university vision, mission, goals and objectives
TRANSCRIPT
Laus Deo Semper
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UNIVERSITY VISION, MISSION, GOALS AND OBJECTIVES: Vision statement
To become a role-model catalyst for countryside development and one of the most influential, best-managed Catholic universities in the Asia-Pacific region. Mission statement To offer accessible quality education that transforms students into persons of conscience, competence and compassion, all for the glory of God. SCHOOL OF ENGINEERING AND ARCHITECTURE VISION, MISSION, GOALS AND OBJECTIVES: Vision statement
The School of Engineering and Architecture envisions itself as a center of excellence in engineering and architecture and a role-model catalyst with;
Competitive Graduates: - equipped with high impact educational practices for global employability and technopreneurial opportunities; - whose performance in national licensure examinations and certifications is consistently above national
passing rates and within the 75th to 90th percentile ranks; and, - who can qualify for international licensure examinations, certifications, and professional recognitions;
Competent and qualified faculty who engage in research, technopreneurship, community service and professional development activities both in the local and international context;
Well-equipped and state of the art facilities that are at par with leading engineering and architecture schools in the Asia Pacific region; and,
Sustained linkages and partnerships with institutions, industries, and professional organizations in both national and international levels.
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Mission statement
The School is committed to provide accessible quality engineering and architecture education leading to the development of conscientious, competent and compassionate professionals. Guided by our core values of Christ-centeredness, integrity, excellence, community, and societal responsibility, we accomplish this by continually contributing to the advancement of technology, preserving the environment, and improving life for both in cities and the countryside development.
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DEPARTMENT OF PSYCHOLOGY COURSE OUTLINE AND LEARNING PLAN IN GENERAL PSYCHOLOGY
(Supplemented by CMO 38, s. 2010) Faculty: *** Course Title: General Psychology Course Code: 4GENPSY Number of Units: 3 units Contact Hours per Week: 3 hours Pre-requisite subject/s: none COURSE DESCRIPTION: A broad coverage of the conceptual and empirical foundations of psychology in its main
fields. The discussion of the theories, concepts, and empirical findings focuses on complex human behavior—how and why we think, feel, and behave the way we do, how we act and interact with others, and why and how we become the unique individuals that we are (CMO No. 38, series of 2010).
COURSE LEARNING OUTCOMES (CLO’s) CLO1 Identify and describe basic concepts in Psychology
a) Demonstrate an understanding of theories, principles, concepts, and skills in psychology, b) Develop and sustain arguments about established principles in psychology, c) Critically evaluate the established principles in psychology, d) Comprehend and evaluate new information related to psychology (e.g., theory, concepts, data) that may be
presented in various forms and from various sources. CLO2 Develop a holistic approach in the understanding of human behavior characterized by objective inquiry and
openminded acceptance of the whole range of human experience
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CLO3 Participate in classroom activities based on sound psychological principles that will help enhance the physical, social, emotional, spiritual and psychological development of the whole person.
CLO4 Display increased awareness and commitment towards improving one‟s attitude, personality, sense of values,
behavior, and social relations. CLO5 Develop personal skills and values that promote gender sensitivity, family growth and development, and resist
substance dependence.
SELECTING LEARNING ACTIVITIES & INTEGRATING ALL COURSE COMPONENTS:
Time
Table
Hours
Learning Outcomes for Course
Course Content/Subject
Matter
HAU Core Value
Specific Expression of
Values
Teaching/learning
activities
Assessment tasks
Resources
Week1- 3
9 hour
s
Understand and comply with classroom rules and school policies.
Develop and apply effective study habits.
Encourage the use of individual textbook and notebook.
Course policies,
exams, grading
system, textbook
references,
academic
calendar, reading
materials,
projects and
group tasks.
Studying
strategies, time
management,
and test anxiety.
Integrity Teach students the value of honesty and the practice of transparency and hard work
Interactive discussion of classroom rules and expectations Time matrix
Course outline furnished to and received by student
Student Handbook
Define the meaning and scope of psychology.
Understand the nature of psychology as a
Psychology as a Science
Defining
Psychology and
Excellence
Acquaint oneself in the passionate involvement of learning and
Lecture Q & A
15 to 30-item quiz Recitation
Rathus (2017)
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science.
Identify the important events and personas that contributed to the development of psychology.
Demonstrate knowledge and understanding of modern perspectives in psychology
Describe the different research methods used in psychology.
establishing it as
a science
Fields of
Psychology
Primitive Schools
of Thought and
Modern
Psychological
Perspectives
The scientific
method and
research Methods
in Psychology
Integrity Community
inculcate a critical and receptive mind for evaluation and feedback Teach students the virtue of honesty and accountability over academic works Enlighten students regarding application of psychological knowledge to everyday life for self-awareness, personal growth, and better understanding of others.
