Control of the Patterns of Civilian
25 Control of the Military in East Asia's New Democracies. Journal of East Asian
26 Studies 9(2): 187-218
27
28 Dickovick, J. & Eastwood, J.(2012). Comparative Politics: Integrating Theories, Methods,
29 and Cases. Oxford University Press, pp. 46-79.
30
31 Eaton, K. (2000). “Parliamentarism versus Presidentialism in the Policy Arena”
32 Comparative Politics, 32 (2): 355-76.
33
34 Elgie, R. (2005). “A Fresh Look at Semi-Presidentialism: Variations on a Theme,” Journal
35 of Democracy, 16 (3): 98-111.
36
37 Elgie, R. (2007). “Varieties of Semi-Presidentialism and their Impacts on Nascent
38 Democracies”, Taiwan Journal of Democracy, 3(2): 53-71.
39
40 Farell, D. (2011). Electoral Systems: A Comparative Introduction, 2nd ed. Hampshire:
41 Palgrave.
42
43 Finer, S. (1975). The Man on Horseback: the Role of Military in Politics, 2nd ed.
44 Middlesex: Penguin Books. (Chap. 4-6).
45
46 Green, D. (2002). Constructivism in Comparative Politics. New York: M. E. Sharpe.
47
48 Hall, P & Soskice, D (2001). Varieties of Capitalism: The Institutional Foundations of
49 Comparative Advantage. New York: Oxford Press.
1
2 Hauss, C. (2011). Comparative Politics: Domestic Responses to Global Challenges. 7th ed.
3 Toronto: Thomson Wadsworth.
4
5 Huntington, S. (1957) The Soldier and the State: The Theory and Politics of Civil- Military
6 Relations. Cambridge: Belknap Press of Harvard University Press. (Chap. 1-3).
7
8 J. Tyler Dickovick & Eastwood, J.(2012). Comparative Politics: Integrating Theories,
9 Methods, and Cases. Oxford University Press, pp. 46-79
10
11 Kalyvas, S. (1998). “Democracy and Religious Politics: Evidence from Belgium”,
12 Comparative Political Studies, 31(3): 292-320.
13
14 Kegley, C. (2007). World Politics: Trends and Transformations.11th ed. Belmont:
15 Thomson Wadsworth.
16 Lim, T. (2006). Doing Comparative Politics: Issues and Approaches, London, Lyenne
17 Rienner Publishers.
18
19 Mainwaring, S. & Shugart, M. (1997). “Juan Linz, Presidentialism and Democracy: A
20 Critical Appraisal”, Comparative Politics, 29 (4): 449-71.
21
22 Migdal, Joel S. (1987): Strong States, Weak States: Power and accomodation. In: Weiner,
23 capabilities in the Third World. Princeton: Princeton University Press.
24
25
26 Migdal, Joel S. (1988): Strong Societies and Weak States: State-society relations and state
27 Military in East Asia's New Democracies”, Journal of East Asian Studies, 187-217.
28
29
30 Munck, G. (2001). “Game Theory and Comparative Politics: New Perspectives and Old
31 Concerns,” in World Politics, 53 (2): 173-204.
32
33 Reilly, B. (2002). “Electoral Systems for Divided Societies”, Journal of Democracy, 13(2):
34 156-70.
35
36 Roper, S. (2002). “Are All Semi-Presidential Systems the Same? A Comparison of Premier-
37 Presidential Regimes, Comparative Politics, 34(3): 253-72.
38
39 Rosemblatt, K. (2013). Welfare States, Neoliberal Regimes, and International Political
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41 History, Vol. 25, No. 4, 149-162.
42
43 Saalfeld, T. (2000). “ Members of Parliament and Governments in Western Europe: Agency
44 Relations and Problems of Oversight”, European Journal of Political Research, 37 (1):
45 353-76.
46
47 Sellers, J. (2010). “State-Society Relations Beyond the Weberian State” (forthcoming in
48 Mark Bevir (ed.), Handbook of Governance (London: Sage Publications, 2010)
49
1 Slater, D. (2009). “State Power and Staying Power: Institutional Origins and Durable
2 Authoritarianism in Malaysia and Singapore”.(ordering power) (oligarchy – by Jeffrey
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4
5 Smith, B. (2005).” Life of the Party: The Origins of Regime Breakdown and Persistence
6 under Single-party Rule”, World Politics, 57, 421-51.
7
8 Snyder, R. & Mahoney, J. (1999). “The Missing Variable: Institutions and the Study of
9 Regime Change”, Comparative Politics, 32 (1): 103-22.
10
11 Stepan, A. (2001). “The Worlds Religious Systems and Democracy: Crafting Twin
12 Tolerations, in Arguing Comparative Politics, Oxford: Oxford University Press, 211-
13 53.
14
15 Wood and Dupont. (2006). Democracy, Society and the Governance of Security (Chap 2,
16 4, 5, 7).
17
18 III. Faculty Resources
19
20 Prof. Juhn Chris P. Espia, Prof. Pepito Fernandez, Jr., Dr. Rosalie Arcala Hall, Prof.
21 Brian C. Ventura
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50

2 STATE FORMATION
3
4 A. Course Catalogue Description:
5
6 1. Course Number: Pol Sci 141
7 2. Course Title: State Formation
8 3. Course Description: Bellicist and non-bellicist theories of state formations; war,
9 anarchy, and the rise and development of the state; economic development and state
10 formation; history and problems of state formation in the third world context
11 4. Prerequisite: Pol Sci 140
12 5. Course Credit: 3.0
13 6. Number of Hours: 48 hours
14 7. Course Goal: This course introduces the students the long term and macro
15 processes in the development of the state and its constitutive functions and
16 institutions.
17
18 B. Rationale:
19
20 Contemporary state institutions are products of long term historical developments.
21 Therefore it is vital that students are equipped with the theoretical handle to examine
22 this aspect of institutional development. The study of state formation introduces the
23 students to concepts and theories to understand and further examine how this
24 dynamics work.
25
26
27 C. Course Outline:
28 C.1 Course Outcomes
29
30 Upon completion of the course, students will
31
32 CO1. Explain the macro historical processes and evaluate how it shaped the
33 development of state capacity.
34 CO2. Apply the conceptual tools and use empirical data to examine an issue in state
35 formation in a term paper.
36
37 CO3. Evaluate, extend or contest the major theoretical schools explaining the
38 legacy of historical experience to contemporary institutions
39 C04. Analyze how the use of data and cases support or contest certain assumptions
40 advanced in the literature.
41
42 Course Outcomes and Relationship to Program Learning Outcomes
43

Outcomes
1 2 3 4 5 6 7 8 9
CO 1 I D D I O D I I I
CO 2 E E D D I I D D I
CO 3 D D D E A E E E D
CO 4 A A A A A A A A E
1
2 I-Introduced D- deepened/strengthened E-extended A-applied in authentic situations O-
3 opportunity to introduce
4
5 Program Outcomes
18
19 C2. Course Content
20
Lecture Topics Number of Hours
Macro processes in state building 9
War, money and the state 12
International context and state formation 9
Internal violence and state formation 9
Subnational variations, election, and violence 9
Total 48
21
22
23 C3. Course Outline
24
Week Course Topics Teaching and Assessment
Outcome Learning Methods
Activities
1-3 CO1 I. Introduction Class Graded
II. Macro process in state building discussion, recitation,
A. Causal dynamics of state student quiz papers,
formations presentation
-war,
- economic transitions, trade
- and ideology
-religious tradition
B. State Formation and failure in the
modern era
- changed security environment
- economic environment and late
state formation
- legitimizing the state
4-7 CO1 III. War, Money and State Class Graded

CO2 A. Causes of social revolution discussion, recitation,
- regime crisis student quiz papers,
- agrarian structure and peasant presentation
insurrection
B. Outcomes of social revolution
- state building
- birth of the modern state
- emergence of dictatorship
-rise of mass mobilization.
C. Political factors underpinning
economic development
-role of political institutions and
constitutions
-credible commitments to uphold
rights
- establishment of constraints to the
parliament
8-10 CO1 III. International Context and State Class Graded
CO2 Formation. discussion, recitation,
A. War and Comparative politics student quiz papers,
-war as preparation presentation, long exam
-war as state function
-war as development
B. Systemic vulnerabilities and
developmental state
-state autonomy
- side payments to the popular
sector
-systemic vulnerability
11-13 CO2 IV. Internal violence, colonialism, Class Graded
CO3 capitalism, and state formation discussion, recitation,
CO4 A. Colonial History and the student quiz papers,
development of state capacity presentation,
-capitalism and state development
- colonial history and state individual

development topic
-basis for a weak state consultation
-basis for a strong state
B. Compliance Consent and
legitimacy
- theocratic legitimacy
-contractarian legitimacy
-consequentialist legitimacy
-authority and domination
C. Contentious Politics and State
formations
-colonial history and contentious
politics
-mobilization, counter mobilization
and violence
-protection and provisions of
regimes
14-16 CO2 V. Subnational variations, election, and Class Graded
CO3 violence discussion, recitation,
CO4 A. Subnational authoritarianism student quiz, long
- economic foundation of presentation, exam, term
subnational authoritarianism individual paper
B. Colonial state-building and the topic
settles zones consultation
-war, demographic change and
frontiers
-centralizing state and the string
man
1
2 D. Course Requirements and Grading System
3 D1. Course Requirements
4
5
Exams 30-40%
Term Paper 20-30%
6
7
8 D2. Grading Scale
9
Percentage Final Grade
Equivalent
98-100% 1.0
95-97% 1.25
90-94% 1.5
85-89% 1.75
80-84% 2.0
75-79% 2.25
70-74% 2.5
65-69% 2.75
60-64% 3.0
55-59% 4.0
54% and below 5.0
1
2
3 E. References
4
5 Anderson, B. R. O. (1983). Old State, New Society: Indonesia’s New Order in Comparative
6 Historical Perspective. The Journal of Asian Studies, 42(3), 477.
7 Boix, C., & Stokes, S. C. (2007). The Oxford Handbook of Comparative Politics. Oxford
8 University Press.
9 Doner, R. F., Ritchie, B. K., & Slater, D. (2005). Systemic Vulnerability and the Origins of
10 Developmental States: Northeast and Southeast Asia in Comparative Perspective.
11 International Organization, 59(02).
12 Gorski, P. S. (2003). The Disciplinary Revolution: Calvinism and the Rise of the State in
13 Early Modern Europe. University of Chicago Press.
14 Kasza, G. J. (1996). War and Comparative Politics. Comparative Politics, 28(3), 355–373.
15 Migdal, J. S. (1988). Strong Societies and Weak States: State-society Relations and State
16 Capabilities in the Third World. Princeton University Press.
17 North, D. C., & Weingast, B. R. (1989). Constitutions and Commitment: The Evolution of
18 Institutions Governing Public Choice in Seventeenth-Century England. The Journal of
19 Economic History, 49(4), 803–832.
20 Rokkan, S. (1999). State formation, Nation-building, and mass politics in Europe: The theory
21 of Stein Rokkan. (P. Flora, S. Kuhnle, & D. Urwin, Eds.). New York: Oxford
22 University Press.
23 Scott, J. C. (1998). Seeing like a state: How certain schemes to improve the human condition
24 have failed. Yale University Press.
25 Sidel, J. T. (2014). Economic Foundation of Subnational authoritarianism: insights and
26 evidence from qualitative and quantitative research. Democratization, 21(1), 161–184.
27 Slater, D. (2010). Ordering power: Contentious politics and authoritarian leviathans in
28 Southeast Asia. Cambridge University Press.
29 Slater, D., & Kim, D. (2015). Standoffish States: Nonliterate Leviathans in Southeast Asia.
30 TRaNS: Trans -Regional and -National Studies of Southeast Asia, 3(01), 25–44.
31 Tilly, C. (1985). War Making and State Making as Organized Crime. In D. Rueschemeyer &
32 T. Skocpol (Eds.), Bringing the state back in (pp. 169–187). Cambridge, U.K.:
33 Cambridge University Press.
34
35
1
2 F. Faculty Resources
3
4 Dr. Rosalie Arcala Hall
5 Dr. Mary Barby Badayos-Jover
6 Prof. Juhn Chris P. Espia,
7 Prof. Pepito Fernandez, Jr.,
8 Prof. Tomasito Talledo,
9 Prof. Brian C. Ventura
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50

2 Democratization
3
5
7 2. Course Title: Democratization
8 3. Course Description: Definition of democracy and the process of democratization;
9 political culture, and economic factors shaping democracy transition from
10 authoritarian to democratic regimes; democratic consolidation and danger of
11 authoritarian relapse, rule of law and liberal values
13 5. Course Credit: 3 units
15 7. Course Goal: This course introduces students to the definition, taxonomy,
16 theories, and dynamics of the emergence, survival and decline of democratic regimes.
17
18
19 B. Rationale:
20
21 Understanding democratic regimes is one of the most important topic in comparative
22 politics. Learning the basic concepts and theories of democratization will
23 allow students of political science to achieve a more complete understanding of the
24 subfield.
25
26
29
31
32 CO1. Identify and explain the key terms concepts and theory on democratic
33 regimes.
34 CO2. Apply the conceptual tools and use empirical data to examine an issue or
35 issues central to understanding democratic regimes in a term paper.
36
37 CO3. Evaluate the major theoretical schools explaining the transition to,
38 consolidation or breakdown of democracies
39 CO4. Analyze how the use of data and cases support or contest certain assumptions
41
42
44
45
Program Outcomes
1 2 3 4 5 6 7 8 9
Course
Outcomes
1
4
5 Program Outcomes
18
20
What is Democracy 9
Factors to democratization 9
Democratic Consolidation 9
Civil Society, Social Movements and democratization 9
Regime type and development 6
Breakdown of Democratic regimes 6
Total 48
21
23

Activities
1-3 CO1 I. What is Democracy? Class Graded
A. Definition of democracy discussion, recitation,
- procedures that make it possible student quiz papers,
- principles presentation
- comparing democracies
B. theories of democracy
- social contract
-classical doctrines
-liberal and electoral democracies
-participation and democratic
theories
C. Why Democracy?
4-6 CO1 II. Factors to democratization Class Graded
CO2 A. Social Requisites to democracy discussion, recitation,
-economic development and student quiz papers,
democracy presentation
- legitimacy and democracy
B. What causes democracy?
-elites and citizens interaction
-historical elements
-prior regimes
7-9 CO1 III. Democratic Consolidation Class Graded
CO2 A. Post transition settings discussion, recitation,
CO3 -the notion of democratic student quiz papers,
consolidation presentation long exam
-the process of democratic
consolidation
-conditions affecting consolidation
C. Cases of democratic consolidation
-Europe
-Latin America
-Asia
10-12 CO1 IV. Civil Society, Social Movements and Class Graded
CO2 democratization discussion, recitation,
CO3 A. Democracy and societal context student quiz papers,
-the concept of a liberal society presentation,
-pluralism and social choice individual
B. NGO, Civil Society and topic
democratization consultation
-NGOs and the political turn
-liberal views of civil society
-the many roles of NGO in the
politics of development
13-14 CO2 V. Regime type and development Class Graded

CO3 A. Economics and Politics of Growth discussion, recitation,
-nature of investment and student quiz papers,
entrepreneurship presentation,
-industrial transformation individual
-population and welfare topic
-collective response and political consultation
problems
B. Democratic governance and
human security
-relationship between democracy
and governance
-theories, measures and
evaluation of regime effects
15-16 CO3 VI. Breakdown of Democratic regimes Class Graded
CO4 A. Elements of Democratic discussion, recitation,
breakdown student quiz, long
-revolutions and regime breakdown presentation, exam,
-issue of legitimacy, efficacy, individual term paper
effectiveness topic
-party system and instability consultation
-loyal, semiloyal, disloyal
oppositions
-crisis, loss of power, breakdown,
and takeover
B. The process of Breakdown
-unsolvable problem and crisis
-crisis strata and their location in
society
-political violence and its impact
-loss of the monopoly on organized
political force
-democratic crisis and multinational
states
-crisis, the democratic party system,
and government formation
-abdication of democratic
authenticity
C. The end of democracy and its
aftermath
-loss of power, power vacuum,
preparation for transfer of power or
confrontation
-end of democratic regimes and its
aftermath
D. Cases of democratic breakdown
-Europe,
-Latin America
-Asia
1
2 A. Course Requirements and Grading System
4
5
Exams 30-40%
Term Paper 20-30%
6
7 D2. Grading Scale
8
9
Equivalent
98-100% 1.0
95-97% 1.25
90-94% 1.5
85-89% 1.75
80-84% 2.0
75-79% 2.25
70-74% 2.5
65-69% 2.75
60-64% 3.0
55-59% 4.0
54% and below 5.0
10
11 E. References
12
15 Dahl, R. A., Shapiro, I., & Cheibub, J. A. (2003). The Democracy Sourcebook. MIT Press.
16 Doorenspleet, R. (2000). Reassessing the three waves of democratization. World Politics,
17 52(3), 384–406.
18 Geddes, B. (1999). What do we know about democratization after twenty years? Annual
19 Review of Political Science, 2(1), 115–144.
20 Ghoshal, B. (2004). Democratic transition and political development in post-Soeharto
21 Indonesia. Contemporary Southeast Asia, 506–529.
1 Haggard, S., & Kaufman, R. R. (2012). Inequality and Regime Change: Democratic
2 Transitions and the Stability of Democratic Rule. American Political Science Review,
3 106(03), 495–516.
4 Linz, J. J. (1978). The breakdown of democratic regimes: crisis, breakdown, and
5 reequilibration. Johns Hopkins University Press.
6 Lipset, S. M. (1959). Some Social Requisites of Democracy: Economic Development and
7 Political Legitimacy. American Political Science Review, 53(01), 69–105.
8 Mercer, C. (2002). NGOs, civil society and democratization: a critical review of the
9 literature. Progress in Development Studies, 2(1), 5–22.
10 Merkel, W. (2010). Are dictatorships returning? Revisiting the ‘democratic rollback’
11 hypothesis. Contemporary Politics, 16(1), 17–31.
12 Schmitter, P. C., & Karl, T. L. (2008). What Democracy Is. . . and Is Not. Journal of
13 Democracy, 2(3), 75–88.
14 Svolik, M. W. (2015). Which Democracies Will Last? Coups, Incumbent Takeovers, and the
15 Dynamic of Democratic Consolidation. British Journal of Political Science, 45(04),
16 715–738.
17
19
20 Dr. Rosalie Arcala Hall, Dr. Mary Barby Badayos-Jover, Prof. Juhn Chris P. Espia,
21 Prof. Pepito Fernandez, Jr., Prof. Tomasito Talledo, Prof. Brian C. Ventura
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
1 Proposal for the Institution of Pol Sci 143

2 Non-democratic regimes
3
5
7 2. Course Title: Non-democratic regimes
8 3. Course Description: Types of non-democratic regimes; military regime, one party
9 rule, personalistic rule, bureaucratic authoritarianism; collapse and transition of
10 authoritarian regime; how non-democratic regimes endure,
11
15 7. Course Goal: This course introduces students to the definition,
16 taxonomy, theories, and dynamics of the emergence, survival, and decline of
17 authoritarian regimes.
18 B. Rationale:
19 Non-democratic regimes continue to endure and even re-emerge in the world today.
20 Understanding how these regimes work and endure will provide students with a
21 deeper understanding of this phenomenon.
22
25
27
28 CO1. Identify and explain the key terms concepts and theory on non-democratic
29 regimes
33 issues central to understanding non-democratic regimes in a term paper.
34 CO4. Evaluate the major theoretical schools explaining the rise, survival or
35 breakdown of non-democratic regimes
36
38

Outcomes
1 2 3 4 5 6 7 8 9
1
4
5 Program Outcomes
18
20
Definition and Types of Non-democratic regimes 9
Patrimonialism and Neopatrimonialism 9
Enduring One Party States 9
Hybrid regimes 9
Regime type and development 6
Breakdown of non-democratic regimes 6
Total 48
21
23
Activities
1-3 CO1 I Definition, Types, and Class Graded

characteristics of Non-democratic discussion, recitation, quiz
regimes student papers,
A. Types Modern non presentation
democratic regimes
-authoritarian
-totalitarian
-post-totalitarian
-sultanic regimes
B. Goals, origins, and structures
of non-democratic regimes
-military regimes
-monarchy
- no party regime
-one party regimes
-multi-party regime
4-6 CO1 II. Patrimonialism and Class Graded
CO2 Neopatrimonialism discussion, recitation, quiz
A. Neopatrimonial regimes student papers,
-regime types and transition presentation
-variations of neopatrimonial
transitions in Africa
-personal dictatorship,
-competitive one party system
7-9 CO2 III. Enduring One Party States Class Graded
CO3 A. Ruling party and regime discussion, recitation, quiz
persistence student papers,
-party institutions and presentation long exam
authoritarian rule,
-origins of the ruling party
-ruling party and elite
behavior
B. Cases of one party durable
authoritarianism
-Malaysia
-Egypt
10-12 CO2 IV. Hybrid Regimes Class Graded
CO3 A. Competitive discussion, recitation, quiz
Authoritarianism student papers,
-international linkage presentation,
-dynamics of competitive individual topic
authoritarian regime consultation
-cases of competitive
authoritarian regime
B. Electoral Authoritarianism
-social structures,
institutional bases, and elite level
relations
-case of Thailand and
Malaysia
-authoritarian backlash
-credible commitment and
autocratic regime
13-14 CO2 V. Regime type and development Class Graded
CO3 A. Popular support for discussion, recitation, quiz
authoritarian regime student papers,
-level of awareness and presentation,
support individual topic
-exposure to propaganda. consultation
B. Private investments in
autocratic regime
-performance of autocratic
regimes
C. Bureaucratic
Authoritarianism
-modernization and
bureaucratic authoritarian regime
15-16 CO3 IV. Breakdown and robustness of Class Graded
CO4 of non-democratic regimes discussion, recitation,
A. Rise and Fall of Marxist student quiz, long
Regimes presentation, exam,
-universe of Marxist regimes individual topic term paper
-rise of Marxist regimes consultation
- features of the economic
system
-downward path
B. Robust authoritarians of the
Middle East
-robustness of coercive
apparatus
-regional condition
C. Political Economy of
authoritarian withdrawals
-economic crisis and
authoritarian regimes
- diplomatic pressures,
contagion, and structural effects
-crises and withdrawal
-surviving the crisis and
withdrawal
1
2 A. Course Requirements and Grading System

2
Exams 30-40%
Term Paper 20-30%
3
4
5 D2. Grading Scale
6
Equivalent
98-100% 1.0
95-97% 1.25
90-94% 1.5
85-89% 1.75
80-84% 2.0
75-79% 2.25
70-74% 2.5
65-69% 2.75
60-64% 3.0
55-59% 4.0
54% and below 5.0
7
8 E. References
9
10 Art, D. (2012). What do we know about authoritarianism after ten years? Comparative
11 Politics, 44(3), 351–373.
12 Bellin, E. (2004). The Robustness of Authoritarianism in the Middle East: Exceptionalism in
13 Comparative Perspective. Comparative Politics, 36(2), 139.
16 Bratton, M., & Walle, N. van de. (1994). Neopatrimonial Regimes and Political Transitions in
17 Africa. World Politics, 46(4), 453–489.
18 Case, W. (2011). Electoral authoritarianism and backlash: Hardening Malaysia, oscillating
19 Thailand. International Political Science Review, 32(4), 438–457.
20 Espinal, R. (2000). HE Chehabi and Juan J. Linz (eds.), Sultanistic Regimes (Baltimore, MD,
21 and London: The Johns Hopkins University Press, 1998), pp. x+ 284,\pounds
22 39.50,\pounds 14.00 pb. Journal of Latin American Studies, 32(03), 825–862.
23 Gandhi, J., & Przeworski, A. (2007). Authoritarian Institutions and the Survival of Autocrats.
24 Comparative Political Studies, 40(11), 1279–1301.
1 Geddes, B. (2003). Paradigms and Sand Castles: Theory Building and Research Design in
2 Comparative Politics. University of Michigan Press.
3 Geddes, B., & Zaller, J. (1989). Sources of Popular Support for Authoritarian Regimes.
4 American Journal of Political Science, 33(2), 319.
5 Gehlbach, S., & Keefer, P. (2012). Private Investment and the Institutionalization of
6 Collective Action in Autocracies: Ruling Parties and Legislatures. The Journal of
7 Politics, 74(2), 621–635.
8 Gilley, B. (2003). The Limits of Authoritarian Resilience. Journal of Democracy, 14(1), 18–
9 26.
10 Lidén, G. (2013). Theories of dictatorships: reviewing the literature.
11 Lidén, G. (2014). Theories of Dictatorships: Sub-Types and Explanations. Studies of
12 Transition States and Societies, 6(1).
13 Nathan, A. J. (2003). Authoritarian Resilience. Journal of Democracy, 14(1), 6–17.
14 Pryor, F. L. (2006). The Rise and Fall of Marxist Regimes:: An Economic Overview. Orbis,
15 49(1), 123–140.
16 Remmer, K. L., & Merkx, G. W. (1982). Bureaucratic-authoritarianism revisited. Latin
17 American Research Review, 17(2), 3–40.
18 Rubin, B. (1988). Modern Dictators. Citeseer.
19
21
22 Dr. Rosalie Arcala Hall, Dr. Mary Barby Badayos-Jover, Prof. Juhn Chris P. Espia, Prof.
23 Pepito Fernandez, Jr., Prof. Tomasito Talledo, Prof. Brian C. Ventura,
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46

2 Civil-Military Relations
4

7 B. Course Title Civil-Military Relations
8 C. Course Description Issues, debates and theories of civil-military relations;
9 determinants and outcomes of civilian control over the
10 military in democratic, non-democratic and developed
11 and developing contexts
12 D. Prerequisites Pol Sci 140
16 H. Course Goal For students to learn patterns of similarities and differences
17 in civil-military engagements and to produce a research paper that examines the
18 issues, policy solutions and necessary political action.
19
20 B. Rationale
21
22 The course will introduce students institutional arrangements for civilian
23 control, nature of the military organization and policy dynamics, with the end
24 view of establishing patterns of similarities and differences in civil-military
25 relations in select country cases in Latin America, Asia, North America and
26 Europe. It also provides them with theoretical and conceptual handles to
27 understand the importance of the military as a legitimate instrument of force by
28 the state, and its relationship to the broader society, which it is tasked to protect.
29 Course Outline
32
33 CO 1. Describe conceptual and theoretical debates, historical contexts,

34 institutional arrangements, military culture and public policy behind the
35 deployment of the military for state purposes.
36 CO 2. Critique the role of the state and the military institution, external/foreign
37 and civil society influences in these processes.
38 CO 3. Advocate for civil-military relations that deepens democracy, subscribes
39 to international human rights and humanitarian standards, and yields
40 positive security outcomes for the people.

