PROGRAM OUTCOME OF THEOLOGY 4

COURSE PLANNING

Adamson University- Manila

Course Code:	Th 221 E
Course Title:	Transforming the World towards the Reign of God and St. Vincent de Paul
Pre-Requisite Course/s:	Theology 3
Degree Program	General Education
Department and College:	Institute of Religious Education (IRED)

PROGRAM OUTCOMES

At the end of the course, students are able to:

Program Outcomes or Institutional Outcomes:		Course Learning Outcomes
Practice affective and effective leadership with integrity in professional and daily contexts to contribute positively to the accomplishment of objectives and goals in a respectful, peaceful, tolerant, understanding and humane ways	CO1	Practice affective and effective leadership with integrity in contexts such as school-based programs through integration/exposure/immersion to different sectors of community in the spirit of Vincentian Systemic Change.
Respond to various individuals, groups, experiences, ideas, practices and approaches with respect to ethnic and cultural diversities to promote solidarity and faithfulness to God and individual faith traditions.	CO2	Respond to various organized social and religious advocacies by participating in socio-political activities to promote solidarity with socially disadvantaged in the light of Catholic Social Teachings.

LEARNING OUTPUTS

As evidence that the above-mentioned outcomes are achieved, students will work and submit the following:

Topic	Learning Output	General Description of the Learning Output	CLO
Introduction Globalization & Migration	Critical reading analysis on a particular issue relevant to the present situation (Graded Outcome #1)	Help the students to have critical understanding on a particular issue by reading on what is/are the factors/reasons why people migrate and its impact to the individual and to the community as a whole.	CLO1
	Design a survey form and conduct a survey about the different issues related to globalization and its effects and make an analysis of the findings of the survey.  (PRELIM )	Have a firsthand knowledge by conducting a survey, interview and research about the different problems, challenges that people are experiencing today; migration, governance, ecology, health and wellness and computer migrated communication.	CLO1
Governance Ecology & Health and Wellness	Design a project proposal/plan relevant to the issues students are experiences. (Graded Outcome #2)	Learn to design a small project proposal/plan that will show our concern or response to the issue on how people can live a meaningful life or how they can develop a healthy relationship with the other.	CLO2
	Create Documentary film or design a program relevant to a particular topic. (MIDTERM)	Creatively produce a documentary film regarding the designed project proposal or plan relevant to the different socio-political issues prevailing in today’s society.	CLO2
Computer Mediated Communication Systemic Change & Synthesis	Creation of online “Blog” or posting on  other social networking sites    (FINAL)	In our context, we are being challenged by the new scientific technological development/advancement along with various socio-political issues. Students are expected to document (videos, opinions, reactions, personal views and suggestions in a different socio-political engagement) how they responded to the different social-political issues and concerns.	CLO2

