DEPARTMENT OF PSYCHOLOGY COURSE SYLLABUS IN … PSYCH... · Rizal’s works and writings that helped in nation building. 2. Explore Rizal’s life as a child with emphasis on his

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DEPARTMENT OF PSYCHOLOGY

COURSE SYLLABUS IN COUNSELING TECHNIQUES

MISSION AND VISION OF HOLY ANGEL UNIVERSITY

We, the academic community of Holy Angel University, declare ourselves to be a Catholic University. We dedicate

ourselves to our core purpose, which is to provide accessible quality education that transforms students into

persons of conscience, competence, and compassion. We commit ourselves to our vision of the University as a

role-model catalyst for countryside development and one of the most influential, best-managed Catholic universities

in the Asia-Pacific region.

We will be guided by our core values of Christ-centeredness, integrity, excellence, community, and societal

responsibility. All these we shall do for the greater glory of God.

LAUS DEO SEMPER!

SCHOOL OF ARTS AND SCIENCES

Vision

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A premiere college that serves as an avenue for developing students’ learning competencies within and across the

many disciplines of human inquiry, particularly in mass media and psychology, attaining excellence in instruction,

research and community development.

Mission

To produce professionally competent, morally upright, socially responsive and spiritually mature persons through

holistic and transformative liberal education

Goals

The School of Arts and Sciences will be known for its graduates who are critical thinkers, effective communicators,

innovators, industry leaders, witnesses of Catholic faith, instruments for social transformation and stewards of

Kapampangan heritage.

Objectives

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The School of Arts and Sciences aims to provide a solid foundation where it seeks to:

1. Train students to think critically and communicate effectively

2. Inculcate in the students the desire to live the values of the Catholic faith

3. Develop both excellence and leadership in psychology and media professions

4. Deepen the students’ application of theoretical and professional knowledge as effective tools in promoting and

life-long learning and one’s sense of social responsibility and love of country

5. Promote and preserve Kapampangan heritage

Core Values

1. Christ Centeredness

2. Integrity

3. Excellence

4. Community

5. Societal Responsibility

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6. Professional Leadership

7. Service-oriented

PROGRAM OUTCOMES – PSYCHOLOGY PROGRAM (CHED MEMO 38, S2010)

PROGRAM OUTCOMES

Academic Quality and

Organizational Excellence

Authentic Instrument

for Countryside Development

Great University to Work

For

Faithful Catholic

Education

1. Demonstrate theoretical knowledge in psychology, specifically 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.

√ √ √ √

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2. Demonstrate knowledge of the methods of psychological inquiry, specifically, e) Understand and explain the main methods of

inquiry in psychology, f) Critically evaluate the appropriateness of different

approaches to problem solving in the field, and g) Apply this knowledge to make judgments and

create approaches to solving problems in an applied or an employment context.

√ √ √

3. Apply psychological theories and methods; specifically h) Correctly apply the theories, principles, concepts

and skills in psychology in an employment context,

i) Undertake research using the knowledge and skills in psychology, and communicate the results of such research to both specialist and non-specialist audiences.

√ √

4. Demonstrate understanding of the ethical dimensions of the use of psychological theories and methods.

√

5. Undertake further training for developing existing skills and acquiring higher level competencies either through formal graduate education or in an employment context.

√

6. Apply critical thinking, decision making, and clinical reasoning skills in providing psychological intervention to individuals, families, groups, and communities.

√ √ √

7. Integrate theories and concepts from the liberal arts and scientific inquiry into professional practice for the local community.

√ √

8. Adapt bio-psycho-social model and research findings to provide evidence based practice in designing

√

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psychological assessment, clinical reports, and psychological intervention.

9. Apply a process of lifelong learning in the professional development of one's practice.

√

10. Integrate Angelite professional values into one's professional practice.

√ √ √ √

PROGRAM OUTCOMES

Ch

rist -

Cen

tere

dn

ess

Inte

grity

Ex

celle

nc

e

Co

mm

un

ity

An

d S

oc

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Res

po

nsib

ility

Le

ad

ers

hip

Sc

ho

lars

hip

Life

lon

g

Le

arn

ing

Effe

ctiv

e

Co

mm

un

ica

tio

n

Inn

ov

atio

n

Ge

nd

er

Se

ns

itivity

Te

ch

no

log

ical

Inte

gra

tion

1. Demonstrate theoretical knowledge in psychology, specifically 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

√

√

√

√

√

√

√

√

√

√

√

√

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new information related to psychology (e.g., theory, concepts, data) that may be presented in various forms and from various sources.