2 I-Introduced D- deepened/strengthened E-extended A-applied in authentic situations
3 O-opportunity to introduce
4

Outcomes
1 2 3 4 5 6 7 8 9
5
6 Program Outcomes
19
21
TOPIC Hours

Conceptual handles and debates- key 3
definitions of civilian, military, civil-
military relations, civilian supremacy,
civilian control
Key theoretical and conceptual handles 6
Historical trajectories and legacies of 3
military role in politics: Western templates
versus Latin America
Institutional Arrangements for Civilian 6
Control: formal and informal
The military from within- measures of 6

professionalism, attitudes, motivations and
incentives
US and civil society influences to civil- 3
military relations
Civil-military relations ina spectrum- 6
authoritarian, veto, democratic
Contested Issue Areas 9

Security outcomes, impact to democracy and 3
ways forward
Total 48
1
3
Possible Teaching and Suggested

Week CO TOPIC
Learning Activities Assessment Tools

setting
2 CO1 Conceptual handles and Brainstorming and sharing Attendance, peer

debates- key definitions of of mental maps, group review
civilian, military, civil- presentations
military relations, civilian
supremacy, civilian control
3-4 CO1 Key theoretical and Lecture/discussion, essay Attendance,graded

conceptual handles writing essay assignment
5 CO2 Historical trajectories and Film showing, debate, Attendance,

CO3 legacies of military role in discussion graded reaction
politics: Western templates paper
versus Latin America
6-7 CO2 Institutional Arrangements Group discussion, Attendance,

for Civilian Control: formal brainstorming graded group
and informal presentation
8-9 CO2 The military from within- Group presentation, Attendance, peer
measures of lecture/discussion review
professionalism, attitudes,
motivations and incentives
10 CO2 US and civil society Invited speaker/lecturer Attendance,

influences to civil-military graded reaction
relations paper
11-12 CO2 Civil-military relations ina Group presentation, Attendance,

spectrum- authoritarian, discussion graded group
veto, democratic presentation
13-15 CO3 Contested Issue Areas Film showing, field trip, Attendance,
essay writing infographics,
exam
16 CO3 Security outcomes, impact Group discussion and Attendance, group

to democracy and ways brainstorming discussion
forward
1

3

Exams 30-40%
Term Paper 20-30%
Attendance 5-10%
4
5
6 III. References
7
8 Agüero, F. (1995). Soldiers, Civilians, and Democracy: Post-Franco Spain in Comparative
9 Perspective. Johns Hopkins University Press.
10 Alagappa, M. (2001). Coercion and governance: the declining political role of the military
11 in Asia. Stanford University Press.
12 Beeson, M. (2008). Civil–military relations in Indonesia and the Philippines: will the Thai
13 coup prove contagious? Armed Forces & Society, 34(3), 474–490.
1 Chambers, P. (2017). Khaki Capital: The Political Economy of the Military in Southeast
2 Asia 2017. NIAS Press.
3 Croissant, A., Kuehn, D., & Lorenz, P. (2012). Breaking with the past? Civil-military
4 relations in the emerging democracies of East Asia. Policy Studies, (63), III.
5 Desch, M. C. (1996). Threat environments and military missions. Civil-Military Relations
6 and Democracy, 12–29.
7 Diamond, L. (1997). Consolidating the Third Wave Democracies. JHU Press.
8 Diamond, L., & Plattner, M. F. (1996). Civil-military relations and democracy. JHU Press.
9 Feaver, P. D. (2009). Armed servants: Agency, oversight, and civil-military relations.
10 Harvard University Press.
11 Finer, S. E. (2002). The man on horseback: The role of the military in politics. Transaction
12 Publishers.
13 Hsiao, H.-H. M. (2006). Asian new democracies: the Philippines, South Korea and Taiwan
14 compared. Taiwan Foundation for Democracy.
15 Huntington, S. P. (1957). The soldier and the state: The theory and politics of civil-military
16 relations. Harvard University Press.
17 Janowitz, M. (1960). The Professional Soldier: A Social and Professional Portrait.
18 Levy, Y. (2012). A revised model of civilian control of the military: The interaction between
19 the republican exchange and the control exchange. Armed Forces & Society, 38(4),
20 529–556.
21 Lowenthal, A. F. (1986). Armies and politics in Latin America. Holmes & Meier
22 Publishers.
23 Nordlinger, E. A. (1977). Soldiers in politics: military coups and governments. Prentice
24 Hall.
25 Pion-Berlin, D. (2010). Informal Civil—Military Relations in Latin America: Why
26 Politicians and Soldiers Choose Unofficial Venues. Armed Forces & Society, 36(3),
27 526–544.
28 Schiff, R. L. (2008). The military and domestic politics: A concordance theory of civil-
29 military relations. Routledge.
30 Selochan, V., & May, R. (2013). The military and democracy n Asia Pacific. ANU Press.
31 SIPRI Military Expenditure Database | SIPRI. (2017). Retrieved November 18, 2017, from
32 https://www.sipri.org/databases/milex
33 Stepan, A. C. (1988). Rethinking military politics: Brazil and the Southern Cone. Princeton
35 The Military Balance 2015 | IISS. (2015). Retrieved November 18, 2017, from
36 https://www.iiss.org/en/publications/military%20balance/issues/the-military-balance-
37 2015-5ea6
38 Welch, C. E. (1976). Civilian control of the military: Theory and cases from developing
39 countries. SUNY Press.
40
1 VII. Faculty Resources

2

2 Comparative Conflict Studies
3
5
8 B. Course Title Comparative Conflict Studies
9 C. Course Description Theories, concepts and methods in the comparative study
10 of the nature, dynamics and outcomes of violent or forceful
11 contestations of power conflicts within the state.
16 H. Course Goal For students to learn patterns of similarities and differences
17 in the nature, dynamics and outcomes of internal conflicts involving the state, and
18 armed/unarmed actors.
19
20 B. Rationale
21
22 The course will introduce students to the key concepts, methodological
23 approaches, historical and theoretical contexts behind violent conflict within the state
24 in select country cases in the 19th and 20th centuries. Through mapping of conflict
25 drivers and strategies to address to conflict (mitigation, management or resolution),
26 students are provided with comparative lenses with which to view how parallel conflicts
27 in the Philippines and within their local communities may be acted upon.
28
29
31
34
35 CO 1. Describe conceptual and theoretical debates, methods historical contexts,
36 drivers and strategies to address violent conflict within the state.
37 CO 2. Critique the role of the state, armed/unarmed actors and external/foreign
38 influences in the emergence, escalation and resolution ( or not) of internal
39 conflicts.
40 CO 3. Advocate for means to address violent conflict (management, mitigation
41 or resolution) and its transformation towards dialogue and negotiated
42 outcome.
46
Program Outcomes
Course 1 2 3 4 5 6 7 8 9
Outcomes
1
2 Program Outcomes
15
17
TOPIC Hours
Conceptual handles and debates 3

Key theoretical and methodological 6
approaches
Historical trajectories 3
Typology, dynamics and consequences of 6
violent conflict
Group Presentations 6
US and civil society influences to civil- 3
military relations
Civil-military relations in a spectrum- 6
authoritarian, veto, democratic
Contested Issue Areas 9
Security outcomes, impact to democracy and 3
ways forward
Total 48
1
2
3
5
1st -- Overview of the course walk-through of the Attendance
and class policies course syllabus and
expectation-setting
2 CO1 Conceptual handles and Brainstorming and Attendance, peer
debates- key definitions sharing of mental maps, review
of conflict, group presentations
violent/forceful conflict,
state (and its legitimate
use of force)
3-4 CO1 Key theoretical (drivers, Lecture/discussion, essay Attendance,graded
contexts, outcomes) and writing essay assignment
methodological
approaches (comparative
case studies or large N )
5 CO2 Historical trajectories- Film showing, debate, Attendance,
CO3 examining examples from discussion graded reaction
19th and 20th century paper
decolonization, self-
determination,
insurgencies, repressions
and ethnic wars
6-7 CO2 Typology, dynamics and Group discussion, Attendance,
consequences of violent brainstorming graded group
conflict presentation
8-9 CO2 Group presentation, Attendance, peer
lecture/discussion review
10 CO2 US and civil society Invited speaker/lecturer Attendance,

influences to civil- graded reaction
military relations paper
11-12 CO2 Civil-military relations Group presentation, Attendance,
ina spectrum- discussion graded group
authoritarian, veto, presentation
democratic
13-15 CO3 Contested Issue Areas Film showing, field trip, Attendance,
essay writing infographics,
exam
16 CO3 Security outcomes, Group discussion and Attendance, group
impact to democracy and brainstorming discussion
ways forward
1
3
Exams 30-40%
Term Paper 20-30%
Attendance 5-10%
4
5 III. References
6
7 Butler, C. K., Gluch, T., & Mitchell, N. J. (2007). Security Forces and Sexual Violence: A
8 Cross-National Analysis of a Principal—Agent Argument. Journal of Peace Research,
9 44(6), 669–687.
10
11 De Mesquita, E. B. (2010). Regime change and revolutionary entrepreneurs. American
12 Political Science Review, 104(3), 446–466.
13
14 Downes, A. B. (2004). The problem with negotiated settlements to ethnic civil wars. Security
15 Studies, 13(4), 230–279.
16
17 Fearon, J. D., & Laitin, D. D. (2003). Ethnicity, insurgency, and civil war. American Political
18 Science Review, 97(1), 75–90.
19
20 Hoddie, M., & Hartzell, C. (2003). Civil war settlements and the implementation of military
21 power-sharing arrangements. Journal of Peace Research, 40(3), 303–320.
22
23 Jenness, V., Smith, D. A., & Stepan-Norris, J. (2007). Editors’ Note: Taking a Look at
24 Surveillance Studies. Contemporary Sociology: A Journal of Reviews, 36(2), vii–viii.
25
26 Karstedt, S., & Eisner, M. (2009). Introduction: Is a general theory of violence possible?
27 International Journal of Conflict and Violence (IJCV), 3(1), 4–8.
28
29 Lake, D. A., & Rothchild, D. (1996). Containing fear: The origins and management of ethnic
30 conflict. International Security, 21(2), 41–75.
31
32 Licklider, R. (2014). New Armies from Old: Merging competing military forces after civil
33 wars. Georgetown University Press.
34
35 Meyer, D. S. (2004). Protest and political opportunities. Annu. Rev. Sociol., 30, 125–145.
36
1 Rummel, R. J. (1995). Democracy, power, genocide, and mass murder. Journal of Conflict
2 Resolution, 39(1), 3–26.
3
4 Sambanis, N. (2004). What is civil war? Conceptual and empirical complexities of an
5 operational definition. Journal of Conflict Resolution, 48(6), 814–858.
6
7 Tilly, C. (1985). War making and state making as organized crime. Violence: A Reader, 35–
8 60.
9
10 Tilly, C. (2003). The politics of collective violence. Cambridge University Press.
11
12 Wolff, S. (2013). Conflict management in divided societies: The many uses of territorial self-
13 governance. International Journal on Minority and Group Rights, 20(1), 27–50.
14
16
18 Brian C. Ventura, Prof. Tomasito Talledo, Dr. Mary Barby Badayos-Jover
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49

2 Electoral and Party Systems
3
5
8 B. Course Title Electoral and Party Systems
9 C. Course Description Comparative course on electoral and party systems in both
10 developed and developing state contexts; their function in the
11 political system, particularly how they shape the aggregation
12 and articulation of interests and the control of governmental
13 power and public policy
15 E. Semester Offered 1st and 2nd Semester
18 H. Course Goal The course aims to provide an in-depth and detailed
19 survey and discussion of the various theoretical approaches and empirical issues
20 and themes in the study of electoral and party systems.
21
22 B. Rationale
23 The change in course title and description reflects the discipline’s shift away
24 from comparative area studies towards thematic comparative politics. The change in
25 course prerequisite is due to the deletion of Pol Sci 11 and Pol Sci 14 as Foundation
26 Courses and the goal of streamlining course prerequisites and offerings, where all
27 electives in a series must require the door course for that series.
28
29
31
34
36 methods in the study of parties and electoral systems;
38 historical experiences in shaping parties and electoral systems;
41 through and end-of-the-semester term paper.
42 CO 4. Advocate for free and fair elections and credible electoral and party
43 systems
44
1
Outcomes
1 2 3 4 5 6 7 8 9
CO 1 D D D I I I I I I
CO 3 D D D A A A I I I
2
3 Program Outcomes
16
18

Introduction 3
The origins of parties and party 6
organization
Developments in party organization and 6
party types
Party Systems and Party System Change 6
Parties and electoral competition 6
PARTIES and GOVERNMENT 6
Citizen Voting Behavior and Political 6
Attitudes
Electoral System Types and Designs 6
Exams 3
Total Hours 48
19
20
1
Suggested
Learning Activities
Tools
1 CO1 Interactive lectures, class Graded
I. Introduction discussions, film showing Recitation,
Reaction
-Competing Views on Papers, Rubrics
Democratic Institutions:
Elections and Democracy
-Bottom-up and Top-down
functions of elections
2-3 CO1 II. The origins of parties and Interactive lectures, class Graded
CO2 party organization discussions, film showing Recitation,
Reaction
- The Formation of Mass Papers,
Political Organizations Rubrics
- The West European Party
System
4-5 CO1 III. Developments in party Interactive lectures, class Graded
CO2 organization and party types discussions, film showing Recitation,
Quizzes,
- Typologies: Reaction
-Membership (Mass/Catch- Papers, Rubrics
all Parties, Cadre, Devotee)
-Arena of Activities
(Constitutional Parties,
Revolutionary Parties)
-Ideological Orientation
(Liberal, Center-Right,
Center-Left (Social
Democrats, Right, Far-left)
6-7 IV. Party Systems and Party Interactive lectures, class Graded
CO1 System Change discussions, film showing Recitation,
CO2 Quizzes,
- Party System Types Reaction
-One Party (non- Papers, Rubrics
competitive)
-Dominant One Party
(Competitive)
-Two-party System
(Competitive)
-Multi-party
System(Competitive)
8-9 CO1 V. Parties and electoral Interactive lectures, class Graded
CO2 competition discussions, Recitation,
Quizzes,
-Strategic Coordination in the Reaction

World's Electoral Systems Papers, Rubrics
- Political Change in
Advanced Industrial
Democracies
MIDTERM EXAM
10-11 CO1 VI. PARTIES and Interactive lectures, class Graded
GOVERNMENT discussions, buzz groups Recitation,
Quizzes,
-Parties in legislative Reaction Papers,
assemblies Rubrics
-Party Coalitions and
challenger parties
-Substantive versus
descriptive representation
-Gerrymandering
-Elections and parties in
Developing States
12-13 CO1 VII. Citizen Voting Behavior Interactive lectures, class Graded
CO2 and Political Attitudes discussions, film showing, Recitation,
CO3 buzz groups Quizzes,
CO4 - The Influence of Electoral Reaction Papers,
Institutions on National Rubrics
Voter Participation
- Electoral Engineering and
Cross-National Turnout
Differences
14-15 CO1 VIII. Electoral System Types Interactive lectures, class Graded
CO2 and Designs discussions, film showing, Recitation,
CO3 buzz groups Quizzes,
CO4 - Electoral system design for Reaction Papers,
new democracies Rubrics
-(SMDPs, Majoritarian
Systems, Proportional
Representation, Mixed
Systems)
-Electoral System Change
16 FINAL EXAM
1
2
Exams 30-40%
Term Paper 20-30%
4
1 III. References
2
3 Anderson, C. J., & Guillory, C. A. (1997). Political institutions and satisfaction with
4 democracy: A cross-national analysis of consensus and majoritarian systems. American
5 Political Science Review, 91(1), 66–81.
6
7 Andrews, J. T., & Jackman, R. W. (2005). Strategic fools: electoral rule choice under extreme
8 uncertainty. Electoral Studies, 24(1), 65–84.
9
10 Barkan, J. D. (1995). I. Elections in Agrarian Societies. Journal of Democracy, 6(4), 106–116.
11
12 Benoit, K. (2007). Electoral laws as political consequences: Explaining the origins and change
13 of electoral institutions. Annual Review of Political Science, 10.
14
15 Blais, A., & Bodet, M. A. (2006). Does proportional representation foster closer congruence
16 between citizens and policy makers? Comparative Political Studies, 39(10), 1243–
17 1262.
18
19 Boix, C. (1999). Setting the rules of the game: the choice of electoral systems in advanced
20 democracies. American Political Science Review, 93(3), 609–624.
21
22 Carey, J. M., & Shugart, M. S. (1995). Incentives to cultivate a personal vote: A rank ordering
23 of electoral formulas. Electoral Studies, 14(4), 417–439.
24
25 Cox, Gary W., Fiva, J. & Smith, M. (2016). The Contraction Effect: How Proportional
26 Representation Affects Mobilization and Turnout.Journal of Politics, forthcoming.
27
28
29 Dalton, R. J. (2002). Parties Without Partisans: Political Change in Advanced Industrial
30 Democracies. OUP Oxford.
31
32 Diamond, L. J., & Plattner, M. F. (1996). The global resurgence of democracy. Johns Hopkins
34
35 Doorenspleet, R. (2005). Electoral systems and democratic quality: Do mixed systems combine
36 the best or the worst of both worlds? An explorative quantitative cross-national study.
37 Acta Politica, 40(1), 28–49.
38
39 Duverger, M. (1954). Political Parties: Their Organisation and Activity in the Modern State.
40 Methuen; Wiley.
41
42 Eliassen, K. A., & Svaasand, L. (1975). The formation of mass political organizations: An
43 analytical framework. Scandinavian Political Studies, 10(A10), 95–121.
44
45 Endersby, J. W., & Krieckhaus, J. T. (2008). Turnout around the globe: The influence of
46 electoral institutions on national voter participation, 1972–2000. Electoral Studies,
47 27(4), 601–610.
48
1 Franklin, M. N. (1999). Electoral engineering and cross-national turnout differences: what role
2 for compulsory voting? British Journal of Political Science, 29(1), 205–216.
3
4 Golder, M., & Stramski, J. (2010). Ideological congruence and electoral institutions. American
5 Journal of Political Science, 54(1), 90–106.
6
7 Hix, S. (2004). Electoral institutions and legislative behavior: Explaining voting defection in
8 the European Parliament. World Politics, 56(2), 194–223.
9
10 Katz, R. S., & Crotty, W. J. (2006). Handbook of Party Politics. SAGE.
11
12 Katz, R. S., & Mair, P. (1995). Changing models of party organization and party democracy:
13 the emergence of the cartel party. Party Politics, 1(1), 5–28.
14
15 Kenworthy, L., & Malami, M. (1999). Gender inequality in political representation: A
16 worldwide comparative analysis. Social Forces, 78(1), 235–268.
17
18 Klingemann, H.-D. (2009). The Comparative Study of Electoral Systems. OUP Oxford.
19
20 Lijphart, A. (1999). Patterns of Democracy: Government Forms and Performance in Thirty-six
21 Countries. Yale University Press.
22
23 Lipset, S. M., & Rokkan, S. (1967). Party systems and voter alignments: cross-national
24 perspectives. Free Press.
25
26 Mair, P. (1990). The west European party system. Oxford University Press on Demand.
27
28 Neto, O. A., & Cox, G. W. (1997). Electoral institutions, cleavage structures, and the number
29 of parties. American Journal of Political Science, 149–174.
30
31 Norris, P. (2004). Electoral Engineering: Voting Rules and Political Behavior. Cambridge
33
34 Powell, G. B. (2000). Elections as Instruments of Democracy: Majoritarian and Proportional
35 Visions. Yale University Press.
36
37 Powell, G. B. (2006). Election laws and representative governments: Beyond votes and seats.
38 British Journal of Political Science, 36(2), 291–315.
39
40 Riker, W. H. (1982). Liberalism Against Populism: A Confrontation Between the Theory of
41 Democracy and the Theory of Social Choice. Waveland Press.
42
43 Schmidt, G. D. (2009). The election of women in list PR systems: Testing the conventional
44 wisdom. Electoral Studies, 28(2), 190–203.
45
46 Shugart, M., & Wattenberg, M. P. (2001). Mixed-Member Electoral Systems: The Best of Both
47 Worlds? OUP Oxford.
48
1 Sieberer, U. (2010). Behavioral consequences of mixed electoral systems: Deviating voting

2 behavior of district and list MPs in the German Bundestag. Electoral Studies, 29(3),
3 484–496.
4
5 Smith, D. & Tsutsumi, H. (2016). Candidate Selection Methods and Policy Cohesion in Parties:
6 The Impact of Open Recruitment in Japan. Party Politics, 22(3), 339-353.
7
8 Ware, A. (1996). Political Parties and Party Systems. Oxford University Press.
9
10
12
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53

2 Comparative Constitutional Design
3
5
8 B. Course Title Comparative Constitutional Design
9 C. Course Description Comparative course on the actors and institutions involved
10 in the dynamics of constitutional design in both developed and developing state
11 contexts; vertical and horizontal divisions of power and implications to
12 development, democratization and political stability
14 E. Semester Offered 1st Semester
17 H. Course Goal The course aims to equip students with a good
18 understanding of the actors and institutions involved in the dynamics of
19 constitutional design in both developed and developing state contexts
20 B. Rationale
21
22 The course reflects the discipline’s shift away from comparative area
23 studies towards thematic comparative politics. This course is currently
24 not available in the current curriculum.
25
27
30
32 methods in the study of constitutional design
34 historical experiences in shaping constitutional design;
37 through and end-of-the-semester term paper.
38 CO 4. Advocate for the values of fairness and equitability.
39
40
44
Outcomes
1 2 3 4 5 6 7 8 9
1
2 Program Outcomes
10 6-Critique, and respond to current issues and problems based on a substantive understanding of the
11 historical and contemporary developments in the national and global contexts
15
16
17
19

Introduction to Constitutional Theory and 6
Constitutions
Constitution-Making: The Process of 6
Constitutional Design
The People’s Role in Constitution- 6
Making
Models of Constitution-Making 9
Vertical Divisions of Power: Systems of 6
Government
Horizontal Divisions of Power: Forms of 6
Government
Limiting Government’s Power: Social 6
Welfare Rights and Environmental Rights
Exams 3
Total Hours 48
20
1
Suggested
Learning Activities
Tools
1-2 CO1 I. Introduction to Interactive lectures, class Graded
CO2 Constitutional discussions, film showing Recitation,
Theory and Reaction
Constitutions Papers, Rubrics
- What are Constitutions?

-A Touch of Constitutional
Theory
3-4 CO1 II. Constitution- Interactive lectures, class Graded
CO2 Making: The discussions, film showing Recitation,
Process of Reaction
Constitutional Papers,
Design Rubrics
-Replacement versus
revision;
-how to write and revise
documents collectively;
-the problem of self‐dealing.
5-6 CO1 III. The People’s Interactive lectures, class Graded
CO2 Role in discussions, film showing Recitation,
Constitution- Quizzes,
Making Reaction
Papers, Rubrics
- Ratification
-Referenda
7-9 IV. Models of Interactive lectures, class Graded
CO1 Constitution- discussions, film showing Recitation,
CO2 Making Quizzes,
CO3 Reaction
- Invention: The United Papers, Rubrics
States (and England) as
Model (and anti-model) for
Constitution-Making
- Post-Conflict: Germany
(and Japan) as Models
- Transformation: South
Africa as Model
MIDTERM EXAM
10-12 CO1 V. Vertical Divisions Interactive lectures, class Graded
CO2 of Power: discussions, buzz groups Recitation,
CO3 Systems of Quizzes,
CO4 Government Reaction Papers,
Rubrics
-Presidential Systems
-Parliamentary Systems
-Semi- Presidential Systems
13-14 CO1 VI. Horizontal Interactive lectures, class Graded
CO2 Divisions of discussions, film showing, Recitation,
CO3 Power: Forms of buzz groups Quizzes,
CO4 Government Reaction Papers,
Rubrics
-Unitary Form
-Federal Form
-Issues of Decentralization
15 CO1 Interactive lectures, class Graded
CO2 VIII. Limiting Government’s discussions, film showing, Recitation,
CO3 Power: Social Welfare Rights buzz groups Quizzes,
CO4 and Environmental Rights Reaction Papers,
Rubrics
16 FINAL EXAM
1
3

Exams 30-40%
Term Paper 20-30%
4
5 III. References
6
7 Colomer, J. (2013). Comparative Constitutions, in R. Goodin (ed.), The Oxford Handbook of
8 Political Science, Oxford: Oxford University Press.
9
10 Elkins, Z., Ginsburg, T., & Melton, J. (2009). The endurance of national constitutions.
11 Cambridge University Press.
12
13 Frankenberg, G. (2013). Comparative Constitutional Design. International Journal of
14 Constitutional Law, Volume 11 (2), 537–542.
15
16 Horowitz, D. L. (2003a). Electoral systems: A primer for decision makers. Journal of
17 Democracy, 14(4), 115–127.
18
19 Horowitz, D. L. (2003b). The cracked foundations of the right to secede. Journal of Democracy,
20 14(2), 5–17.
21
22 Ginsburg, T. (ed.) (2014). Comparative Constitutional Design. New York: Cambridge
24
1 Kymlicka, W., & Patten, A. (2003). Language rights and political theory. Annual Review of
2 Applied Linguistics, 23, 3–21.
3
4 Levinson, S. (2006). Our undemocratic Constitution: Where the Constitution goes wrong (and
5 how we the people can correct it). Oxford University Press.
6
7 Lijphart, A. (1997). Unequal participation: Democracy’s unresolved dilemma presidential
8 address, American Political Science Association, 1996. American Political Science
9 Review, 91(1), 1–14.
10
11 Linz, J. J. (1990). The perils of presidentialism. Journal of Democracy, 1(1), 51–69.
12
13 Maltz, G. (2007). The case for presidential term limits. Journal of Democracy, 18(1), 128–142.
14
15 Posner, D. N., & Young, D. J. (2007). The institutionalization of political power in Africa.
16 Journal of Democracy, 18(3), 126–140.
17
18 Reynolds, A. (2002). The architecture of democracy: constitutional design, conflict
19 management, and democracy. OUP Oxford.
20
21 Smith, R. M. (1999). Civic Ideals: Conflicting Visions of Citizenship in U.S. History. Yale
23
25
26 Prof. Juhn Chris P. Espia , Prof. Pepito Fernandez, Jr., , Dr. Rosalie Arcala Hall, Prof.
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
1
3 Selected Themes in Comparative Politics
4
6
9 B. Course Title Selected Themes in Comparative Politics
10 C. Course Description Problem-driven issues or themes in contemporary
11 Comparative Politics. Issues or themes can include the
12 following topics: area studies, gender, religion,
13 comparative economic systems, human rights
14
19 H. Course Goal (for Sample Theme: Human Rights and Globalization)
20
21
22 Course Description: Special topics course that provides
23 an overview of key concepts, theories and contemporary
24 issues in comparative human rights and globalization
25
26 Course Goal: This course seeks to provide students with
27 an overview of key concepts, theories and issues in the
28 global human rights discourse.
29 B. Rationale
30
31 This course will further increase the variety of content and contexts that
32 students are able to study under the Comparative Politics subfield
33 beyond the previous focus on area studies
34
35
36
38
41
42 CO 1. Demonstrate an understanding of the key concepts, actors, institutions,
43 issues and debates in human rights;
44 CO 2. Evaluate the role of both spatial and political factors in promoting or
45 hindering human rights from a comparative perspective;
46 CO 3. Analyze the interplay between economic development and international
47 human rights norms as applied to selected topical issues and concerns, such
48 as, cultural values, labor rights, women’s rights, right to health,
49 environment, indigenous peoples’ rights
1 CO 4. Advocate for a system which promotes rights and development for all.
2
3
7
Outcomes
1 2 3 4 5 6 7 8 9
CO 1 D D D O O O A A A
CO 2 D D I O O I A A A
CO 3 D D D A A A A A A
8
9 Program Outcomes
22
24

