Republic of the Philippines

CARLOS HILADO MEMORIAL STATE COLLEGE

Talisay City, Negros Occidental

OUTCOMES-BASED COURSE SYLLABUS

in

SCI SPEC 504

Course Number

Advanced Ecology
Descriptive Title

1st Semester 2019/ Academic Year 2020-2021

Semester/Academic Year

Prepared by:

Julie Ann B. Mario, MA

Subject Teacher

Approved:

Noralyn S. Esona, Ph. D.

Dean
 Republic of the Philippines
CARLOS HILADO MEMORIAL STATE COLLEGE
Talisay City, Negros Occidental

OUTCOMES-BASED COURSE SYLLABUS

College: College of Education Program: M.A. in Teaching – Gen Sci

Course Number: SCI SPEC 504 _______________ Course Title: Advanced Ecology_________ ___________
Hours/Week/Semester: 54 Hrs/Semester; 3 Hrs/Wk___________________ No. of Wks/Semester: 18 Weeks/Semester___________________
Instructor: Julie Ann B. Mario___________________________ Term/Sem/AY: 1st Semester, AY 2020-2021______ _____
____________________________________________________________________________________________________________________________

I. Vision of the Institution

Green CHMSC EXCELS: Excellence, Competence, and Educational Leadership in Science and Technology
Driven by its passion for continuous improvement, the State College has to vigorously pursue distinction and proficiency in delivering its statutory functions to the
Filipino people in the fields of education, business, agro-fishery, industry science and technology, through committed and competent human resource, guided by the
beacon of innovation and productivity towards the heights of elevated status.

II. Mission of the Institution

A leading institution in higher and continuing education committed to engage in quality instruction, development-oriented research, sustainable lucrative
economic enterprise, and responsive extension and training services through relevant academic programs to empower a human resource that responds effectively to
challenges in life and acts as catalyst in the holistic development of humane society.
III. Institutional Learning Outcomes
Seq Outcomes
Creative, critical, and
1 analytical thinking
2 Global, cultural, social,
ethical, and environmental
awareness
Physical/mental wellness and
3 personal responsibility and
development
Entrepreneurship and
4 productivity
5 Integrity and professionalism
6 Life-long learning
competence
7 Interpersonal and
communication competence
8 Quantitative and
technological competence
9 Leadership competence
IV. Vision of the College of Education
The College of Education as a leading globally-competitive training center for professional teachers in the elementary and secondary levels.
Upon graduation, the students can:
Analyze and solve problems by using informed judgment based on evidence, sound reasoning and / or creativity to
differentiate facts from opinions and to specify solutions and their consequences.
Exercise role as local, national, and global citizens participation in a democratic process, respect social and cultural
diversity, appreciate the complexity of the physical world and understand the significance of both environmental
sustainability and social justice.
Recognize lifestyles that promote physical and mental well-being, engage in self-reflection and ethical decision-making,
explore career choices and life goals, practice effective individual and collaborative work habits, and demonstrate a
commitment to ongoing learning.
Entrepreneurial spirit and engage in activities leading to increased production, and application of new technology that
contribute to nation-building and natural development.
Exhibit professionalism, integrity, and ethical standards by reflecting on the value of professionalism in daily
interactions, use appropriate ethical choices in practice setting which are in the best interest of the client.
Utilize lifelong learning skills in pursuit of personal development and excellence in professional practice.
Demonstrate analytical reading and writing skills including evaluation, synthesis, and research; communicate clearly,
express interpret thoughtfully and logically and engage actively in dialogue and discussion while paying attention to
audience, situation and intercultural context.
Use mathematical skills appropriate to new technological society by analyzing and solving problems that are
quantitative in nature and by utilizing technology for informational, academic, personal and professional needs.
Display leadership skills in a given profession through professional advocacy, promotion of profession in positive,
constructive manner and use of effective organization and time management for efficient practice.
V. Mission of the College of Education

Train and develop highly motivated and committed professional elementary and secondary education teachers equipped with instructional, personal and social
competencies conducive to the task of human development.

VI. Goals of Graduate Education

Graduate education is at the apex of the educational system. In the field of education, graduate studies is one of the more effective means of improving the
capacities of education professionals who aim to contribute to the continued improvement of teaching and learning in the classrooms, delivery of student services,
and management of educational programs. Graduate education is also one of the most effective means of developing capacities related to doing research that will
improve educational theory and practice in the many aspects of the educational process.