√

√

√

√

√

√

√

√

√

√

√

√

2. Demonstrate knowledge of the methods of psychological inquiry, specifically, e) Understand and explain the

main methods of inquiry in psychology,

f) Critically evaluate the appropriateness of different approaches to problem solving in the field, and

g) Apply this knowledge to make judgments and create approaches to solving problems in an applied or an employment context.

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

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√

√

√

√

√

√

√

√

√

√

3. Apply psychological theories and methods; specifically h) Correctly apply the theories,

principles, concepts and skills in psychology in an employment context,

i) Undertake research using the knowledge and skills in psychology, and communicate the results of such research to both specialist and non-specialist audiences.

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

4. Demonstrate understanding of the ethical dimensions of the use of psychological theories and methods.

√

√

√

√ √

5. Undertake further training for developing existing skills and acquiring higher level competencies either through formal graduate education or in an employment context.

√ √ √ √ √ √ √ √ √ √ √

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6. Apply critical thinking, decision making, and clinical reasoning skills in providing psychological intervention to individuals, families, groups, and communities.

√ √ √ √ √ √ √ √ √ √

7. Integrate theories and concepts from the liberal arts and scientific inquiry into professional practice for the local community.

√ √ √ √ √ √ √ √ √ √ √

8. Adapt bio-psycho-social model and research findings to provide evidence based practice in designing psychological assessment, clinical reports, and psychological intervention.

√ √ √ √ √ √ √ √ √ √ √

9. Apply a process of lifelong learning in the professional development of one's practice.

√ √ √ √ √ √ √ √ √ √ √

10. Integrate Angelite professional values into one's professional practice.

√ √ √ √ √ √ √ √ √ √ √

SELECTING LEARNING ACTIVITIES & INTEGRATING ALL COURSE COMPONENTS:

Learning

Outcomes for

Course

Ways of

Assessing this

Kind of

Learning

Acutal

Teaching

and

Learning

Helpful Resources for Teaching and

Learning

Alignment of CLO’s

to PLO’s & ILO’s

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Activities

1.Explain the

circumstances of

Jose Rizal in the

context of the

nineteenth century

2.Analyze the

context of Rizal’s

various works,

particularly his

novels Noli me

Tangere and El

Filibusterismo, his

annotations of

Chapter 8 of

Morga, his essay

on Sobre la

Indolencia de los

Filipinos and other

Student

Participation

Written Analysis

Cooperative

learning Activity

Review/Critique

article

Quiz

Student

Participation

Written Analysis

Cooperative

Learning Activity

Review/Critique

article

Quiz

Interactive

discussion

and lectures

Interactive

discussion

and lectures

https://www.scribd.com/doc/135167190/John-

N-Schumacher-S-J-Rizal-in-the-Context-of-

Nineteenth-Century-Philippines

Jose Rizal: Life, Works and Writings of a

Genius, Writer, Scientist and a National Hero.

Gregorio F. Zaide, Sonia M. Zaide

Mojares, Resil.2013. Jose Rizal and the

invention of a national literature. In Isabelo’s

archive,213-21.Mandaluyong City:Anvil.

https://prezi.com/qawe8nczviaq/rizals-

annotation-of-sucesos-de-las-islas-filipinas/

Jose Rizal: Life, Works and Writings of a



CLO1

PLO1

PLO2

ILO3

ILO4

CLO2

PLO2

ILO3

ILO1

https://www.scribd.com/doc/135167190/John-N-Schumacher-S-J-Rizal-in-the-Context-of-Nineteenth-Century-Philippines



https://prezi.com/qawe8nczviaq/rizals-annotation-of-sucesos-de-las-islas-filipinas/