Introduction to Human Rights 6
The Role of International Law 6
International Human Rights Norms and 9
Instruments
Principles of International Economic Law 6
and Theory of Globalization
Human Rights Issues and Trade 6
Human Rights and Finance 6
Human Rights and MNCs 6
Exams 3
Total Hours 48
1
3
Suggested
Learning Activities
Tools
1-2 CO1 I. Introduction to Human Interactive lectures, class Graded
Rights discussions, film showing Recitation,
-Debates and Issues Reaction
-Human Rights and a Papers, Rubrics
Western Discourse
3-4 CO1 III. The Role of Interactive lectures, class Graded
CO2 International Law discussions, film showing Recitation,
Reaction
-Public International Law Papers,
-Private International Law Rubrics
-IHL
5-7 CO1 IV. International Human Interactive lectures, class Graded
CO2 Rights Norms and discussions, film showing Recitation,
CO4 Instruments Quizzes,
Reaction
-UNCHR and UDHR Papers, Rubrics
-ICCPR
-ICESR
-ICC and other tribunals
8-9 C02 V. Principles of Interactive lectures, class Graded
International Economic discussions, film showing Recitation,
Law and Theory of Quizzes,
Globalization Reaction
Papers, Rubrics
- Why globalization? A look
at global capitalism and its
effects
- A new human right – the
right to globalization
MIDTERM EXAM
10- CO1 V. Human Rights Issues and Interactive lectures, class Graded
11 CO2 Trade discussions, Visits to Recitation,
CO3 Government Offices Quizzes,
CO4 Reaction
Papers, Rubrics
12- CO1 VII. Human Rights and Interactive lectures, class Graded
13 CO2 Finance discussions, Visits to Recitation,
CO3 Government Offices Quizzes,
CO4 Reaction Papers,
Rubrics
14-15 CO1 VIII. Human Rights and Interactive lectures, class Graded
CO2 MNCs discussions, film showing Recitation,
CO3 Quizzes,
Rubrics
16 FINAL EXAM
1
2
3 A. Course Requirements / Assessment Tools
4

Exams 30-40%
Term Paper 20-30%
5
6 III. References
7
8 Akrivopoulou, C. (ed.) (2017). Defending Human Rights and Democracy in the Era of
9 Globalization. Athens: IGI Global.
10 Bhagwati, J. (2004), In Defense of Globalization, New Delhi: Oxford University Press.
11 Cohen, R. and Megan Bradley (2010). “Disasters and Displacement: Gaps in Protection”,
12 International Humanitarian Legal Studies, 1: 95-142.
13 Concannon, B. Jr. and Linstrom, B. (2011). “Cheaper, Better and Longer Lasting: Rights-
14 Based Approach to Disaster Response in Haiti”. Emory International Law Review,
15 25 (1):1145-1191.
16 Convention on the Elimination of All Forms of Discrimination Against Women 1979.
17 Forsythe, D. (2017). Hard times for human rights. Journal of Human Rights, 16(2), 24-56.
18 International Covenant on Civil and Political Rights 1966.
19 International Covenant on Economic, Social and Cultural Rights 1966.
20 Kinley, D. (2009). Civilising Globalisation: Human Rights and the Global Economy,
21 Cambridge: Cambridge University Press.
22 Klasing, Armanda, P. Scoot Miles and Margaret Satterthwaite (2011). “Measuring the
23 Way Forward in Haiti: Grounding Disaster Relief in the Legal Framework of Human
24 Rights”, Health and Human Rights, 13 (1):1-21.
25 Sabir, M. (2014). Impacts of Globalization on Human Rights. Journal of Political
26 Studies, 21(2), 54-78.
27 Smet, A. Dirix, J., Diepnedale, L. and Streckx, S. (2015). Globalization and
28 Responsibility for Human Rights. Journal of Human Rights, 14(3), 88-101.
1 United Nations (1993). Principles relating to the status and functioning of national
2 institutions for protection and promotion of human rights (Paris Principles), UN Doc.
3 A/Res/48/134, 20 December 1993.
4 United Nations (2003). The Human Rights-Based Approach: Statement of Common
5 Understanding.
6 United Nations Charter 1945.
7 United Nations ESCR (1990). General Comment No. 3: The Nature of States Parties
8 Obligations (Artiele 2, Paragraph 1 of the Covenant), U.N. ECOSOCOR, 5th Sess.,
9 Supp. No. 3, Annex HI, U.N. Doc. E/C.12/1990/8, at 87 (1991)
10 United Nations Office of the United Nations High Commissioner for Human Rights
11 (UN-OHCHR) (2006). Frequently Asked Questions On A Human Rights-Based
12 Approach to Development Cooperation, supra note 14, at 16. Available at
13 http://www.ohehr.org/Doeuments/Publieations/FAQen.pdf. Date of Access: 19
14 May 2013.
15 Universal Declaration of Human Rights 1948.
16 Wong, J. (2009). “Reconstructing the Responsibility To Protect in the Wake of
17 Cyclones and Separatism”, Tulane Law Review, 84 (2): 219-263.
18 Young, H., Anna Taylor, Way, S.A. and Leaning, J. (2004). “Linking Rights and
19 Standards: The Process of Developing ‘Rights-based’ Minimum Standards on
20 Food Security, Nutrition and Food Aid”, Disasters, 28 (2) :142-159.
21 Zanotti, L. (2010). “Cacophonies of Aid, Failed State Building and NGOs in Haiti:
22 setting the stage for disaster, envisioning the future”, Third World Quarterly, 31
23 (5): 755–771.
24
25 VI. Faculty Resources
26
27 Prof. Juhn Chris P. Espia , Prof. Pepito Fernandez, Jr., , Dr. Rosalie Arcala Hall, Prof.
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43

2 Welfare Policy and Administration
3
5
8 B. Course Title Welfare Policy and Administration
9 C. Course Description Principles, structures, processes and actors in social
10 welfare and administration in the Philippines and their
11 implications on poverty and other social security concerns.
16 H. Course Goal For students to:
17 identify and describe the development of principles,
18 structures, processes and actors in social welfare and
19 administration in the Philippines.
20 B. Rationale
21
22 Pol Sci 152 will provide students with an overview of social welfare policy and
23 administration in the Philippines. It will help students identify and describe the
24 factors contributing to policy statements and outcomes related to social security.
25
27
30
31 CO 1. Describe the principles, structures and processes of social welfare
32 policymaking and administration in the Philippines;
33 CO 2. Identify the actors and other relevant factors involved in promoting social
34 welfare in the Philippines;
35 CO 3. Analyze the outcomes of Philippine social welfare policy and
36 administration.
37
41
Outcomes
1 2 3 4 5 6 7 8 9
CO 1 I I I O O I A A A
CO 2 I I A O O I I I I
CO 3 D D O A A A D D D
1
2 Program Outcomes
15
17

Course Introduction 3
Defining social welfare and public 6
policy-making on social welfare
The development of social welfare 6
policy and administration in the
Philippines
Public Policy structures on Social 9
Welfare in the Philippines
Philippine Social Welfare Policy 6
Outcomes
Financing and Allocating Public 6
Expenditures to Meet Social
Welfare Targets
Contemporary issues in Philippine 6
social welfare policy and
Administration
Synthesis 3
Exams 3
Total Hours 48
18
1
Week Course Topics Possible Teaching
Suggested
Outcomes and Learning
Assessment Tools
Activities
1 Course Introduction Individual and group
sharing, planning
2-3 CO1 VII. Defining Social Interactive class Discussion guides,
Welfare discussions reflections, graded
A. Social justice goals recitations
and advocacies
VIII. Public policy-
making on social
welfare
B. The instruments of
public policy
C. The structure of
policymaking
4-5 CO1 IX. The Interactive Class Discussion guides,
CO2 development of discussions, film reflections, graded
social welfare policy viewing, debates recitations
and administration in
the Philippines
A. Historical
background:
Colonial legacy
B. Marcos’ New
Society
C. Contemporary
social welfare
policy in the
Philippines
6-8 CO1 X. Public Policy Group presentations, Presentation visuals,
CO2 structures on Social film viewing, field notes /
Welfare in the learning site visits, reflections, graded
Philippines field research recitations
A. The Department of
Social Welfare and
Development
B. Local Governance
and social welfare
issues
C. Sampling of
Philippine social
welfare policy gains
1. the 4Ps program
2. the SLP
D. Actors in social
welfare
policymaking and
implementation
9-10 CO2 IV. Philippine Social interactive class Discussion guides,
CO3 Welfare Policy discussions, guest data / index analysis,
Outcomes lectures, videos graded recitations,
A. Evidence-based midterm exam
data to inform
policy and improve
social welfare
outcomes
B. Prioritizing
interventions
C. Facilitating and
Impeding Factors to
Social Welfare
Policy Outcomes
11-12 CO3 V. Financing and Group presentations, Presentation visuals,
Allocating Public guest lectures, case case study analysis,
Expenditures to studies, learning site field notes / reflections
Meet Social Welfare visits, field research
Targets
A. The inadequacy of
public financing
and allocation
B. Mobilizing private
resources
C. Choosing an
optimal mix of
public subsidy and
private financing
13-14 CO2 VI. Contemporary Group presentations, Presentation visuals,
CO3 issues in Philippine case studies, guest case study analysis,
social welfare policy lectures, advocacy advocacy plans,
and Administration campaigns reflections
A. Campaigns and
interventions
B. Social Policy
Welfare
Reforms
C. Ensuring
community
participation
D. Challenges in
implementation
and evaluation
15 Synthesis Interactive class
discussions
16 FINAL EXAM
1
3

Exams 30-40%
Case Study Analysis 20-30%
4
5 III. References
6
7 Ambrey, C. L., Fleming, C. M., Manning, M., & Smith, C. (2016). On the confluence of
8 freedom of the press, control of corruption and societal welfare. Social Indicators
9 Research, 128(2), 859-880. http://dx.doi.org/10.1007/s11205-015-1060-0.
10
11 Anderson, J. E. (2003). Public Policymaking: An Introduction. Houghton Mifflin.
12
13 Brillantes Jr, A.,B., & Fernandez, M. T. (2011). Good governance, social quality, and active
14 citizenship: Gawad Kalinga in the Philippines. The International Journal of Social
15 Quality, 1(2), 19-30. http://dx.doi.org/10.3167/IJSQ.2011.010203
16
17 Cagantas, D. M. (2013). The Gawad Kalinga theory of social transformation: A grounded
18 theory study (Order No. 3557840). Available from ProQuest Dissertations & Theses
19 Global. (1346685080).
20
21 Gil, D. G. (1998). Confronting Injustice and Oppression: Concepts and Strategies for Social
22 Workers. Columbia University Press.
23 Gill, David (1998). “Social-Change Strategies to Overcome Injustice and  Oppression.” In
24 Confronting Injustice and Oppression: Concepts and Strategies for Social Workers.
25 NY: Columbia University Press.
26
27 Gurgur, T. (2016). Voice, exit and local capture in public provision of private goods.
28 Economics of Governance, 17(4), 397-424. http://dx.doi.org/10.1007/s10101-016-
29 0186-0.
30
31 Haque, M. S. (2013). Globalization, state formation, and reinvention in public governance:
32 Exploring the linkages and patterns in southeast asia. Public Organization Review,
33 13(4), 381-396. http://dx.doi.org/10.1007/s11115-013-0258-3
34
35 Kim, D. (2015). Foreign direct investment under globalization dilemma: Economic
36 insecurity, tax competition, and funding for social welfare (Order No. 3726865).
37 Available from ProQuest Central; ProQuest Dissertations & Theses Global.
38 (1725107772).
39
40 Kodate, N., & Timonen, V. (2017). Bringing the family in through the back door: The
41 stealthy expansion of family care in asian and european long-term care policy.Journal
42 of Cross-Cultural Gerontology, 32(3), 291-301. http://dx.doi.org/10.1007/s10823-
43 017-9325-5
1
2 Lim, L. L. (2002). From social activists to development brokers: The transformation of
3 Philippine non -government organizations into development intermediaries (Order
4 No. 3070714). Available from ProQuest Dissertations & Theses Global. (305580566).
5
6 Manuel, M. F., & Gregorio, E. B. (2015). Legal frameworks for early childhood governance
7 in the Philippines. International Journal of Child Care and Education Policy, 5(1), 65-
8 76. http://dx.doi.org/10.1007/2288-6729-5-1-65
9
10 May, P. J. (1991). Reconsidering Policy Design: Policies and Publics. Journal of Public
11 Policy, 11(2), 187–206.
12
13 Peters, B., & Pierre, J. (2007). Handbook of Public Administration: Concise Paperback
14 Edition. London.
15
16 Peters, B., & Pierre, J. (2012). The SAGE Handbook of Public Administration. London
17
18 Ramesh, M. (2014). Social protection in Indonesia and the Philippines work in progress.
19 Journal of Southeast Asian Economies, 31(1), 40-56.
20
21 Reid, B. (2005). Poverty alleviation and participatory development in the Philippines. Journal
22 of Contemporary Asia, 35(1), 29-52.
23
24 Reyes, C. M. (2007). An initial verdict on our fight against poverty. Research Paper Series
25 (Philippine Institute for Development Studies), (2), I,VIII,1-103.
26
27 Salvador, R. (2013). Child participation in the Philippines: Reconstructing the legal discourse
28 of children and childhood (Order No. 3666338). Available from ProQuest
29 Dissertations & Theses Global. (1634880259).
30
31 Tiwari, I. P. (2013). State welfarism and social welfare in Asia. Journal of Arts and
32 Humanities, 2(2), 64-78.
33
34 Yu, N. G. (2014). Social work in Philippine municipalities: A critical organizational study.
35 Human Services Organizations. Management, Leadership & Governance, 38(1), 103.
36
38
39 Dr. Rosalie B. Arcala Hall, Dr. Mary Barby P. Badayos-Jover, Prof. Juhn Chris P.
40 Espia, Prof. Pepito R. Fernandez, Jr., Prof. Tomasito T. Talledo, Prof. Brian C. Ventura
41
42
43
44
45
46
47
48
49

2 Environmental Policy and Administration
3
5
8 B. Course Title Environmental Policy and Administration
9 C. Course Description Principles, processes, tools and practices of environmental
10 policy and administration that have implications to
11 sustainable development (i.e., public welfare and
12 economic growth, environmental conservation/protection,
13 and social equity) in the Philippines.
14 D. Prerequisites Pol Sci 150; consent of instructor (COI) for non majors
18 H. Course Goal
19 For students to be provided an introductory course on the history, principles,
20 actors, institutions, dynamics and performance of Philippine national and local
21 environmental policy and administration.
22
23 B. Rationale
24 The course addresses the demand within the Political Science and of various degree
25 programs to examine the principles, actors, institutions, dynamics and performance of
26 environmental policy and administration in the Philippines.
27
28 V. Course Outline
29
32
33 CO 1. Describe the socio-ecological context, historical patterns and dynamics of
34 Philippine environmental policy and administration.
35 CO 2. Critique the role of state, market and civil society in environmental
36 policy and administration, as well as in promoting and enhancing
37 sustainable development.
38 CO 3. Advocate for a participatory, adaptive, evidence-based and equitable
39 environmental policymaking system in the Philippines.
40
44
Outcomes
1 2 3 4 5 6 7 8 9
1
2
3 Program Outcomes
16
18
TOPIC Hours
Theoretical and analytical framework of the 3
course
Socio-ecological context of Philippine 6
environmental policy and administration
Key actors, principles, processes, tools and 6
practices in environmental use and
management in colonial period
Post colonial period and multiscale processes 6
in environmental policy and administration
State, market and civil society relations in 6
environmental policymaking
Marcos regime and socio-ecological 3
dynamics
Climate change, disasters and environmental 6
policies
Sustainable development in a globalized 6
world
Environmental governance and contemporary 3
challenges
Total 48
19
1
Suggested
Learning Activities
Tools
1st -- Overview of the course and Brainstorming, film showing Attendance
class policies
2 CO1 Theoretical and analytical Brainstorming and sharing Attendance,
framework of the course of mental maps, group peer review
presentations
3-4 CO1 Socio-ecological context of Lecture/discussion, Attendance,
Philippine environmental Interaction with resource infographic,
policy and administration speaker, essay writing, quiz,
5-6 CO2 Key actors, principles, Film showing, role playing, Attendance,
CO3 processes, tools and debate, discussion graded
practices in environmental recitation
use and management in
colonial period
7-8 CO2 Post colonial period and Group discussion, Attendance,
multiscale processes in brainstorming, essay graded
environmental policy and writing recitation
administration
9-10 CO2 State, market and civil Group presentation, Attendance, peer
society relations in discussion, role playing review
environmental policymaking
11 CO2 Marcos regime and socio- Film showing, debate Attendance,
ecological dynamics graded essay
12-13 CO3 Climate change, disasters and Group presentation, Attendance,
environmental policies discussion, essay writing reaction paper
14-15 CO3 Sustainable development in a Film showing, field trip, Attendance,
globalized world essay writing infographics,
exam
16 CO3 Environmental governance Group discussion and Attendance,
and contemporary challenges brainstorming group discussion
2
3
5
Exams 30-40%
Term Paper 20-30%
Attendance 5-10%
6
7 VI. References
8
9 Atienza, M. E. L., & Philosophy, U. of the P. C. of S. S. and. (2006). Philippine
10 politics and governance: challenges to democratization and development. Dept.
1 of Political Science, College of Social Sciences and Philosophy, University of

2 the Philippines.
3
4 lburo, F. A. (2016). Economic and political dynamics in Philippine development.
5 Philippine Review of Economics, 53(2), 105–118.
6
7 Berdach, J. (2010). The Philippines Environment and Natural Resources Country
8 Assessment: A Call to Action. Prepared for the World Bank and the Asian
9 Development Bank. (March)
10
11 Fernandez, P.R. (2005). Political Economy of Mangrove Management in Ajuy, Iloilo
12 and Ibajay, Aklan, Philippines. DANYAG: UPV Journal of Humanities and
13 Social Sciences 10(2): 187-220.
14
15 Fernandez, P.R. (1997). The Political Ecology of Forest Loss in the Philippines.
16 DANYAG: UPV Journal of Humanities and Social Sciences 2(1): 3-26.
17
18 Fernandez, P. R., Matsuda, Y., & Subade, R. F. (2000). Coastal Area Governance
19 System in the Philippines. The Journal of Environment & Development, 9(4),
20 341–369.
21
22
23 Manasan, R. (2002). Devolution of Environmental and Natural Resource Management
24 in the Philippines: Analytical and Policy Issues. Philippine Journal of
25 Development, XXIX.
26 Philippines. (2015, April 23). Retrieved November 17, 2017, from
27 https://resourcegovernance.org/our-work/country/philippines
28
29 Naz, A.C. 2013. The State of the Philippine Environment: An Update on Chapter 4 of
30 the 1994 Philippine Human Development Report. HDN Discussion Paper
31 Series, PHDR Issue 2012/2013 No. 10. Diliman, Q.C.: UP School of
32 Economics.
33
34 Ocampo-Salvador, A. no date. Environmental Governance in the Philippines
35 http://www.ombudsman.gov.ph/UNDP4/wp-
36 content/uploads/2013/01/Chap2.pdf
37
38 R.A. No. 10068. (n.d.). Retrieved November 17, 2017, from
39 http://www.lawphil.net/statutes/repacts/ra2010/ra_10068_2010.html
40
41 Tadem, T. S. E., & Morada, N. M. (2006). Philippine Politics and Governance: An
42 Introduction. Department of Political Science, College of Social Sciences and
43 Philosophy, University of the Philippines in collaboration with the Philippine
44 Commission on Higher Education.
45
46 The Philippine Environmental Assessment Policies. (n.d.-a). Retrieved November 17,
47 2017, from http://ap.fftc.agnet.org/ap_db.php?id=625&print=1
48
1 Wealth Accounting and the Valuation of Ecosystem Services. (2015). Retrieved

2 November 17, 2017, from https://www.wavespartnership.org/en/knowledge-
3 center/waves-philippines-country-report-2015
4
5
6 VII. Faculty Resources
7

2 National Security Policy and Administration
3
5
8 B. Course Title National Security Policy and Administration
9 C. Course Description Theories, principles, processes, frameworks and practices
10 of security policy and administration in the
11 Philippines with emphasis on national security
12 determinants and outcomes.
13 D. Prerequisites Pol Sci 150; consent of instructor (COI) for non-majors
17 H. Course Goal
18
19 For students learn from case studies of national security policymaking and to
20 produce a policy brief that outlines the issues, policy solutions and necessary political
21 action.
22
23 B. Rationale
24
25 The course will introduce students to the contexts, processes and outcomes in
26 the administration of security, which is one of the key functions of the state. It also
27 provides them with theoretical and conceptual handles to understand the dynamics of
28 security administration.
29
31
34
35 CO 1. Describe conceptual and theoretical debates, historical contexts, threats,
36 mechanisms, actors and outcomes in national security provisioning.
37 CO 2. Critique the role of state and non-state actors, US and other foreign
38 influences in these processes.
39 CO 3. Advocate for inclusive security provisioning that takes into account
40 improved human as well as state security outcomes.
44

Outcomes
1 2 3 4 5 6 7 8 9
1
2
3 Program Outcomes
16
17 Course Content
18
TOPIC Hours

Conceptual handles and debates- what is 3
“security”; whose security?
Theoretical framework of the course 6
Key actors in planning, deciding and 6
implementing national security policies pre-
dictatorship
The Marcos dictatorship and recalibrated 6
national security policy making
Beyond the state: public opinion, civil 6

society, armed groups’ involvement in
security policymaking post-Marcos era
US and other foreign influences to national 3
security decision making
Threats and strategies: examining responses 6

to contemporary national security problems
(a): internal security- military adventurism,
insurgency and terrorism
Non-traditional security- environmental 6
disaster, cyber threat, economic dislocations
National security outcomes, policy 3

possibilities and ways forward
Total 48
1
2
4
and class policies course syllabus and
expectation-setting
2 CO1 Conceptual handles and Brainstorming and Attendance, peer
debates- what is sharing of mental maps, review
“security”; whose group presentations
security?
3-4 CO1 Theoretical framework of Lecture/discussion, essay Attendance,graded
the course writing essay assignment
5-6 CO2 Key actors in planning, Film showing, debate, Attendance,

CO3 deciding and discussion graded reaction
implementing national paper
security policies pre-
dictatorship
7-8 CO2 The Marcos dictatorship Group discussion, Attendance,
and recalibrated national brainstorming graded group
security policy making presentation
9-10 CO2 Beyond the state: public Group presentation, Attendance, peer
opinion, civil society, lecture/discussion review
armed groups’
involvement in security
policymaking post-
Marcos era
11 CO2 US and other foreign Invited speaker/lecturer Attendance,
influences to national graded reaction
security decision making paper
12-13 CO2 Threats and strategies: Group presentation, Attendance,

examining responses to discussion graded group
contemporary national presentation
security problems (a):
internal security- military
adventurism, insurgency
and terrorism
14-15 CO3 Non-traditional security- Film showing, field trip, Attendance,
environmental disaster, essay writing infographics,
cyber threat, economic exam
dislocations
16 CO3 National security Group discussion and Attendance, group
outcomes, policy brainstorming discussion
possibilities and ways
forward
1
3
Exams 30-40%
Research Paper 20-30%
Attendance 5-10%
4
5 III. References
6
7 Acharya, A. (2009). Constructing a security community in Southeast Asia: ASEAN and the
8 problem of regional order. 2nd edition. New York: Routledge.
9
10 Alagappa, M. (1998). Asian Security Practice: Material and Ideational Influences. Stanford
12
13 Banlaoi. R. (2010). Philippine Security in the Age of Terror: National, Regional, and
14 Global Challenges in the Post-9/11 World. CRC Press: Boca Raton, LO.
15
16 Eadie, P. (2011). Legislating for Terrorism: The Philippines’ Human Security Act 2007.
17 Journal of Terrorism Research, 2(3).
18
19 Hall, R. A. (2004). Exploring New Roles for the Philippine Military Implications for
20 Civilian Supremacy. Philippine Political Science Journal, 25(48), 107–130.
21
22 Hall, R. A. (2016). Guardians reinvented: the Philippine army’s non-traditional
23 engagements in Panay island, Philippines. Philippine Political Science Journal, 37(2),
24 135–158.
25
26 Hall, R.A. ed. (2017). Local Security in the Contested Bangsamoro Zone: Informality,
27 Hybridity and Pragmatic Imperatives. Manila: The Asia Foundation.
1 Jetschke. A. (2011). Human rights and security: Indonesia and the Philippines. University
2 of Pennsylvania Press.
3
4 Krause, K., & Williams, M. C. (1996). Broadening the Agenda of Security Studies: Politics
5 and Methods. Mershon International Studies Review, 40(Supplement_2), 229–254.
6
7 Lutz, C. & Enloe, C. eds. (2009). The Bases of Empire: The Global Struggle against U.S.
8 Military Posts. New York : New York University Press.
9
10 M Miklaucic, Brewer,J., & Stavridis, J. G (2013). Convergence: Illicit Networks and
11 National Security in the age of globalisation. National Defense University Institute for
12 National Strategic Studies (INSS). Washington, DC.
13
14 Oquist, P. (2009). Peacebuilding and human security: a compilation of policy assessment
15 papers on peace development in Southern Philippines. Makati: UNDP Philippines.
16
17 Orate, J. & Tolosa, K. (2012). The AFP Bayanihan Plan: Assessing the readiness of military
18 on and commitment of security stakeholders to the AFP IPSP. Quezon City,
19 Philippines:
20
21 Santiago-Oreta J. ed. (2014). Modern Defense Force Book. Armed Forces of the Philippines
22 (AFP) and Ateneo de Manila University Working Group on Security Sector Reform.
23 Working Group on Security Sector Reform, Ateneo de Manila University.
24
25 Snow, D. (2014). National Security for a New Era. Fifth edition. Routledge: New York.
26
27 Tan, S. K., & Studies, U. of the P. C. for I. and D. (1993). Internationalization of the
28 Bangsamoro struggle. Center for Integrative and Development Studies, University of
29 the Philippines and the University of the Philippines Press, University of the
30 Philippines, Diliman, Quezon City.
31
32 Yabes, C. (1991). The Boys from the Barracks: The Philippine Military after EDSA. Manila:
33 Anvil Publishing.
34
35 Zelizer, J. E. (2010). Arsenal of democracy: the politics of national security--from World
36 War II to the War on Terrorism. New York: Basic Books
37
39
42
43
44
45
46
47
48
49

