INSTITUTIONAL PROGRAM OUTCOMES I,E,D COURSE OUTCOMES

OUTCOMES
1. Evaluate economic issues and public policy by using economic models I&E Develop an understanding of the basic contemporary world terminologies in
or data analysis while identifying underlying assumptions of the model introducing what is globalization.
and limitations
Globally 2. Evaluate the validity of an economic argument using empirical
Competitive evidences that are analyzed or investigated through appropriate D Demonstrate proficiency in reporting global politics views and incites through
statistical methodology viewing selected TedTalk lectures about globalization while gaining introductory
3. Communicate effectively in written, oral, and graphical form about knowledge through classroom lecture-discussion.
specific issues and to formulate well-organized arguments that state
assumptions hypotheses supported by evidence

4. Provide economic analysis and recommendation that respect the
welfare of humanity and society adhering to moral principles and existing
laws.
Positive values 5. Conform ethically in making economic analysis by recognizing
intellectual property rights, following the informed-consent rules,
revering privacy and confidentiality, and only makes objective analysis
that can empirically and theoretically justified.
6. Use economic theories and principles in analyzing precedent and
Contributory to present economic data in order to project future economic phenomena.
sustainable development 7. Graduates who can be economic managers that could provide policy
recommendations that could benefit the local and national economy in
the long-run.
D Demonstrate proficiency in reporting global economy and society’s views and
incite through viewing selected TedTalk lectures about economic and societal
globalization while gaining introductory knowledge through classroom lecture-
discussion.
D Exhibit the news map in a one whole illustration board size (2X3 ft) containing
contemporary world issues about global population, gender, and mobility and
sustainable development goals while concluding how it affects and relevant it is
in the development of the country and students will present the news map to
selected audience and evaluator.

8. Diagnose economic problems using appropriate economic theories and

statistical methodologies
Contributory to progress 9. Graduates who can create their own economic models that is
responsive to the needs in agriculture, business, environment, finance,
gender and development, international market, and national economy.
III COURSE OUTLINE