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works

3. Evaluate Rizal’s

various works

through

meaningful

communication

that states

convincingly a

particular

interpretation

4. Articulate the

significance and

paradoxes of

Rizal’s

contributions to

Filipino nationals

Student

Participation

Written Analysis

Cooperative

Learning Activity

Review/Critique

article

Quiz

Student

Participation

Written Analysis

Cooperative

Learning Activity

Review/Critique

article

Quiz

Interactive

Discussion

Interactive

Discussion




https://prezi.com/qawe8nczviaq/rizals-

annotation-of-sucesos-de-las-islas-filipinas/

Quibuyen, Floro C. (2008). A Nation aborted : Rizal, American hegemony, and Philippine nationalism. Ateneo de Manila University Press, Quezon City Jose Rizal: Life, Works and Writings of a



CLO3

PLO1

ILO1

ILO3

CLO4

PLO1

PLO3

ILO3

ILO4

5. Relate the

present national

Student Interactive Schumacher, John 1997.Journalism and

Politics,1883-1886. In the propaganda

CLO5



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situation making

use of the values

imparted by

Rizal’s life as a

comparison of

Filipino sense of

nation building

6. Produce a

creative work

such as portfolio

that conveys

personal thoughts

of Rizal’s life and

works for the

current generation

Participation

Written Analysis

Cooperative

Learning Activity

Review/Critique

article

Quiz

Student

Participation

Written Analysis

Cooperative

Learning Activity

Portfolio

Review/Critique

article

Quiz

Discussion

Interactive

Discussion

movement: 1880-1895; The creators of

Filipino consciousness, the makers of the

revolution, 19-39. Also read page 236.

Quezon City: Ateneo de Manila University

Press

Quibuyen, Floro C. (2008). A Nation aborted : Rizal, American hegemony, and Philippine nationalism. Ateneo de Manila University Press, Quezon City




Schumacher, John 1997.Journalism and






Press


PLO1

PLO3

ILO2

ILO3

CLO6

PLO2

ILO1

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7. Appraise the value of primary sources as a vital way of re-reading the course.

Student

Participation

Written Analysis

Small group

discussion/s

Review/Critique

article

Quiz

Interactive

Discussion




Schumacher, John 1997.Journalism and






Press


CLO7

PLO1

ILO2

COURSE CONTENT:

Timetable

Desired Learning Outcomes Course Content/Subject Matter/

CLO

Teaching and Learning Activities

(Methodology)

Assessment

Task/Student

Output

Evaluation Tool/Performance indicators

Resource Materials

Week 1

1. Discuss the student manual focusing on

Republic act 1425

Interactive discussion on the orientation and

Rubric for the cooperative learning activity

College Student Manual

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the explanation of student attendance, computation of grades, submission of requirements and passing of related school works, and expected behavior in and outside the classroom as mandate in the student manual

2. Explain the Republic Act 1425, its scope and limitations with emphasis on the arguments of its approval

3. Relate the issues of Rizal Bill to present-day Philippines

preliminary planning

Group class activity: Answer a worksheet with the following questions: (1) Considering the context of the 1950s, what issues and interests were at stake in the debate over the Rizal Bill? (2) Do

Cooperative Learning activity. The class will present their answers in the class.

http://www.officialgazette

.gov.ph/1956/06/12/repub

lic-act-no-1425/

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these issues remain pertinent in the present day?

Interactive discussion

Week 2

1. Establish the vital contributions of Jose Rizal’s works and writings that helped in nation building.

2. Explore Rizal’s life as a child with emphasis on his family lineage

3. Discuss the cultural

way of living in Rizal’s time as to give explanation to pueblo system, as means of socio-cultural and political status in the nineteenth century.

Significance

of Rizal

Course:Rizal

as a

National

Hero


Power point presentation

Lecture

Group

Submission of essay explaining the Pueblo system in the Spanish era

Rubric

Jose Rizal: Life, Works and

Writings of a Genius,

Writer, Scientist and a

National Hero.

Chapter 1 . Page 1-10

Week 3 1. Identify the different

important events that

happened in the nineteenth

century with emphasis on

Philippine condition during Rizal’s time



Individual class activity: KWHLAQ chart

Rubric Paper and pen test







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the following:

a.Opening of Suez

Canal

b.Secularization

c.Frailocracy

d. Birth of middle

class/reformers

e. Call for representative in the Spanish Cortes.

2. Analyze the condition of

the Philippines in the aspect

of socio-cultural and political

aspects in the midst of the

identified world events that

served as a gateway for

enlightenment.