2 Philippine Local Government Policy and Administration
3
5
8 B. Course Title Philippine Local Government Policy and
9 Administration
10 C. Course Description Introduction to the interface between local government
11 policy and administration in the Philippines, dealing with
12 issues of decentralization, local administration, public
13 service, and social welfare.
14 D. Prerequisites Pol Sci 150; consent of instructor (COI) for non-majors
18 H. Course Goal
19 For students to be provided an introductory course on local government policy
20 and administration, dealing with contemporary issues and concerns
21
22 B. Rationale
23 There is a need to craft a course on place-based policy and administration that reflect
24 community context and common goals.
25
26
28
31
32 CO 1. Describe the historical patterns, dynamics, and theories of Philippine local
33 government policy and administration.
34 CO 2. Critique the role of state, market and civil society in local government
35 policy and administration, as well as in promoting and enhancing
36 decentralization and democracy
37 CO 3. Advocate for increased local participation and co-management systems
38 in local government policy and administration in the Philippines.
39
43
Outcomes 1 2 3 4 5 6 7 8 9
1
2 Program Outcomes
15
17
TOPIC Hours
Analytical framework of the course 3
Theories of Philippine local government 6
policy and administration
Colonial and post-colonial structures and 15
institutions in local policy and
administration
The context and key factors leading to the 9
1991 Local Government Code
The highlights and implications of local 6
government policy and administration
under the 1991 Code
Emerging impacts, Issues and challenges 6
of devolution and democratization
Exams 3
Total 48
18
20
Suggested
Learning Activities
Tools
1st -- Overview of the course and Lecture and discussion Attendance
class policies
2 CO1 Analytical framework of the Brainstorming and sharing Attendance,

course of mental maps, group peer review
presentations
3-4 CO1 Theories of Philippine local Lecture/discussion, Attendance,
government policy and Interaction with resource infographic,
administration speaker, essay writing, quiz,
5-9 CO1 Colonial and post-colonial Film showing, lecture- Attendance,
CO2 structures and institutions in discussion role playing, submitted
local policy and debate, discussion write-ups and
administration notes, exam
10-12 CO1 The context and key factors Group discussion, Attendance,
CO2 leading to the 1991 Local brainstorming, essay graded
Government Code writing recitation,
submitted write-
ups and notes
13-14 CO1 The highlights and Group presentation, Attendance, peer
CO2 implications of local discussion, role playing review, exam
CO3 government policy and
administration under the
1991 Code
15-16 CO1 Emerging impacts, Issues and Online research, lecture- Attendance,
CO2 challenges of devolution and discussion, film showing, graded essays,
CO3 democratization debate submitted write-
ups and notes
1
2
4
Exams 30-40%
Term Paper 20-30%
Attendance 5-10%
5
6 III. References
7
8
9 Alba, M.S. (1998). Local Government Administration in Light of the Decentralization
10 Thrust. PIDS Development Research News Vol. XVI No. 2. Makati City: Philippine
11 Institute for Development Studies, pp. 7-13.
12
13 Alburo, F. A. (2016). Economic and political dynamics in Philippine development.
14 Philippine Review of Economics, 53(2), 105–118.
15
16 Atienza, M. E. L., & Philosophy, U. of the P. C. of S. S. and. (2006). Philippine politics and
17 governance: challenges to democratization and development. Dept. of Political
18 Science, College of Social Sciences and Philosophy, University of the Philippines.
1
2 Bird, R., & Rodriguez, E. R. (1999). Decentralization and poverty alleviation. International
3 experience and the case of the Philippines. Public Administration and Development,
4 19(3), 299–319.
5
6 Chan Robles and Associates Law Firm : Home of ChanRobles Virtual Law Library :
7 chanrobles.com - chanrobles.com.ph. (n.d.). Retrieved November 17, 2017, from
8 http://www.chanrobles.com/
9
10 Layug, A., I. Pantig, L. , and R. Lavado. 2010. Do barangays really matter in local services
11 delivery? Some issues and policy options. PIDS Discussion Paper No. 2010-03.
12 Makati City: Philippine Institute for Development Studies, pp. 1-8.
13
14 Lavado, R., Layug, A., & Pantig, I. (2009). Focus on barangay economic development.
15 PIDS Policy Notes No 2009-11. Makati City: Philippine Institute for Development
16 Studies.
17
18 Llanto, G.M. 2009. Fiscal Decentralization and Local Finance Reforms in the Philippines.
19 PIDS Discussion Paper No 2009-10. Makati City: Philippine Institute for
20 Development Studies, pp. 1-8
21
26
27 Torneo, A.R., Magno, F.A. and M.A.P Abaya. nd. An Assessment of the Competencies,
28 Roles and Functions, and Human Resource Development Needs of Philippine
29 Provincial and City Government
30
31 Verbrugge, B. (2015). Decentralization, institutional ambiguity, and mineral resource
32 conflict in Mindanao, Philippines. World Development, 67, 449–460.
33
34
36
39
40
41
42
43
44

2 Ethics in Public Service
3
5
8 B. Course Title Ethics in Public Service
9 C. Course Description Questions, issues and debates on ethics and accountability
10 in the Philippine public service
16 Learn both the abstract and reality of the public sector
17 profession. This is essential for developing insights and
18 capabilities necessary for the establishment of the actual
19 connection between public administration and citizenship.
20
21 B. Rationale
22
23 Pol Sci 156 will provide students with an introduction to the ethical foundations
24 of the public service using cases drawn from both the abstract and reality of the
25 public sector profession in the Philippines and will replace Philo 171 (Ethics).
26
28
31
32 CO 1. Demonstrate an understanding of the key concepts, ethical issues and
33 debates in Public Policy and Administration
34 CO 2. Critically analyze the functions and analyze the relationships between
35 key actors and institutions that seek to promote transparency and
36 accountability in the Philippines
39 through a paper
40 CO 4. Advocate the values of ethical leadership and nationalism
41
42
43
44
45
46
47

4
Outcomes 1 2 3 4 5 6 7 8 9
CO 1 I I I O O O A A A
CO 2 I I I O O I I I I
CO 4 O D I O O O O O O
5
6 Program Outcomes
19
21

Introduction to Ethics 3
Frameworks of Ethics in Public Service 3
Administrative Ethics in Comparative 6
Perspective
The Legal and Policy Framework of 6
Ethics and Accountability in Philippine
Public Service
Transparency and Accountability of 12
Public Officers
Oversight Institutions 6
Filipino Ethics and Public Administration 6
Promoting Ethics and Accountability in 3
the Public Sector and the Role of an
Active Citizenry
Exams 3
Total Hours 48
1
3
Suggested
Learning Activities
Tools
1 CO1 VIII. Introduction to Ethics Interactive lectures, class Graded
A. Course Introduction discussions, film showing Recitation,
B. Introduction to the Reaction
Nomenclature Papers, Rubrics
2 CO1 IX. Frameworks of Interactive lectures, class Graded
CO2 Ethics in Public Service discussions, film showing Recitation,
A. Public Morality Reaction
B. Private Morality Papers,
Rubrics
3-4 CO1 X. Administrative Ethicsin Interactive lectures, class Graded
CO2 Comparative Perspective discussions, film showing Recitation,
CO4 A. Confucian Quizzes,
B. Taoist Reaction
C. Buddhist Papers, Rubrics
D. Christian
E. Islamic
F. African etc.
5-6 C02 XI. The Legal and Interactive lectures, class Graded
Policy Framework of discussions, film showing Recitation,
Ethics and Quizzes,
Accountability in Reaction
Philippine Public Service Papers, Rubrics
A. Pre 1987 Frameworks

B. The 1987 Philippine
Constitution;
C. Code of Conduct and
Ethical Standards for
Public Officials and
Employees (RA 6713);
D. Anti-Graft and Corrupt
Practices Act. ( RA
3019);
E. Anti-Red Tape Act
F. Procurement Law
G. FOI
H. Professional Codes of
various
professions/fields
I. Bank Secrecy Law
7-10 CO1 XII. Transparency and Interactive lectures, class Graded

CO2 Accountability of Public discussions, Visits to Recitation,
Officers Government Offices Quizzes,
Reaction
- The meaning of public Papers, Rubrics
office, public trust, public
service
-The meaning of
transparency
- The meaning of
accountability
MIDTERM EXAM
11-13 CO1 XIII. Oversight Institutions Interactive lectures, class Graded
CO2 discussions, Visits to Recitation,
A. The Ombudsman Government Offices Quizzes,
System Reaction Papers,
B. Sandigan Bayan Rubrics
C. Anti-Money
Laundering Council
D. Internal Affairs
(check which offices;
PNP; AFP)
E. CSOs and “self-
policing”; SEC
F. PRC for Professional
Regulation
G. PCGG
14 CO1 XIV. Filipino Ethics and Interactive lectures, class Graded
CO2 Public Administration discussions, film showing Recitation,
CO3 Quizzes,
A. Filipino values: Utang Reaction Papers,
na loob, pakikisama, Rubrics
filial piety, strong
family ties; etc. and
their role in
promoting or
hindering
transparency and
accountability
B. Highlight cultural
debate/s (ARMM and
Misuari; )
C. Contemporary Issues
of:
D. Graft and Corruption
E. Red Tape
F. Padrino System
G. Nepotism
H. Elections and
Patronage Politics
15 CO1 XV. Promoting Ethics and Interactive lectures, class Graded
CO2 Accountability in the discussions, papers, Recitation,
CO3 Public Sector and the advocacy projects Quizzes,
CO4 Role of an Active Reaction Papers,
Citizenry Workshops,
Rubrics
A. Moral Recovery
Program
B. Military teach-ins;
IAs
16 FINAL EXAM
1
2
4

Exams 30-40%
Term Paper 20-30%
5
6 III. References
7
8 Batalla, E.V. (2015). “Treading the straight and righteous path: curbing corruption in the
9 Philippines”, Asian Education and Development Studies, Vol. 4 No. 1, pp. 51-75
10
11 Brilliantes, A & Fernandez, M (2008). Is There A Philippine Public Administration? Or
12 Better Still, For Whom Is Philippine Public Administration?. Philippine Journal of
13 Public Administration, 52( 2): 245-293
14
15 Brilliantes, A & Fernandez, M. (2011). Good Governance, Social Quality, and Active
16 Citizenship: Gawad Kalinga in the Philippines. International Journal of Social Quality
17 1(2): 19–30.
18
19 Brilliantes, A & Fernandez, M. (2013). Theory and Practice of Public Administration in the
20 Philippines: Concerns for an Identity Crisis, Asian Journal of Political Science, 21 (1):
21 80-101.
22
23 Cariño, L. V. (1989). Bureaucracy for a Democracy: The Struggle of the Philippine Political
24 Leadership and the Civil Service in the Post-MarcosPeriod. Philippine Journal of
25 Public Administration, 33(3), 207–252.
26
27 Cariño, L. V. (2008). Towards a strong republic: enhancing the accountability of the
28 Philippine state. Public Administration Quarterly, 32(1), 59–92.
1
2 Code of Conduct and Ethical Standards for Public Officials and Employees (RA
3 6713)R.A. 67 Retrieved November 18, 2017, from
4 http://www.lawphil.net/statutes/repacts/ra1989/ra_6713_1989.html
5
6 Cooper, T. L. (2012). The responsible administrator: An approach to ethics for the
7 administrative role. John Wiley & Sons.
8
9 De Leon, H. (2002). The 1987 Constitution of the Republic of the Philippines. Manila: Rex
10 Book Store. for the Administrative Role. 5th Edition. Jossey-Bass Publishers.
11
12 Garcia, R. (1979). The Sandiganbayan and Tanodbayan Decrees. Philippine Journal Of
13 Public Administration, 23(3-4):386-406.
14
15 Jones, D. M. (2007). The Southeast Asian Development Mode: Non-liberal Democracy
16 with Market Accountability. Southeast Asian Affairs, 59–76.
17
18 Lee, E., Lejano, R. & Connelly, R. (2013). Regulation-by-information in areas of limited
19 statehood: Lessons from the Philippines’ environmental regulation. Regulation &
20 Governance 7 (1): 387–405.
21
22 Shah, A. (2006) eds. Local Governance in Developing Countries. World Bank Publications.
23
24 Salonga, J. R. (1994). Ethics in Politics: Three Lectures. College of Public Administration,
25 UP and the University of the Philippines Press.
26
27 Yilmaz, S. and Venogupal, V. (2013). “Local Government Discretion and Accountability
28 in the Philippines”, Journal of International Development, Vol. 25 No 1, pp. 227-250.
29
31
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51

2 Special Themes in Public Policy and Administration
3
5
8 B. Course Title Selected Themes in Public Policy and Administration
9
10 C. Course Description Problem-driven issues or themes in contemporary
11 Philippine public policy and administration. Issues or
12 themes can include the following topics: understanding the
13 bureaucracy, public budget and finance, environmental
14 management and development, gender and public policy,
15 urban development
20 H. Course Goal (for Sample Special Topic: Urban Development in the
21 Philippines)
23 an overview of key concepts, theories and contemporary
24 issues in urban development
25
27 an overview of key concepts, theories and issues in urban
28 development in the Philippines. It recognizes that urban
29 development is both an overarching public policy and
30 administration issue as well as a crosscutting policy
31 concern that includes issues of governance, the
32 environment, education, health and public finance
33 B. Rationale
34
36 students are able to study under the Public Policy and Administration
37 Sub-field by offering content that goes beyond the usual policy domain
38 or sectoral focus of policy inquiry.
40
43
44 CO 1. Demonstrate an understanding of the key concepts, actors, institutions,
45 issues and debates in urban development;
47 defending arguments based on important works of key thinkers
1 CO 3. Demonstrate an appreciation of out-of-class group discussion and peer

2 learning
3 CO 4. Evaluate the role of both spatial and political factors in promoting or
4 hindering urban development from a comparative perspective;
5
6
7
11
Outcomes
1 2 3 4 5 6 7 8 9
12
13 Program Outcomes
26
28

Introduction: Defining Urbanity 6
The Economic Role of Cities 3
Sprawl and Urban Growth 6
Economic Development Policy and 6
Evaluation in Urban Areas
The Politics of Urban Transportation and 6
Land Use
Urban Housing Market and 3

Neighborhoods
Urban Labor Market and Workforce 6
Development
Poverty, the Inner City, and Community 6
Development
Immigration, Migration and Demographic 3
Change
Exams 3
Total Hours 48
1
2 V. Course Coverage
3
Suggested
Learning Activities
Tools
1-2 CO1 VI. Introduction: Interactive lectures, class Graded
Defining Urbanity discussions, film showing Recitation,
Reaction
-Pre-Spanish Communities Papers, Rubrics
-The Reduccion in the
Spanish era
-Cities in the American
Period
-Post-war Philippine Cities
3 CO1 VII. The Economic Role Interactive lectures, class Graded

CO2 of Cities discussions, film showing Recitation,
Reaction
-Urban Diversity Papers,
-Economic Growth Rubrics
4-5 CO1 VIII. Sprawl and Urban Interactive lectures, class Graded
CO2 Growth discussions, film showing Recitation,
CO4 Quizzes,
- Metropolitan Reaction
Suburbanization Papers, Rubrics
- Some Realities about
Sprawl and Urban Decline
6-7 C02 IX. Economic Interactive lectures, class Graded
Development Policy and discussions, film showing Recitation,
Evaluation in Urban Quizzes,
Areas Reaction
Papers, Rubrics
- Policy Versus Place Luck:
Achieving Local Economic
Prosperity
- Enterprise Zones and Job
Creation
- Evaluating the Impacts of

Local Economic
Development Policies on
Local Economic Outcomes
8-9 CO1 X. The Politics of Urban Interactive lectures, class Graded
CO2 Transportation and Land discussions, Visits to Recitation,
Use Government Offices Quizzes,
Reaction
- Spatial and social Papers, Rubrics
dimensions of commuting
- Travel patterns and urban
form
MIDTERM EXAM
10 CO1 XI. Urban Housing Interactive lectures, class Graded
CO2 Market and discussions, Visits to Recitation,
Neighborhoods Government Offices Quizzes,
Reaction Papers,
- Segregation of Minorities in Rubrics
the Metropolis
- Discrimination in
Metropolitan Housing
Markets
11-12 CO1 VIII. Urban Labor Market Interactive lectures, class Graded
CO2 and Workforce Development discussions, film showing Recitation,
CO3 Quizzes,
- Ethnic Niching and Reaction Papers,
Metropolitan Labor Markets Rubrics
- The Uneven Geography of
Racial and Ethnic Wage
Inequality
13-14 CO1 IX. Poverty, the Inner City, Interactive lectures, class Graded
CO2 and Community discussions, papers, Recitation,
CO3 Development advocacy projects Quizzes,
- Inner-City Neighborhoods Workshops,
and Metropolitan Rubrics
Development
- New Strategies for Inner
City Economic Development
CO1 XII. Immigration, Interactive lectures, class Graded
CO2 Migration and discussions, papers, Recitation,
15 CO3 Demographic Change advocacy projects Quizzes,
- The Linkage between Workshops,
Immigration and Internal Rubrics
Migration in Large
Metropolitan Areas
-Immigration: Shaping and

Reshaping Cities
16 FINAL EXAM
1
2
3 C. Course Requirements / Assessment Tools
4

Exams 30-40%
Term Paper 20-30%
5
6 III. References
7
8 Glaeser, E. (2000). “The Future of Urban Research: Non-Market Interactions,”
9 Brookings Papers on Urban Affairs 1. 101-138.
10
11 Quigley, J. (1998). “Urban Diversity and Economic Growth,” Journal of Economic
12 Perspectives 12 (2), 127-138.
13
14
15 Glaeser. E. & Kahn, M. (2001) “Decentralized Employment and the
16 Transformation of the American City,” Brookings Papers on Urban Affairs 2,
17 2001: 1-47.
18
19 Downs, A. (1999). “Some Realities about Sprawl and Urban Decline,” Housing Policy
20 Debate 10 (4), 955-974.
21
22 Reese, M. and Mingting Ye (2011). Policy Versus Place Luck: Achieving Local
23 Economic Prosperity. Economic Development Quarterly 25; 221-236.
24
25 Boarnet, M. (2001) “Enterprise Zones and Job Creation: Linking Evaluation and
26 Practice”, Economic Development Quarterly, 15 (3),: 242-254.
27
28 Giuliano, G. & D. Narayan (2003) “Another look at travel patterns and urban form: The
29 US and Great Britain,” Urban Studies, 40(11), 2295-2312.
30
31 Domingo, M.O. (2001). The BLISS Housing Program: Blissful or Blistering?,
32 Philippine Journal of Public Administration 45(3):186-224
33
34
35 Parks, Virginia. (2012). The Uneven Geography of Racial and Ethnic Wage Inequality:
36 Specifying Local Labor Market Effects. Annuals of the Association of
37 American Geographers, 102 (3): 700-725.
38
1 Liu, C. Y. (2013) Latino Immigration and the Low-Skill Urban Labor Market: The Case
2 of Atlanta. Social Science Quarterly, forthcoming (online first).
3
4
6
7
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53

2 Politics and the Middle Class
3
5
7 2. Course Title: Politics and the Middle Class
8 3. Course Description: The development and the consequences of class in politics
9 with a focus on the middle class and democracy; class
10 formation, class relations, the relationship between class and
11 political change, violence, revolution, democratization
15 7. Course Goal:
16 This course provide students with the basic understanding of
17 the concepts and theories about the relationship between the
18 middle class and politics.
19 B. Rationale:
20
21 This course provide students with the key conceptual understanding of the
22 relationship between class and politics, focusing on the middle class and democracy.
23 Learning the relationship between class and politics constitutes a vital part of
24 understanding many of the most significant issues and puzzles in the field of political
25 science.
26
29
30 Upon completion of the course, students will:
31
32 CO1. Demonstrate an understanding of the key concepts in the relationship between
33 class and different processes in politics
34 CO2. Explain the key processes shaping the relationship between class and
35 politics
36 C03. Demonstrate skills in understanding, refuting or supporting the claims of
37 various theories explain the relationship between class and politics
38 CO4. Write a case study paper applying the understanding of the relationship
39 between class and politics.
40
42

Outcomes
1 2 3 4 5 6 7 8 9
CO 1 D I E O O D I I I
CO 2 E E D I I I I D I
CO 3 D D D E A D D D D
CO 4 A A E A A E D A E
1
2 I-Introduced D- deepened/strengthened E-extended A-applied in authentic situations O-opportunity
3 to introduce
4
5 Program Outcomes
6
19
21
Lecture Topics Number of Hour
Class and Politics 12
History of the Middle Class 12
Middle class and democracy 12
Middle Class and Politics Today 12
Total Hours 48
22
24
Activities
1-4 CO1 I.Class and Politics Class Graded
CO3 A. How does class matter? discussion recitation,
CO3 -class and political participation quiz papers
-class bias
-political class coalitions
B. Analysis and the Marxist
Tradition
-the middle classes
-working class fragmentation and
agency
5-8 CO1 II. History of the Middle Class Class Graded

CO3 A. England, violence and discussion, recitation,
CO3 gradualist transition student quiz papers,
-the aristocracy and capitalism in presentation long exam
the countryside
- agrarian aspect of the English
Civil War
- enclosures and the peasantry
- aristocratic rule and capitalism
B. The middle class in Southeast
Asia
- immigration, colonial state and
its plurality
-nationalist struggle, the state
and foreign capital
C. The middle class in the
Philippines
- emergence of the middle class
from the Spanish to the post-
independence period
-characteristics of the Philippine
middle class
9-12 CO1 III. Middle class and democracy Class Graded
CO3 A. – Capitalism and the discussion recitation,
CO3 bourgeoisie quiz papers
- bourgeoisie and democracy
B. Capitalist Development and
Democracy
-democracy ad its relations to
social inequality
-class structure, classes and
class organization
-state structure and democracy
-democracy and the transitional
structures of power
13-16 CO1 IV. Middle Class and Politics Today Class Graded
CO3 A. Middle class and discussion, recitation,
CO3 democratization in the Philippines student quiz, term
CO4 B. Democracy and the decline of presentation paper, long
the middle class. exam
C. Inequality and democracy
1
2 C. Course Requirements and Grading System
4
Exams 30-40%
Term Paper 20-30%

1
2
3 D2. Grading Scale
4
Equivalent
98-100% 1.0
95-97% 1.25
90-94% 1.5
85-89% 1.75
80-84% 2.0
75-79% 2.25
70-74% 2.5
65-69% 2.75
60-64% 3.0
55-59% 4.0
54% and below 5.0
5
6
7 III. References
8
9 Kimura, M. (2003). The Emergence of the Middle Classes and Political Change in the
10 Philippines. The Developing Economies, 41(2), 264–284.
11
12 King, V. T. (2008). The middle class in Southeast Asia: Diversities, identities, comparisons
13 and the Vietnamese case. IJAPS, 4(2), 73–109.
14
15 Leon, C. de. (2008). “No bourgeois mass party, no democracy”: The missing link in
16 Barrington Moore’s American civil war. In Political Power and Social Theory, pp.
17 39–82 Bingley: Emerald
18
19 LU, C. (2005). Middle class and democracy: structural linkage. International Review of
20 Modern Sociology, 31(2), 157–178.
21
22 Luebbert, G. M. (1991). Liberalism, Fascism, or Social Democracy: Social Classes and the
23 Political Origins of regimes in interwar Europe. New York: Oxford University
24 Press.
25
26 Pinches, M., & Asia Research Centre. (1999). Culture and privilege in capitalist Asia.
27 London; New York: Routledge.
1 Moore, B. (1993). Social Origins of Dictatorship and Democracy: Lord and Peasant in the
2 Making of the Modern World. Beacon Press.
3
4 Radice, H. (2014). Class theory and class politics today. Socialist Register, 51(51).
5
6 Rivera, T. C. (1994). Landlords and Capitalists: Class, Family, and State in Philippine
7 Manufacturing. Diliman, Quezon City, Philippines: University of the Philippines
8 Press and the Center for Integrative and Development Studies.
9
10 Rivera, T. C. (2001). The middle classes and democratization in the Philippines: From the
11 Asian crisis to the ouster of Estrada. Southeast Asian Middle Classes: Prospects for
12 Social Change and Democratization, 230–260.
13
14 Rueschemeyer, D., Stephens, E. H., & Stephens, J. D. (1992). Capitalist development and
15 democracy. Cambridge,
16
17 Sidel, J. T. (2008). Social Origins of Dictatorship and Democracy Revisited: Colonial State
18 and Chinese Immigrant in the Making of Modern Southeast Asia. Comparative
19 Politics, 40(2), 127–147.
20
21 V. Faculty Resources
22
28 Prof. Brian C. Ventura,
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49

2 Voting Behavior
3
5
7 2. Course Title: Voting Behavior
8 3. Course Description: How and why do people vote the way they do; Columbia
9 school, Michigan School, retrospective voting, economic voting; civicness and
10 rational actor approach; valence; patronage and clientelism
14 7. Course Goal: This course will introduce students to the theoretical and empirical
15 basis for explain why voters vote the way they do.
16
17 B. Rationale:
18
19 Voting is one of the most fundamental political activities in a state. Therefore,
20 understanding how and why voters vote the way they do is an essential part of studying
21 political behavior. This course provide students with the theoretical and empirical background
22 in understanding this process.
23
26
28
29
30 CO1. Demonstrate understanding on how macro condition, such as the prevailing
31 and enduring social issues, and micro conditions, such as the community and
32 individual context, may or may not shape voting behavior.
33 CO2. Demonstrate skills in gathering and presenting data on voting behavior.
34 CO3. Apply understanding of the causal relationships advanced by the different
35 theories using empirical data to evaluate popular views/ misconceptions about
36 voting behavior
37 CO4.Critique the different theories of voting behaviors.
38
39
40
42

Outcomes
1 2 3 4 5 6 7 8 9
CO 1 D I E O O D I D O
CO 3 D D D E E D D D D
1
2 I-Introduced D- deepened/strengthened E-extended A-applied in authentic situations O-opportunity
3 to introduce
4 Program Outcomes
5
18
20
Models of voting behavior 9
Party and Ideology 6
Issue Voting 6
Retrospective Voting 6
Candidate Image 6
Campaign Evens and Strategy 6
Clientelism and Patronage 6
Exams 3
Total 48
21
23
Activities
1-3 CO1 I. Models of voting behavior Class Graded
A. Columbia School discussion, recitation,
-social determinism, voter brand student quiz papers,
loyalty presentation
-perception/ projection
- campaign effects, cross pressure
-level of partisanship
B. Michigan School
-long term and short term forces
- party identification, socialization
-ideology/ issue
-funnel of causality
4-5 CO1 II. Party and Ideology Class Graded
CO2 A. Party Identification discussion, recitation,
-party membership and mobilization student quiz papers,
B. Representativeness presentation
-party issue, candidate issue and
voters issue
6-7 CO1 III. Issue Voting and Valence Class Graded
CO2 A. Issue of Candidates and Issue of the discussion, recitation,
CO3 Public student quiz papers,
-hard issue easy issue presentation
-issue ownership
B. Measuring Issues
-short term and long term issues
-issue pattern, change overtime
-directional and proximity
8-9 CO1 IV. Retrospective Voting Class Graded
CO2 A. Economic condition and voting discussion, recitation,
CO3 -macroeconomic condition and student quiz papers,
voters in the aggregate presentation long exam
-individual economic condition and
individual financial circumstances
B. cases of sociotropic vs. packetbook
voting
-cases in advanced democracies
-cases in developing democracies
10-11 CO1 V. Candidate Image Class Graded
CO2 A. Personal Characteristics of discussion, recitation,
CO3 candidates and the voters student quiz papers,
-physical appearance presentation
-gender
-perception of competence
B. Group identification
-regional identification
-linguistic, religious identification
12-13 CO1 VI. Campaign Evens and Strategy Class Graded
CO2 A. Functions of campaign discussion, recitation,
CO3 -persuading voters student quiz papers,
-activating latent predispositions presentation,
-educating voters individual
-mobilizing voters
B. Context of voting topic