VII. Graduate Program Outcomes

Upon completion of the program, the graduates can:

A. Outcomes Common to All Programs in All Types of Schools:
1. Articulate and discuss the latest developments in Teacher Education.
2. Effectively communicate orally and in writing using both English and Filipino.
3. Work effectively and independently in multi-disciplinary and multi-cultural teams.
4. Act in recognition of professional, social and ethical responsibility.
5. Preserve and promote “Filipino historical and cultural heritage.”
B. Outcomes Common to Teacher Education as Discipline:
6. Articulate the relationship of education to larger historical, social, cultural and political processes.
7. Facilitate learning using a wide range of teaching methodologies in various types of environment.
8. Develop alternative teaching approaches for diverse learners.
9. Apply skills in curriculum development, lesson planning, material development, instructional delivery and educational assessment.
10. Demonstrate basic and higher-level thinking skills in planning, assessing and reporting.
11. Practice professional and ethical standards to respond to the demands of the community.
12. Pursue lifelong learning for personal and professional growth.
C. Outcomes Specific for the Master’s Degree program in Education:
13. Demonstrate in-depth understanding of a complex and coherent body of knowledge and skills in an area of study in education, which may be
applied in many types of school or other educational environments.
14. Demonstrate a higher order level of skills in the analysis, critical assessment, application and communication of knowledge in the field.
15. Demonstrate an ability to apply knowledge and skills in the field to new situations in more creative and flexible ways, and to solve complex
problems in the field in ways that involve rigorous thinking and independent work.
16. Demonstrate understanding and sustain arguments about, and critically evaluate the current problems, principles and concepts in the field of
education.
17. Apply the current knowledge in original ways to specific problems or contexts by understanding research, a complex project, or some other form of
advanced scholarship.
18. Demonstrate a comprehensive understanding of the methods of inquiry in their own research or advanced scholarship, and how these methods
are used to create and interpret knowledge in the field.
19. Critically evaluate current research, advanced scholarship and methodologies in the field.
20. Creatively and systematically deal with complex issues within a field, make judgements or decisions in the absence of complete data, and clearly
communicate one’s justification for such actions to specialists and non-specialist audiences.
21. Demonstrate initiative, self-direction and originality in dealing with problems in the field (e.g., develop innovative teacher approaches and
resources; establish new teacher supervisory systems, etc.), particularly in the planning and execution of tasks in the field.
22. Continue to advance their knowledge and skills in the field using the established sources of advanced information in the field.
23. Undertake more advanced and specialized training for developing existing skills, acquiring higher level and more specialized competencies in the
formal education context.
D. Outcomes Common to All Horizontal Typologies of Schools:
24. Demonstrate service orientation in the teaching profession.
25. Participate in various types of employment, development activities, and public discourses, particularly in response to the needs of the communities
one serves.
26. Participate in the generation of new knowledge or in research and development projects.
27. Support national, regional and local development plans.
VIII. Curricular Map on General Education Outcomes and Institutional Learning Outcomes

Institutional Learning Outcomes

Program Outcomes
1 2 3 4 5 6 7 8 9
1. Articulate and discuss the latest developments in Teacher Education. ✓ ✓ ✓ ✓ ✓ ✓ ✓
2. Effectively communicate orally and in writing using both English and Filipino. ✓ ✓ ✓ ✓ ✓
3. Work effectively and independently in multi-disciplinary and multi-cultural teams. ✓ ✓ ✓ ✓ ✓ ✓ ✓
4. Act in recognition of professional, social and ethical responsibility. ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
5. Preserve and promote “Filipino historical and cultural heritage.” ✓ ✓ ✓ ✓ ✓
6. Articulate the relationship of education to larger historical, social, cultural and political processes. ✓ ✓ ✓ ✓ ✓ ✓
7. Facilitate learning using a wide range of teaching methodologies in various types of environment. ✓ ✓ ✓ ✓ ✓ ✓
8. Develop alternative teaching approaches for diverse learners. ✓ ✓ ✓ ✓
9. Apply skills in curriculum development, lesson planning, material development, instructional delivery ✓ ✓ ✓ ✓ ✓ ✓ ✓
and educational assessment.
10. Demonstrate basic and higher-level thinking skills in planning, assessing and reporting. ✓ ✓ ✓ ✓ ✓ ✓ ✓