Brainstorming Group Discussion: How can psychology apply in the field of engineering and architecture? Exercises/ drills
Historical Timeline Comparative Matrix of Schools of thought
Shiraev (2015) Plotnik (2014) Sun (2016) Hettich (2014)
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Week 4-5
6 hours
Identify and explain the anatomy and physiology of neurological structures
Explain the implication of neuroscience and its components and impact on human behavior.
Understand the function endocrine glands and their impact on human behavior.
Expound on the connection of natural selection and genetics to one‟s biological make-up
Biology and Psychology
Nervous System - Cellular and
systemic structures and processes
- Neural communication
Endocrine System - Glands and
hormones Evolution and
Heredity
Excellence
Teach students to engage in relevant and fundamental learning about biological perspectives to human behavior
Lecture Film viewing Sharing of insights about the film Brain Dominance test
15 to 30-item quiz Recitation Reflection paper
Rathus (2017) Bernstein (2014) Kalat (2014) Plotnik (2014)
Week 6-7
6 hour
s
Define and distinguish the meaning and principles of growth and development.
Discriminate between nature and nurture influences in development.
Describe the different stages and aspects of human development.
Distinguish among the important theoretical perspectives of human development.
Human Growth and Development
Nature of growth
and development
Factors in human
development
(Nature and
Nurture)
Stages of human
development
Theoretical
perspectives of
human
Excellence Community
Impress upon students the significance of beauty of the gift of life and appreciate the occurrence of changes across the lifespan Enlighten students to have a shared responsibility and acceptance of the uniqueness of
Lecture/ Discussion Film viewing: Miracle of Life; Video clips on Stages on human development Group Debate
15 to 30-item quiz Recitation Reaction Paper Genogram/ Family Tree
Rathus (2017) Sun (2016)
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development others specific to their developmental growth
and Focused Group Discussion
Week 8
3 hour
s
Distinguish the different processes and mechanisms of sensation.
Identify and describe the parts, functions the different sense organs.
Discuss how different senses influence behavior.
Describe the nature and principles of perception
Explain the Gestalt Laws of organizing perceptions
Identify and describe the nature of ESP and its classification
Sensation and Perception
Mechanisms and
processes of
sensation and
perception
- Visual
Sensation
- Auditory
Sensation
- Chemical
senses:
Olfactory and
Gustatory
- Sensations
- Cutaneous
Sensation
- Other
sensations:
Sense of
Balance and
place
- Extrasensory
perception
Excellence Christ-centeredness
Teach students the value of physical integrity and their importance in daily life and their individual experiences Inspire students to nurture God-given gifts and utilized them for the service of others
Lecture / Discussion Sharing Drawing activity SLE on Perceptual Differences Video Presentation on the Principles of Perception and its use in Marketing and Business Ads
15 to 30-item quiz on the Identification of the Parts and Functions of the Sensory Organ Systems Submission of Sample Figures according to Gestalt Laws
Rathus (2017) Kalat (2014)
Week 9
1 hour
MIDTERM EXAMINATIONS
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Week 10-11
6 hour
s
Define consciousness
Gain insights on the nature of consciousness
Explain the nature of sleep through its stages
Identify and discover the different functions of sleep and various sleep disorders
Identify and explain the different forms of alteration of consciousness
Explain the concepts of substance abuse; identify the categories of drugs and how they alter consciousness
Consciousness
Introduction to Consciousness;
Signs of consciousness; levels of consciousness
Sleep and Dreams; Stages of Sleep, Sleep Cycles, Functions of Sleep; Amount of Sleep;
Dreams and Theories of Dreams
Sleep Disorders
Alterations of Consciousness: Hypnosis, Meditation, Biofeedback
Substance Abuse and Dependence
Types of Drugs and their Effects
Excellence Community
Impress upon the students the value of mindfulness towards academic experience and improvement Enlighten one‟s awareness towards the implications of substance abuse and open a dialogue for action/treatment
Lecture/Discussion Q&A Short Film Viewing Presentation of Research Review on sleep studies Drills/exercises: Mindfulness exercises/ Meditation Focused Group Discussion on Substance Dependence
15 to 30-item quiz Group processing of activities (pre-, during, & post experience)
Rathus (2017) Lewis, Dana, and Blevins (2015) Plotnik (2014) Siegel (2015)
Week 12
3 hour
s
Gain insights on the concepts of learning, various concepts and mechanisms
Determine the different theories of learning
Learning
Theories of
Learning:
- Classical
Conditioning
Excellence
Impart to students the value of learning across different facets of life and inspire students to commit and
Lecture/Discussion
15 to 25-item quiz Assignment Sharing of
Rathus (2017) Plotnik (2014)
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Apply the different types of learning in different learning situations
- Operant
Conditioning
Cognitive Factors
in Learning
engage in continued learning