WEEK COURSE OUTCOME TOPICS TEACHING AND LEARNING ACTIVITIES RESOURCES ASSESSMENT
1 day 1. Use “NSU is YOU” 1. NSU is YOU 1. Students will be given a Hand-out NSU Students Handbook 1. Student and Teacher will
program of the 2. NSU Vision and containing what is NSU is YOU program implement the formulated
University in explaining Mission of the University and a copy of the Handout classroom policy as to pass
NSU Vision, Mission, 3. CAS Goals and Syllabus. the subject course.
CAS Goals and Objectives 2. Students will research the NSU
Objectives, AB 4. AB Economics Vision & Mission, CAS Goals and
Economic program Program Objectives, AB Economics Program
outcomes and contents 5. Subject course Outcomes.
of the subject course syllabus 3. Students will be required to bring
syllabus while adhering 6. Classroom Policy and notebook solely assigned for the
to the rules and Requirements subject.
regulation inside the 4. Both teacher and student will
classroom formulated formulate and implement classroom
by the students and policy necessary to achieve
teacher. institutional outcomes described by
NSU is YOU.
2nd 2. Develop an 1. Basic contemporary 1. Students will research the definition Chalk board and chalk Laptop and projector Manila paper, 1. Students will be assessed
Day understanding of the world terminologies of the basic contemporary world meta-cards and scotch tape through a formative quiz.
of basic contemporary such as: terminologies and will write the World Map 2. Students class participation
week world terminologies in 1.1 Politics definition in the required notebook. Heywood Andrew will be evaluated through a
1-30 introducing what is 1.2 Government 2. Students will compare each other’s “Politics, 4th Ed” New York Palgrave MacMillan,2011 rubric assessment with the
globalization. 1.3 Governance definition in arriving a consensus Andrew Heywood Lecture Zone. “Politics 4rt Ed.” following assessment:
1.4 Political Systems definition of each terms - Level of engagement;
1.5 Political Regimes understandable to the whole class. -Listening Skills
1.6 Democracy 3. Students will conduct concept -Behavior; and
mapping in understanding -Preparation
globalization. 3. Students written output
will be evaluated through a
1.7 State 4. Students will view a news clip from https://www.macmillanihe.com Rubric assessment with
1.8 Nations YouTube entitled “President Duterte /companion/Heywood-Politics-4e/lecture-zone/ following category:
1.9 Nationalism Explains What is Globalization” and will News tracker Philippines news clip entitled “President - Organizational
1.10 Continents write a reflection on the required Duterte Explains What is Globalization”. - Grammar; and
1.11 Superpower s notebooks answering http:/www.youtube.com - Formatting
1.12 Economic Exercise “What is globalization for you in the
2. Introduction to context of the Philippines governance
Globalization today?”
4-8 3. Demonstrate 1. Global politics 1. Student will listen and Participate on
proficiency in reporting 1.1 Understanding teacher’s discussion about global
global politics views World Politics politics on Mondays.
and incites through 1.2. Changing World 2. Student will group report on
viewing selected Order selected TedTalk Lectures about
TedTalk lectures about 1.3. Dynamics of globalization on Thursdays.
globalization while Globalization 3. For the group report, group 1
gaining introductory 1.4. Regionalization students are required to report views
knowledge through 1.5. World Government and incites about the TedTalk lecture
classroom lecture 2.Subsnational Politics of Jason Inch entitled “Future
discussion. 2.1. Centralization and Globalization” in YouTube.
Decentralization 4. Group 2 students are required to
2.2 Center Periphery report views and incites about the
Relationships TedTalk lecture of Peter Alfandry
2.3 Ethnic and entitled “The Myth of Globalization” in
Community Politics. YouTube.
5. Group 3 students are required to
report views and incites about the
TedTalk lecture of Adrian Wooldridge
entitled “A Future Imperfect: Why
Globalization Went Wrong?” in
YouTube.
6. Group 4 students are required to
report views and incites about the Ted
Talk lecture of Rush Doshi entitled “old
Geographies, new orders- China, India
and the future Asia’ in YouTube.
7. Group 5 students are required to
report views and incites about the
TedTalk lecture of Danny Quah entitled
Economic Democracy and the new
world Order in YouTube.
Chalk Board and chalk Laptop and projector Manila Paper, 1. Students will be assessed
meta-cards, and scotch tape World Map through a formative quiz.
2. Students class participation
Heywood Andrew. will be evaluated through a
“Politics, 4th Ed,” New York: Palgrave MacMillan,2011 rubric assessment with the
following criteria:
Andrew Heywood Lecture - Level of Engagement
Zone. “Politics 4th Ed,” - Listening Skills;
https://www.macmillanihe.com/companion/Heywood- - Behavior; and
Politics-4e/lecturer-zone/ - Preparation
TED Talk Lectures viewed in YouTube: 3. Students group report will
1. Jason Inch- be evaluated through rubric
“Future Globalization” assessment with the
following criteria:
- Mastery of the Topic
- Presentation
- Content
- Organization
- Instructional Materials
- Collaboration
2. Peter Alfandry- 4. Students written output
“The Myth of Globalization” will be evaluated through a
3. Adrian Wooldringe- “A Future Imperfect: Criterion assessment with the