COURSE PLANNING

Adamson University – Manila

LEARNING OUTPUT (RUBRICS PLANNING) ASSESSMENT PLAN

Learning Output	AC Code	Assessment Criteria Areas
LO1		Critical Reading Analysis Criteria 4 - Excellent 3 – Very Good 2 – Good 1 – Failed Organization and clarity of Presentation (20%) The student has presented three factors/reasons why people migrate and able to explain each.  The student has presented less than three factors/reasons why people migrate with adequate explanations each.  The student has presented three factors/reasons why people migrate but failed to explain those reasons. The student has failed to present factors/reasons why people migrate. Implications (effect/impact) (20%) The student has presented a clear implications of the effects of migration The student has presented a doubtful of the effects of migration The student has presented  implication which is not connected with the issue of the effects of migration The student has not submitted any implications of the effects of migration Critique (30%) The paper completely clearly and orderly discusses his/her viewpoints and responses to the particular issue. The paper Most clearly and orderly discusses his/her viewpoints and responses to the particular issue. The paper Clear in some parts but not over all discusses his/her viewpoints and responses to the particular issue. The paper discusses Unclear in most parts his/her viewpoints and responses to the particular issue. Recommendations/Suggestions (30%) The student has presented a valid/concrete recommendation/action regarding the issue. The student has presented a doubtful recommendation regarding the issue. The student has presented a recommendation which is irrelevant and insignificant to the issue. The student has not presented any recommendation at all.
LO2		STUDENT SURVEY Criteria 4 - Excellent 3 – Very Good 2 – Good 1 – Failed Organization and Clarity of Presentation (20%) The student has presented through the survey three (3) positive and three (3) negative issues regarding the effects of Globalization The student has presented through the survey two (2) positive and two (2) negative issues regarding the effects of Globalization The student has presented through the survey only one (1) positive and (1) negative issues regarding the effects of Globalization The student has not presented through the survey any positive and negative issue regarding the effects of Globalization Implications (20%) The student has presented a clear implications of the effects of globalization The student has presented a doubtful of the effects of globalization The student has presented  implication which is not connected with the issue of the effects of globalization The student has not submitted any implications of the effects of globalization Critique (30%) The report discusses the strengths and weaknesses of the survey and suggests ways in which it can be improved. The report discusses the strengths and weaknesses of the survey only. The report either discusses the strengths and weaknesses of the survey but not both. The report did not discuss the strengths and weaknesses of the survey. Recommendations/Suggestions (30%) The student has presented a valid recommendation regarding of the effects of globalization. The student has presented a doubtful recommendation regarding of the effects of globalization. The student has presented a recommendation that is irrelevant and insignificant to the issue. The student has not presented any recommendation at all.
LO3		GROUP PROJECT PROPOSAL Criteria 4 - Exemplary 3 - Satisfactory 2 - Developing 1 - Beginning Goals & Rationale (20%) Goals represent significant personal growth and presents directly benefit the community. Goals represent adequate  significant personal growth and presents directly benefit the community Goals represent significant directly benefit the community only. Goals represent irrelevant personal growth and the project presents directly benefit the community. Declaration of the objectives of learning  concepts  (20%) The project proposal illustrates correctly all the stated objectives of the learning concepts about the issue. The project proposal illustrates correctly more than 50% of the stated objectives of the learning concepts about the issue. The project proposal illustrates correctly less than 50% of the stated objectives of the learning concepts about the issue. The project proposal illustrates none of the stated objectives of the learning concepts about the issue. Quality Overall Proposal (30%) Overall proposal demonstrates attainable time table for project requirement Overall proposal demonstrates doubtful time table for project requirement Overall proposal demonstrates unfeasible time table for project requirement Overall proposal did not present a time table for project requirement Recommendations/Suggestions (30%) The student has presented a valid/concrete recommendation/action regarding of the issue. The student has presented a doubtful recommendation regarding of the issue. The student has presented a recommendation which is irrelevant and insignificant to the issue. The student has not presented any recommendation at all.
LO4		DOCUMENTARY FILM Criteria 4 - Exemplary 3 - Satisfactory 2 – Developing 1 - Beginning Declaration of the objectives of learning  concepts (40%) The project illustrates correctly all the stated objectives of the learning concepts about the documentary film The project illustrates correctly more than 50% of the stated objectives of the learning concepts about the documentary film The project illustrates correctly less than 50% of the stated objectives of the learning concepts about the documentary film The project illustrates none of the stated objectives of the learning concepts about the documentary film Aesthetic appeal (30%) The submitted documentary project manifests a well-crafted, attractive and superior work that goes beyond the requirements stated. The submitted documentary project manifests a moderately well-crafted, acceptable appearance and ordinary work. The submitted documentary project manifests less artistic, less attractive and casual work. The submitted documentary work manifests inartistic, unattractive and un acceptable work. Creativity (30%) The submitted documentary work demonstrates imaginative thinking, and presented and an innovative and unique qualities that goes beyond the required qualities. The submitted documentary work demonstrates moderate imaginative skills, and presented some innovative and unique value. The submitted documentary work demonstrates lack of imaginative thinking and the output produced has less innovative or unique value. The submitted documentary work demonstrates unimaginative thinking and the output produced has no innovative or unique value
LO5		CREATIVE PROJECT: ON-LINE BLOG Criteria 4 - Exemplary 3 - Proficient 2 – Limited 1 - Unsatisfactory Content and Creativity (40%) Postings provide comprehensive insight, understanding, and reflective thought about the topic by ...building a focused argument around a specific issue or  ...asking a new related question or  ...making an oppositional statement supported by personal experience or related research. Postings provide moderate insight, understanding and reflective thought about the topic. Postings provide minimal insight, understanding and reflective thought about the topic. Postings show no evidence of insight, understanding or reflective thought about the topic. Text Layout, Use of Graphics and Multimedia (30%) Selects and inserts high quality graphics and multimedia when appropriate to enhance the content’s visual appeal and increase readability. Selects and inserts graphics and multimedia that are mostly high quality and enhance and clarify the content. Selects and inserts many low-quality graphics and multimedia which do not enhance the content. Does not insert any graphics, or uses only low-quality graphics and multimedia, which do not enhance the content. Quality of Writing and Proofreading (20%) Written responses are free of grammatical, spelling or punctuation errors.  The style of writing facilitates communication.  Written responses are largely free of grammatical, spelling or punctuation errors.  The style of writing generally facilitates communication.  Written responses include some grammatical, spelling or punctuation errors that distract the reader.  Written responses contain numerous grammatical, spelling or punctuation errors.  The style of writing does not facilitate effective communication. Citations (10%) All images, media and text created by others display appropriate copyright permissions and accurate citations. Most images, media or text created by others display appropriate copyright permissions and accurate, properly formatted citations. Some of the images, media or text created by others does not display appropriate copyright permissions and does not include accurate, properly formatted citations. No images, media or text created by others display appropriate copyright permissions and do not include accurate, properly formatted citations.