11. Practice professional and ethical standards to respond to the demands of the community. ✓ ✓ ✓ ✓ ✓ ✓

12. Pursue lifelong learning for personal and professional growth. ✓ ✓ ✓ ✓ ✓ ✓ ✓

13. Demonstrate in-depth understanding of a complex and coherent body of knowledge and skills in an ✓ ✓ ✓ ✓ ✓ ✓ ✓
area of study in education, which may be applied in many types of school or other educational
environments.
14. Demonstrate a higher order level of skills in the analysis, critical assessment, application and ✓ ✓ ✓ ✓ ✓ ✓ ✓
communication of knowledge in the field.
15. Demonstrate an ability to apply knowledge and skills in the field to new situations in more creative ✓ ✓ ✓ ✓ ✓ ✓ ✓
and flexible ways, and to solve complex problems in the field in ways that involve rigorous thinking
and independent work.
16. Demonstrate understanding and sustain arguments about, and critically evaluate the current ✓ ✓ ✓ ✓ ✓ ✓ ✓
problems, principles and concepts in the field of education.
17. Apply the current knowledge in original ways to specific problems or contexts by understanding ✓ ✓ ✓ ✓ ✓ ✓ ✓
research, a complex project, or some other form of advanced scholarship.
18. Demonstrate a comprehensive understanding of the methods of inquiry in their own research or ✓ ✓ ✓ ✓ ✓ ✓ ✓
 advanced scholarship, and how these methods are used to create and interpret knowledge in the
field.
19. Critically evaluate current research, advanced scholarship and methodologies in the field. ✓ ✓ ✓ ✓ ✓ ✓ ✓

20. Creatively and systematically deal with complex issues within a field, make judgements or decisions ✓ ✓ ✓ ✓ ✓ ✓ ✓
in the absence of complete data, and clearly communicate one’s justification for such actions to
specialists and non-specialist audiences.
21. Demonstrate initiative, self-direction and originality in dealing with problems in the field (e.g., ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
develop innovative teacher approaches and resources; establish new teacher supervisory systems,
etc.), particularly in the planning and execution of tasks in the field.
22. Continue to advance their knowledge and skills in the field using the established sources of ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
advanced information in the field.
23. Undertake more advanced and specialized training for developing existing skills, acquiring higher ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
level and more specialized competencies in the formal education context.
24. Demonstrate service orientation in the teaching profession. ✓ ✓ ✓ ✓ ✓ ✓ ✓

25. Participate in various types of employment, development activities, and public discourses, ✓ ✓ ✓ ✓ ✓ ✓ ✓
particularly in response to the needs of the communities one serves.
26. Participate in the generation of new knowledge or in research and development projects. ✓ ✓ ✓ ✓

27. Support national, regional and local development plans. ✓ ✓ ✓ ✓ ✓

IX. Course Description

This course will examine current theoretical and applied approaches to Ecology. Emphasis will be on developing problem- solving skills, critical evaluation
of ecological studies, modeling and an in-depth examination of theories, principles, concepts used in understanding and techniques used in solving problems in
individual, population, community and ecosystem Ecology. The course will involve lectures, in-depth discussions, field studies, a course field project, reflections
on identified topics and analysis of current literatures and studies.
IX. Course Learning Outcomes
Upon completion of this course, the students can:

1. broaden and deepen understanding of the field of Ecology;

2. develop skills needed in order to become an independent scientist by reading and critically evaluate scientific papers and form testable hypothesis on ecological
problems;
3. develop abilities in critical thinking and analysis to understand the process of scientific research and discovery;
4. communicate their ideas about science clearly, both orally and in writing;
5. articulate on current ecological concepts, principles and theories;
6. articulate on current theoretical and practical approaches toward solving the many problems our world’s ecosystems are facing.