-family, friends coworker consultation
-Neighborhood and community in
general
-media
14-16 VIII. Clientelism, Patronage and Voting Class Graded
CO3 in Developing Democracies discussion, recitation,
CO4 A. Voting in developing democracies student quiz, long
-the bureaucracy and condition of presentation, exam, term
service individual paper
- corruption and public support of the topic
government consultation
-voting in semi/ non-democratic
regimes
B. Electoral Management bodies and
Political Parties
-credibility of the election and voting
system
-ideology and other party resources
-party machinery and strategy
C. Questioning views about voting
behaviors
-is there such thing as a “Poor vote”?
-Is there such thing as an “educated
vote?”
1
4
Exams 30-40%
Term Paper 20-30%
5
6
7 D2. Grading Scale
8
Equivalent
98-100% 1.0
95-97% 1.25
90-94% 1.5
85-89% 1.75
80-84% 2.0
75-79% 2.25
70-74% 2.5
65-69% 2.75
60-64% 3.0
55-59% 4.0
54% and below 5.0
1
2 E. References
3
4 Achterberg, P., & Houtman, D. (2006). Why do so many people vote ‘unnaturally’? A
5 cultural explanation for voting behavior. European Journal of Political Research,
6 45(1), 75–92.
7 Akkerman, A., Mudde, C., & Zaslove, A. (2014). How Populist Are the People? Measuring
8 Populist Attitudes in Voters. Comparative Political Studies, 47(9), 1324–1353.
9 Antunes, R. (2010). Theoretical models of voting behavior. Exedra, 4, 145–170.
10 Caplan, B. D. (2007). The myth of the rational voter: why democracies choose bad policies.
11 Princeton: Princeton University Press.
12 Chang, E. C. (2010). Vote Shifting and Democratic Consolidation in East Asian Democracies
13 Evidence from Taiwan and South Korea. Taiwan Journal of Democracy, 6(2).
14 Erikson, R. S. (1989). Economic conditions and the presidential vote. The American Political
15 Science Review, 567–573.
16 Feddersen, T., & Pesendorfer, W. (1997). Voting Behavior and Information Aggregation in
17 Elections With Private Information. Econometrica, 65(5),
18 Hicken, A. (2007). How do rules and institutions encourage vote buying? Elections for Sale:
19 The Causes and Consequences of Vote Buying, 33, 60.
20 Holman, M. R., & Shockley, K. (2017). Messages from Above: Conflict and Convergence of
21 Messages to the Catholic Voter from the Catholic Church Hierarchy. Politics and
22 Religion, 10(4), 840–861.
23 Jackman, R. W. (1987). Political institutions and voter turnout in the industrial democracies.
24 American Political Science Review, 81(02), 405–423.
25 Karvonen, L., & Kuhnle, S. (2001). Party systems and voter alignments revisited. London;
26 New York: Routledge.
27 Lipset, S. (1959). Some Social Requisites of Democracy: Economic Development and
28 Political Legitimacy. American Political Science Review, 53(01), 69–105.
29 Luna, J. P., & Zechmeister, E. J. (2005). Political Representation in Latin America A Study of
30 Elite-Mass Congruence in Nine Countries. Comparative Political Studies, 38(4), 388–
31 416.
32 Manzetti, L., & Wilson, C. (2007). Why Do Corrupt Governments Maintain Public
33 Support.pdf. Comparative Political Studies, 40(8), 949–970.
34 Paredes, R. R. (1988). Philippine Colonial Democracy. (M. Cullinane, Ed.). New Haven,
35 Conn., U.S.A: Yale Univ Southeast Asia Studies.
36 Quimpo, N. G. (2005). The left, elections, and the political party system in the Philippines.
37 Critical Asian Studies, 37(1), 3–28.
38 Reid, B. (2006). Historical Blocs and Democratic Impasse in the Philippines: 20 years after
39 ‘people power.’ Third World Quarterly, 27(6), 1003–1020.
1 Strate, J. M., Parrish, C. J., Elder, C. D., & Ford, C. (1989). Life Span Civic Development
2 and Voting Participation. American Political Science Review, 83(02), 443–464.
3 Wantchekon, L. (2003). Clientelism and voting behavior: Evidence from a field experiment in
4 Benin. World Politics, 55(03), 399–422.
5 Weinschenk, A. C. (2017). Polls and Elections: Conventional Wisdom: Political Learning
6 During Presidential Nominating Conventions. Presidential Studies Quarterly, 47(1),
7 186–203.
8 Winters, P. A. (1996). Voting behavior. San Diego, Calif.: Greenhaven Press.
9 Wyman, R. E. (1974). Middle-class voters and progressive reform: The conflict of class and
10 culture. American Political Science Review, 68(2), 488–504.
11
13
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50

2 Revolutions
3
5
8 B. Course Title Revolutions
9 C. Course Description Key theories, frameworks, questions, and debates in the
10 study of revolutions
16
17 Gain an in-depth understanding of revolutions as social
18 laboratories by studying its forms and outcomes from the
19 pre-modern era to the contemporary.
20
21 B. Rationale
22
23 Revolutions have become part and parcel of secular modernity. Many of this era’s
24 political societies celebrate their revolutionary origins, where revolutions are seen as
25 the ultimate expression of the people’s will. At the same time, revolutions have also
26 represented moments of dangerous political instability and extreme violence. Because
27 revolutions have had such an important and at the same time ambiguous legacy,
28 studying them can be extremely valuable to understanding the politics and history of
29 the last several centuries, and can also serve as a useful vehicle for the analysis of larger
30 trends in culture and society.
31
33
36
37 CO 1. Demonstrate an understanding of the contexts, pressures, and constraints
38 that shape revolutions;
41 through a paper
42
43 CO 3. Critically assess theories of genesis and outcomes of revolutions;
44
45
49

Outcomes
1 2 3 4 5 6 7 8 9
CO 1 D D D A A D D I I
1
2 Program Outcomes
15
17

Introduction to Revolutions 3
Theories and Approaches in the Study of 12
Revolutions
Historical and Contemporary Revolutions 24
and their Contexts
Globalization and Revolutions 6
Exams 3
Total Hours 48
18
19
21
Suggested
Learning Activities
Tools
1 CO1 I. Introduction to Revolutions Interactive lectures, class Graded
- Approaches to the study of discussions, film showing Recitation,
revolution Reaction
-Levels of Analysis Papers, Rubrics
2-5 CO1 III. Theories and Interactive lectures, class Graded

CO2 Approaches in the Study discussions, film showing Recitation,
of Revolutions Reaction
Papers,
- reform versus revolution Rubrics
-why does revolution occur?
-who are the agents?
-target of revolution
(projected outcome)- utopia
-results of revolution
(changes in government,
society and economic
structures)
-counter revolution- by
military or third party
intervention [efforts to undo
larger project]
6-13 CO1 IV. Historical and Interactive lectures, class Graded

CO2 Contemporary discussions, film showing Recitation,
Revolutions and their Quizzes,
Contexts Reaction
Papers, Rubrics
-French Revolution
-Russian revolution
-Chinese revolution
-Cuban revolution and other
Latin American revolts
(counter revolution;
Nicaragua, Chile)
-Mexican Revolution
-African Revolutions
Iranian revolution
Arab Spring and the rise of
fundamentalist Islam
14- CO1 IV. Globalization and
16 CO2 Revolutions
CO3 -Contemporary
Revolutionary Movements
-Democratization and
Globalization
1
2
3 A. Course Requirements / Assessment Tools
Exams 30-40%
Term Paper 20-30%

1
2 V. References
3
4 Arendt, H. (2006). On Revolution. New York: Penguin.
5
6 Camus, A. (1991). The rebel: an essay on man in revolt (1st Vintage International ed).
7 New York: Vintage Books.
8
9 Hegel, G. W. F. (1998). Phenomenology of Spirit. Motilal Banarsidass Publ.
10
11 Lamartine A. poem “Les Révolutions (1830)” (approx. 2 pp.)
12
13 Marx, Karl, and Friedrich Engels, The Manifesto of the Communist Party, Part I
14 ("Bourgeois and Proletarians") and Part II ("Proletarians and Communists"),
15 Available at URL: http://www.marxists.org/archive/marx/works/1848/communist-
16 manifesto/index.htm
17
18 Neiman, S. (2002.). Evil in modern thought : an alternative history of philosophy /.
19 Princeton, N.J. : Princeton University Press,.
20
21 Pierre-Joseph Proudhon, “Chapter 1: What is Property?” in Alphonse de Lamartine
22 poem “Les Révolutions (1830)”pp. 102-122.
23
24 Pierre-Sylvain Maréchal, “Manifesto of the Equals” and Gracchus Babeuf, “Analysis
25 of the Doctrine of Babeuf” in The Communist Manifesto and Other Revolutionary
26 Writings, pp. 92-97.
27
28 Skocpol, T. (1982). Rentier state and Shi’a Islam in the Iranian Revolution. Theory and
29 Society, 11(3), 265–283.
30
31 Skocpol, T. (1994). Social revolutions in the modern world. Cambridge University
32 Press.
33 Tilly, C. (1973). Does Modernization Breed Revolution? Comparative Politics, 5(3),
34 425–447.
35
36 Tilly, C. (1996). European Revolutions: 1492-1992. Wiley.
37
38 VI. Faculty Resources
39
42
43
44

2 Political Ideologies
3
5
8 B. Course Title Political Ideologies
9 C. Course Description Key theories, frameworks, questions, and debates in the
10 study of political ideologies as worldviews and as
11 determinants of individual and collective behavior
17
18 The course will acquaint students with major ideological trends
19 as well as study with some depth selected ideologies and their
20 how they shape political behavior.
21 B. Rationale
22
23
24 This course will give students the tools to analyze problems and issues related to
25 political ideologies, as well as to gain in-depth knowledge of some specific ideologies
26 and how they shape individual and collective behavior.
27
28 IV. Course Outline
29
30 Course Outcomes (CO)
32
33 CO 1. Demonstrate an understanding of the values, practices, and institutions
34 that shape and are shaped by selected ideologies;
37 through a paper
38 CO 3. Critically assess definitions of ideology and particular approaches to
39 studying ideology and their ramifications for who has power and who does
40 not;
41
45
Outcomes
1 2 3 4 5 6 7 8 9
1 Program Outcomes
14
15 Course Content
16

Introduction to Ideologies 3
Ideology as Worldview 12
Ideology as a Determinant of Individual 24
and Collective Behavior
After the Revolution: Ideology as a 6
Framework of Governance
Exams 3
Total Hours 48
17
18 Course Coverage
19
Week CO TOPIC
1 CO1 I. Introduction to Ideologies Interactive lectures, class Graded Recitation,
- Contemporary debates about discussions, film showing Reaction Papers,
ideology Rubrics
2-5 CO1 II. Ideology as a World View Interactive lectures, class Graded
CO2 discussions, film showing Recitation,
-Various notions of Ideology Reaction
(incl. ideology as false Papers, Rubrics
consciousness)
-Survey of various ideologies

(conservatism, liberal, radical,
fundamentalism, fascism)
-Critiques of ideologies (both

practical and theoretical)
6-13 CO1 III. Ideology as a Determinant Interactive lectures, class Graded
CO2 of Individual and Collective discussions, film showing Recitation,
Behavior Quizzes, Reaction
Papers, Rubrics
-Methods in Studying
Ideologies (sample of studies
done; survey data)
-Political Socialization into
Ideological Groups
(Martyrdom, Suicide Bomber
etc.)
-Theories and Practices of
Ideological Groups (e.g. Mao’s
Revolution, Stalinism, Titoism,
the Kims)
14- CO1 IV. After the Revolution: Interactive lectures, class Graded
16 CO2 Ideology as a Framework of discussions, film showing Recitation,
CO3 Governance Quizzes, Reaction
Papers, Rubrics
Cases: Russian Revolution,
Iranian Revolution (Religious
Fundamentalism), Chinese
Revolution (Communist),
Taliban in Afghanistan,
ISIS/Islamic Caliphate
1
2
3 Course Requirements / Assessment Tools
4

Exams 30-40%
Term Paper 20-30%
5
6
7
8
9
10
11
1 III. References
2
3 Ball, T., Dagger, R. and O’Neill, D. (2017). Political Ideologies and the Democratic Ideal, 10th
4 ed. New York: Routeledge.
5
6 Baradat, L. and Philips, J. (2017). Political Ideologies: Their Origins and Their Impact. New
7 York: Routeledge.
8
9 Barber, B. (2000). Jihad vs. mcworld. Globalization and the Challenges of a New Century, 23–
10 33.
11
12 Carsten, F. L. (1982). The rise of fascism. Univ of California Press.
13
14 Falasca-Zamponi, S. (1992). The Aesthetics of Politics: Symbol, Power and Narrative in
15 Mussolini’s Fascist Italy. Theory, Culture & Society, 9(4), 75–91.
16
17 Freeden, M. (2003). Ideology: A very short introduction (Vol. 95). Oxford University Press.
18
19 Freeden, M. (2004). Reassessing political ideologies: The durability of dissent. Routledge.
20
21 Fukuyama, F. (2006). The end of history and the last man. Simon and Schuster.
22
23 Hall, S. (1986). The problem of ideology-Marxism without guarantees. Journal of
24 Communication Inquiry, 10(2), 28–44.
25
26 Hall, S., Morley, D., & Chen, K.-H. (2005). Stuart Hall critical dialogues in cultural studies.
27 London; New York: Routledge.
28
29 Heywood, A. (2017). Political Ideologies: An Introduction, 6th ed. London: Palgrave
30 Macmillan.
31
32 Leach, R. (2015). Political Ideology in Great Britain, 3rd ed. London: Palgrave Macmillan.
33
34 Love, N. S. (1998). Dogmas and dreams: A reader in modern political ideologies. Chatham
35 House Pub.
36
37 Marx, K., & Engels, F. (1845). Ruling class and ruling ideas.
38
39 Nietzsche, F. (2010). On the genealogy of morals and ecce homo. Vintage.
40
41 Norval, A. J. (2000). The things we do with words-Contemporary approaches to the analysis
42 of ideology. British Journal of Political Science, 30(2), 313–346.
43
44 Robinson, W. I. (2005). Gramsci and Globalisation: From Nation‐State to Transnational
45 Hegemony. Critical Review of International Social and Political Philosophy, 8(4), 559–
46 574.
47
48 Schaefer, D. L. (2012). Irving Kristol, The Neoconservative Persuasion: Selected Essays,
49 1942–2009.
1
2 Whale, J. (2000). Edmund Burke’s Reflections on the Revolution in France. Manchester
3 University Press.
4
5
7
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50

2 Networks and Epistemic Communities
3
5
8 B. Course Title Networks and Epistemic Communities
9 C. Course Description Collective and social aspects of knowledge, agency,
10 and decision-making and the role of networks and
11 epistemic communities in domestic and global politics
12
17 H. Course Goal
18 This course is devoted to understanding political behavior
19 by looking at the role of social knowledge in shaping both
20 collective and individual decision-making and action in the
21 domestic and global spheres.
22 B. Rationale
23
24 This is not available in the current offerings under the Political Behavior and
25 Dynamics subfield and is hence considered a learning/content gap. This will allow the
26 students to gain an understanding of political behavior by looking at the role of social
27 knowledge in shaping both collective and individual decision-making and action in the
28 domestic and global spheres.
29
31
34
35 CO 1. Demonstrate an understanding of the key concepts of social and collective
36 knowledge, group rationality, formal and informal networks;
37 CO 2. Demonstrate an understanding of concepts and cases learned by writing
38 a research paper focusing on the role of networks and epistemic
39 communities in contemporary domestic and global issues.
40 CO 2. Evaluate cases of development of groups and networks by examining
41 the experiences of environmental, feminist, social welfare and other
42 groups;
43
47
Program Outcomes
Course 1 2 3 4 5 6 7 8 9
Outcomes
CO 1 D D D O O O I I I
1
2 Program Outcomes
15
17

Introduction 6
The Social Construction of Knowledge 6
Group Knowledge, Group Rationality and 6
Social Welfare
Informal Networks, Public Opinion, and 6
other Domestic Non-State Actors
Transnational Advocacy Networks in 6
International Politics
Transnational environmental politics 6
The international spread of ideas and 9
norms
Exams 3
Total Hours 48
18
20
Suggested
Learning Activities
Tools
1-2 CO1 I. Introduction Interactive lectures, class Graded

discussions, film showing Recitation,
-Collective Behavior and Reaction
Networks Papers, Rubrics
-Network Analysis and the
importance of studying
networks
-Methods: Studying
Networks
-Epistemic justice and the
process of knowing
3-4 CO1 II. The Social Construction Interactive lectures, class Graded
CO2 of Knowledge discussions, film showing Recitation,
Reaction
-Experts and Expertise Papers,
- Laymen and the Public Rubrics
5-6 CO1 III. Group Knowledge, Interactive lectures, class Graded

CO2 Group Rationality and discussions, film showing Recitation,
Social Welfare Quizzes,
Reaction
- On Frustration of the Papers, Rubrics
Majority by Fulfillment of
the Majority’s Will
- Difficulty in the Concept
of Social Welfare
- Constructivist and
Ecological Modeling of
Group Rationality
7-8 IV. Informal Networks, Interactive lectures, class Graded
CO1 Public Opinion, and other discussions, film showing Recitation,
CO2 Domestic Non-State Actors Quizzes,
Reaction
- Individualism in Papers, Rubrics
Democratic Countries
-'Antiwar and Peace
Movements' and
'Economic Movements'
9-10 CO1 V. Transnational Advocacy Interactive lectures, class Graded
CO2 Networks in International discussions, Visits to Recitation,
Politics Government Offices Quizzes,
Reaction
-International Pressures for Papers, Rubrics
the Abolition of Slavery,'
-The International Movement

for Woman Suffrage
-Islamist Movements as Non-

State Actors and their
Relevance to International
Relations
MIDTERM EXAM
11-12 VI. Transnational Interactive lectures, class Graded
CO1 environmental politics discussions, Visits to Recitation,
Government Offices Quizzes,
CO2 -The Ecological Environment Reaction Papers,
- The Environment: An Rubrics
International Public Good
13-15 CO1 VII. The international spread Interactive lectures, class Graded
CO2 of ideas and norms discussions, film showing Recitation,
CO3 Quizzes,
-Transnational Politics of Reaction Papers,
Human Rights Rubrics
-Women's Rights
-Social Policy Ideas
16 FINAL EXAM
1
2
4

Exams 30-40%
Term Paper 20-30%
5
6 III. References
7
8 Adler, J. H. (1996). Rent seeking behind the green curtain. Regulation, 19, 26.
9
10 Anscombe, G. E. (1976). On frustration of the majority by fulfilment of the majority’s will.
11 Analysis, 36(4), 161–168.
12
13 Arrow, K. J. (1950). A difficulty in the concept of social welfare. Journal of Political Economy,
14 58(4), 328–346.
15
16 Dalacoura, K. (2001). Islamist movements as non-state actors and their relevance to
17 international relations. In Non-state actors in world politics (pp. 235–248). Springer.
18
19 De Tocqueville, A., & Bryant. (2000). On the use which the Americans make of associations
20 in civil life. HC Mansfield, D. Withrop,(Eds. & Trans.), Democracy in America, 489–
21 492.
22
1 Dietrich, F., & List, C. (2007). Strategy-proof judgment aggregation. Economics &
2 Philosophy, 23(3), 269–300.
3
4 Fricker, E. (2002). Trusting others in the sciences: a priori or empirical warrant? Studies in
5 History and Philosophy of Science Part A, 33(2), 373–383.
6
7 Fricker, M. (2013). Epistemic justice as a condition of political freedom? Synthese, 190(7),
8 1317–1332.
9
10 Gaus, G. (2012). Constructivist and ecological modeling of group rationality. Episteme, 9(3),
11 245–254.
12
13 Goldman, A. I. (2001). Experts: which ones should you trust? Philosophy and
14 Phenomenological Research, 63(1), 85–110.
15
16 Howard, P. (2004). The growing role of states in US foreign policy: the case of the State
17 Partnership Program. International Studies Perspectives, 5(2), 179–196.
18
19 Keck, M. E., & Sikkink, K. (1998). Human rights advocacy networks in Latin America.
20 Activists beyond Borders, 79–120.
21 Rodgers, D. T. (1998). Atlantic crossings: Social politics in a progressive age. Harvard
23
24 Wijkman, P. M. (1982). Managing the global commons. International Organization, 36(3),
25 511–536.
26
28
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51

2 Selected Themes in Political Culture, Behavior, Movement and Dynamics
3
5
6 B. Course Catalogue Description
8 B. Course Title Selected Themes in Political Culture, Behavior, Movement
9 and Dynamics
10 C. Course Description Problem-driven issues or themes in Political Culture,
11 Behavior, Movement and Dynamics
16 H. Course Goal This course seeks to provide students with an overview of
17 key concepts, theories and issues in themes or topics not covered by the existing
18 range of topics in the 160 series.
19
20 C. Rationale
21
23 students are able to study under the Political Culture, Behavior,
24 Movement and Dynamics series.
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48

2 War and Peace
3
5
7 2. Course Title: War and Peace
8 3. Course Description: Theory of war and peace; historical trend in interstate conflict;
9 levels of analysis in explaining war and peace; human nature and war; realist theories
10 of war, balance of power, hegemonic theories; societal level of war and peace,
11 democratic peace theory; marxist theory
15 7. Course Goal: This course engages the students with the major theories
16 explaining the occurrence of inter-state war.
17
18 B. Rationale:
19
20 The threat of war is an ever present feature of the international system.
21 Understanding the causes and the various theoretical explanations for this condition is
22 an indispensable aspect of a complete understanding of the subfield of international
23 relations.
24
27
29
30 CO1. Explain the key terms concepts and theory in war and peace.
31 CO2. Analyze how the use of data and cases support or contest certain
32 assumptions advanced in the literature.
34 issues central to understanding interstate war and peace
35 CO4. Evaluate the major theoretical schools explaining the dynamics of inter-state
36 war and peace
37
39
Program Outcomes
Course 1 2 3 4 5 6 7 8 9
Outcomes
1
4
5 Program Outcomes
18
19
21
The Study of War and Peace 6
System-Level theories 9
Dyadic Interaction of States 6
State and Society Level 9
Decision Making: Individual 6
Decision Making: Organizational Level 6
Civil War 6
Total 48
22
23
25
Activities
1-2 CO1 I. The Study of War and Peace Class Graded
CO2 A. Defining war discussion, recitation,
B. Changing nature of war quiz, paper,
C. Levels of Analysis student long exam

D. Other conceptual issues presentation
3-5 CO1 II. System-Level theories Class Graded
CO2 A. relist theories discussion, recitation,
CO3 -classical realism student quiz, paper,
-Waltzian neorealism presentation
-defensive and offensive realism
-neoclassical realism
B. Balance of Power Theory
C. Hegemonic Theories
-power transition theory
-long-cycle theory
6-7 CO1 III. Dyadic Interaction of States Class Graded
CO2 A. International Rivalries discussion, recitation,
CO3 B. The “Steps to War” Mo del student quiz, paper,
C. The “Bargaining Model of War” presentation l
D. Theories of Economic
Interdependence and Conflict
C. Realist and rationalist critique
8-10 CO1 IV. State and Society Level Class Graded
CO2 A. Marxiist-leninist Theory pf discussion, recitation,
CO3 Imperialism and War student quiz, paper,
-critique of Marxist -Leninist presentation long exam
theory
-Schumpeter and military elites
B. Coalitional Models
-Snyder and Logrolled coalitions
-other coalitional theory
C. Diversionary theory of war.
D. Democratic Peace
E. Culture and War: The “clash of
civilization” thesis
11-12 CO1 V. Decision Making: Individual Class Graded
CO2 A. Rational Models of Decision discussion, recitation,
CO3 Making student quiz, paper,
B. Psychological Models of presentation,
international conflict individual
-from misperception of war. topic
-beliefs an d images consultation
-psychology of threat perception
-prospect theory and risk
propensity
C. Poliheuristic Theory of Decision-
Making
D. Crisis Decision Making
13-14 CO1 VI. Decision Making: Organizational Class Graded

