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COLLEGE DEPARTMENT
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COLLEGE DEPARTMENT
VISION BACHELOR OF SECONDARY EDUCATION
A diocesan catholic school community SECOND SEMESTER A.Y. 2022-2023
that is founded on the oneness of Heart of CORE VALUES Course Code: GEEd3: The Contemporary World
Jesus and Mary and passionate in the
Filial Compassion, Leadership and Accountability, Mary Units: 3 No. of Weeks: 18 weeks
communal work of integral human
Inspired Obedience, and Enduring Discipleship Co. Requisite: None
development of young towards the fullness
of life.
Anent the vision-mission of Our Lady of the Sacred Heart College of Guimba, Inc., that is founded on the oneness of Heart of Jesus and Mary, its implementing rules
MISSION and regulations, the policy declarations and principles of a Catholic Diocesan College and an OLSHCONIAN culture together with CHED guidelines, the following will
Inspired by and devoted to the oneness of be the guiding light of an OLSHCO graduate:
Heart of Jesus and Mary, OLSHCO is PROGRAM GOALS
committed to: The BACHELOR OF SECONDARY EDUCATION degree programs aim to develop highly, committed, competent and Christian values-oriented teachers specializing
1. Develop among students modern – in the content and pedagogy for elementary and secondary education.

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world skills for them to succeed as PROGRAM OUTCOMES 2. Demonstrate mastery of subject matter/discipline 4. Critical, analytical, and creative thinking. (L)
empowered global citizens; and Common to All Programs towards Human 3. Facilitate learning using a wide range of teaching 5. Application of different analytical modes (quantitative and
Development (CAP) methodologies and delivery modes appropriate to qualitative, artistic and scientific, textual and visual, experimental,
2. Nurture a learning environment that
1. Consolidate, discuss, articulate and specific learners and their environment observation, etc.) in tackling problems methodically. (L)
proclaims and models values of human
institutionalize the latest developments in the 4. Develop innovative curricula, instructional plans, Personal and civic responsibilities
integrity. specific field of practice. teaching approaches, and resources for diverse 1. Appreciation of the human condition. (P)
2. Effectively communicate in English and Filipino, learners. 2. Capacity to personally interpret the human experience. (P)
COLLEGE OBJECTIVES both orally and in writing. 5. Apply skills in the development and utilization of 3. Ability to view the contemporary world from both Philippine and
In consonance with the Vision-Mission 3. Work effectively and collaboratively with a ICT to promote quality, relevant, and sustainable Global perspectives. (P)
guided by the oneness of Heart of Jesus and substantial degree of independence, educational practices 4. Self- assuredness in knowing and being Filipino. (P)
Mary, the College commits itself to: empowerment and personal leadership in 6. Demonstrate a variety of thinking skills in planning, 5. Capacity to reflect critically on shared concerns and think of
multidisciplinary and multi-cultural teams. monitoring, assessing, and reporting learning innovative, creative solutions guided by ethical standards. (P)
1. Provide high quality and holistic
4. Act in recognition of personal, professional, processes and outcomes 6. Ability to reflect on moral norms/imperatives as they affect individuals
educational services; social, ethical responsibility and accountability in 7. Practice professional and ethical teaching and society. (P)
2. Reinforce values formation to produce promoting human development and integrity. standards sensitive to the local, national, and 7. Ability to appreciate and contribute to artistic beauty. (P)
professionals who are responsive to the 5. Live out a deep sense of spirituality that global realities 8. Understanding and respect for human rights. (P)
changing needs of industry and society; and witnesses the Oneness of Heart of Jesus and 8. Pursue lifelong learning for personal and 9. Ability to contribute personally and meaningfully to the country’s
3. Strengthen linkages and industry Mary. professional growth through varied experiential development. (P)
partners for continuous development. 6. Participate in the mission of the local church of and field-based opportunities Practical Skills
the diocese of San Jose that center on _________ B. General Educations Outcomes 1. Working effectively in a group. (O)
7. Preserve and promote “Filipino historical and Intellectual Competencies 2. Application of computing and information technology to assist and
GRADUATE ATTRIBUTES cultural heritage”. 1. Higher levels comprehensions. (textual, visual, etc.) (L) facilitate research. (O)
1. Effective Communicator A. Common to Teacher Education (CTE) 2. Proficient and effective communication. (writing, 3. Ability to negotiate the world of technology responsibly. (O)
2. Design Thinker 1. Articulate the rootedness of education in speaking, and the use of technologies). (L) 4. Problem-solving (including real-world problems). (O)
3. Ecological Integrity Advocate philosophical, socio-cultural, historical, 3. Understanding of the basic concepts across the 5. Basic work-related skills and knowledge. (O)
4. Cultured Citizen psychological, and political contexts domains of knowledge. (L)
5. Results-driven Professional