Why Globalization Went Wrong?” following category:
4. Rush Doshi – “ Old Geographies, new orders in China - Content – 40%
India and Future Asia” - Organizational – 20%
5. Danny Quah- Economics Democracy, and the New - Grammar – 20% and
World Order” - Formatting – 20%
8. After reporting, students are
required to hand in hand outs after the
discussion following open forum.
9. Individually students will write
reflection, comments and suggestion
on what they have observed and learnt
about the student reporters.
9-13 4. Demonstrate 1. Global Economy and 1. Students will listen and participate Chalk Board and chalk Laptop and projector Manila Paper, 1. Student will be assessed
proficiently in reporting Societal on teacher’s discussion about global meta- cards, and scotch tape through a formative quiz.
global economy and economy and society on Mondays. World Map 2. Students class participation
society’s views and 1.1 Economic System 2. Student will group report on will be evaluated through a
incites through viewing 1.2 Social Structure and selected TedTalk Lectures about Heywood, Andrew. rubric assessment with the
selected TedTalk Division globalization on Thursdays. “Politics, 4rt Ed.”, New York: Palgrave MacMillan, 2011 following criteria:
lectures about 3. For the group report, group 6 - Level of engagement;
economic and societal students are required to report views Andrew Heywood Lecture Zone. “Politics 4rt Ed.” - Listening skills;
globalization while and incites about the TedTalk lecture https://www.macmillanihe.com/companion/He - Behavior; and
gaining introductory of Krisztina Kis-Katos entitled - Preparation
knowledge through “Globalization and poor- a look at the 3. Students group report will
classroom lecture- evidence” in YouTube. be evaluated through rubric
discussion. assessment with the
following criteria:
-Mastery of the Topic
4. Group 7 students are required to Ywood-Politics-4e/lecture-zone/ - Presentation
report views and incites about the TED Talk Lecture viewed in YouTube: - Content
TedTalk lecture of Haley Edwards 1. Krisztina Kis-Katos - organizational
entitled “What global trade deals are - “Globalization and the poor –look at the evidence” - Instructional
really about (hint: it’s not trade)’’ in 2. Haley Edwards- Materials
YouTube. “what global trade deals are really about (hint: it’s not - Collaboration
5. Group 8 students are required to trade) 4. Students written out
report views and incites about the 3. Tom Palmer- put will be evaluated
TedTalk lecture of Tom Palmer entitled Globalization and the power of creative Destruction” through a Criterion
“Globalization and the power of 4. Ralph Strozza- “ Cultural Awareness in Globalized assessment with the
creative Destruction” in YouTube. world” following category:
6. Group 9 students are required to 5. James Sun- - Content- 40%
report views and incites about the “Diversity and Globalization” - Organization- 20%;
TedTalk lecture of Ralph Strozza - Grammar – 20%; and
entitled “Cultural Awareness in - Formatting- 20%
Globalization” in YouTube.
7. Group 10 students are required to
report views and incites about the
TedTalk lecture of James Sun entitled
“Diversity and Globalization” in
YouTube.
8. After reporting students are
required to hand in hand – outs after
the discussion following open forum.
9. Individually students will write
reflection, comments and suggestion
on what they have observed and learnt
about the student report.
12-18 5. Exhibit the news 1. Global Population, 1. The top 10 group of students will Chalk Board and chalk Laptop and Projector 1. Students news mapping
map in a one whole Gender and Mobility collect old and new articles from World Population http://worldpopulationh will be evaluated through
illustration board size newspapers and magazine or any rubric assessment with the
(2X3 ft) containing visual materials about global following Criteria.
population, gender, and mobility - Structure
Contemporary world 2. Towards And related sustainable development Istory.org/map/1/mercator/1/0/25/ - Relationships;
issues about global Sustainable goals. - Exploratory;
population, gender, Development 2. The group will post map (a world Max Roser and Esteban Ospina. World Population Growth - Content; and
and mobility and map or any map depending on the https://ourworldindata.org/world-population-growth - Communication
sustainable focus of the current events curriculum)
development goals on a one whole bulletin board (2X3 ft) Global Gender Gap Report.
while concluding how it and post news stories or articles https://www.weforum.org/reports/the-global-gender-
affects and relevant it around the map and string yarn from gap-report-2017
is in the development each story to the location on the map
of the country and where the story or article takes place. Global Gender.
students will present 3. The group will plot or point the http://www.globalgender.org/en-global/home
the news map to effects of such stories or articles in the
selected audience and Philippines. In a corner of the bulletin Sustainable Development Goals.
evaluator. board, the group must make a Title https://www.un.org/sustainabledevelopment/sustainable-
and one paragraph conclusion about development-goals/
the news map.
4. All groups will exhibit the news map Ambisyon 4040.
in a day and will present it to selected http://2040.neda.gov.ph/about-ambisyon-natin-2040/
students and evaluators.