X. Curricular Map on Course Learning Outcomes and Program Outcomes

Program Outcomes
Course Learning Outcomes 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27
1. Broaden and deepen understanding of the field of Ecology ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
2. Develop skills needed in order to become an independent scientist ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
by reading and critically evaluate scientific papers and form testable
hypothesis on ecological problems
3. Develop abilities in critical thinking and analysis to understand the ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
process of scientific research and discovery
4. Communicate their ideas about science clearly, both orally and in ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
writing
5. Articulate on current ecological concepts, principles and theories ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
6. Articulate on current theoretical and practical approaches toward ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
solving the many problems our world’s ecosystems are facing

XI. Course Requirements

1. Online Attendance 4. EIA Output

2. Active participation in class activities / deliberations 5. On-line Activities and Outputs
3. Synthesis/Reaction Papers 6. Examinations
XII. Academic Performance Evaluation System

A. Performance 80%
1. Knowledge
a. Midterm/Endterm Examinations 40%
b. Participation in Class Discussions 20%
2. Skills/Report 20%

B. Requirement/Project/Output 20%
TOTAL 100%

XIII. References

1. America Geological Institute, 2012. Environmental Science. Cengage Learning, Asia Pte. Ltd.
2. Arms, Karen, 1994. Environmental Science, 2nd edition.
3. Hoefnagels, Marielle 2015. Biology: Concepts and Investigations, 3rd edition. McGraw-Hill Education.
4. Houghton, Mifflin, Cunningham, William O., et. al., 2007. Environmental Science: A Global Concern. New York: McGraw-Hill.
5. Enger, Eldon D. et. al., 2006. Environmental Science: A Study of Interrelationships, 10th edition. New York: McGraw-Hill.
6. Miller, G. Tyler Jr., 2005. Environmental Science, 10th edition. USA: Thomson Brooks/Cole.
7. Molles, Manuel Jr. C., 2008. Ecology: Concepts and Applications. McGraw-Hill Companies, Inc.
8. Odum, Eugene P., 2005. Fundamnetals of Ecology, 5th edition. USA: Thomson Brooks/Cole.
9. Ordoñez, Jose III A., 2005. Environmental Biology. Metro Manila: National Boolstore, Inc.
10. Wright, Richard T., 2008. Environmental Science, 10th edition. USA: Pearson Prentice Hall.
XIV. Course Contents

Contents/Topics Objectives Student Learning Time Strategies Evaluation Key Indicators/

Outcomes and Activities Allotment Results
(Hour)
I. Orientation At the end of the discussion, the At the end of the discussion, the students 3 -Lecture- -Oral graded -95% of the students
1. The VGMO of the Institution students should be able to: are able to: Discussion recitation or identifies the role of
2. The Course and its role in attaining the •Discuss the VGMO of the school and •Distinguish the unique role of CHMSC and CHMSC and of COE in
VGMO those of the College of Education of COE in the preparation of professional -Group -Quiz student development
3. Objectives of CHMSC and the Graduate • Relate the role of the course in the teachers discussion
School attainment of the institutional VGMO • Discuss the contribution of the course in -95% of the students can
and the departmental goals and the training of elementary and secondary relate the role of the
objectives school teachers course in the attainment
•Relate the course to the ideals of of the institutional VGMO
gender and development issues
II. Introduction •Construct a Synthesis/Reaction Paper •Create and submit SRPs 1 Lecture- - SRPs - 90% of the learning
1. How to write a synthesis paper •Construct an EIA Paper •Conduct and create an EIA Report Discussion - EIA Paper and proficiency is
a reaction paper on research articles rubrics demonstrated by the
2. EIA Construction learners in their
constructed and
submitted SRPs and EIA
III. Overview of Ecological Principles 1. Explain how ecosystem can be 1. Discuss how ecosystem develops and 5 -Lecture- - Class -90% of the expected
1. Earth Systems analyzed in terms of diversity patterns. how can it be analyzed in terms of diversity discussion discussion learning proficiency is
2. Understanding the Biosphere 2. Discuss the development of an patterns. -Open Forum /participation demonstrated by the
3. Biogeochemical Cycles ecosystem. 2. Discuss the major biogeochemical cycles -Question and -assignment learners
4. Interactions in the Biosphere 3. Describe the major biogeochemical and their processes Answer -SRPs
cycles and their processes 3. Discuss and provide specific examples of -Library -Topic
4. Explain the interactions within the the interactions within the ecosystem. search/work presentation
ecosystem. -Topic
assignment
-Online activity