COURSE SYLLABUS
I. COURSE IDENTIFICATION
Course Title: THE CONTEMPORARY WORLD
Course Description:
This course introduces students to the contemporary world by examining the multifaceted phenomenon of globalization. Using the various disciplines
of the social sciences, it examines the economic, social, political, technological, and other transformations that have created an increasing awareness of the
interconnectedness of peoples and places around the globe. To this end, the course provides an overview of the various debates in global governance,
development, and sustainability. Beyond exposing the student to the world outside the Philippines, it seeks to inculcate a sense of global citizenship and global

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ethical responsibility.

II. COURSE OUTCOME/S’

At the end of this course, students will be able to:

A. Competencies
a. Distinguish different interpretations of and approaches to globalization
b. Describe the emergence of global economic, political, social, and cultural systems
c. Analyze the various contemporary drivers of globalization
d. Understand the issues confronting the nation-state
e. Assess the effects of globalization on different social units and their responses
B. Skills
a. Analyze contemporary news events in the context of globalization
b. Analyze global issues in relation to Filipinos and the Philippines
C. Values
a. Articulate personal positions on various global issues
b. Identify the ethical implications of global citizenship

III. COURSE OUTLINE AND TIMEFRAME

TIME FRAME CONTENT TIME FRAME CONTENT

Week 1 Orientation and Discussion of Syllabi Week 12 MIDTERM

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Week 2 Introduction to Globalization Week 13 – 14 Global Population and Mobility

Week 3 – 5 The Structures of Globalization Week 15 Research Proposal Writing

Week 6 PRELIM Week 16 – 17 Research Paper Writing

Week 7 – 9 A World of Regions Week 18 RESEARCH PAPER

Week 10 - 11 A World of ideas

IV. LEARNING PLAN

GRADUATE
TIME DESIRED LEARNING
ATTRIBUTES CONTENT ASSESSMENT ACTIVITIES RESOURCES
FRAME OUTCOMES
(Mission, Core Values)
Week 1 MISSION 2 Familiarization of the Student Services Reflection paper on the Face-to-Face Orientation of Course Outline
(Models Values Human students to the rules and Course orientation student services. Student Services.
Integration) regulations of the school Grading System Course Syllabus
Requirements Guide question intended Online discussion of the
GRADUATE ATTRIBUTE 1 Awareness on the Relevance of the Course for the course. course syllabus including Students’ Handbook
(Effective Communicator) academic policy of the the course policies and
school   requirements.
CORE VALUES (Filial
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Compassion, Leadership,
Accountability, Mary-
inspired Obedience,
Enduring Discipleship)

