Republic of the Philippines

Romblon State University

College of Public Affairs and Governance

INSTITUTE OF PUBLIC ADMINISTRATION

OUTCOMES-BASED EDUCATION COURSE SYLLABUS

Subject: GE 1207: CONTEMPORARY WORLD
PROGRAM: INSTITUTE OF CRIMINAL JUSTICE EDUCATION
SECOND SEMESTER, A.Y. 2024-2025

VISION, MISSION, GOALS AND OBJECTIVES

Vision

A research-based academic institution committed to excellence and service in nurturing globally competitive workforce towards sustainable development.

Mission

Romblon State University shall nurture an academic environment that provides advanced education, higher technological and professional instruction and technical
expertise in agriculture and fisheries, forestry, engineering and technology, education, humanities, sciences and other relevant fields of study and collaborate with other
institutions and communities through responsive, relevant and research-based extension services.

Core Values

1. Stewardship 3. Resilience 5. Balance 7. Service

6. Competence 4. Integrity 6. Excellence

Goals

The College of Arts and Sciences is committed to provide relevant and quality training for students in AB Political Science, BS Biology, AB English and
AB Public Administration and related fields to satisfy the needs of regional and national development thrusts and even global arena, and to be of service to
the community through extension program activities.

Objectives

1. To equip students with the abilities attuned to the needs of the changing community.
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2. To produce competitive graduates with skills geared towards local and national leadership and employment generation.
3. To develop research competence among students in order to contribute to the advancement of political stability.
4. To advocate political information and services for social awareness.
5. To equip the students the knowledge of teaching, law and public administration.
6. To develop students’ scientific, moral, social, economic, political awareness and strengthen their cultural heritage through liberal education.

Course Description:

The main focus of this course material is to guide and enhance the learning capability of the learners in writing, speaking, and presenting to
different audiences and for various purposes. A three-unit course that develops students’ communicative competence and enhances their cultural and
intercultural awareness through multimodal tasks that provide them with opportunities for communicating effectively and appropriately to a multicultural
audience in a local or global context. It equips students with tools for critical evaluation of a variety of texts and focuses on the power of language and
the impact to emphasize the importance of conveying responsibly. The knowledge, skills, and insights that students gain from this course may be used in
their academic endeavors, their chosen disciplines, and their future careers as they compose and produce relevant oral, written, audio-visual and/or
performance-based output for various purposes.

Course Code: GE 125

Credit Units: 3 Units

Prerequisites: None

Link to Program Outcomes: A

Link to Program Outcomes: CMO No. 51, series of 2017

Program Outcomes:
A) Compare, contrast and classify the major concepts in the discipline;
B) Recognize and define the distinctiveness of the discipline, its subfields, theories and methods;

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C) Design and Execute research inquiries using appropriate quantitative and qualitative methods guided by the theories or conceptual frameworks;
D) Demonstrate written, visual and oral presentation skills to produce and present analytical reports;
E) Critique, respond and judge to current issues and problems based on a substantive understanding of the historical and contemporary developments
in the national and global contexts; and,
F) Develop a pre-disposition towards ethical political involvement and practice in various forms and on different kinds of engagements.

COURSE OUTCOMES / LINK TO PROGRAM OUTCOMES:

At the end of the course, the students should be able to:

COURSE OUTCOME Program Outcomes

A B C D E F
1. Demonstrate a general knowledge and distinguish different interpretations and approaches of I
globalization.
2. Review sociological concepts to understand globalization from this perspective. I
3. Describe the emergence of global economic, political, social, and cultural systems. P D
4. Assess the effects of globalization on different social units and their responses. I P
5. Analyze the various contemporary drivers of globalization. I D D
6. Articulate personal positions on various global issues D
7. Analyze global issues in relation to Filipinos and the Philippines. P
8. Identify the ethical implications of global citizenship. I

I-Introduced
P-Practiced skills with supervision,
D-Demonstrated skills, without supervision.

Course Requirements:
1. Pass the Midterm and Final Exam
2. Pass the Quizzes
3. Submit the required output
4. Attend classes regularly and participate in class discussion

Course Grading System

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A. Output / Report (20%)

There will be an activities/participation administered in every topic / subtopic. It will be an output based that generalize the topics being discussed.

B. Participation (15%)
There may be assignment/ Long Test for every chapter. It will be administered as assessment for learning. Detailed guide about the assignment/ Long Test is
being presented in the online or face to face.

C. Quizzes (25%)
At the end of every topic / sub topic, an assessment will be given.

D. Midterm/Final Examination (40%)

Midterm and Final examination will in a form of submission of major outputs or written examination. The output includes the topic that was covered within the
time given before midterm or final exam.

