UNIVERSITY VISION, MISSION, GOALS AND OBJECTIVES

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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“Conscience, Competence, and Compassion” 2

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

4GENPSY


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


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


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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


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


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)

4GENPSY


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)

4GENPSY


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


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


Week 18

1 hour

FINAL EXAMINATION

4GENPSY


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:

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UNIVERSITY VISION, MISSION, GOALS AND OBJECTIVES