MISSION 1 & 2 Differentiate the I. Introduction to Acrostic activity. The Acrostic activity. The San Juan, D.M. (2018).
(Develop Modern-world competing concepts of Globalization students may think of any students may think of any Journeys through our
Skills & Models Values globalizations a. Defining word that is connected to word that is connected to Contemporary World. Vibal
Human Integration) globalization globalization concepts by globalization concepts. Group Inc. Pg. 2-13.
Identify the underlying which letters shall be used
GRADUATE ATTRIBUTE philosophies of the in crafting their self- Write a personal definition CHAPTER 1:
1, 2, 3, 4 varying definitions of definitions. of globalization based on GLOBALIZATION || The
(Effective Communicator, globalization the acrostic activity/ Contemporary World
Design Thinker, Ecological Group activity: Write a https://
Integrity Advocate, Agree on a working resolution for or against Short presentation of the www.youtube.com/watch?
Cultured Citizen) definition for the course globalization and present it personal definition of v=6iqPNBn9qiE
to class. globalization of the
CORE VALUES students.
(Filial Compassion,
Leadership, Interactive discussion and
Week 2 Accountability) recitation on introduction
to globalization including
its indicators and nature.

The students will form a

group of five members and
will write a resolution for or
against globalization; pro-
globalization think tank and
anti-/alter-globalization
organization.

One representative each

group will read/present
their output.

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MISSION 1 & 2 Identify the actors that II. The Structures of Debate: The students will Interactive discussion on San Juan, D.M. (2018).
(Develop Modern-world facilitate economic Globalization debate the motion “That the global economy. Journeys through our
Skills & Models Values globalization. a. The Global global free trade has done Contemporary World. Vibal
Human Integration) Economy more harm than good’. Write an insight with ‘That Group Inc. Pg. 16-30.
Articulate a stance on b. Market Integration global free trade has done
GRADUATE ATTRIBUTE global economic c. The Global Film Critique: Write a 300- more harm than good’ CHAPTER 2: GLOBAL
1, 2, 3, 4 integration Interstate System word review of the individually; against or not. ECONOMY || The
(Effective Communicator, documentary “Inside Job” Contemporary World
Design Thinker, Ecological Explain the role of by Charles Ferguson or Group the students based https://www.youtube.com/
Integrity Advocate, international financial “The Corporation” by Mark on their answer; pro or con. watch?v=b7jBJ8gy2IE
Cultured Citizen) institutions in the creation Achbar and Jennifer Abbott
of a global economy following the given format Debate: The students will CHAPTER 3: GLOBAL
CORE VALUES and answering the guide debate the motion “That INTERSTATE SYSTEM || The
(Filial Compassion, Identify the attributes of questions. global free trade has done Contemporary World
Leadership, globalization of global more harm than good’. https://
Accountability) corporations. www.youtube.com/watch?
Take home activity: Watch v=e7I-h3MReQw
Week 3 - 5 Explain the effects of documentary “Inside Job”
globalization on by Charles Ferguson or
governments “The Corporation” by Mark
Achbar and Jennifer Abbott
Differentiate and write a 300-word
internationalism from review given the format
globalism. and answering the guide
questions. Given by the
teacher.

Some students will

read/present their film
review.

Interactive discussion on
market integration and the
interstate system.

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Week 6 PRELIM
Week 7 - 9 MISSION 1 & 2 Define the term “global III. A World of Regions Group reporting Graded Group Report: San Juan, D.M. (2018).
(Develop Modern-world south” from the Third a. Global Divides: The - Latin American Students will form groups Journeys through our
Skills & Models Values World North and the South Countries of 3-5. Each group will be Contemporary World. Vibal
Human Integration) b. Asian regionalism - Asian Country assigned a Latin American Group Inc. Pg. 34-53.
Analyze how a new and Asian country to report
GRADUATE ATTRIBUTE conception of global Synthesis Essay on. These groups will CHAPTER 4: GLOBAL
1, 2, 3, 4 relations emerged from “The Future of Latin deliver 10-minute NORTH AND GLOBAL
(Effective Communicator, the experience of Latin American and Philippine presentations on the SOUTH || The
Design Thinker, Ecological America Nations, Institutions, and contemporary foreign and Contemporary World
Integrity Advocate, Communities under economic policies of their https://
Cultured Citizen) Analyze how different Globalization”. respective countries. www.youtube.com/watch?
Asian states confront the v=_B2kOos0Hh8&t=208s
CORE VALUES challenges of Infographic on the ---
(Filial Compassion, globalization and challenges of Globalization Interactive discussion on CHAPTER 4: ASIAN
Leadership, regionalization. and Regionalization. The North and the South. REGIONALISM || The
Accountability) Contemporary World
Group reporting https://
- Latin American www.youtube.com/watch?
countries v=HAuY-lICG7w