CO2 Level discussion, recitation,
CO3 A. Bureaucratic Politics and student quiz, paper,
CO4 Organizational Process Models presentation,
-governmental politics model individual
-organizational process model topic
B. Causal Links to War consultation
-organizations and the distortional
of information
-impact og organizational routines
on policy rigidity
C. Small Group Level of Analysis
15-16 O1 VII. Civil War Class Graded
CO2 A. Focusing on Opportunities discussion, recitation,
CO3 B. Systemic and Dyadic Influences student term paper,
CO4 C. Back to Motivation? presentation, long exam
D. Ethnicity and the Individual level individual
E. Conceptual Issues topic
VIII. Conclusion consultation
1
3
5
Exams 30-40%
Term Paper 20-30%
6
7
8 D2. Grading Scale
9
Equivalent
98-100% 1.0
95-97% 1.25
90-94% 1.5
85-89% 1.75
80-84% 2.0
75-79% 2.25
70-74% 2.5
65-69% 2.75
60-64% 3.0
55-59% 4.0
54% and below 5.0
1
2 E. References
3
4 Black, J. (2014). War: a short history. A&C Black.
5
6 DiCicco, J. M., & Levy, J. S. (1999). Power Shifts and Problem Shifts: The Evolution of the
7 Power Transition Research Program. Journal of Conflict Resolution, 43(6), 675–704.
8 https://doi.org/10.1177/0022002799043006001
9 DiCicco, J. M., & Levy, J. S. (1999). Power Shifts and Problem Shifts: The Evolution of the
10 Power Transition Research Program. Journal of Conflict Resolution, 43(6), 675–704.
11 Gebrewold, B. (2016). Anatomy of Violence: Understanding the Systems of Conflict and
12 Violence in Africa. Routledge.
13 Gregory, D., & Pred, A. (2013). Violent Geographies: Fear, Terror, and Political Violence.
14 Routledge.
15 Lebow, R. N. (1994). The long peace, the end of the cold war, and the failure of realism.
16 International Organization, 48(2), 249–277.
17 https://doi.org/10.1017/S0020818300028186
18 Lebow, R. N. (1994). The long peace, the end of the cold war, and the failure of realism.
19 International Organization, 48(2), 249–277.
20 Levy, J. S. (1988). Domestic Politics and War. The Journal of Interdisciplinary History,
21 18(4), 653–673. https://doi.org/10.2307/204819
22 Levy, J. S. (1988). Domestic Politics and War. The Journal of Interdisciplinary History, 18(4),
23 653–673.
24 Levy, J. S. (1998). The Causes of War and the Conditions of Peace. Annual Review of
25 Political Science, 1(1), 139–165. https://doi.org/10.1146/annurev.polisci.1.1.139
26 Levy, J. S. (1998). The Causes of War and the Conditions of Peace. Annual Review of
27 Political Science, 1(1), 139–165.
28 Levy, J. S., & Thompson, W. R. (2011). Causes of War. John Wiley & Sons.
29 Levy, J. S., & Thompson, W. R. (2011). Causes of War. John Wiley & Sons.
30 Mastanduno, M. (1997). Preserving the Unipolar Moment: Realist Theories and U.S. Grand
31 Strategy after the Cold War. International Security, 21(4), 49–88.
32 https://doi.org/10.1162/isec.21.4.49
33 Mastanduno, M. (1997). Preserving the Unipolar Moment: Realist Theories and U.S. Grand
34 Strategy after the Cold War. International Security, 21(4), 49–88.
35 Mearsheimer, J. J. (1990). Why we will soon miss the Cold War. The Atlantic Monthly,
36 266(2), 35–50.
37 Mearsheimer, J. J. (1990). Why we will soon miss the Cold War. The Atlantic Monthly,
38 266(2), 35–50.
39 Mearsheimer, J. J. (2001). The tragedy of Great Power politics. New York: Norton.
40 Mearsheimer, J. J. (2001). The tragedy of Great Power politics. New York: Norton.
41 Mesquita, B. B. D. (2006). Game Theory, Political Economy, and the Evolving Study of War
42 and Peace. American Political Science Review, 100(4), 637–642.
43 https://doi.org/10.1017/S0003055406062526
1 Mesquita, B. B. D. (2006). Game Theory, Political Economy, and the Evolving Study of War
2 and Peace. American Political Science Review, 100(4), 637–642.
3 Morgenthau, H. J. (1948). Politics Among Nations: The Struggle for Power and Peace. A. A.
4 Knopf.
5 Morgenthau, H. J. (1948). Politics Among Nations: The Struggle for Power and Peace. A. A.
6 Knopf.
7 Morgenthau, H. J. (1967). Scientific Man Vs. Power Politics. University of Chicago Press.
8 Morgenthau, H. J. (1967). Scientific Man Vs. Power Politics. University of Chicago Press.
9 Reus-Smit, C., & Snidal, D. (2008). The Oxford Handbook of International Relations. Oxford
11 Reus-Smit, C., & Snidal, D. (2008). The Oxford Handbook of International Relations. Oxford
13 Rosecrance, R. (1987). Long Cycle Theory and International Relations. International
14 Organization, 41(2), 283–301.
15 Rosecrance, R. (1987). Long Cycle Theory and International Relations. International
16 Organization, 41(2), 283–301.
17 Russett, B. M. (1993). Grasping the democratic peace: principles for a post-Cold War world.
18 Princeton, N.J: Princeton University Press.
19 Russett, B. M. (1993). Grasping the democratic peace: principles for a post-Cold War world.
20 Princeton, N.J: Princeton University Press.
21 Sobek, D. (2007). Rallying Around the Podesta: Testing Diversionary Theory Across Time.
22 Journal of Peace Research, 44(1), 29–45. https://doi.org/10.1177/0022343307072178
23 Sobek, D. (2007). Rallying Around the Podesta: Testing Diversionary Theory Across Time.
24 Journal of Peace Research, 44(1), 29–45.
25 Thompson, W. R. (1986). Polarity, the Long Cycle, and Global Power Warfare. Journal of
26 Conflict Resolution, 30(4), 587–615. https://doi.org/10.1177/0022002786030004001
27 Thompson, W. R. (1986). Polarity, the Long Cycle, and Global Power Warfare. Journal of
28 Conflict Resolution, 30(4), 587–615.
29 Tir, J. (2010). Territorial Diversion: Diversionary Theory of War and Territorial Conflict. The
30 Journal of Politics, 72(2), 413–425. https://doi.org/10.1017/S0022381609990879
31 Tir, J. (2010). Territorial Diversion: Diversionary Theory of War and Territorial Conflict. The
32 Journal of Politics, 72(2), 413–425.
33 Waltz, K. N. (2001). Man, the state, and war: A theoretical analysis. Columbia University
34 Press.
35 Waltz, K. N. (2001). Man, the state, and war: A theoretical analysis. Columbia University
36 Press.
37 Wilkinson, D. (1999). Unipolarity Without Hegemony. International Studies Review, 1(2),
38 141–172. https://doi.org/10.1111/1521-9488.00158
39 Wilkinson, D. (1999). Unipolarity Without Hegemony. International Studies Review, 1(2),
40 141–172.
41
42
43
45
47 Pepito Fernandez, Jr., Prof. Tomasito Talledo, Prof. Brian C. Ventura
48
49

2 International Organizations
3
5
8 B. Course Title International Organizations
9 C. Course Description Surveys the historical and theoretical foundations for the
10 creation of international organizations, including their
11 contributions to international relations; potentials and
12 limitations of international organizations in the current
13 global order.
19 be aware of the structures and dynamics of international
20 organizations and the role/s they play in the current global
21 order.
22
23 B. Rationale
24
25 Pol Sci 184 will provide students with an overview of the structures, processes,
26 actors and output of international organizations vis-à-vis government
27 institutions. It will also situate international organizations in the current global
28 order and bring to fore how they shape and are shaped by international relations.
29 Course Outline
30
33
34 CO 1. Differentiate between international government institutions and international
35 non-government organizations or networks
36 CO 2. Explain the bases for the creation of international organizations;
37 CO 3. Demonstrate awareness of the actors and processes involved in the functions
38 and dynamics of international organizations;
39
43
Program Outcomes
Course 1 2 3 4 5 6 7 8 9
Outcomes
CO 1 I I I O O I A A A
CO 2 I I A O O I I I I
CO 3 D D O A A A D D D
1
2
3 Program Outcomes
16
17 Course Content
18

Course orientation 3
Global governance 9
Characteristics of International IOs 6
Mechanisms of IOs 6
IOs in focus: structures, processes, 12
advocacies
IOs and Development Discourses 9
Exams 3
Total Hours 48
19
20 ▪ Course Coverage
21
Suggested
Learning Activities
Tools
1 Course Orientation Class discussion
2-4 CO1 VI. Global governance Interactive class Graded
A. Historical and discussions, content Recitation,
theoretical foundations analyses, role playing, quizzes,
for emergence of group presentations group
international presentation
organizations output
B. State-founded
international
organizations vs
International non-
government organizations
or networks
• Contracts, regimes,
constructivism
5-6 CO1 VII. Characteristics of Interactive class discussions, Graded
CO2 International film showing, mini surveys Recitation,
Organizations Reflection
A. Actor Papers, analysis
B. Forum of survey
C. Resource results
7-9 CO2 VIII. Mechanisms of Interactive class Graded
CO3 International discussions, group Recitation,
Organizations presentations, case analyses Quizzes, group
A. For compliance by presentation
state actors output
B. Humanitarian concerns
C. Global finance
D. Peace and Security
issues
• Terrorism
• Refugees
MIDTERM EXAM
10-12 CO2 IV. IOs in focus: structures, Interactive class Graded
CO3 processes, advocacies discussions, group Recitation,
A. The United Nations presentations quizzes, group
1. ILO presentation
2. UNICEF output
B. The IMF and World
Bank
C. International Courts
D. INGOs: Save the
Children, WWF,
World Vision, etc.
13-14 CO1 V. IOs and Development Interactive class Graded
CO2 Discourses discussions, group Recitation,
CO3 B. Development as an presentations, film Reflection
international regime showing, advocacy analysis Papers, group
VI. Advocacy platforms presentation
A. scriptwriting in IOs output
15 Synthesis Interactive class
discussions
16 FINAL EXAM
1
2
1 ▪ Course Requirements / Assessment Tools

Exams 30-40%
Term Paper 20-30%
2
3 III. References
4
5 Baab & Chorev (2016) : International Organizations: Loose and Tight Coupling in the
6 Development Regime
7 Chaulia (2011) Title:International Organizations and Civilian Protection : Power, Ideas and
8 Humanitarian Aid in Conflict Zones
9 Hurd, Ian (2011). International Organizations: Politics, Law, Practice. New York: Cambridge
10 University Press
11
12 Karns, et.al. (2015) International Organizations: The Politics and Processes of Global
13 Governance
14
15 Korneev (2017) International Organizations as Global Migration Governors: The World Bank
16 in Central Asia
17
18 Kentikelenis et. al. (2017) The Politics of World Polity: Script-writing in International
19 Organizations
20
21 Milhorance et. al. (2017) South-South Cooperation and Change in International Organizations
22
23
25
28
29
30
31
32
33
34
35
36
37
38
39
40
41

2 Regionalism: EU and ASEAN
3
5
8 B. Course Title Regionalism: EU and ASEAN
9 C. Course Description Survey of the historical and theoretical foundations for
10 the creation of regional organizations in Southeast Asia
11 and Europe; potentials and limitations of regional
12 organizations in the current global order.
17 H. Course Goal For students to learn the nature, dynamics and effects of
18 the European Union (EU) and ASEAN as regional formations, and to produce a
19 research paper that examines the issues facing these regional organisations.
20
21 B. Rationale
22
23 The course will introduce students to historical pathways for cooperation,
24 integration and strategies pursued by the EU and ASEAN in the policy areas of economy,
25 defense and security, social welfare, and environmental protection. The inherent limits
26 and tensions between these regional formations and the sovereign power of member-
27 states, as well as their interactions with major powers (US, China, Japan, Russia) are
28 explored. It also provides them with theoretical and conceptual handles to understand the
29 importance of EU and ASEAN in the everyday lives of people residing in their member
30 states, and to desired outcomes of collective peace and prosperity.
31
32 Course Outline
33
36
37 CO 1. Describe conceptual and theoretical debates, historical contexts,
38 institutional arrangements, strategies, mechanisms, dynamics and
39 consequences of regional formations EU and ASEAN.
40 CO 2. Critique the role of the state, inter-state and supra-state institutions and
41 external actors (e.g. US, Russia) in these processes.
42 CO 3. Advocate for deepening of cooperation in EU and ASEAN towards
43 inclusivity, distributive prosperity, and peace.
47

Outcomes
1 2 3 4 5 6 7 8 9
1
2 Program Outcomes
15
17
TOPIC Hours

Conceptual handles and debates; key 3
definitions for region, regionalism, and
regional formation
Key theoretical and conceptual handles 6
Historical contexts and key drivers in the 3
emergence of regional formations
Institutional Arrangements for Regional 6
Cooperation versus Integration- EU versus
ASEAN
Dynamics and consequences of regional 6
formations
Major power influence (US, Russia, Japan, 3
China) to regional formations
Strategies and mechanisms in achieving 6
regional goals
Consequences and outcomes of regional 6

formation
Security and economic outcomes, ways 3
forward
Exams 3
Total 48
2
Week CO Possible Teaching and Suggested

TOPIC
setting
2 CO1 Conceptual handles and Brainstorming and sharing Attendance,
debates; key definitions for of mental maps, news graded recitation
region, regionalism, and report
regional formation
3-4 CO1 Key theoretical and Lecture/discussion, essay Attendance,graded

conceptual handles writing essay assignment
5 CO2 Historical contexts and key Film showing, debate, Attendance,

CO3 drivers in the emergence of discussion graded reaction
regional formations paper
6-7 CO2 Institutional Arrangements Essay assignment Attendance,

for Regional Cooperation graded essay
versus Integration- EU
versus ASEAN
8-9 CO2 Dynamics and Group presentation, Attendance, peer
consequences of regional lecture/discussion review
formations
10 CO2 Major power influence (US, Invited speaker/lecturer Attendance,

Russia, Japan, China) to graded reaction
regional formations paper
11-12 CO2 Strategies and mechanisms Group presentation, Attendance,

in achieving regional goals discussion graded group
presentation
13-15 CO3 Consequences and Film showing, field trip, Attendance,

outcomes of regional essay writing infographics,
formation exam
16 CO3 Security and economic Group discussion and Attendance, group
outcomes, ways forward brainstorming discussion
1
2
3
5
Exams 30-40%
Term Paper 20-30%
Attendance 5-10%
6 .
7
8 VII. References
9
10 Aalto, P. (2014). Energy market integration and regional institutions in east Asia. Energy
11 Policy, 74 (1) 91-100.
12 Aggarwal, V. (2007). Asia’s New Institutional Architecture. Dordrecht: Springer.
13 Chong, A. (ed.) (2017). International Security in the Asia-Pacific: Transcending ASEAN
14 towards Transitional Polycentrism. Cham, Switzerland: Palgrave-Macmillan.
15 Dieter, H. (2007). Evolution of Regionalism in Asia: Economic and Security Issues.
16 Hoboken: Taylor & Francis
17 Forsyth, T. (2014). Public concerns about transboundary haze: A comparison of Indonesia,
18 Singapore, and Malaysia. Global Environmental Change, 25 (1), 76-86.
19 Frost, E. (2008). Asia’s New Regionalism Boulder. Colorado: Lynne Rienner Publications.
20 Germond, B. & Germond-Duret, C. (2016). Ocean governance and maritime security in a
21 placeful environment: The case of the European Union. Marine Policy, 66(1)124-131.
22 Nelsen, B. (Editor) & Stubb, A. (eds.). (2014). The European Union: Readings on the
23 Theory and Practice of European Integration 4th Edition.
24 Olsen, J. (2017). The European Union: Politics and Policies 6th Edition. Boulder, CO:
25 Westview Press.
1 Scott,J.Brambilla, C., Celata, F., Coletti, R. Bürkner, H., Ferrer-Gallardo, X. Gabrielli, L.

2 (2018). Between crises and borders: Interventions on Mediterranean Neighbourhood
3 and the salience of spatial imaginaries. Political Geography, 63 (1), 174-184
4 Shambaugh, D. (2005). Power Shift: China and Asia’s New Dynamics. Berkeley: University
5 of California Press.
6
7 VIII. Faculty Resources
8

2 Selected Themes in International Relations
3
5
6 1. Course Number: Pol. Sci. 188
7 2. Course Title: Selected Themes in International Relations
8 3. Course Description: Problem-driven issues or themes in contemporary International
9 Relations
13 7. Course Goal: This course introduces students to the definition,
14 theories, debates, and dynamics in a selected theme in International Relations
15
16 Sample Theme: Human Rights
17
18 Course Description: Concept of human rights; the universal declaration
19 of human rights; economic rights and group rights; universality and
20 relativity of human rights; human rights in different cultures; human
21 rights and foreign policy.
22
23 B. Rationale:
24
25 The spread of the concept and rules of human rights is one of most significant
26 development in international relations. States, non-state groups, and individuals
27 disagree about how to define the concept and to what extent this can serve as a basis
28 for guiding and judging their actions. Despite these uncertainties however, human
29 rights remain and is expected to continue to play a major role in shaping the behaviors
30 of many actors in the international system. Studying human rights is therefore needed
31 to students are abreast with this important development in the subfield of IR.
32
34
36
37 Upon completion of the course, students will:
38
39 CO1. Identify and explain the key terms concepts and theory in human rights
43 issues central to understanding human rights in a term paper.
44 CO4. Evaluate, extend or contest the major theoretical schools explaining the
45 foundations and applications of human rights
46
48
49
Program Outcomes
Course 1 2 3 4 5 6 7 8 9
Outcomes
1
4
5 Program Outcomes
18
20
I. Theory of Human rights
A. The Idea of Human Rights 18
B. Human Rights in Western Political thoughts
C. Human Rights and Cultural Relativism
II. Human Rights and Practice
A. Human Rights in East-West Relations 18
B. Human Rights in North-South Relations
C. Human Rights in Contemporary world
III. Policy
A. Human rights and the theory of international 12
relations
B. Human rights in foreign policy
Total 48
1
3
Activities
1-6 CO1 I. Theory of Human rights Class Graded
CO2 A. The Idea of Human Rights discussion, recitation,
CO3 -idea and limits of human rights student quiz, paper
-human rights and politics presentation,
B. Human Rights in Western Political
thoughts
-the natural law traditions, from the
greeks to the 19th century
-classical criticism of human rights
-human rights in contemporary
political theory
C. Human Rights and Cultural
Relativism
-cultural context of human rights
-international law of human rights
-A sociological route to human
rights?
-relativism and naturalism
7-12 CO2 II. Human Rights and Practice Class Graded
CO3 A. Human Rights in East-West discussion, recitation,
CO4 Relations student quiz, paper,
-issues in East-West Relations presentation, long exam
-issues in international politics individual
-alternatives topic
B. Human Rights in North-South consultation
Relations
-southern doctrines on human
rights
-basic human needs
C. Human Rights in Contemporary
world society
-human rights institutions
-Human rights in a single world
society?
13-16 CO2 III. Policy Class Graded
CO3 A. Human rights and the theory of discussion, recitation,
CO4 international relations student quiz, long
-morality of states presentation, exam,
-cosmopolitanist morality term paper
-rights as mere interests individual

B. Human rights in foreign policy topic
-taking rights seriously consultation
-priority of subsistence rights
1
2 E. Course Requirements and Grading System
3
5
Exams 30-40%
Term Paper 20-30%
6
7 D2. Grading Scale
8
Equivalent
98-100% 1.0
95-97% 1.25
90-94% 1.5
85-89% 1.75
80-84% 2.0
75-79% 2.25
70-74% 2.5
65-69% 2.75
60-64% 3.0
55-59% 4.0
54% and below 5.0
9
10 E. References
11
12 Bielefeld H. (2000). “Western” Versus “Islamic” Human Rights Conceptions?: A Critique of
13 Cultural Essentialism in the Discussion on Human Rights. Political Theory, 28(1), 90–
14 121.
15 Donnelly, J. (1982). Human Rights and Human Dignity: An Analytic Critique of Non-
16 Western Conceptions of Human Rights. American Political Science Review, 76(2),
17 303–316.
18 Donnelly, J. (1986). International human rights: a regime analysis. International Organization,
19 40(3), 599–642.
1 Donnelly, J. (2013). Universal human rights in theory and practice (3rd ed). Ithaca: Cornell
2 University Press.
3 Goodman, R., & Jinks, D. (2004). How to Influence States: Socialization and International
4 Human Rights Law. Duke Law Journal, 54(3), 621–703.
5 Mansbach, R. W., & Taylor, K. L. (2012). Introduction to global politics (2nd ed). London ;
6 New York: Routledge.
7 Mitchell, N., Howard, R. E., & Donnelly, J. (1987). Liberalism, human rights, and human
8 dignity. American Political Science Review, 81(3), 921–927.
9 Naim, A. A. A. (2001). Human Rights in the Arab World: A Regional Perspective. Human
10 Rights Quarterly, 23(3), 701–732. https://doi.org/10.1353/hrq.2001.0026
11 Neumayer, E. (2005). Do International Human Rights Treaties Improve Respect for Human
12 Rights? Journal of Conflict Resolution, 49(6), 925–953.
13 Panikkar, R., & Panikkar, R. (1982). Is the Notion of Human Rights a Western Concept?
14 Diogenes, 30(120), 75–102.
15 Sousa Santos Boaventura. (2016). Toward a Multicultural Conception of Human Rights.
16 Zeitschrift Für Rechtssoziologie, 18(1), 1–15.
17 Vincent, R. J. (1986). Human rights and international relations. Cambridge
18 [Cambridgeshire] ; New York: Cambridge University Press.
19
21
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
1
3 INTRODUCTION TO POLITICAL THEORY
4
6
8 2. Course Title: Introduction to Political Theory
9 3. Course Description: Political ideas in relation to practice, political analysis and
10 political theory; human nature, relationship between individual, the state and society;
11 power, legitimacy, law, justice, and obligation; freedom, social welfare, property and
12 utopia.
13 4. Prerequisites: Pol Sci 101, Pol Sci 102, Junior Standing
16 7. Course Goal: This course introduces the students to the techniques and the range of
17 topics covered in the subfield of political theory.
18
19 B. Rationale:
20 The current curriculum does not have an introductory course in political theory.
21 As a result students are plunged directly into examining original texts without a prior
22 survey to guide them in appreciating the panorama of issues and concerns of political
23 theory. This introductory course solves this problem by providing students with the
24 handle on how political theorists work and by exposing them to the breath of concepts
25 and issues examined in the subfield.
26
29
31
32 CO1. Explain the key themes, debates, and controversies in political theory
33 CO2. Apply the conceptual tools and analytical skills of political theorists to
34 examine an issue or issues central to subfield in a term paper.
35 CO3. Demonstrate how to read and critique texts in political theory
36 C04. Evaluate, extend or contest the major theoretical schools advancing an
37 important concern for political theories
38
40
Program Outcomes
Course 1 2 3 4 5 6 7 8 9
Outcomes
1
2
3 Program Outcomes
16

18
Concept and theories in Politics 6
Human Nature, the Individual and Society 6
Politics, Government and the State 9
Sovereignty, Power, Authority and Legitimacy 9
Order, Justice, Rights and Obligation 6
Democracy, Freedom and Toleration 6
Social Justice, Property, Tradition, Progress and Utopia 6
Total 48
19
20
22
Activities
1-2 CO1 I. Concept and theories in Politics Class Graded
CO2 A. Thinking as a political theorists discussion, recitation,
CO3 -language and politics quiz, paper
-understanding concepts student

B. What is political theory? presentation,
-definition
-political theory today
3-4 CO1 II. Human Nature, the Individual and Class Graded
CO2 Society discussion, recitation,
CO3 A. Man in nature student quiz, paper
-nature, nurture, presentation,
-intellect, instinct, cooperate,
compete
B. Individual and Society
-individual and the community
-collectivism, cleavage, identity
5-7 CO1 II. Politics, Government and the State Class Graded
CO2 A. Politics discussion, recitation,
CO3 -art of governing, public affairs, student quiz, paper
power and resources presentation,
B. Government and the State
-why we have governments,
governance, political systems
-theories and role of the state
8-10 CO1 IV. Sovereignty, Power, Authority and Class Graded
CO2 Legitimacy discussion, recitation,
CO3 A. Sovereignty and the Nation student quiz, paper
-legal, political sovereignty, presentation, long exam
political nations and prospect for world individual
government topic
B. Power and Legitimacy consultation
-who decides and how
-ideology and legitimacy
11-12 CO1 V. Order, Justice, Rights and Obligation Class Graded
CO2 A. Law, Order, Justice discussion, recitation,
CO3 -rule of lay and punishment, student quiz, paper
-discipline control presentation,
-types of justice individual
B. Rights Obligations and topic
Citizenship consultation
-legal, moral rights, and rights of
other living beings
-obligations and its limits,
citizenship
13-14 CO1 VII. Democracy, Freedom and Class Graded
CO2 Toleration discussion, recitation,
CO3 A. Democracy student quiz, paper
-types, its virtues and vices presentation,
-public vis-a-vis private interests individual