Lecture

Group Assignment

Week 4-7

1. Discuss Rizal’s childhood time with connection on the social, cultural and political condition of the Philippines of which Rizal was born and raised

2. Analyze the system of

Childhood of

Rizal



Group Assignmen

Output of the group assignment (portfolio) to be presented in the class “factors that molded



Writings of a Genius,

Writer, Scientist and a

National Hero.

Chapter 1 2. Page 1-19


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education that Rizal experienced in his formal education in Binan, Ateneo and UST.

3. Identify the remarkable events that happened while Rizal is still a student, which played a vital role to his growing age such as:

a. the injustice arrest and imprisonment of his mother

b. the execution of GOMBURZA

4.Identify the teachers that

made a primary contribution

to Rizal’s choice of

education and character

formation

5. Write an essay as a part

of portfolio, regarding Rizal’s

life, its significance and role

to the present generation.

Education in

Binan,Atene

o and UST

t

Rizal’s thinking and sense of nationalism”

Writings of a Genius, Writer, Scientist and a National Hero. Chapter2- 3. page 11-26

Jose Rizal: Life, Works and Writings of a Genius, Writer, Scientist and a National Hero. Chapter 4. page 27-37


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Week 8 and 9

1. Explain the relationship of literature and society

2. Give an assessment on Rizal’s interpretations of Morga’sSuccessosdelas Islas Filipinas

3. Convey a personal conviction on how one learns “patriotism and “nationalism” from literature.

Jose Rizal

and the

invention of

a national

literature

Morga’sSucc

essosdelas

Islas

Filipinas

Chapter8



Lecture

Group Activity/Advance readings

Group class activity: Each group will formulate 3 questions about the readings. Every group will be given an opportunity to answer the questions.


Mojares, Resil.2013. Jose

Rizal and the invention of a

national literature. In

Isabelo’s archive,213-

21.Mandaluyong City:Anvil.

https://prezi.com/qawe8ncz

viaq/rizals-annotation-of-

sucesos-de-las-islas-

filipinas/

MID TERM EXAMS

Week 10

1. Identify the different women who were romantically involved to Jose Rizal

2. Examine the reason behind Rizal’s decision not to be married.

3. Discuss Rizal’s descriptions of German women and how he wanted the

Rizal’s personal struggle on marriage and relationship.



Lecture

Individal assignment

Reaseach on the background of the different women who were romantically involved to Dr Jose Rizal with an analysis

Rubric

http://www.joserizal.ph/lv01.html http://lifestyle.inquirer.net/154917/gemma-reveals-rizals-true-love/

http://lifestyle.inquirer.net/154917/gemma-reveals-rizals-true-love/



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Malolos women to emulate them

on the issue that Rizal was not married to Josephine Bracken

http://lifestyle.inquirer.net/230676/jose-rizal-in-romantic-heidelberg-his-thoughts-on-women/

Week 11 and 12

1. Revisit Rizal’s life abroad with focus of discussion on the different organizations and groups he joined that made historical marks, touching on the following: a. Propaganda

Movement b. La Solidaridad

2. Explain Rizal’s reasons for leaving the Philippines in connection to his mission and secret pact with Paciano

3. Discuss the different historical events Rizal’s witnessed while he was in Europe with an analysis on Rizal’s response and reactions to each event, with emphasis to: a. Igorot Human

Rizal’s life in Europe



Lecture

Individual Reseach Paper about propaganda movement the conflict with the members of the organization

A written essay explaining the role of Propaganda movement and the issues that were confronted by the leaders of the movement

Rubric

Jose Rizal: Life, Works and Writings of a Genius, Writer, Scientist and a National Hero. Chapter 6 and 7. Page 57-87 Jose Rizal: Life, Works and Writings of a Genius, Writer, Scientist and a National Hero. Chapter 8. page 88-104


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exhibition b. Students

demonstrations in defense to Professor Morayta

4. Analyze the conflict that took place among the Illustrados in an attempt to explain the reasons for all the misunderstanding

Week 13 and 14

1. Evaluate what the propaganda movement is and what it stood for.

2. Examine Rizal’s involvement in the movement

3. Review Noli and ElFili as two novels known to be works of propaganda movement

4. Describe the context in which Rizal wrote Noli Me Tangere and

Noli Me Tangere

El Felibusterismo



Lecture

Group Assignment

Students

take turns

leading

discussion

in a

cooperative

group.