Synthesis essay writing on

“The Future of Latin
American and Philippine
Nations, Institutions, and
Communities under
Globalization” with guide
questions given by the
teacher.

---------
Group reporting
- Asian countries

Each group will create an

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infographic on the
challenges of globalization
and Regionalization.

Go around town and ask

someone ages 20, 30, 40,
50, 60, and 70 years old
bout their religious
experience and ask if
whether or not there are
changes. – for the next
meeting

Week 10 - 11 MISSION 1 & 2 Analyze how various IV. A World of Ideas Interview Interactive discussion and San Juan, D.M. (2018).
(Develop Modern-world media drive forms of a. Global Media recitation on global media Journeys through our
Skills & Models Values global integration Cultures Group Activity: cultures and globalization Contemporary World. Vibal
Human Integration) b. The Globalization of Pop Song Lyrics of religion. Group Inc. Pg. 62-74.
Explain the dynamics Religion Info graphic video
GRADUATE ATTRIBUTE between local and global Group activity: CHAPTER 5: GLOBAL
1, 2, 3, 4 cultural production Each group will ask to pick MEDIA CULTURES &
(Effective Communicator, an Asian musical act that GLOBALIZATION OF
Design Thinker, Ecological Explain how globalization became internationally RELIGION || The
Integrity Advocate, affects religious practices famous and answer the Contemporary World
Cultured Citizen) and beliefs following questions: https://
1. Where did the musical www.youtube.com/watch?
CORE VALUES act/artist originate? v=Jog58VXzc-
(Filial Compassion, 2. In which countries did I&list=PLsYlrWXG6nC9na5t
Leadership, the artist becomefamous?3. xxpfjNrQXOrunq2TB&index
Accountability) How did the artist become =8
famous?4. Why do you
think the artist became
famous?

Short presentation:
Each group will present
their answer.
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After the presentation,

each group will write lyrics
tackling globalization,
cultures, and religion and
be sung with the popular
song melody.

The students will perform

their song next meeting.

Song performance of the

students by group.

Discussion of final output

for Midterm; 30-second
infographic video.

Group Activity.
Infographic Video: Negative
and Positive Impacts of
Globalization on
Languages, Cultures, and
National Identities
Week 12 MIDTERM
MISSION 1 & 2 Explain why globalization V. Global Population and Graded Group Report. Graded Group Report. San Juan, D.M. (2018).
(Develop Modern-world is a spatial phenomenon Mobility - The Global City Journeys through our
Skills & Models Values and identify the attributes a. The Global City OFW Interview. - Global Contemporary World. Vibal
Human Integration) of a global city b. Global Demography Demographic Group Inc. Pg. 82-106.
Week 13 – c. Global Migration - Global Migration
15 GRADUATE ATTRIBUTE Analyze how cities serve CHAPTER 6: THE GLOBAL
1, 2, 3, 4 as engines of OFW Interview. CITY || The Contemporary
(Effective Communicator, globalization Each student will be asked World
Design Thinker, Ecological to interview a former or a https://
Integrity Advocate, Discuss the relationship current OFW (face-to-face www.youtube.com/watch?