B. Freedom and Toleration topic
-liberty its types and limits consultation
-toleration, its uses and limits
15-16 CO1 VIII. Social Justice, Property, Tradition, Class Graded
CO2 Progress and Utopia discussion, recitation,
CO3 A. Equality, Social Justice and student quiz,
CO4 Welfare presentation, long exam,
-types of equality individual term paper
-how to achieve social justice topic
-how to improve welfare consultation
B. Property, planning and the
market
-types of property,
-uses and limit of planning and the
market.
1
4
Exams 30-40%
Term Paper 20-30%
5
6
7 D2. Grading Scale
8
Equivalent
98-100% 1.0
95-97% 1.25
90-94% 1.5
85-89% 1.75
80-84% 2.0
75-79% 2.25
70-74% 2.5
65-69% 2.75
60-64% 3.0
55-59% 4.0
54% and below 5.0
1
2 E. References
3
4 Ebenstein, W., & Ebenstein, A. (2000). Great Political Thinkers: Plato to the Present (sixth).
5 Singapore: Wadsworth.
6 Heywood, A. (2015). Political Theory: An Introduction. Palgrave Macmillan.
7 Miller, D. (2003). Political philosophy: a very short introduction. Oxford: Oxford University
8 Press.
9 Portis, E. B., Gundersen, A. G., & Shively, R. L. (2012). Political Theory and Partisan
10 Politics. SUNY Press.
11 Skinner, Q., Dasgupta, P., Geuss, R., Lane, M., Laslett, P., O’Neill, O., … Kuper, A. (2002).
12 Political Philosophy: The View from Cambridge. Journal of Political Philosophy,
13 10(1), 1–19.
14 Smith, S. B. (2000). Political science and political philosophy: An uneasy relation. PS:
15 Political Science & Politics, 33(2), 189–191.
16 Walzer, M. (2013). The Political Theory License. Annual Review of Political Science, 16(1),
17 1–9.
18
20
22 Pepito Fernandez, Jr., Prof. Tomasito Talledo, Prof. Brian C. Ventura
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
1
3 CONTEMPORARY POLITICAL THEORY
4
6
8 2. Course Title: Contemporary Political Theory
9 3. Course Description: Main currents, urgent problems, major debates, and selected
10 influential thinkers in contemporary political theory
14 7. Course Goal: This course provide students with an in depth exposure to the
15 main topics and urgent issues and influential thinkers in contemporary political
16 theory.
17
18 B. Rationale:
19
20 The current offering of courses in the political theory subfield ends on modern
21 political theory. The limitation in the current coverage means that new thinkers, new
22 answers to old issues, and the new questions emerging in political theory has
23 remained unexplored. This course addresses this problem by exposing students to the
24 main currents, urgent problems, major debates, and selected influential thinker of
25 contemporary political theory.
26
28
30
32
33 CO1. Identify and explain the key themes, debates, and controversies in
34 contemporary political theory
35 CO2. Apply the conceptual tools and analytical skills of political theorists to
36 examine an issue or issues central to subfield in a term paper.
37 CO3. Evaluate, extend or contest the major theoretical schools advancing an
38 important concern for contemporary political theorists
39 CO4. Critique texts in political theory
40
42
Program Outcomes
Course 1 2 3 4 5 6 7 8 9
Outcomes
1
4
5 Program Outcomes
18
20
Disciplinary contributions 9
Major Ideologies 18
Special Topics 21
Total 48
21
23
Activities
1-3 CO1 I. Disciplinary Contributions to Class Graded
CO2 Contemporary Political theory discussion, recitation,
CO3 A. Analytical Philosophy student quiz, paper
CO4 -history and legacy presentation,
B. Continental Philosophy
-the continental traditions
-critiques of the enlightenment
-after Marx
C. Political Science
-the operation of democracy
-power, elites and public judgement
4-9 CO1 II. Major Ideologies Class Graded
CO2 A. Anarchism discussion, recitation,
CO3 -arguments against and for the state student quiz, paper
CO4 -old and new roads to anarchy presentation,
B. Conservatism
-central doctrine and historical
survey
C. Cosmopolitanism
-types of cosmopolitanism
D. Feminism
-as political movement
-personal is political, differences
among
women
-as ideology
E. Liberalism
-definition
-varieties of liberalism
F. Marxism
-varieties of western marxism
G. Fundamentalism
-the collapse of secularization
theory
-challenge to traditional religion
- ideological properties
H. Socialism
-marxist legacy
-the socialist economy
-the socialist states and society
10-16 CO1 III. Special Topics Class Graded
CO2 A.Civil Society discussion, recitation,
CO3 -concept history and potential student quiz, term
CO4 B Community and Multiculturalism presentation, paper
-communitarian critique of
liberalism
-individual rights and common
good
C. Contract and Consent
-creating a state
-consent and morality
D. Democracy
-Schumpeterian, populist, liberal
democracy
-social and deliberative

democracy
E. Discourse
-theories of discourse
-discourse theory and politics
F. Distributive Justice
-the concept of justice
-patterns of distribution
G. Environmentalism
-varieties of environmentalism
H. The state
-how to define the state
-state, society and the international
system
I. States of Emergency
H. Truth
-politics of truth, from Marx to
Foucault
-political theory and the
postmodern challenge
C. Computers
-the political computer
1
3
5
Exams 30-40%
Term Paper 20-30%
6
7
8 D2. Grading Scale
Equivalent
98-100% 1.0
95-97% 1.25
90-94% 1.5
85-89% 1.75
80-84% 2.0
75-79% 2.25
70-74% 2.5
65-69% 2.75
60-64% 3.0
55-59% 4.0
54% and below 5.0
1
2
3 E. References
4
5 Barrett, M. (1991). The Politics of Truth: From Marx to Foucault. Stanford University Press.
6 Caney, S. (2002). Cosmopolitanism and the Law of Peoples. Journal of Political Philosophy,
7 10(1), 95–123.
8 Ess, C. (1996). Philosophical Perspectives on Computer-Mediated Communication. SUNY
9 Press.
10 Goodin, R. E., Pettit, P., & Pogge, T. W. M. (Eds.). (2007). A companion to contemporary
11 political philosophy (2nd ed). Malden, MA ; Oxford: Blackwell Pub.
12 Lee, T. M. L. (1997). Politics and Truth: Political Theory and the Postmodernist Challenge.
13 SUNY Press.
14 Ogilvy, J. (Ed.). (1992). Revisioning Philosophy. Albany: State University of New York Pres.
15
16 Barrett, M. (1991). The Politics of Truth: From Marx to Foucault. Stanford University Press.
17 Caney, S. (2002). Cosmopolitanism and the Law of Peoples. Journal of Political Philosophy,
18 10(1), 95–123. https://doi.org/10.1111/1467-9760.00144
19
20 Collins, S. (2016). Distributing States’ Duties. Journal of Political Philosophy, 24(3), 344–
21 366. https://doi.org/10.1111/jopp.12069
22 Ess, C. (1996). Philosophical Perspectives on Computer-Mediated Communication. SUNY
23 Press.
24 Goodin, R. E., Pettit, P., & Pogge, T. W. M. (Eds.). (2007). A companion to contemporary
25 political philosophy (2nd ed). Malden, MA ; Oxford: Blackwell Pub.
26 Lafont, C. (2015). Deliberation, Participation, and Democratic Legitimacy: Should
27 Deliberative Mini-publics Shape Public Policy? Journal of Political Philosophy,
28 23(1), 40–63.
29 Lee, T. M. L. (1997). Politics and Truth: Political Theory and the Postmodernist Challenge.
30 SUNY Press.
31 Macdonald, B. J. (2017). Traditional and Critical Theory Today: Toward a Critical Political
32 Science. New Political Science, 39(4), 511–522.
33 https://doi.org/10.1080/07393148.2017.1378857
34 Martinich, A. ., & Sosa, D. (Eds.). (2001). Analytic philosophy: an anthology. Blackwell
35 Publishers.
36 Ogilvy, J. (Ed.). (1992). Revisioning Philosophy. Albany: State University of New York Pres.
37 Smith, A. M. (2012). Laclau and Mouffe: the Radical Democratic Imaginary. Hoboken:
38 Taylor and Francis. Retrieved from
39 http://public.eblib.com/choice/publicfullrecord.aspx?p=781402
40
1
2 PROPOSAL FOR THE INSTITUTION OF POL SCI 199.1
3 Research in Political Science I
4
6
8 A. Course number Pol Sci 199.1
9 B. Course Title Research in Political Science I
10 C. Course Description Theories, principles, frameworks and methods in
11 designing and formulating a research project in Political
12 Science
13 D. Prerequisites Pol Sci 110, Senior Standing
14 E. Semester Offered 1st
17 H. Course Goal
18
19 For students to learn the basic steps in undertaking original research in Political
20 Science and to produce a research project proposal.
21
22 B. Rationale
23 This course exposes students to the relevant literature (i.e. previous works in the
24 area of interest) and allows to apply existing disciplinal theories to analyze Philippine
25 and non-Philippine realities through the formulation of a research proposal
26
28
31
32 CO 1. Describe the nature, types, processes, key literature, conceptual and
33 theoretical principles, design, methods and instruments in Political Science
34 research.
35 CO 2. Critique the literature in relevant area of interest and formulate research
36 questions based on identified gaps.
37 CO 3. Produce an empirical research that applies Political Science theories
38 towards greater understanding of key concerns around power, legitimacy,
39 and accountability.
43
Outcomes
1 2 3 4 5 6 7 8 9
1
2
3 Program Outcomes
16
18
Topic Hours
Nature, types, processes and steps of 6
Political Science research
Design, Methods and Instruments 39
Research ethics and protocols 3
Total 48
19
20
22
Tools
setting
2 CO1 Identify and describe the list of undergraduate thesis Attendance,
nature, types and processes work or faculty research peer review
of social science research. previously done on a broad
topic of interest (Political
Science concept)
3-4 CO1 Identify and describe the expanded bibliographic list Attendance,
steps in formulating the (books and journal articles) graded
research question and on the topic chosen bibliographic
objectives; generating the list, graded
hypothesis and identifying write up of research write up pf
variables question; theories invoked; research
hypothesis; variables of question
choice materials from
bibliography
one paragraph research

question; objectives;
significance to practice
5-6 CO2 Explain and summarize visual idea/word map from Attendance,
CO3 relevant and related relevant and related graded team
literature. literature presentation
summary and critique of at

least 10 related and
relevant literature (derived
from bibliographic list)
7-8 CO2 Identify and adopt a 500-word Introduction to Attendance,
theoretical framework OR research proposal graded team
formulate a conceptual presentation
framework schematic diagram and
write-up/narrative of the
framework
9-10 CO2 Provide conceptual and matrix for conceptual and Attendance,
operational definitions for operational definitions peer review
variables and other key
terms in the framework
11 CO2 Describe the design of the research design based on Attendance,
research; types of data various categories graded
needed; and methods and (subject/participants; assignment
instruments to be employed population and sample;
how data is to be collected
and analysed)
12-13 CO2 Create research instruments draft research instrument Attendance,
and conduct pre-testing and revised following pre- graded group
test results presentation
14-15 CO3 Construct the workplace workplan; identify Attendance,
(targets, deliverables and people/contacts to be infographics
schedule of activities) established; verification of
data availability/access to
respondents; sample letters
of introduction
16 CO3 Design research ethics and Invited speaker/resource Attendance,

field protocols person graded
presentation of
report and call sheet of research
initial field visit; courtesy proposal,
call to LGU/community graded
leader in locale research
proposal paper
full research proposal
1
2
4
Graded Research Proposal 30-40%
Presentation 20-30%
Attendance 20-30%
5
6 III. References
7
8 Black Thomas. Evaluating Social Science Research: An Introduction. (1993). pp. 1-23
9
10 Babbie, Earl. The Practice of Social Research. (2001)
11
12 Shively, W. Phillips. The Craft of Political Research. (1990, 1998, 2002)
13
14 Bernstein, Robert and James Dyer. An Introduction to Political Science Methods.
15 Third Edition (1992) pp. 1-16
16
17 Black Thomas. Evaluating Social Science Research: An Introduction. (1993). pp. 24-
18 41
19
20 Northey, M., L. Tipperman and P. Albanese. 2015. Making Sense in the Social
21 Sciences: A Student's Guide to Research and Writing. 6th edition. Oxford
22 University Press
23
24 Krathwohl, David. How to Prepare a Research Proposal. 3rd edition. (1988). pp. 41-43.
25
26
27 Brady, Henry, and David Collier, eds. 2010. Rethinking Social Inquiry. 2nd Edition
28
29 King, Gary, Robert O. Keohane and Sidney Verba. 1994. Designing Social Inquiry.
30
32
35
1 PROPOSAL FOR THE INSTITUTION OF POL SCI 199.2

2 Research in Political Science II
4

6 A. Course number Pol Sci 199.2
7 B. Course Title Research in Political Science II
8 C. Course Description Supervised implementation of research proposal in
9 Political Science with emphasis on empirical verifications
10 or analytical findings.
11 D. Prerequisites Pol Sci 199.1
15 H. Course Goal For students to implement a research project to include data
16 gathering, data analysis, write-up and public presentation.
17
18 B. Rationale
19 This course allows the students to implement their research proposal and come
20 up with a full-blown undergraduate research manuscript. The course is a cornerstone
21 of the Program’s goal of producing graduates who are capable of designing,
22 implementing and disseminating research that is relevant to the discipline and to the
23 public.
27 CO 1. Analyse empirical data using theoretical and conceptual tools from
28 Political Science.
29 CO 2. Describe the link between the research findings and the relevant literature
30 or body of knowledge to which contribution is being made.
31 CO 3. Produce an undergraduate research manuscript that passes standards set
32 by a panel of Political Science faculty or equivalent scholarly reviewers.

Outcomes
1 2 3 4 5 6 7 8 9
1
2 Program Outcomes
15
17
TOPIC Hours
Review of research instruments and 3
protocols
Data gathering 18
Data Analysis 6
Write-up of chapters and critiquing 12
Manuscript formatting 3
Presentation before panel and/or 3
professional conference
Total 48
18
20

Tools

and class policies schedule of
deliverables/work
completion
2 CO1 Review of research finalised survey completed
instruments and protocols instrument, FGD and instruments
interview guide, content
analysis themes; update on
permissions/informed
consent
3-8 CO1 Data gathering conduct of survey, FGD, scheduled
interviews and gathering updates/meetings
of published materials for with supervisor
content review on data gathering
progress
9-10 CO2 Data Analysis data sorting by Supervisor

variables/themes, table coaching,
construction, tabulation of consultations
data
scheduled consultations
(by team)
11-14 CO2 Write-up of chapters and Chapter submissions Supervisor
CO3 critiquing assessment
15 CO3 Manuscript formatting Compliance with College Supervisor

of Arts and Sciences review
thesis/dissertation formats
(including in -text citation
and references;
appendices; tables)
16 CO3 Presentation before panel Graded public
and/or professional presentation
conference (oral or poster)
1
3

Research Project Manuscript 40-50%
Presentation 20-30%
Attendance 20-30%
1
3 III. References
4
5 [no references as this is implementation of a research project and write-up]
6

8
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
B. COURSES FOR REVISION
1 PROPOSAL: REVISION OF POL SCI 111

2 Quantitative Methods in Political Science
3
5
6 1. Course Number: Political Science 110
7 2. Course Title: Research Methods in Political Science
8 3. Course Description: Research design; surveys, polls, focus group; use of
9 statistics in political science ; comparative method, case study, interviewing,
10 documentary, archival and discourse analysis
11 4. Prerequisite: Pol Sci 101, Pol Sci 102, Stat 102, Junior Standing
13 6. Number of Hours: 48 Hours (3 hrs per week)
14 7. Course Goal: This course will provide the students with the skills in
15 conducting research in political science.
16
17 B. Rationale:
18
19 This course provide students with the analytical tools to understand how political
20 scientists work. It introduces them to the use of various research methods that will
21 help them to pose and answer research questions in preparation for the further
22 undergraduate research work.
23
24 Changes:
25
From To
Course Number Pol Sci 111 Pol Sci 110
Course Title Quantitative Methods in Research Methods in
Political Science Political Science
Description Introduction to the Theories, principles,
different statistical practices and challenges
methods used in political of Philippine public
science research policy and administration;
providing theoretical,
historical, behavioral and
institutional overview,
analysis and evaluation of
the policymaking process,
administration, and
dynamics in the
Philippines
Pre-requisites Pol Sci 11, Pol Sci 14 Pol Sci 101, Pol Sci 102
Stat 102, Junior Standing
26
27

3
4 CO1. Demonstrate the use of different research methods in political science
5 CO2. Explain the diverse traditions of political science research
6 CO3. Identify and explain the key concepts and steps in different political science
7 research methods
8 CO4. Demonstrate the skills of posing and answering a research question through a
9 term paper
10
Outcomes
1 2 3 4 5 6 7 8 9
CO 1 D I E O O D I I I
CO 3 D D D E A D D D D
12

15 Program Outcomes
28
30
Lecture Topics Number of
Hours
The Discipline of Political Science and the research process 3
Surveys, Polls, and Focus Groups 6

Describing Data and Making Inferences 9
Comparative and Case Study Methods 9
Documentary, Archival Analysis, and the Use of Internet in 9
Political Research
Elite Interviewing, Discourse Analysis, and other methods 9
Ethics, the policy process and political science research 3
Total Hours 48
1
3
Activities
1-2 CO1 I. The Discipline of Political Science Class Graded
CO4 and the Research process discussion recitation
A. Diverse tradition and Dominant
Paradigms in Political Science Research
B. Research Design and the
Research Process
-The meaning of research design
and the research process
-Types of research design
3-4 CO2 II. Surveys, Polls, and Focus Groups Class Graded
CO3 A. Surveys, opinion polls and their discussion, recitation,
CO4 history and politics presentation papers
B. Sampling Procedures and Sample and analysis
Design of a sample
C. Administering Survey, Interviews poll survey
and Coding
D. Focus Groups
5-7 CO2 III. Describing Data and Making Class Graded
CO3 Inferences discussion; recitation,
CO4 A. Descriptive Statistics presentation papers
-levels of measurement central and analysis
tendency and spread of a study
-choosing and presenting using
descriptive statistics descriptive
B. Making Inferences and inferential
-defining inference statistics;
- inference, logic and findings collect,
- inferences in political science organize and
present a data
from an
assigned
source
Midterm Exam
8-10 CO2 IV. Comparative and Case Study Class Graded
CO3 Methods discussion; recitation,
CO4 A. Comparative Methods presentation papers
-substance and method of and analysis
comparison of a study
-designing comparative research using
B. Case Study Methods comparative
-method of structured focus case study;
comparison case study
-designing and carrying out case paper
study research
-drawing implications of case
study findings to theory
11-12 CO2 V. Documentary, Archival Analysis, and Class annotated
CO3 the Use of Internet in Political Research discussion; bibliography
CO4 A. Documentary and Archival presentation of major
Analysis and analysis online
-use and abuse of tertiary of a study political
documentary source using archival science
- analysis of primary sources and archives
B. Use of the Internet in Political documentary
Research sources; visit
-Electronic sources and major data an archive;
base in political research
-Online Polling and interviewing
13-15 CO2 VI. Elite Interviewing, Discourse Class Graded
CO3 Analysis, and other methods discussion; recitation,
CO4 A. Elite interviewing presentation papers
-deciding who you want to see and analysis
and getting access, arranging and of a study
conducting an interview using elite
B. Discourse Analysis and other interview and
methods discourse
-discourse and content analysis, analysis;
their use and limitations conduct an
-participant observation interview and
present the
data gathered
16 CO2 VII. Ethics, the policy process and Class Graded
CO3 political science research discussion recitation,
CO4 A. Ethics and Political Research papers
-nature, approaches, and

principles of ethical problems
B. Research and the Policy Process
-what policy makers want and
what researchers can provide
Final Exam and Submission of the
term paper
1
4
Exams 30-40%
Term Paper 20-30%
5
6 D2. Grading Scale
7
Equivalent
98-100% 1.0
95-97% 1.25
90-94% 1.5
85-89% 1.75
80-84% 2.0
75-79% 2.25
70-74% 2.5
65-69% 2.75
60-64% 3.0
55-59% 4.0
54% and below 5.0
8
9
10
11
12 E. References
13
14 Burnham, P., Lutz, K. G., & Layton-Henry, Z. (2008). Research Methods in Politics. Palgrave
15 Macmillan.
16 George, A. L., & Bennett, A. (2005). Case Studies and Theory Development in the Social
17 Sciences. MIT Press.
1 King, G., Keohane, R. O., & Verba, S. (1994). Designing social inquiry: Scientific inference
2 in qualitative research. Princeton university press.
3 Shively, W. P. (2013). The Craft of Political Research. Routledge.
4 Singleton, R., & Straits, B. C. (2010). Approaches to Social Research. Oxford University
5 Press.
6
7
9
15 Prof. Brian C. Ventura
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
1
2 PROPOSAL FOR THE REVISION OF POL SCI 150
3 Philippine Public Policy and Administration
4
6
8
9 Course number Pol Sci 150
10 Course Title Philippine Public Policy and Administration
11 Course Description Theories, principles, practices and challenges of Philippine
12 public policy and administration; providing theoretical, historical, behavioral and
13 institutional overview, analysis and evaluation of the policymaking process,
14 administration, and dynamics in the Philippines.
15 Prerequisites Pol Sci 101, Pol Sci 102
16 Semester Offered 1st
17 Course Credit 3.0 units
18 Number of Hours 3 hours/week
19 Course Goal
20 For students to be provided an introductory core course on the theories, principles,
21 practices and challenges of Philippine public policy and administration.
22
23 B. Rationale
24
25 The revised course is now focused on public policy analysis to be responsive to:
26 student’s career objectives; faculty interest, and; need for a research-oriented and
27 analytical core course.
28
29 Changes:
30
From To
Course Title Philippine National and Philippine Public Policy
Local Administration and Administration
Description Principles, practices and Theories, principles,
problems of public practices and challenges
administration; historical, of Philippine public
behavioral and policy and administration;
institutional analysis and providing theoretical,
evaluation of the national historical, behavioral and
and local bureaucracy and institutional overview,
administration in the analysis and evaluation of
Philippines the policymaking process,
administration, and
dynamics in the
Philippines
Pre-requisites Pol Sci 11, Pol Sci 14 Pol Sci 101, Pol Sci 102
31
32
33

2
5
6 CO 1. Describe the theories, principles, practices and challenges of Philippine
7 policymaking process, administration, and dynamics in the Philippines.
8 CO 2. Critique the theoretical, historical, and institutional 208ehavior of state,
9 market and civil society in environmental policy and administration, as
10 well as in promoting and enhancing sustainable development.
11 CO 3. Advocate for an evidence-based, democratic, and development-oriented
12 public policymaking system and administration in the Philippines.
13
17
Outcomes
1 2 3 4 5 6 7 8 9
18
19 Program Outcomes
32
33 Course Content
34
Topic Number of Hours
Context of public policy and 6
administration: Globalization,
complexity, wicked problems, and
pluralization of service provisions

Models of public policy and 6
administration and approaches to public
sector reform
History and character of political- 9
bureaucratic interaction in the
Philippines
The role of Philippine bureaucracy in 9
national democracy and development
Local government and devolutions 6
Case studies on public policy and 6
administrative concerns
Conclusions and insights: Collaborative 3
networks and multiple approaches
Exams 3
Total 48
1
2
3 Course Coverage
4
Suggested
Learning Activities
Tools
1st --
Overview of the course and Brainstorming, film showing Attendance
class policies
2 CO1 Theories and models of Brainstorming and sharing Attendance,
public policy and of mental maps, group peer review
administration presentations
3-6 CO1 History and character of Lecture/discussion, Attendance,
political-bureaucratic Interaction with resource infographic,
interaction in the speaker, essay writing, quiz,
Philippines
7-9 CO2 The role of Philippine Film showing, role playing, Attendance,
CO3 bureaucracy in national debate, discussion graded
democracy and development recitation
10-11 CO2 Local government and Group discussion, Attendance,
devolutions brainstorming, essay graded
writing recitation
12-15 CO2 Case studies on public policy Group presentation, Attendance, peer
and administrative concerns discussion, role playing review
16 CO2 Conclusions and insights: Film showing, debate Attendance,
Collaborative networks and graded essay
multiple approaches
5
6
7 Course Requirements / Assessment Tools
8
Exams 30-40%
Term Paper 20-30%
Attendance 5-10%
1
2
3 III. References
4
5 Atienza, M. E. L., & Philosophy, U. of the P. C. of S. S. and. (2006). Philippine politics and
6 governance: challenges to democratization and development. Dept. of Political Science,
7 College of Social Sciences and Philosophy, University of the Philippines.
8
9 Fernandez, P.R. 1999. Understanding Politics and Governance in the Philippines: An
10 Interdisciplinary Perspective on People and their Environment. Mindset Publishing:
11 Iloilo City.
12
13 Fischer, F., & Miller, G. J. (Eds.). (2006). Handbook of Public Policy Analysis: Theory,
14 Politics, and Methods (1 edition). Boca Raton: Routledge.
15
16 Frederickson, H. G., Smith, K. B., Larimer, C. W., & Licari, M. J. (2011). The Public
17 Administration Theory Primer (2nd edition). Boulder, CO: Westview Press.
18
19 ChanRobles and Associates Law Firm : Home of ChanRobles Virtual Law Library :
20 chanrobles.com - chanrobles.com.ph. (n.d.). Retrieved November 17, 2017, from
21 http://www.chanrobles.com/
22
27
28 Yadiy, K. (2015). From Old Public Administration to the New Public Service Implications
29 for Public Sector Reform in Developing Countries.
30
32
35
1
3 Philippine Health and Public Policy
4
6
8 Course number Pol Sci 151
9 Course Title Philippine Health and Public Policy
10 Course Description Overview of Philippine policy responses to public health
11 issues and their implications on people's health situations.
12 Prerequisites Pol Sci 150; COI for non-majors
13 Semester Offered 1st Semester
16 Course Goal For students to:
17 describe Philippine public policy-making on health and
18 the factors that contribute to public health policy
19 statements and actual public health outcomes.
20 B. Rationale
21
22 Pol Sci 151 will provide students with an overview of public policy-making on
23 health in the Philippines. It will help students identify factors that contribute to
24 policy statements, public health-seeking behavior and public health outcomes
25
26 Tracking the changes in Political Science 151
27
Changes From To Justification
Prerequisite None Political Science The change in the
150 prerequisite is in
Or COI (for non line with the goal
majors) of streamlining
course
prerequisites and
offerings, where
all electives in a
series must require
the door course for
that series.
28
29 D. Course Outline
30
31 i. Course Outcomes (CO)
33
34 CO 1. Identify the actors and relevant factors involved in public health
35 policymaking;
36 CO 2. Explain public health policies and outcomes in terms of public health
37 practices and behaviors;
1 CO 3. Describe the process of policymaking on public health concerns;

2 CO 4. Formulate recommendations for relevant public health sector reform
3
4
8
Outcomes
1 2 3 4 5 6 7 8 9
CO 1 I I I I I I I I I
CO 2 D D D D D D D D D
CO 4 E E E E E E E E E
9
10 Program Outcomes
22 9-Advocate the values of nationalism, gender-sensitivity and environmental awareness
23
24 Course Content
25

Course Introduction 3
Defining public policy 6
Process of health public policy-making 6
Public policy on health in the Philippines 6
Philippine health policy outcomes 6
Financing and allocating public 6
expenditures to meet health targets
Improvement of Filipino Health 6
Behaviors
Contemporary issues in Philippine public 6

health
Exams 3
Total Hours 48
1
2 Course Coverage
3
Outcomes Learning Tools
Activities
1 Course Introduction Individual and
group sharing,
planning
2-3 CO1 XI. Defining Public Guided class Discussion
Policy discussions guides,
B. The environment of reflections
public policy
D. The instruments of
public policy
E. The structure of
policymaking
4-5 CO1 XII. The Process of Guided Class Discussion

CO2 Health Public discussions, film guides,
Policymaking viewing, debates reflections
A. Health Agenda
setting and policy
formulation
B. Health Policy
Implementation
C. Evaluation and
policy change
D. Actors in health
policymaking and
implementation
6-7 CO1 XIII. Public Policy on Group Presentation

CO2 Health in the presentations, visuals, field
Philippines film viewing, notes /
A. Historical learning site reflections
background: the visits, field
colonial legacy research
B. The Health Policy-
making Structure in
the Philippines
C. The Department of
Health
D. Local Governance
and healthcare
delivery: Issues
related to the
decentralized set-up
E. Sampling of
Philippine health
policy gains:
breastfeeding, generic
drugs, anti-smoking
8 -9 CO2 IV. Philippine Health Guided class Discussion
CO3 Policy Outcomes discussions, guest guides, data /
A. Evidence-based data lectures, videos index analysis,
to inform policy and midterm exam
improve health
outcomes
B. Prioritizing health
interventions
C. Facilitating and
Impeding Factors to
Public Health Policy
Outcomes
D. The Role of Health
Interest Groups : The
pharmaceutical
industry and advocacy
groups
10-11 CO4 V. Financing and Group Presentation
Allocating Public presentations, visuals, case
Expenditures to Meet guest lectures, study analysis,
Health Targets case studies, field notes /
A. The inadequacy of learning site reflections
public financing and visits, field
allocation research
B. Mobilizing private
resources
C. Choosing an optimal
mix of public subsidy
and private financing
D. Prospects for
universal insurance
coverage
E. Equity and Quality of
Care
12-13 CO2 VI. Improvement of Group Presentation

CO3 Filipino Health Behaviors presentations, visuals,
CO4 A. Health promotion advocacy advocacy plans,
campaigns and campaigns, guest reflections
interventions lectures
B. Ensuring community
participation
C. Changing provider
behavior—continuing
practitioner education
14-15 CO1 VII. Contemporary issues Group Presentation

CO2 in Philippine public presentations, visuals, case
CO3 health (e.g. exodus of case studies, study analysis,
CO4 medical/health guest lectures reflections
practitioners, informed
consent, disclosures and
confidentiality of health
data, prevalence of
traditional medical
practices, IP’s access to
healthcare, etc.)
16 Policy Proposals, Final exam, Final papers
implementation plans for
service learning project
1
2
3 ii. Course Requirements / Assessment Tools
4