students‟ learning experience
Week 13
3 hour
s
Recognize and differentiate memory systems
Explain the process of memory and the stages of memory
Explain the nature of forgetting
Describe the biological aspects of memory
Memory
Memory Systems
Process of
Memory
Stages of Memory
Biological Aspects
of Memory:
Neural Activity
and Brain
Structures
Theories of
Forgetting
Excellence
Enlighten students to value of human neural capacities in the remembrance of historical and experiential life events
Lecture/Discussion Film Viewing Drills: exercises to enhance memory Memory Experiments Role Playing
15 to 25-item quiz Recitation
Rathus (2017) Plotnik (2014)
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Week 14
3 hour
s
Identify the concept of intelligence and the techniques used to measure intelligence
Explain the many theories behind intelligence
Elaborate on the nature and nurture of intelligence and its connection to individuality
Describe the controversy surrounding intelligence testing
Intelligence
Theories of
Intelligence
- Factor Theories
- Multiple
Intelligences
- Triarchic Theory
- Emotional
intelligence
Creativity and
Intelligence
Measurement of
Intelligence
- Stanford-Binet
- Wechsler
Scales
- Group Tests
Differences in
Intellectual
Functioning
Nature and
Nurture in
Intelligence
Excellence Community
Introduce the importance of human rational capacity and diverse expressions and manifestation which respects individuality Enlighten students in the virtue of respect and unprejudicial collaboration with others
Lecture/Discussion Activity: Multiple Intelligence Hunt IQ Test Results Analysis
15 to 30 Quiz Recitation Group processing of IQ test results
Rathus (2017) Plotnik (2014)
Week 15-16
6 hour
s
Define motivation and its components (motives, needs, drives, incentives)
Motivation and Emotion
Motives, needs,
Christ-centeredness
Enlighten students to discern, act, and evaluate one‟s actions
Lecture Exercise: Examining one‟s
Reaction paper
Rathus (2017)
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Identify & understand theoretical foundations about motivation
Describe the biological and psychological process of hunger and satiety
Identify and describe concerns regarding obesity and eating disorders
Explain the role of sex hormones to human sexual mechanisms
Discuss the human sexual response cycle and sexual orientation
Describe achievement motivation
Define emotion and understand how emotions are expressed
Identify and explain the theories of emotion
drive, incentive
Theories of Motivation
- Evolutionary perspective
- Drive-reduction & Homeostasis
- Stimulus motives - Humanistic
Theory - Cognitive
perspectives
Specific motives: - Hunger - Sexual
Motivation - Achievement
motivation
Emotion
Expression of emotion
Positive Psychology
Theories of emotion
- James-Lange - Cannon-Bard - Cognitive
Appraisal
Integrity Excellence
guided by the teachings of the Church regarding the preservation of human life and sexuality Advice students to be specific/clear with their words and actions relative to their motives in life Teach students to be well informed of how their motives shape their desires to aim for quality improvement of oneself
needs, drives and goals Video presentation on using motivation to influence public opinion Sharing of insights towards sexual orientation Anger Management Activity Identification of Socially Acceptable Emotions based on Different Cultures Focused Group Discussion
15 to 30-item quiz Chapter Assignment Recitation Reaction paper on FGD
Plotnik (2014)
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on Depression and Suicide
Week 16-17
6 hour
Discuss and understand personality in the theoretical contexts
Understand the use and purpose of psychological tests as measures of personality
Personality: Theory and Measurement
Personality theories
- Freudian perspective
- Neo-Freudian perspective
- Trait Perspective theories
- Learning theories
- Humanistic-existential theories
- Sociocultural perspectives
Measurement of personality - Objective
tests - Projective
tests
Excellence Community
Advise students that their own traits are meaningfully manifested in their thoughts and actions Acquaint students of their own strengths and weakness to promote respect and acceptance to oneself and relatively towards others
Lecture-Discussion Movement exercises (salamin, salamin) an ice breaker to better understand the self Personality Testing Personality Test Results Analysis
Recitation Reflection paper 15 to 30-item quiz
Rathus (2017) Plotnik (2014)
Week 18
1 hour
FINAL EXAMINATION
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COURSE OUTPUTS/LEARNING EVIDENCES: 1. Quizzes 2. IQ and personality test 3. Final requirement/s 4. Active participation in group and/or individual discussion/exercises/workshops 5. Major Examinations
GRADING SYSTEM
Grading Scheme: 70% Class Standing & 30% Major Examination(s) Formulas:
Midterm Grade = 70% (CSM) + 30% (ME)
Final Grade = [(70% (CSM) + 30% (ME)) + (70% (CSF) + 30% FE)]/2
**CSM- Class Standing Midterms ME- Midterm Examination
CSF- Class Standing Final FE- Final Examination
**60% Passing (for professional courses) & 50% Passing (for general education courses)
CLASSROOM POLICIES:
1. Attendance and Punctuality. The student is expected to come to class regularly and on time. For absences, please refer to Policy on Absences below.