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Cultured Citizen) between population and or online). In class they will v=_A22xOCYcZE&list=PLsYl
economic welfare, and share what they learned rWXG6nC9na5txxpfjNrQXO
CORE VALUES identify the effects of from these interviews about runq2TB&index=9&t=42s
(Filial Compassion, aging and overpopulation transnationalism and the
Leadership, factors that affect global CHAPTER 7: THE GLOBAL
Accountability) Differentiate between migrations. DEMOGRAPHY || The
contrasting positions over Contemporary World
reproductive health https://
www.youtube.com/watch?
Share insights in relation v=YEDJUuVQpXU&list=PLs
to the challenges YlrWXG6nC9na5txxpfjNrQX
connected to global Orunq2TB&index=9&t=33s
migration

Week 15 MISSION 1 & 2 Write a research paper VI. Research Proposal Research topic. Mini-lecture on writing a
(Develop Modern-world proposal with proper Writing - Politics and research paper and citation
Skills & Models Values citation governance methods for research
Human Integration) - Peace and order papers.
Critique research - Economics and
GRADUATE ATTRIBUTE proposals of classmates poverty Students will form a group
1, 2, 3, 4 - Culture and with 5 member each.
(Effective Communicator, language
Design Thinker, Ecological disintegration Each student will craft a
Integrity Advocate, - Religious research topic.
Cultured Citizen) amalgamation and
extremism Students will depend their
CORE VALUES - Racial tensions own research topic and
(Filial Compassion, - Climate change teacher will choose one
Leadership, and sustainability topic per group.
Accountability) - Health and aging
- Poverty and Proposal for final research
malnutrition paper: Students will begin
- Women and writing research questions
children’s right proposal for their final
- Human rights research paper.

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Research Questions. The teacher must approve
the research proposal
before proceeding in
crafting the research.

MISSION 1 & 2 Write Research Paper VII. Writing Research Consultation Students will continuously
(Develop Modern-world paper consult to the teacher in
Skills & Models Values the process of writing
Human Integration)
research paper
GRADUATE ATTRIBUTE
1, 2, 3, 4
Week 16 - 17 (Effective Communicator,
Design Thinker, Ecological
Integrity Advocate, Cultured
Citizen)

CORE VALUES
(Filial Compassion,
Leadership, Accountability)
Week 18 Passing of Final Research Paper

References:
 San Juan, D.M. (2018). Journeys through our Contemporary World. Vibal Group Inc.
Online References:
 https://www.youtube.com/watch?v=6iqPNBn9qiE
 https://www.youtube.com/watch?v=b7jBJ8gy2IE
 https://www.youtube.com/watch?v=e7I-h3MReQw
 https://www.youtube.com/watch?v=_B2kOos0Hh8&t=208s
 https://www.youtube.com/watch?v=HAuY-lICG7w
 https://www.youtube.com/watch?v=Jog58VXzc-I&list=PLsYlrWXG6nC9na5txxpfjNrQXOrunq2TB&index=8
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 https://www.youtube.com/watch?v=_A22xOCYcZE&list=PLsYlrWXG6nC9na5txxpfjNrQXOrunq2TB&index=9&t=42s
 https://www.youtube.com/watch?v=YEDJUuVQpXU&list=PLsYlrWXG6nC9na5txxpfjNrQXOrunq2TB&index=9&t=33s

Designed:

EDROSE A. WYCOCO
Instructor, Teacher Education Program
Contact information: edrosewycoco1115@gmail.com, https://web.facebook.com/profile.php?id=100008011608463
Office location: CSC Office
Consultation hours: TBA

Approved for implementation: Noted:

RONIE R. MARQUEZ RUBELYN M. ESPERON, PhD

Teacher Education Program Adviser Chair of Tertiary Studies

COURSE POLICIES
1. Eligibility.
GEEd3 – The Contemporary World is a 3-units course for first year BSED, BEED, BTVTED, and BTLED students. Only officially enrolled students can take
this course.
2. Materials