Exams 30-40%
Term Paper 20-30%
5
6
7 E. References:
8
9 Cabanda, E. (2017). Higher education, migration and policy design of the Philippine
10 Nursing Act of 2002. Higher Education Policy, 30(4), 555-575.
11
12 Castro-Palaganas, E., Spitzer, D. L., Maria Midea, M. K., Sanchez, M. C., Caricativo, R.,
13 Runnels, V., . . . Bourgeault, I. L. (2017). An examination of the causes,
14 consequences, and policy responses to the migration of highly trained health
1 personnel from the Philippines: The high cost of living/leaving-a mixed method
2 study. Human Resources for Health, 15http://dx.doi.org/10.1186/s12960-017-0198-
3 z
4
5 FT, C. R. (2017). Philippines and Vietnam to drive health insurance growth. FT.Com
6
7 Gouda, H. N., Hodge, A., Bermejo,Raoul, I.,II, Zeck, W., & Jimenez-Soto, E. (2016). The
8 impact of healthcare insurance on the utilisation of facility-based delivery for
9 childbirth in the Philippines. PLoS One,
10 11(12)http://dx.doi.org/10.1371/journal.pone.0167268
11
12 Guinto, R. L. L. R., Curran, U. Z., Suphanchaimat, R., & Pocock, N. S. (2015). Universal
13 health coverage in 'one ASEAN': Are migrants included? Global Health Action,
14 8http://dx.doi.org/10.3402/gha.v8.25749
15
16 Kadetz, P. (2011). Assumptions of global beneficence: Health-care disparity, the WHO
17 and the outcomes of integrative health-care policy at local levels in the Philippines.
18 BioSocieties, 6(1), 88-105. http://dx.doi.org/10.1057/biosoc.2010.43
19
20 Kanchanachitra, C., Lindelow, M., Johnston, T., Hanvoravongchai, P., Lorenzo, F. M.,
21 Huong, N. L., . . . dela Rosa, J. F. (2011). Health in southeast asia 5: Human
22 resources for health in southeast asia: Shortages, distributional challenges, and
23 international trade in health services. The Lancet, 377(9767), 769-81.
24
25 Karlo Paolo, P. P. (2016). Inequality in the use of maternal and child health services in the
26 Philippines: Do pro-poor health policies result in more equitable use of services?
27 International Journal for Equity in Health, 15http://dx.doi.org/10.1186/s12939-
28 016-0473-y
29
30 Olavides-soriano, M., Ampo, E., & Escorpizo, R. (2011). Occupational rehabilitation
31 policy and practice in the Philippines: Initiatives and challenges. Journal of
32 Occupational Rehabilitation, 21, 62-8. http://dx.doi.org/10.1007/s10926-010-9284-
33 y
34
35 Salami, O. O. (2014). "All for the family": A case study on the migration of Philippine
36 educated nurses to ontario through the live-in caregiver program (Order No.
37 3666653). Available from ProQuest Central; ProQuest Dissertations & Theses
38 Global. (1634881853).
39
40 Srivastava, D., & McGuire, A. (2014). Analysis of prices paid by low-income countries -
41 how price sensitive is government demand for medicines? BMC Public Health, 14,
42 767. http://dx.doi.org/10.1186/1471-2458-14-767
43
44 Sy, W. (2016). Social determinants of HIV infection in men who have sex with men in the
45 Philippines (Order No. 10188722). Available from ProQuest Dissertations &
46 Theses Global. (1853907715).
47
48 Urada, L. A., Morisky, D. E., Hernandez, L. I., & Strathdee, S. A. (2013). Social and
49 structural factors associated with consistent condom use among female
1 entertainment workers trading sex in the Philippines. AIDS and Behavior, 17(2),
2 523-35. http://dx.doi.org/10.1007/s10461-011-0113-x
4
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
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48
49
50
51
52

2 Politics of Development
3
5
8 Course Title Comparative Politics of Development
9
10 Course Description The theory, process and dynamics of political development
11 and the relationship of political development with socio-economic development.
12 Prerequisites Pol Sci 140
13 Semester Offered 2nd
16 Course Goal
17 For students to be provided an introductory course centered on the politics of
18 development as well as the political implications of such development. The
19 course will explain and discuss the dynamics and basis of the categorization of
20 countries as developed, underdeveloped, developing, etc. The unit of analysis is
21 the State as they relate with international/multilateral state actors (UN, ADB, IMF,
22 etc.), market actors and international non-state actors (e.g., World Social Forum,
23 etc.).
24
25 B. Rationale
26 The course needs to keep abreast with the multi-faceted aspects of political and
27 institutional development, and how it links with socio-ecological realities between and
28 among nation-states.
29
30
31 Changes:
32
From To
Course Number 162 179
Course Title Politics of Development Comparative Politics of
Development
Description The political implications Theories, principles,
of development; the practices and challenges
process of political of Philippine public
growth in developing policy and administration;
countries; the relationship providing theoretical,
between the nature, historical, behavioral and
organization, dynamics of institutional overview,
government and analysis and evaluation of
development the policymaking process,
administration, and
dynamics in the
Philippines
Pre-requisites Pol Sci 11 or COI Pol Sci 140

1
3
6
7 CO 1. Describe political development and its multi-faceted aspects and diverse
8 perspectives at the international level.
9 CO 2. Critique the theories of political development, and its relationship with
10 socio-economic development at the international level.
11 CO 3. Advocate for the participation of diverse actors, in various levels, and
12 the use of interdisciplinary perspectives and strategies in international
13 political and socio-economic development.
14
18
Outcomes
1 2 3 4 5 6 7 8 9
19
20
21 Program Outcomes
34
35
1 Course Content
2
TOPIC Hours
Definition of terms and framework of 3
analysis
History, dynamics and theories of 9
international development
Key themes in political and socio- 12
economic development
Case studies on the interaction of political 15
and socio-economic development
Lessons learned and key insights 6
Total 48
3
4 Course Coverage
5
Week CO TOPIC
1st -- Overview of the course and class Brainstorming, film showing Attendance
policies
2 CO1 Definition of terms and Brainstorming and sharing of Attendance, peer
framework of analysis mental maps, group review
presentations
3-5 CO1 History, dynamics and theories Lecture/discussion, Interaction Attendance,
CO2 of international development with resource speaker, essay infographic, quiz,
writing, exam
6-9 CO2 Key themes in political and Film showing, role playing, Attendance,
CO3 socio-economic development debate, discussion group
presentation,
graded recitation
10-14 CO2 Case studies on the interaction of Group discussion, Attendance, group
CO3 political and socio-economic brainstorming, essay writing presentation,
development graded recitation,
exam
15-16 CO2 Lessons learned and key insights Group presentation, discussion, Attendance, peer
CO3 role playing review
6
7
8 B. Course Requirements / Assessment Tools
9
Exams 30-40%
Term Paper 20-30%
Attendance 5-10%
10
1 III. References
2
3 Iain McLean and Alistair McMillan, eds. (2003). The Concise Oxford Dictionary of
4 Politics 2nd edition. Oxford: Oxford University Press.
5 Carothers, T. and D. de Gramont (2011). Aiding Governance in Developing Countries.
6 Washington DC: Carnegie Endowment.
7 Chibba, M. (2009) Governance and Development: The current role of theory, policy and
8 practice. World Economics 10(2)79-108.
9 Forsyth, T., Green, E. and J. Lunn (2011) Introduction to International Development.
10 London: London School of Economics and Political Science.
11 Grindle, M.S (2007). Good Enough Governance Revisited. Development Policy Review 5:
12 553-574.
13 Randall, V. (2007). Political Parties and Democratic Developmental States. Development
14 Policy Review 5: 633-652.
15 Sikander, T. (2015). Political Development and Political Decay. International Journal of
16 Humanities and Social Science. 5(3) 143-148.
17 Verena. F. & Menocal, A. (2007). Developmental States in the New Millennium.
18 Development Policy Review 5: 531-552.
19
21
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51

2 Philippine Foreign Policy
3
5
8 B. Course Title Foreign Policy
9 C. Course Description Actors and institutions in foreign policy formulation;
10 theories, models and debates and the dynamics of the
11 pursuit of national interest
16 H. Course Goal To enable students to demonstrate an in-depth
17 understanding of theories, principles, practices and challenges in the field of
18 Foreign Policy and Foreign Policy Analysis.
19
20 Changes:
21
From To
Course Title Philippine Foreign Policy Foreign Policy
Description Development of Actors and institutions in
Philippine foreign policy; foreign policy
forces, techniques and formulation; theories,
problems in the models and debates and
formulation and the dynamics of the
implementation of pursuit of national
Philippine foreign policy interest
22
23 B. Rationale
24 The course revision is in line with the requirements of the International Relations sub-
25 field that courses offered must have an international/global lens. The change in course
26 title and description is in line with pursuing the goal of giving the student with a more
27 holistic understanding of foreign policy by changing the unit of analysis from the
28 national to the global level.
29
31
34
35 CO 1. Demonstrate an understanding of the contexts, pressures, and constraints
36 that shape foreign policy decision-making;
37 CO 2. Compare and contrast the strengths of theories and frameworks in
38 foreign policy decision-making
1 CO 3. Critically assess the processes involved on foreign policy making

2 decision-making;
3
7
Outcomes
1 2 3 4 5 6 7 8 9
CO 1 D D D A I D I I I
8
9 Program Outcomes
23
Topic Number of Hours
Introduction 3
Overview of Theories and Frameworks 6
in Foreign Policy and Foreign Policy
Analysis
Government-Level Explanations 9
Societal Level Theories 9
Ideas, Culture, and Constructivist 6
Approaches
Psychological Theories 3
Behavioral Decision Theory 3
Crisis Decision-Making, Threat 3
Perception and Bargaining
Case Samples of Foreign Policy 3
Decision Making
Exams 3
Total 48
1
3
Suggested
Learning Activities
Tools
1st CO1 I. Introduction Interactive lectures, class Graded
CO2 discussions, film showing Recitation,
CO3 - Introduction to Foreign Reaction
Policy Analysis Papers, Rubrics
-Levels of Analysis
Framework
-The Agent-Structure Debate
2-3 CO1 II. Overview of Theories Interactive lectures, class Graded
CO2 and Frameworks in Foreign discussions, film showing Recitation,
CO3 Policy and Foreign Policy Reaction
Analysis Papers, Rubrics
- The Decision-Making
Approach
-The “Comparative Foreign
Policy” ---Research
Program
-Issue-Areas
-Other Early Approaches to
Foreign Policy Analysis
-The Rational Model
-Realist Theories of Foreign
Policy
4-6 CO1 III. Government-Level Interactive lectures, class Graded
CO2 Explanations discussions, film showing Recitation,
Quizzes,
CO3 - The Bureaucratic Reaction
Politics/Organizational Papers, Rubrics
Processes Model
- The Decision Unit
Approach
-Rational Institutionalism
-Other General Approaches
7-9 CO1 IV. Societal Level Theories Interactive lectures, class Graded
CO2 - General Approaches Reaction
CO3 -The Foreign Policy of Papers, Rubrics
Democracies: Explaining
the Democratic Peace
-Presidential and
Parliamentary Systems
-Social Identity Theory
-The Diversionary Theory
of War
- Neo-Marxist Theories
-The Military-Industrial
Complex
-Interest Groups and
Coalitional Politics
MIDTERM
EXAMINATION
10-11 CO1 V. Ideas, Culture, and Interactive lectures, class Graded
Constructivist Approaches discussions, film showing Recitation,
CO2 Reaction
CO3 -"Ideas" and Ideology Papers, Rubrics
-Religion
-Culture
-Empirical Applications
-Strategic Culture
-Constructivist Approaches
12 CO1 VI. Psychological Theories Interactive lectures, class Graded
CO2 - Early Psychological Quizzes,
Approaches to Foreign Reaction
CO3 Policy Analysis Papers, Rubrics
-Contemporary Theories of
Psychology and Foreign
Policy - Overviews
-Cognition, Beliefs, and
Images
Operational Code
-Emotions and Motivations
13 CO1 VII. Behavioral Decision Interactive lectures, class Graded
Theory discussions, film showing Recitation,
CO2 Reaction
-Heuristics and Biases Papers, Rubrics
CO3 -Prospect Theory
-Framing
-Poliheuristic Theory
-Dual Process Theories
14 CO1 VIII. Crisis Decision- Interactive lectures, class Graded
Making, Threat Perception discussions, film showing Recitation,
CO2 and Bargaining Quizzes,
Reaction
CO3 -Crisis Decision-Making Papers, Rubrics
Threat Perception and
Intelligence Failure
Case Studies of Intelligence

Failure
Psychology of Bargaining
15-16 CO1 IX. Case Samples of Interactive lectures, class Graded
Foreign Policy Decision discussions, film showing Recitation,
CO2 Making Quizzes,
Reaction
CO3 -Philippines Papers, Rubrics
-US
-China
-Russia
-North Korea etc.
FINAL EXAMINATION
1
3
Exams 30-40%
Term Paper 20-30%
4
5 III. References
6
7 Hudson, V. (2013). Foreign Policy Analysis: Classic and Contemporary Theory. 2nd.
8 Lanham, MD: Rowman & Littlefield, 2013.
9
10 Halperin,M. , Clapp, P & Kanter, A. (2006). Bureaucratic Politics and Foreign Policy. 2nd
11 ed. Washington, D.C.: Brookings.
12
13 McDermott, R. (2004). Political Psychology in International Relations. Ann Arbor:
14 University of Michigan Press, 2004.
15
16 Kahneman,D. (2011). Thinking, Fast and Slow. New York: Farrar, Straus and Giroux.
17
18 Waltz, K. (1959). Man, the State, and War. New York: Columbia University Press, 1959.
19
20 Jervis, R. (1976). Perception and Misperception in International Politics. Princeton:
21 Princeton University Press, 1976.
22
23 Ikenberry, J. Lake, D. & Mastanduno, M. (1988) Introduction: Approaches to Explaining
24 American Foreign Economic Policy." International Organization, 42, 1. 1-14.
25
26 Singer, J. D. (1969) "The Level-of-Analysis Problem in International Politics." In James N.
27 Rosenau, ed., International Politics and Foreign Policy, rev. ed. New York, Free
28 Press, 1969. Chap. 7.
29
1 Levy, J. & Thompson, W. (2010). Causes of War. Chichester, UK: Wiley- Blackwell. 14-
2 20.
3
4 Holsti, O. (1989) Models of International Relations and Foreign Policy." Diplomatic
5 History, 13, 1, 15-43.
6
7 Houghton, D. (2007). Reinvigorating the Study of Foreign Policy Decision- Making:
8 Toward a Constructivist Approach.” Foreign Policy Analysis, 3, 1, 24-45.
9
10 Garrison, J. (2003) “Foreign Policy Analysis in 20/20: A Symposium.” International
11 Studies Review, 5, 2, 155-202.
12
13 Smith, S. (1986). "Theories of Foreign Policy: An Historical Overview." Review of
14 International Studies, 12, 13-29.
15
16 Mintz, A. & DeRouen, K. Jr. (2010) Understanding Foreign Policy Decision Making.
17 New York: Cambridge University Press
18
19
21
23 Brian C. Ventura
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
1
3 Practicum
4
6
9 B. Course Title Practicum in Political Science
10 C. Course Description Internship in government offices and civil society
11 organizations with faculty supervision; Minimum of
12 200 Practicum hours with 9 hours of class instruction.
13 D. Prerequisites Pol Sci 190, Junior Standing
14 E. Semester Offered Midyear
16 G. Number of Hours 209 hours
17 H. Course Goal This course was designed to allow students to evaluate
18 how concepts and theories learned in class come into practice. Key to this is
19 understanding the dynamics of and as well the nexus between theory and practice by
20 looking first-hand at the relationships of power between individuals, groups and
21 institutions and how they interact and influence each other
22
23
24 B. Rationale
25
26 The change in course number reflects the institution of a new door course for
27 the series (Introduction to Political Theory). The change in the prerequisite is in line
28 with the goal of streamlining course prerequisites and offerings, where all electives in
29 a series must require the door course for that series. The increase in the number of hours
30 will allow the student to have a more substantive internship experience that does not
31 interfere with their regular semestral load requirements.
32
33 Changes:
34
From To
Course Title Practicum Practicum in Political
Science
Description Apprenticeship in Internship in government
government offices and offices and civil society
non-profit organizations organizations with
with faculty supervision.” faculty supervision;
(with 9 hours of class Minimum of 200
instructions and minimum Practicum hours with 9
of 135 practicum hours.) hours of class instruction.
Pre-requisites Junior Standing Pol Sci 190, Junior
Standing
35
1
3
6
7 CO 1. Demonstrate an understanding of basic structures, functions and mandates
8 of both public and private organizations and how they are situated in the
9 Philippine political system
10 CO 2. Demonstrate relevant technical and leadership skills that will enable
11 them to become effective contributors to the goals of holistic development
12 and will enable them to become lifelong learners
13 CO 3. Evaluate both their observations of and participation in political
14 phenomena as interns/apprentices in the light relevant theories and
15 frameworks in the study of politics
16
20
Outcomes
1 2 3 4 5 6 7 8 9
CO 1 D D D A A A A A A
CO 2 D D I A A A I I I
21
22 Program Outcomes
35
36
37
38
1 B. Course Coverage
2
Topic Hours
Classroom Instruction 9
Internship 200
Total 209
3
5 Final Paper, Weekly Journals, Agency Evaluation Report
Weekly Journals 30-40%
Term Paper 20-30%
Agency Evaluation Report 20-40%
6
7
8 III. References
9
10 Since this is an internship, there are no references for this class.
11
13
14 Prof. Pepito Fernandez, Jr., Prof. Brian C. Ventura, Prof. Juhn Chris P. Espia, Prof.
15 Tomas T. Talledo, Dr. Mary Barby Badayos-Jover, Dr. Rosalie Arcala-Hall
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
1
3 Selected Themes in Political Theory
4
6
7
8 C. Course number Pol Sci 198
9 D. Course Title Selected Themes in Political Theory
10 E. Course Description Problem-driven issues or themes in ancient, medieval and
11 contemporary political philosophy or in the history of political theory
12 F. Prerequisites Pol Sci 190
13 G. Semester Offered 2nd Semester
14 H. Course Credit 3.0 units
15 I. Number of Hours 3 hours/week
16 J. Course Goal (for Sample Selected Theme: Political Ecology)
18 an overview of the history, key concepts, theories and
19 contemporary issues in political ecology from the
20 perspective of the South.
21
23 an introduction to the theory and practice of political
24 ecology.
25 b. Rationale
26 This course is research-driven and will engage students with an action-oriented
27 ethic.
28 .
29 Changes:
30
From To
Description Problem-driven issues or Problem-driven issues or
themes in contemporary themes in ancient,
political philosophy or in medieval and
the history of political contemporary political
theory. Issues or themes philosophy or in the
can include the following history of political theory
topics: democracy, liberty,
property, justice, post-
modernity, feminism,
environmentalism,
nationalism, conservatism
and extremism.
Pre-requisites Pol Sci 193 or COI Pol Sci 190
31
1
4
5 CO 1. Demonstrate an understanding of the history, key concepts, theories,
6 methods, actors, institutions, and social-ecologies of political ecology
8 defending arguments based on important works of key thinkers and
9 practitioners in political ecology
10 CO 3. Evaluate the role of state, market and civil society forces in
11 contemporary political ecologies
12
16
Outcomes
1 2 3 4 5 6 7 8 9
17
18 Program Outcomes
31
32 B. Course Content/Coverage
33
Week CO TOPIC
1 CO1 Overview of course and class Lecture, class discussions, film Attendance
policies showing
2-3 CO1 Review of modern philosophy Interactive lectures, class Attendance,

CO2 discussions, brainstorming Graded
Recitation,
Reaction Papers
4-5 CO1 Defining political ecology Interactive lectures, class Attendance,
CO2 discussions Graded
CO3 Recitation,
Quizzes
6-7 CO1 Methods in political ecology Interactive lectures, class Attendance,
C02 discussions Graded
CO3 Recitation,
Quizzes
8-9 CO1 History of political ecology Interactive lectures, class Attendance,
CO2 discussions, debate Graded Recitation,
CO3 Quizzes, Reaction
Papers, Exam
10-15 CO1 Various perspectives, aspects, Research output, group Attendance, Graded
CO2 and case studies of political discussions, peer review Recitation,
CO3 ecology
16 CO2 Conclusion and insights Lecture-discussion Attendance, Exam
CO3
1
2
Exams 30-40%
Term Paper 20-30%
Attendance 5-10%
4
5 III. References
6
7 Blaikie, P. (1985). The Political Economy of Soil Erosion in Developing Countries.

8 London; New York: Longman.
9 Bryant, R.L. (1998). Power, knowledge and political ecology in the third world: a
10 review. Progress in Physical Geography 22(1):79-94.
11 Bryant, R. (ed.) (2015). International Handbook of Political Ecology. Edward Elgar.
12 Bryant, R.L. and S. Bailey (1997). Third World Political Ecology. Routledge.
13 Dove, M.R., and C. Carpenter, eds. (2008). Environmental Anthropology: A Historical

14 Reader. MA: Blackwell.
1 Escobar, A. (1996). Construction Nature: elements for a post-structuralist political

2 ecology. Futures 28(4): 325-343.
3 Garí, J.A. (2000). The Political Ecology of Biodiversity: Biodiversity conservation and
4 rural development at the indigenous and peasant grassroots. D.Phil. Dissertation,
5 University of Oxford. British Library No. 011720099 (DSC D213318).
6 Greenberg, J.B. and T.K. Park. (1994). Political Ecology. Journal of Political Ecology 1:
7 1-12.
8 Hecht, S. and A. Cockburn. (1990). Fate of the Forest: Developers, Destroyers, and
9 Defenders of the Amazon. University of Chicago Press.
10 Hershkovitz, L. (1993). Political Ecology and Environmental Management in the Loess

11 Plateau, China. Human Ecology 21(4): 327-353.
12 Martinez-Alier, J. (2002). The Environmentalism of the Poor: A Study of Ecological

13 Conflicts and Valuation. Edward Elgar.
14 Paulson, S,, Gezon, L.L. and M. Watts. (2003). Locating the Political in Political
15 Ecology: An Introduction. Human Organization 62(3): 205-217.
16 Peet, R. and M. Watts. (1993). Introduction: Development Theory and Environment in an

17 Age of Market Triumphalism. Economic Geography 68(3): 227-253.
18 Peet, R., Robbins, P. and M. Watts. (eds.) (2011). Global Political Ecology. Routledge.
19 Peet, R. and M. Watts. eds. (1996). Liberation ecologies: environment, development,

20 social movements. Routledge.
21 Peluso, N.L. (1992). Rich Forests, Poor People: Resource Control and Resistance in Java.
22 University of California Press.
23 Peluso, N.L. and M. Watts (eds.). (2001). Violent Environments. Cornell University Press.
24 Perreault, T., Bridge, G. and J. McCarthy (eds.). (2015). Routledge Handbook of Political
25 Ecology. Routledge.
26 Perry, R.J. (2003). Five Key Concepts in Anthropological Thinking. Upper Saddle River,
27 NJ: Prentice Hall.
28 Ritzer, G.. (2008). Modern Sociological Theory. Boston: McGraw-Hill.
29 Robbins, P. (2012). Political Ecology: A Critical Introduction. 2nd ed. Blackwell.
30 Rocheleau, D. (1995). Gender and a Feminist Political Ecology Perspective. IDS Institute
31 for Development Studies 26(1): 9-16.
1 Sayre, N. (2002). Species of Capital: Ranching, Endangered Species, and Urbanization in

2 the Southwest. University of Arizona Press.
3 Sutton, M.Q. and E.N. Anderson. (2004). Introduction to Cultural Ecology. Altamira.
4 Vayda, A.P. and B.B. Walters. (1999). Against Political Ecology. Human Ecology 27(1):
5 167-179.
6 Walker, P.A. (2005). Political ecology: where is the ecology? Progress in Human
7 Geography 29(1):73–82.
8 Watts, M. (2000). Political Ecology. In Sheppard, E. and T. Barnes (eds.), A Companion

9 to Economic Geography. Blackwell.
10 Walker, P. (2006). Political ecology: where is the policy? Progress in Human

11 Geography 30(3): 382-395.
12 Wolf, E. (1972). Ownership and Political Ecology, Anthropological Quarterly 45(3): 201-
13 205.
14
15
16 XIV. Faculty Resources
17
18 Prof. Pepito Fernandez, Jr., Prof. Brian C. Ventura, Prof. Juhn Chris P. Espia, Prof.
19 Tomas T. Talledo, Prof. Mary Barby Badayos-Jover, Prof. Rosalie Arcala-Hall
20
21
22

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1

3 PROPOSED CURRICULAR REVISION OF BA (Political

II. Change in Program Title 2

III. Institution of Courses 2

IV. Revision of Courses 11

V. Change in Program Requirements 18

VI. Summary of Proposed Changes 22

VII. Checklist of Existing and Proposed Curricula 25

Appendix B: Institutional Vision and Mission, Program 28

Appendix C: Program Structure 33

Appendix D: Proposed Study Plan 36

Appendix E: Comparative Summary of Existing and Proposed 37

Appendix F: Study Path 39

Appendix G: Resource Availability 40

Appendix H: Course Analyses 41

1 DIVISION OF SOCIAL SCIENCES

16 II. Change in Program Title

13 (3) Pol Sci 140 Introduction to Comparative Politics. Introductory course on

23 Prerequisite: Pol Sci 140

4 Prerequisite: Pol Sci 140

16 Prerequisite: Pol Sci 140

27 Prerequisite: Pol Sci 140

1 identify and describe the factors contributing to policy statements

1 deeper understanding of voting as one of the most important

1 (27) Pol Sci 188 Selected Themes in International Relations. Problem-driven

1 Philippine realities through the formulation of a research

1 politics series. The change in course prerequisite is due to the

23 Justification : This course provide students with the analytical tools to

11 Justification : The change in course number is due the institution of a new

1 Justification : The original course is focused more on administrating public

11 E. Change in Course Number and Prerequisite

38 From : Pol Sci 160 or COI

1 Students under the program need to take the introductory

6 From : Pol Sci 182

21 (4) Pol Sci 193 Modern Political Theory

23 From : Senior Standing

31 (5) Pol Sci 196 Philippine Political Thought

33 From : Senior Standing

6 V. Change in Program Requirements

10 (1) Pol Sci 185 Public International Law

30 Justification : This is part of the Program’s efforts to streamline offerings, where

35 B. Deletion of Courses from the Program

1 (2) Soc Sci 199. 2 Social Science Research II

39 (9) Pol Sci 170 Comparative Western Politics

2 (10) Pol Sci 171 Comparative Politics of Capitalist Systems

12 (12) Pol Sci 174 Government and Politics of Latin America

22 (14) Pol Sci 176 (African Political Systems)

27 (15) Pol Sci 177 (Government and Politics of Asia I)

32 (16) Pol Sci 178 (Government and Politics of Asia II)

1 C. Addition of Courses to the Program

8 (2) Comm 12 (Technical Communication)

14 (3) 36 units of GE Courses (21 Core; 15 Elective)

18 D. Change in Total Number of Units

24 A. Change in Program Title

1 10. Pol Sci 147 (Comparative Constitutional Design)

2 3. Change in Course Title and Description

1 l. Pol Sci 174 (Government and Politics of Latin America)

1 VII. Checklist of Existing and Proposed Curricula

Second Year Second Year

Third Year Third Year

Fourth Year Fourth Year

TOTAL 147 units TOTAL 144 units

Second Year Second Year