For Bachelor of Political Science Students:

Major Examination ……………...…………………………………………...40%

Step 1. Raw scores will be converted to % using the formula:
Participation…...……………...…..…………………………………………..15%
Maiksing Pagsusulit ……………...………………………………………….25% Score Obtained
Output……………….……………………………………...…………………20% Grade = x 100
Kabuuan: 100% Highest Possible Score

COURSE OUTLINE

Week TOPICS LEARNING OUTCOMES BLENDED

Learning Activities Assessment Tasks
Orientation  Can gain familiarity with the campus 1. PowerPoint presentation  Cite ways how to pass the
vision, mission, goals, and objectives as of house rules, grading course.
well as the policy of the school. system, and course  Discuss the do’s and don’ts
 Able to understand the different features overview. of the course.

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1 of Syllabus components.  Course Expectation

 Can get acquainted with the teacher and  Random recitation of the
classmates. overview of the course.
Introduction to the Study  Differentiate the competing conceptions  brainstorming
of Globalization of globalization
 Identify the underlying philosophies of 2. In-class discussion,
the varying definitions of globalization sharing of ideas and
 Agree on a working definition of information
globalization for the course 3. Question and Answer
 Identify the actors that facilitate 1. PowerPoint presentation  Debate: The students will
The Global Economy economic globalization about the debate the motion “That
 Define the modern world system Communication global free trade has done
2-4  Articulate a stance on global economic Processes, Principles, more harm than good”.
integration. and Ethics  Random oral recitation
2. In-class discussion,
sharing of ideas and
information
3. Question and Answer
 Explain the role of International Financial 1. Lecture and discussion  Activity: Imagine and Think!
Market Integration Institutions in the creation of a global using PowerPoint  Random oral recitation
5-6 economy. presentation.  Quiz
 Narrate a short story history of global 2. Question and Answer
market integration in the twentieth
century.
 Identify the attributes of global
corporations
Contemporary Global  Identify the role and function of the 1. PowerPoint Presentation  Class Participation
7-8 Governance United State 2. In-class discussion,  Class Forums
 Identify the Challenges in the twenty-first sharing of ideas and  Long Quiz
century. information
 Explain the relevance of the State amid 3. Submit the required
globalization. output for the week.

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9 MIDTERM EXAMINATION
10-11  Analyze how different forms of media 1. PowerPoint presentation  Class participation is done
A World of Ideas drive various manifestations of global of the topic in a way of random oral
 Global Media integration. 2. Interactive discussion recitation.
Culture  Explain how globalization affects underlying a question  Quiz
 The Globalization religious practices and beliefs. and answer about the
of Religion  Explain the dynamics between local and topic.
global cultural production.
 Identify the attributes of a global city. 1. PowerPoint Presentation  Group Task: Students will form
12-13 The Global City  Analyze how cities serve as engines of of the topic. group of 5. Each group will be
globalization. 2. Interactive discussion. assigned a global city to discuss
 Explain how multinational corporations 3. Question and answer. and research on. Their reports
should answer the following
influence the development of global
questions:
cities. *How would you describe your
 Explain the theory of demographic city?
transition and its effects on global *What is your city known for?
population. *What makes your city a global
city?)
 Class Participation
14-15 Sustainable Development  Determine the significance of sustainable 1. PowerPoint presentation  Class Participation.
development in a globalized world. of the topic.  Class Forum: Think-Pair-
 Differentiate the concept of stability from 2. Interactive discussion. Share Matrix: (Stability and
sustainability. 3. Question and answer. Sustainability)
 Evaluate the concept of sustainable  Quiz
development in a shrinking world.
16-17 Global Citizenship  Articulate a personal definition of global 1. PowerPoint presentation  Personal concept map of
citizenship of the topic. global citizenship: Students
 Describe the characteristics of a global, 2. Interactive discussion. will engage in a free
active, and responsive citizen. 3. Question and answer. association exercise of ideas
 Illustrate the importance of citizenship in they associate with ‘global
the Philippines and among other citizenship’. Based on this,
countries. they will synthesize a
personal definition of the
concept. Afterwards, they
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will list the obligations of a

global citizen.
 Class Participation
 Long Quiz
18 FINAL EXAMINATION

References:
 Carter, April. 2001. ‘Global Civil Society: Acting as Global Citizens’. In the Political Theory of Global Citizenship. London: Routledge, pp. 147-176
 Aldama, P.K.R. (2018). The Contemporary World. Rex Book Store.
 Barkin, J. (2015). International organization: theories and institutions. Springer.
 Brazalote, T.C., and Leonardo, R.M. (2019). The Contemporary World (Outcome-Based Module). C & E Publishing, Inc.
 Brettell, C. B., & Hollifield, J. F. (2014). Introduction: migration theory: talking across disciplines. In Migration theory (pp. 1-36). Routledge.
 Claudio, L. E., and Abinales, P.N. (2018). The Contemporary World. C & E Publishing, Inc.