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Students are provided with a soft copy of the syllabus per course for guidance. Soft copies of required readings are provided and can be accessed online
through the given Learning Management System (LMS) such as google classroom used by the instructor. Students need to have a personal computer or
mobile phone with MS Word (or similar software or application) for the writing tasks.
3. Delivery
The course is delivered in synchronous (online discussion and interaction) and face-to-face classes. Online class (discussion and interaction) is required
and will be conducted via Google Meet or any other Video conferencing platform. Students and the instructor will communicate through private messages
(PM) or group chat (GC) via Facebook Messenger. PM is intended for submission of accomplished formative assessments (practice tests) or asking
questions regarding progress on the course by the student and giving feedback on the progress by the instructor. GC is intended for asking general
questions on the course and discussion via video call when necessary. Every student is required to join the google classroom via a link or class code to be
provided by the instructor. The instructor will create an assignment where students can upload or turn in their outputs for every module. The instructor will
not assign the succeeding assignments to the students who did not submit their outputs from the previous meeting.
4. Accounts
All online accounts of students that are intended for online classes should be personal and shall bear students’ names reflected in the assessment form.
The profile picture to be used must be presentable, decent, and complemented with the official OLSHCO frame.
5. Schedule
A study schedule is sent to students. The students must print or produce a hard copy of their schedule signed by their parents/guardians and must be
posted on their respective study areas.

6. Grading System
The grade of the students will be based on the following criteria:
a. Knowledge 40%
b. Skills 60%
Total 100%

7. Behavior

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- Sending messages for inquiries or clarifications to the instructors must start with a greetings, proper self-introduction (name, program, block, and course
enrolled), followed by stating the purpose or asking for clarifications and ending the conversation with gratitude. The time of sending messages must be
from 07:30 AM-05:00 PM.
- In attending online classes, the students should join the meeting at least 5 minutes before the scheduled time. The microphone should be muted upon
joining the virtual room. Casual clothing and proper seating position must be observed throughout the online session.
- In attending Face-to-Face classes, the students should join be inside the classroom at least 5 minutes before the scheduled time. Proper health
protocols must be observed and practiced such as wearing of face masks, social distancing and having a personal disinfectant. Wear the prescribed
school uniform.
- Concerns about the instructors or institution must be properly communicated to the respective channels such as advisers or program heads and should
not be posted on any social media platforms.
- Learning platforms such as GCs and FB groups are intended for academic purposes ONLY.
- Students are expected to be self-motivated and self-directed approaching the course with the desire to learn.

8. Academic Integrity Policy

- Plagiarism, sharing of work, providing test questions, selling assignment paper, impersonating a student and school persons in authority and taking an
exam for a student are prohibited and punishable according to the mandate of student discipline which include but not limited to suspension, exclusion
and expulsion.

CURRICULUM MAP
CAP1

CAP2

CAP3

CAP4

CAP5

CAP6

CAP7

CTE1

CTE2

CTE3

CTE4

CTE5

CTE6

CTE7

CTE8

IC1

IC2

IC3

IC4

IC5
LO1 - Differentiate the competing concepts of globalizations / / / / / / / / / / /
LO2 - Identify the underlying philosophies of the varying / / / / / / / / / / / /
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definitions of globalization
LO3 - Agree on a working definition for the course / / / / / / / / / / / / / / /
LO4 - Identify the actors that facilitate economic globalization. / / / / / / / / / / /
LO5 - Articulate a stance on global economic integration / / / / p / / / / / /
LO6 - Explain the role of international financial institutions in the / / / / / / / / / / / / /
creation of a global economy
LO7 - Identify the attributes of globalization of global / / / / / / / / / /
corporations.
LO8 - Explain the effects of globalization on governments / / / / / / / / / / / / /
LO9 - Differentiate internationalism from globalism. / / / / / / / / / /
LO10 - Define the term “global south” from the Third World / / / / / / / / / /
LO11 - Analyze how a new conception of global relations emerged / / / / / / / / / / / / /
from the experience of Latin America
LO12 - Analyze how different Asian states confront the challenges / / / / / / / / / / / / /
of globalization and regionalization.
LO13 - Analyze how various media drive forms of global / / / / / / / / / / / / /
integration
LO14 - Explain the dynamics between local and global cultural / / / / / / / / / / / / /
production
LO15 - Explain how globalization affects religious practices and / / / / / / / / / / / / /
beliefs
LO16 - Explain why globalization is a spatial phenomenon and / / / / / / / / / / / / /
identify the attributes of a global city
LO17 - Analyze how cities serve as engines of globalization / / / / / / / / / / / / /
LO18 - Discuss the relationship between population and economic / / / / / / / / / / / / /
welfare, and identify the effects of aging and overpopulation
LO19 - Differentiate between contrasting positions over / / / / / / / / / / /
reproductive health
LO20 - Share insights in relation to the challenges connected to / / / / / / / / / / / / / / / / / / / /
global migration
LO21 - Write a research paper proposal with proper citation / / / / / / / / / / / / / / / / / / / /
LO22 - Critique research proposals of classmates / / / / / / / / / / / / / / / / / / / /
LO23 - Write Research Paper / / / / / / / / / / / / / / / / / / / /