Activity:

Say

Something

The faculty

asks the

Rubric

Schumacher, John 1997.Journalism and Politics,1883-1886. In the propaganda movement: 1880-1895; The creators of Filipino consciousness, the makers of the revolution, 19-39. Also read page 236. Quezon City: Ateneo de Manila University Press.

Online access:

(Schumacher)

https://www.google.com/search?q=Schumacher+John+the+propaganda+movement

https://www.google.com/search?q=Schumacher+John+the+propaganda+movement&ie=utf-8&oe=utf-8&client=firefox-b-ab&gfe_rd=cr&ei=uhNRWY6mBo_D8AeVi6TADw



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El felibusterismo

5. Evaluate on how Noli Me Tangere and El

Felibusterismo.. 6. Identify the

different characters in Noli Me Tangere and who they immortalized in real life.

7. Compare and contrast Noli Me Tangere and El Filibusterismo in the context of its manner and style of writing, content and ending

learners to

analyze the

different

charcatres

in Noli

andEl Fili

depicting

real life

scenario in

Rizal’s

time.

Activity: Quick think

&ie=utf-8&oe=utf-8&client=firefox-b-ab&gfe_rd=cr&ei=uhNRWY6mBo_D8AeVi6TADw Jose Rizal: Life, Works and Writings of a Genius, Writer, Scientist and a National Hero. Chapter 8, 18

Week 15

1. Identify the events happened in the Philippines that became reasons for Rizal’s decision of homecoming

Rizal’s Home

coming

(First and Second)


Group Assignment:primary source about Calamaba incident

Group class activity: Read Rizal’s letter on Calamba incident. Answer worksheet

Rubric

. Jose Rizal: Life, Works and Writings of a Genius, Writer, Scientist and a National Hero. Chapter 10 and 21





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2. Discuss how Rizal handled the issues he witnessed in the Philippines in his home coming.

on analyzing a primary source. Present in class.

Week

16

1. Evaluate Rizal’s deportation in Dapitan through Film showing, with an emphasis on the following: a. Rizal as doctor in

Dapitan b. Rizal’s

relationship with the people of Dapitan

Rizal and Josephine Bracken

Rizal’s Exile in Dapitan


Film showing

Watch the film “Rizal in dapitan” Submit a reaction paper

Rubric

Jose Rizal: Life, Works and Writings of a Genius, Writer, Scientist and a National Hero. Chapter 10, 19, 21

Week 17 and 18

1. Review the

Rizal’s Trial and Execut


Power point

Film showing “Jose Rizal’ Informal

Individual though paper

(videos and documentations.) Jose Rizal: Life, Works and Writings of a Genius, Writer, Scientist and a National

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kind of court proceedings given to Rizal as a part of his trial.

2. Analyze the results of Rizal’s trial that led to his final judgment of execution

3. Evaluate the political arena in

Rizal’s time of trial and execution 4. Discuss the

nature of “Retraction” as one of the issues in Rizal’s execution.

5. Investigate evidences that would prove or question what is behind the retraction issue.

ion

Retraction

presentation

Film showing

debate on Rizal issue of retraction Probing evidences of the retraction issue

Rizal retraction issue : An Analysis of from a millennial perspective

Hero. Chapter 24 and 25, pages 251-263 Rizal without the Overcoat:Ambeth Ocampo

FINAL EXAM

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COURSE REQUIREMENTS:

1. Quizzes, Major Exam 2. Library research, Oral Presentation 3. Active participation in group and individual discussions, exercise, workshop 4. Active participation in film showings, lecture, forum 5. Portfolio 6. Educational outbound tour

REQUIRED READING REFERENCES

TEXTBOOK:

Zaide, Sonia M. (2014). Jose Rizal: Life, Works, and Writings

1. Canonigo, Cristina Santos (1991). 100 selected poems for young and adults : plus nursery rhymes and limericks and famous poems of Dr. Jose Rizal. Published by Palinsad, Manila

2. Delos Santos, Andres R. (2013). A Review on the life and works of the first Filipino : Jose Rizal. Published by Jimczyville Publications, Malabon City

3. Mercene, Floro L. (2007). Manila men in the new world : Filipino migration to Mexico and the Americas from the sixteenth century. University of the Philippines Press, Quezon City

4. Ocampo, Nilo S. (2001). Istiloko : Rizal romatik, mgatalangpag-asam at pag-ibig 5. Quibuyen, Floro C. (2008). A Nation aborted : Rizal, American hegemony, and Philippine nationalism. Ateneo de Manila

University Press, Quezon City 6. Rizal, Jose. (1997). Jose Rizal : El Filibusterismo:subversion:a sequel to Noli Me Tangere.

