Form No.

FM-USeP-PRS-01
Republic of the Philippines

University of Southeastern Philippines Issue Status 04

Iñigo St., Bo. Obrero, Davao City 8000 Revision No. 03

Telephone: (082) 227-8192
Website: www.usep.edu.ph Date Effective 09 July 2019
Email: [email protected]
Approved by President

COURSE SYLLABUS IN PEOPLE AND THE EARTH’S ECOSYSTEM

VISION INSTITUTIONAL GRADUATE ATTRIBUTES PROGRAM INFORMATION

Premier Research University in the ASEAN. LEADERSHIP SKILLS Program Objectives Performance Indicators
1. Demonstrate corporate and 1. Propose social responsibility
Creates and inspires positive changes in the organization; exercises social responsibility. strategies and compliance
MISSION responsibility with integrity and accountability in the practice of one’s action plan for a business
profession or vocation. 2. Implement the basic functions 2. Propose environment-driven
USeP shall produce world-class graduates and relevant research and of management such as policy that will enhance
extension through quality education and sustainable resource CRITICAL AND ANALYTICAL THINKING SKILLS planning, organizing, business practices
management. directing, leading and
Demonstrates creativity, innovativeness, and intellectual curiosity in controlling.
GOALS optimizing available resources to develop new knowledge, methods, 3. Use the proper decision tools 3. Apply appropriate
processes, systems, and value-added technologies. to critically, analytically, and quantitative and qualitative
creatively solve problems and tool to address a case
At the end of the plan period, the University of Southeastern Philippines SERVICE ORIENTED drive results problem
(USeP) aims to achieve five comprehensive and primary goals: 4. Scan the environment to 4. Conduct of environmental
Demonstrates concern for others, practices professional ethics, honesty, identify business scanning
1. Recognized ASEAN Research University and exemplifies socio-cultural, environmental concern, and opportunities
2. ASEAN Competitive Graduates and Professionals sustainability.
3. Vibrant Research Community
4. Proactive Research-based Economic Empowering LIFELONG LEARNING
Extension Services
5. Capacity for Innovative Resource Generation Demonstrates enthusiasm and passion for continuous personal and
professional development.

PROFESSIONAL COMPETENCE

Demonstrates proficiency and flexibility in the area of specialization and

in conveying information in accordance with global standards.
COURSE SYLLABUS in PEOPLE AND ITS ECOSYSTEM
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 Workload of Students:
I. COURSE INFORMATION
Students are expected to be in class as scheduled to discuss answers to practices sets and assigned topics
Course Code: GE ELEC 211 for readings and discussion. Below is an estimate of the time to be devoted for activities in this course:
Course Title: PEOPLE AND ITS ECOSYSTEM
Face-to-face meetings 36 hours
Pre-requisite: NONE Midterm/final exams 3 hours
Research period 9 hours
Credit: 3 UNITS
Research presentation 6 hours
Level: SECOND YEAR
Semester/Year: FIRST SEMESTER 2019-2020
Version number: ________________________________

Faculty Information:

Name: STEPHANIE F. PALCONIT

Course Description: Email: [email protected]
Contact Number: ________________________________
Evidence of climate change, rapidly diminishing water resources, and a catastrophic loss of global
Office: College of Business Administration
biodiversity shows the urgency to better manage human impacts on Earth’s ecosystems. This course
Consultation Hours: MWF 8:00am-12:00nn
explores the impact of human activities on the environment, and the consequences of environmental
modification on human activity

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 II. COURSE OUTCOMES (CO):

On the completion of the course, student is expected to be able to do the following:

Course Outcomes Graduate Outcomes Aligned to

CO1 Apply theories and concepts to explain environmental problems GO 1 & 3

CO2 Evaluate different policy and other responses to environmental change GO 3 & 4
CO3 Analyze the implications of environmental change for people, communities, flora and wildlife GO 2, 3 & 4
CO4 Communicate findings with reference to broader debates within different disciplines GO 1, 3 & 4

III. LEARNING EVIDENCES:

As evidence of attaining the above learning outcomes, the student has to do and submit the following:

Learning Evidence Description and other Details Course Outcomes it represents

LO 1 Assignments/Short Evaluation Students will be taking quizzes to evaluate their learnings on the topic. CO 1, 2, 3 & 4
LO 2 Class Participation Students are expected to be present in all classes and participate in the discussions. CO 3 &4
Students will be given time to conduct a project based research. They will look for a business, assess its
LO 3 Research Output/Presentation CO 1, 2, 3 & 4
operations and apply the tools they learned during the classroom meetings.
LO 4 Midterm Examination
A higher level of assessment in a periodic bases to assess the students’ progress on the course. CO 1 & 3
LO 5 Final Examination

IV. MEASUREMENT SYSTEM:

Learning Evidence/Output to Assess: LO1, LO4, & LO5

𝑠𝑐𝑜𝑟𝑒
Computation - ( × 50) + 50 = 𝑔𝑟𝑎𝑑𝑒
𝑡𝑜𝑡𝑎𝑙 𝑖𝑡𝑒𝑚𝑠
35
Sample Computation - ( × 50) + 50 = 85
50

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 Learning Evidence: LO3: Research Output/Presentation

Area to Assess Beyond Expectation Expected Acceptable Unacceptable

25 Pts 20 Pts 15 Pts 5 Pts
Went above and beyond to minimum Did a very good job of researching and Used the material provided in an acceptable Did not utilise resources effectively. Not able
requirements of the paper. Able to elaborate utilisation of available sources. Able to manner, but did not consult any additional to connect research components as required.
Relevance components of the research. Solicited connect to the research requirements. resources. Lack emphasis on the
materials in addition to what was provided; requirements asked.
brought in personal ideas and information to
enhance project.
25 Pts 20 Pts 15 Pts 5 Pts
Displays consistency in terms of research Research methods and tools are applied. Research methods and tools are applied at Unable to establish logical flow of research
Consistency requirements. Connection and logical flow is Connection and logical flow is not established the minimum. output.
established to the whole research output. to the whole research output.