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PCR1

PCR2

PCR3

PCR4

PCR5

PCR6

PCR7

PCR8

PCR9

PS1

PS2

PS3

PS4

PS5
LO1 - Differentiate the competing concepts of globalizations / / / / / / / / / / /
LO2 - Identify the underlying philosophies of the varying / / / / / / / / /
definitions of globalization
LO3 - Agree on a working definition for the course / / / / / / / / / / / / /
LO4 - Identify the actors that facilitate economic globalization. / / / / / / / /
LO5 - Articulate a stance on global economic integration / / / / / / / / / / /
LO6 - Explain the role of international financial institutions in the / / / / / / / / /
creation of a global economy
LO7 - Identify the attributes of globalization of global / / / / / / /
corporations.
LO8 - Explain the effects of globalization on governments / / / / / / / / /
LO9 - Differentiate internationalism from globalism. / / / / / / / / / /
LO10 - Define the term “global south” from the Third World / / / / / / /
LO11 - Analyze how a new conception of global relations emerged / / / / / / / / / /
from the experience of Latin America
LO12 - Analyze how different Asian states confront the challenges / / / / / / / / / /
of globalization and regionalization.
LO13 - Analyze how various media drive forms of global / / / / / / / / / / /
integration
LO14 - Explain the dynamics between local and global cultural / / / / / / / / /
production
LO15 - Explain how globalization affects religious practices and / / / / / / / / / /
beliefs
LO16 - Explain why globalization is a spatial phenomenon and / / / / / / / / / /
identify the attributes of a global city
LO17 - Analyze how cities serve as engines of globalization / / / / / / / / / / /
LO18 - Discuss the relationship between population and economic / / / / / / / /
welfare, and identify the effects of aging and overpopulation
LO19 - Differentiate between contrasting positions over / / / / / / / / /
reproductive health
LO20 - Share insights in relation to the challenges connected to / / / / / / / / / / / / / /

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global migration
LO21 - Write a research paper proposal with proper citation / / / / / / / / / / / / /
LO22 - Critique research proposals of classmates / / / / / / / / / / / /
LO23 - Write Research Paper / / / / / / / / / / / /

RUBRICS FOR CHECKING

ESSAYS, CONCEPTUAL QUESTIONS, & SHORT ANSWER

BEGINNING (1) DEVELOPING (2) PROFICIENT (3) ADVANCE (4)

Demonstrate an initial understanding Demonstrate a partial understanding Demonstrate a complete Demonstrate a sophisticated
of the concepts and competencies of the concepts and competencies understanding of the concepts and understanding of the concepts and
relevant to the expected learning relevant to the expected learning competencies relevant to the expected competencies relevant to the expected
outcomes. outcomes. learning outcomes. learning outcomes.