7. Mojares, Resil.2013. Jose Rizal and the invention of a national literature. In Isabelo’s archive,213-21.Mandaluyong City:Anvil.

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8. Schumacher, John 1997.Journalism and Politics,1883-1886. In the propaganda movement: 1880-1895; The creators of Filipino consciousness, the makers of the revolution, 19-39. Also read page 236. Quezon City: Ateneo de Manila University Press.

9. Maranan, Ruben D. (2015). Jose Riza;First Global Filipino Hero 10. http://lifestyle.inquirer.net/154917/gemma-reveals-rizals-true-love/

11. http://lifestyle.inquirer.net/230676/jose-rizal-in-romantic-heidelberg-his-thoughts-on-women/

Classroom Policies:

1. Attendance and Punctuality. Regular attendance is expected of all students. The student must attend every class meeting on time and prepared.

2. Active class participation. The student must participate actively in class recitations, discussions, and other activities as the case may be. He/She

must be responsible for his/her own learning and performance in class. Please refer also to Expectations from Students

below.

3. Group work requirements. The student is expected harmoniously collaborate other students and/or groupmates through group presentations, study

groups or peer discussions and contribute significantly to the preparation of their group work.

4. Peer group evaluation. Members of the team would evaluate/assess the work of each team member by providing honest feedback.

Expectations from students:


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It is the student’s responsibility to attend every class meeting prepared and on time. The student should participate

actively in discussions, recitations, small-group work and presentations. He/She is expected to complete and submit

assignments and take all examinations at a designated time. It is his/her responsibility to ask the faculty concerned for an

exam he/she failed to take. A student who fails to take a major written exam should present a valid excuse slip (noted by the

Department Chairperson) prepared by the student’s parent/ guardian.

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 inside 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 contents 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.

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POLICY on ABSENCES:

The maximum numbers of absences allowed for students, based on the College Student Handbook is as follows: for subjects

held once a week is 3; subjects held twice a week is 7; for subjects held 3x a week is 10; subjects held 4x a week is 14; and for

subjects held 5x a week is 18. 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 his/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 the case be of special nature.

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Class Standing. : Quizzes, Written Works (70%)

Major Exams : (30%)

Passing Grade (50%)

CAMPUS++ COLLEGE ONLINE GRADING SYSTEM

Legend: (All Items in Percent)

CSA Class Standing Average for All Performance Items (Cumulative)

M Midterm Examination Score

F Final Examination Score

MEA Major Exam Average

MCA Midterm Computed Average

FCA Final Computed Average

Note: For purposes of illustration, the sharing between CSA and MEA is shown below as 70% and 30%, respectively, when computing

4RIZAL

the Computed Average for each Grading Period. Depending on the grading parameters set for a subject the sharing may be 65%-35%,

60%-40%, or other possible combinations.

Computation of Midterm Computed Average (MCA)

CSA = 𝑺𝒖𝒎 𝒐𝒇 𝑹𝒂𝒘 𝑺𝒄𝒐𝒓𝒆𝒔

𝑺𝒖𝒎 𝒐𝒇 𝑷𝒆𝒓𝒇𝒆𝒄𝒕 𝑺𝒄𝒐𝒓𝒆𝒔 𝒙 𝟏𝟎𝟎

Note: A student's Computed Average is a consolidation of Class

Standing Percent Average and Major Exam Percent Average.

4RIZAL

Computerized Grading System ( College Level) of the University. The computation is as follows:

Midterms = CSx2 +ME Finals = CSx2+FE MG+FG = FCG

2 2 2

CONSULTATION HOURS:

Days Time Room

SJH Faculty Room

Documents

DEPARTMENT OF PSYCHOLOGY COURSE SYLLABUS IN … PSYCH... · Rizal’s works and writings that helped in nation building. 2. Explore Rizal’s life as a child with emphasis on his