IV. Some Basic Ecology 1. Discuss the causes of destruction of 1. Discuss the causes of destruction of 7 -Lecture- - Class -90% of the expected
1. Energy, Climate biodiversity. biodiversity and provide specific ways to discussion discussion learning proficiency is
• Laws of Thermodynamics 2. Find ways to conserve biodiversity. conserve biodiversity. -Open Forum /participation demonstrated by the
• Solar Energy and Climate -Question and -assignment learners
• Human Impact on Climate Answer -SRPs
2. Biodiversity and Habitats -Library -Topic
• Life on Land search/work presentation
• Life in Water -Topic
assignment
-Online activity

V. Ecosystems and How they Change 1. study the major communities and 1. identify and differentiate the major 7 -Lecture- - Class -90% of the expected
1. Species Abundance and Diversity their various components, communities and their various discussion discussion learning proficiency is
2. Species Interactions and Community interrelationships and changes that components, interrelationships and -Open Forum /participation demonstrated by the
Structure characterize their dynamic balance. changes that characterize their dynamic -Question and -assignment learners
3. Primary production and Energy Flow 2. explain the principles and processes balance. Answer -SRPs
4. Nutrient Cycling and Retention of ecological succession. 2. discuss the principles and provide -Library -Topic
5. Succession and Stability specific scenario to illustrate the processes search/work presentation
of ecological succession. -Topic
assignment
-Online activity

VI. Interactions 1. Develop better understanding of the 1. Discuss and analyze the interactions in 5 -Lecture- - Class -90% of the expected
1. Competition interactions in the ecosystems to the ecosystems and its effect on the discussion discussion learning proficiency is
2. Exploitative Interactions: Predation, analyzing the effects on the environment. -Open Forum /participation demonstrated by the
Herbivory, Parasitism and Disease environment. -Question and -assignment learners
Mutualism Answer -SRPs
-Library -Topic
search/work presentation
-Topic
assignment
-Online activity

VII. Population Ecology 1. Identify the implications of 1. Discuss the implications of 7 -Lecture- - Class -90% of the expected
1. Population Genetics and Natural overpopulation and how it will alter the overpopulation and how it will alter the discussion discussion learning proficiency is
Selection ecosystem. ecosystem. -Open Forum /participation demonstrated by the
2. Population Dynamics -Question and -assignment learners
3. Population Growth Answer -SRPs
4. Population and the Environment -Library -Topic
search/work presentation
-Topic
assignment
-Online activity

VIII. Environmental Change 1. Find and discuss ways of controlling 1. Find and explain ways of controlling 5 -Lecture- - Class -90% of the expected
1. Environmental Change Around You pollution. pollution. discussion discussion learning proficiency is
2. Pollution 2. Identify actions of the government on 2. Identify actions of the government on -Open Forum /participation demonstrated by the
3. Understanding Rates and Scales of pollution. pollution. -Question and -assignment learners
Environmental Change 3. Find solutions to current 3. Identify solutions to current Answer -SRPs
4. People and Environmental Change environmental problems such as environmental problems such as -Library -Topic
endangered species, deforestation, endangered species, deforestation, search/work presentation
pollution and the like. pollution and the like. -Topic
assignment
-Online activity

IX. Major Ecological Issues and Case Studies 1. Discuss the causes and effects of 1. Explain the causes and effects of 9 -Lecture- - Class -90% of the expected
1. El Niño, Global Warming different environmental issues affecting different environmental issues affecting discussion discussion learning proficiency is
2. Red Tide, Acid Rain the environment. the environment. -Open Forum /participation demonstrated by the
3. Genetic Engineering, GMO -Question and -assignment learners
4. Zero Waste Management Answer -SRPs
5. Threats to Biodiversity -Library -Topic
 search/work presentation
-Topic
assignment
-Online activity

X. Large-Scale Ecology 1. Discuss the role of ecologists and 1. Identify and discuss the role of 5 -Lecture- - Class -90% of the expected
1. Landscape Ecology environmental managers in protecting ecologists and environmental managers in discussion discussion learning proficiency is
2. Geographic Ecology and enhancing our natural assets. protecting and enhancing our natural -Open Forum /participation demonstrated by the
3. Global Ecology assets. -Question and -assignment learners
Answer -SRPs
-Library -Topic
search/work presentation
-Topic
assignment
-Online activity

Prepared by: Approved:

Julie Ann B. Mario, MA Noralyn S. Esona, Ph.D.

Faculty Dean, COE – Graduate School