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ORAL PRESENTATIONS

EXCELLENT (4) GOOD (2) ADEQUATE (2) WEAK (1)

RESPONSE TO ASSIGNMENT: The presentation responds to the The presentation responds to the The presentation responds to the The presentation does not respond
Oral presentations are expected assignment and addresses the topic assignment and addresses the topic, assignment and addresses the topic, to many of the requirements of the
to completely address the topic and all requirements, at an but has minor weaknesses with but has significant weaknesses with assignment, and/or is poorly tailored
and requirements set forth in appropriate technical level for the respect to some of the requirements respect to some of the requirements for the intended audience
the assignment, and are intended audience. and/or appropriate technical level and/or appropriate technical level
appropriate for the intended
audience.
ANALYSIS AND DISCUSSION: Presented material is completely Presented material is analysed and Presented material is analysed and The depth of analysis and evaluation
Oral presentation are expected analysed and evaluated, providing evaluated and appropriate reasons, evaluated at a reasonable level but is of the presented material is not
to provide an appropriate level support for main points with reasons, discussion of alternatives, not used effectively to support many contains unnecessary or trivial
of analysis, discussion and discussion of alternatives, explanations, and examples are given of the main point material
evaluation as required by the explanations, and examples as for most of the main points
assignment appropriate
ORGANIZATION: Oral The presentation is well-structured; The presentation is generally well- The presentation has a defined The presentation is poorly structured;
presentations are expected to be its organization contributes to its structured, with only a few flaws in structure, but the organization is not organizational flaws undermine its

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well-organized in overall purpose. The problem is clearly overall organization optimal for supporting the effectiveness and clarity.
structure, beginning with a clear stated and technical content is well presentation’s content.
statement of the problem and ordered for clarity
ending with a clear conclusion.

STYLE/FORM AND FORMAT: The visual aids (e.g. PowerPoint The visual aids are informative and The visual aids are generally Visual aids are not designed to
Presentations are expected to be slides) are informative, well designed, generally supportive of the supportive of the presentation, but effectively to convey the information
stylistically effective – that is, to easy to read, and complement the presentation, but could be improved some of them are difficult to read, intended by the speaker.
consist of visual aids with well- speaker’s content. The number of to more effective complement the too busy, and/or not necessary for
chosen words and graphics slides is consistent with time limit of speaker’s content the intent of the talk.
which complement the speaker, the presentation
and consistent with the time
limit of the presentation

SPEAKING SKILLS: Speaker is well prepared, establishes Speaker is prepared and familiar with Speaker is reasonably prepared but Speaker is not prepared and has to
Presenters are expected to use effective eye contact with the the content of the visual aids, but tends to look at visual aids for read from visual aids or cue cards,
an effective speaking style which audience, speaks clearly and audibly, may occasionally stray from topic promoting, and is not able to does not use voice or body language
exhibits enthusiasm, and stays on topic and finishes the and/or have other deficiencies in communicate all of the intended effectively to engage audience in
communicates the intended presentation on time speaking style content. topic.
information
PROFESSIONALISM: Speaker is appropriately dressed, Speaker is appropriately dressed, Speaker is reasonably dressed, but Speaker is not dressed appropriately
Presenters are expected to dress avoids distracting body language generally acts professionally, but some lapses in decorum detract from for the audience, does not present
appropriately for the audience during presentation, comports exhibits some minor lapses in the presentation’s impact. him/herself in a serious and
and act in a manner expected in him/herself professionally decorum professional manner.
a professional setting throughout the presentation
CONCLUSIONS: Key points are clearly re-stated at the The presentation has a conclusion, The presentation has a brief The presentation seems to end
Presentations are expected to end of the talk so that the audience but some of the key points are not conclusion but is not substantial in abruptly without any summation for
draw appropriate conclusions clearly understands the purpose of highlighted effectively content. the audience.
based on its content the technical work

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http://www.csun.edu/~bavarian/Courses/MSE%20227/Rubrics/Oral_Presentation.pdf

SYNTHESIS
PAPER

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