2. Active class participation The student is expected to participate actively in class recitations, discussions, and other activities as the case maybe. Please refer also to Expectations from Student below.
3. Group work requirements The student is expected to work harmoniously with his/her group mates and contribute to the preparation of their group work.
4. Peer group evaluation The student shall also be evaluated by his/her peers and feedback shall be taken into consideration.
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EXPECTATIONS FROM STUDENTS:
The student‟s responsibility is to come to each class prepared. He/She is also expected to take all examinations on the date scheduled. He/She is also expected to attend each class and participate actively in the discussions.
ACADEMIC INTEGRITY:
All students are expected to be academically honest and persons of integrity. They should embody the scholastic
attitude adhering to the holistic development of their character through the following: 1. To be truthful at all times in all academic dealings and transactions with teachers and co-learners. 2. To observe proper decorum in learning engagement insides and outside the classroom and the university. 3. To be respectful and sensitive to the needs of others at all times. 4. To be considerate in the use of common resources. 5. To practice punctuality in coming to class and in submitting requirements. 6. To be judicious in their preparations for major examinations and all academic requirements. 7. To create outputs of original content in respect to ethical standards. Acts contrary to academic integrity will be subjected to sanctions in accordance with existing rules and policies
stipulated in the College Student Handbook. POLICY ON ABSENCES:
The allowed number of absences for college students enrolled in a 1-hour class is a maximum of 10 absences and 7 absences for a 1-1/2 hour class-based on student handbook. Request for excused absences or waiver of absences must be presented upon reporting back to class. Special examinations will be allowed only in special cases, such as prolonged illness. It is the responsibility of the student to monitor her own tardy incidents and absences that might be accumulated leading to a grade of “FA.” It is also his/her responsibility to consult with the teacher, chair, or dean should his/her case be of special nature.
REQUIRED READING REFERENCE: Rathus, S. A. (2017). Psychology (4th ed.). Philippines: Cengage Learning.
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OTHER REFERENCES
Bernstein, D. (2014). Essentials of psychology (6th ed.). Australia: Cengage Learning.
Frando, M. F. (2014). General psychology: Simplified. Mandaluyong City: Books atbp. Publishing.
Hettich, P.I. (2014). Your undergraduate degree in psychology: From college to career. LA: Sage Publications.
Hergenhahn, B.R. & Henley, T.B. (2014). An Introduction to the history of psychology (7th ed.). Australia: Cengage
Learning.
Kalat, J.W. (2014). Introduction to psychology. Australia: Cengage Learning. society. UK: Wiley-Blackwell
Publishing.
Lewis, J. A., Dana, R, & Blevins, G.A. (2015). Substance abuse counseling (5th ed.). Australia: Cengage Learning.
Nevid, J. (2015). Essentials of psychology : Concepts and applications (4th ed.). Boston: Houghton Mifflin
Plotnik, R. (2014). Introduction to psychology. Australia: Cengage Learning.
Rosen, L. D., Cheever, N.A., & Carrier, L.M. (Eds.) (2015). The Wiley handbook of psychology, technology and
Shiraev, E. (2015). A History of pyschology : A global perspective (2nd ed.). LA: Sage Publications.
Sun, C. T.L. (2016). Psychology in Asia: An Introduction. Andover: Cengage Learning.
CLASSROOM POLICIES AND REMINDERS:
1. The deadline for dropping the course is two weeks after the midterm exam. 2. Students who arrive more than 15 minutes after the start of class will still be accepted in class, however, the
attendance sheet would reflect that they are „technically absent‟. 3. The school‟s policy on absences and tardiness will be followed (Please refer to the Student‟s Handbook for the
details.) 4. All assignments should cite references using the APA format (whenever applicable). 5. Late assignments will not be accepted.
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CONSULTATION HOURS:
Days Time Room