Prepared by: Approved by:

KRISTIN RAE P. MORTEL, LPT DR. AUGUSTO D. TAYCO JR., RCRIM,

CSP
Lecturer Campus Dean of Instruction

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Rubrics for Reflection/Reaction Paper

FEATURES 20 15 10 5
EXPERT ACCOMPLISHED CAPABLE NEEDS
IMPROVEMENT
Quality of writing Piece was written in an Piece was written in an Piece had little style or Piece had no style or
extraordinary style and interesting style and voice. voice. Gives some new voice.
voice. Very informative Somewhat informative and information but poorly Gives no new information
and well organized. organized. organized. and very poorly
organized.

Grammar, Usage & Virtually no spelling, Few spelling, punctuation A number of spelling, So many spelling,
Mechanics punctuation or errors, minor grammatical punctuation or punctuation and
grammatical errors. errors. grammatical errors. grammatical errors that
it interferes with the
meaning.

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REFLECTIVE WRITING RUBRIC

Skills 5 4 3 2 1
(20-17) (16-13) (12-9) (8-5) (4-1)
Demonstrate a Demonstrate a Demonstrate a basic Demonstrate a Demonstrate little or
conscious and thoughtful understanding of the limited no understanding of
thorough understanding of the subject matter. understanding of the subject matter.
Depth of understanding of the subject matter. the subject matter. This reflection needs
reflection subject matter. This This reflection revision.
reflection can be used needs revision.
as an example for
other students.
Use specific and Use relevant Use examples to Use incomplete or No examples from
convincing examples examples from the support most claims vaguely developed the text are used and
from the texts studied texts studied to in your writing with examples to only claims made in your
Use of textual to support claims in support claims in some connections partially support own writing are
evidence your own writing, your own writing, made between texts. claims with no supported and
making insightful and making applicable connections made irrelevant to the
applicable connections connections between between texts. topic at hand.
between texts. texts.
Language use Use language that is Use language that is Use basic but Use language that Use language that is
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precise and engaging, fluent and original, appropriate language, is vague or unsuitable for the
with notable sense of with a sense of voice, with a basic sense of imprecise for the audience and
voice, awareness of awareness of voice, some audience or purpose, with little or
audience and purpose, audience and awareness of purpose, with little no awareness of
and varied sentence purpose, and the audience and purpose sense of voice, and sentence structure.
structure. ability to vary and some attempt to a limited awareness
sentence structure. vary sentence of how to vary
structure. sentence structure.
Demonstrate control of Demonstrate control Demonstrate partial Demonstrate Demonstrate little or
the conventions with of the conventions, control of the limited control of no control of the
essentially no errors, exhibiting occasional conventions, the conventions, conventions, making
Conventions even with errors only when exhibiting occasional exhibiting frequent comprehension
sophisticated using sophisticated. errors that do not errors that do not almost.
language. hinder hinder
comprehension. comprehension.

GROUP WORK/ACTIVITY
Beginner Acceptable Proficient
Criteria
(10-6) (15-11) (20-16)
Members do not Members occasionally Members always
Process Skills demonstrate targeted demonstrate targeted demonstrate targeted
process skills. process skills. process skills.
Members do not finish on Members finish on time Members finish ahead of
Time Management
time with incomplete data. with incomplete data. time with complete data.
Members do not know their Members have defined Members are on tasks and
tasks and have no defined responsibilities most of the have defined
Cooperation and responsibilities. Group time. Group conflicts are responsibilities at all times.
Teamwork conflicts have to be settled cooperatively managed Group conflicts are
by their teacher. most of the time. cooperatively managed at
all times.
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Messy workplace during A clean and orderly Clean and orderly

Neatness and and after activity. workplace with the workplace at all times
Orderliness occasional mess during and during and after the
after the activity. activity.

RUBRICS FOR GROUP PRESENTATION

Criteria Excellent Very Good Satisfactory Needs improvement Total

Mastery of the topic The reporters demonstrate The reporters The reporters The reporters
total mastery of the demonstrate knowledge demonstrate knowledge demonstrate no mastery
contents of their report. of the contents of their of some contents of their of any contents of their
(40) report. report. report.
(39-35) (34-30) (29-20)
Delivery and The group delivers a very The group delivers a The group delivers the The group delivers the
presentation of the creative presentation of the creative presentation of topic orally with visual topic orally without any
topic topic. the topic. aids. visual aids.
(30) (29-25) (24-20) (19-15)
Organization The flow of the interview is The interview was The interview as not so The interview was exhibit
well organized. innovative. extraordinary. with no effort or
(20) (14-10) preparation.
(19-15) (9-5)
Cooperation All members participate One or two members Three or four members Five or more members
actively. become inactive in the become inactive in the become inactive in the
preparation and preparation and preparation and
presentation. presentation. presentation.
(10) (9-8) (7-6) (5)
Overall Score

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