30 Pts 25 Pts 20 Pts 10 Pts

Presents output that the students can apply or Output complies the basic research Minimum research requirements are met. Unable to present connection to the subject
Output quality relate to the real business world. requirement but lacks added value for matter of the research.
utilisation.

V. GRADING SYSTEM:

The final grade in this course will be composed of the following items and their weights in the final grade computation:

Assessment
Grade Source (Score or Rubric Grade) Percentage of Final Grade
Item
LO1 Score/Rubrics 30
LO2 Score 10
LO3 Rubrics 20
LO4 Score 20
LO5 Score 20

Passing Grade 75.0 (or 3.00)

Passing Grade conditions: (refer to Student’s Handbook)

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 VI. LEARNING PLAN:

In order to achieve the outcomes of this course, learners will go through this learning plan

Course Teaching-Learning Assessment Required

Intended Learning Outcomes (ILO) Weeks Topics Learning Evidences
Outcome Activities (TLA) Activities Reading
 Internalization and appreciation of USeP’s
VMGO
 Introduction to the course and syllabus
Class Introduction
 Emphasize expectations of the course and 1 Interactive discussion
Science and Art of Ecosystems
aligning to its components and
requirements.
 Describe what is environmental sociology
 Explain ideas and concepts related to
2 Topics and Types of Environmental Sociology
people and its ecosystem
 Understanding the role of people in the
development of the environment; and
3 People and Population
identifying how they impact the
CO 1, 2, Lectures, Discussion
environment LO 1 & 2
3&4 and Presentation
 Discuss and classify existing legal policies
how it gave impact to people and its 4-5 Human Ecology and Politics: Frameworks
Short test; class
ecosystem
participation;
 Describe how livelihood strategies interact assignment
with the institutional and government
goals; Explain how such arrangements Natural Resources and Rural Livelihood: From
6
facilitate or constrain access to natural Application to Development
resources and the realization of
sustainable livelihoods
 Examine how overconsumption, under
investment, and depletion of a common- 7 Common Property Environmental Resources
pool resource leads to economic problem
Paper-and-pen
 Assess student learning CO 1 & 3 8 Midterm Examination Examination Sheet LO 4
examination
 Discuss how gender influences natural
9 Gender Perspectives on Natural Resources
resources Short test; class
CO 1, 2, Lectures, Discussion LO 1 & 2
 Discuss how people’s mobilization can participation;
3&4 10 Environmental Mobilization and Presentation
help in preserving environment assignment
 Identify possible impact of identified health 11 Health and the Environment

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 Course Teaching-Learning Assessment Required
Intended Learning Outcomes (ILO) Weeks Topics Learning Evidences
Outcome Activities (TLA) Activities Reading
issues towards environment; and discuss Environmental Dimensions of HIV/AIDS and Food
12
policies to address these issues Security
 Recognize presence of globalization, and
discuss its impact to business world and to 13 Globalization and its Impact
the environment
 14-16 Research Break Collaborative learning
 Present critique on current policies, and
Validation and
formulate policy to improve environment 17 Research Presentation Student Presentation LO 3
knowledge questions
conservation
Paper-and-pen
 Assess student learning CO 1 & 3 18 Final Examination Examination Sheet LO 5
examination

Note: In order to formulate intended learning outcomes, you can use a reference learning taxonomy like Bloom’s taxonomy in order to see the Low-Order Thinking Skills verbs that needs to be activated before reaching the High-
Order Thinking Skills verbs. For example, if the course outcome uses the verb DESIGN, then intended learning outcomes should include verbs starting from IDENTIFY/RECALL  UNDERSTAND  SYNTHESIZE  ANALYZE
 DESIGN. Do not forget that the rubric criteria and descriptors should serve as a guide in determining essential content or topics and its arrangement in the learning plan.

VII. REFERENCES/ARTICLES TO READ:

1. Hannigan, John. 2014. Environmental Sociology. 2nd or 3rd Edition. New York : Routledge, Taylor & Francis Group. ISBN 9780415661898
2. Leslie King and Deborah McCarthy (Editors). 2005 Environmental Sociology: From Analysis to Action. Rowman & Littlefield Publishers, Inc.; Lanham MD. ISBN 0-7425-3508-8
3. Laszewski, C. (2008). The Sociologists’ Take on the Environment. Contexts, 7(2), 20–25. https://doi.org/10.1525/ctx.2008.7.2.20
4. Ashley, C & et al. (2003). Livelihood dynamics: Rural Mozambique, South Africa and Zimbabwe. IDS Bulletin. 34. 15-+.
5. Mascarenhas, M. (2009). Environmental inequality and environmental justice. Twenty lessons in environmental sociology, 127-141.
6. Journal articles as prescribed by the instructor (to be provided)

VIII. CLASSROOM POLICIES:

Based on the Student’s Handbook, students are allowed to be excused for 2 meetings (for TTH classes only) throughout the course of the semester. An excused absence will be considered if notified before
class (either email, sms or call). Students with an excused absence can still turn their assignments in the next scheduled meeting. No assignments will be accepted for unexcused absences.

Prepared by: Reviewed by: Approved:

STEPHANIE F. PALCONIT ANGELO E. JADRAQUE EDELIZA S. GONZALES

Faculty Program Head/Chair Dean

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