RUBRIC FOR PERSONAL REFLECTION PAPER

Criteria	4- Exemplary	3- Very Good	2- Good	1-Unacceptable
Self-disclosure	Understand concepts by examining openly own experiences in the past as they relate to the topic, and demonstrates an open, non-defensive ability to self-appraise, discussing both growth and frustrations as they related to learning in class.	Understand concepts by examining somewhat cautiously own experiences in the past as they relate to the topic. Sometimes defensive or one-sided analysis.	Little self-disclosure, minimal risk in connecting concepts from class to personal experiences. Self-disclosure tends to be superficial and factual, without self-reflection.	Demonstrates a lack of self-reflection by romanticizing all experience.
Connection to outside experiences	In-depth synthesis of thoughtfully selected aspects of experiences related to the topic. Makes clear connections between what is learned from outside experiences and the topic.	Goes into some detail explaining some specific ideas or issues from outside experiences related to the topic. Makes general connections between what is learned from outside experiences and the topic.	Identify some general ideas or issues from outside experiences related to the topic	Minimally, inadequately, and/or not at all could not relate outside experiences to the topic.
Connection to personal experiences (assigned and ones you have sought on your own)	Risks asking probing questions about personal experiences and seeks to answer these.	Asks some probing questions about personal experiences, but do not engage in seeking to answer these.	Demonstrates full acceptance of what he/she experiencing without asking question.	Shows denial experiences
Self-Realization	Shows strong evidence of at-least three new insights gained throughout the entire discussion by presenting.	Shows evidence of at-least two new insights gained throughout the entire discussion.	Shows evidence of at-least two insights gained throughout the entire discussion.	Shows no evidence of new insights gained throughout the entire discussion.

GRADING SYSTEM:

CRITERIA	PRELIMS	MIDTERMS	FINALS
Attendance	6%	6%	6%
Participation/Attitude	4%	4%	4%
Assignments/Seatwork	4%	4%	4%
Quiz/Minor output	6%	6%	6%
Major Exam/Major output	10%	10%	20%
TOTAL	30%	30%	40%

REFERENCES:

A.      Textbook: Transforming the World towards the Reign of God, with Theology IV Workbook

                      (forthcoming, 2015)

B.      Other References:

1.       Church Document and Theological Ethics:

Brazal, Agnes M., Aloysius Lopez Cartagenas, Eric Marcelo O. Genilo, and  James Keenan, eds.  Transformative Theological Ethics: East Asian Contexts. Quezon City:  Ateneo de Manila University Press, 2010.

Cartagenas, Aloysius. Unlocking the Church's Best Kept Secret: Principles for the Interpretation, Communication, and Praxis. Quezon City: Ateneo de Manila Universuty Press, 2012,

Catechism of the Catholic Church. London: Geofrrey Chapman, 1994.

Catholic Bishops’ Conference of the Philippines.Catholicism for Filipino Catholics.Manila: ECCCE and Word & Life Publications, 1997. 

____________. Second Plenary Council of the Philippines: Acts and Statutes. Manila: 1994.

Curran, Charles. Catholic Social Teaching: 1891-Present: A Historical, Theological, and Ethical Analysis. Washington DC: Georgetown University Press, 2002. 

Dwyer, Judith A., ed. The New Dictionary of Catholic Social Thought. Collegeville, Minn.: The Liturgical Press, 1994.

Eilers, Franz-Josef, ed. Church and Social Communication in Asia. Documents, Analysis, Experiences (FABC-OSC Books), Vol. 1, Second  Edition, Manila: Logos, 2008.

____________. Church and Social Communication: Basic Documents. Manila: Logos Publications,

Flannery, Austin, ed. Vatican Council II: The Conciliar and Post Conciliar Documents New Revised Edition. Pasay City, Philippines: Pauline Publishing House, 1984.

___________.Vatican Council II: More Post Conciliar Documents. Pasay City, Philippines: Pauline Publishing House, 1996.

Himmers, Kenneth R, et al. Modern Catholic Social Teaching. Commentaries and Interpretations. Washington DC: Georgetown University Press, 2005.

Hornsby-Smith, Michael P. Introduction to Catholic Social Thought. Cambridge: Cambrudge University Press, 2006. 

Keenan, James. Catholic Theological Ethics in the World Church.Quezon City: Ateneo de Manila University Press, 2008.

McDonald, David., ed. Catholic Social Teaching in Global Perspective. Maryknoll: Orbis books, 2010.

Pontifical Council for Justice and Peace.Compedium of the Social Doctrine of the Church. Vatican City: LibertaEditriceVaticana, 2004.

2.       Social Teaching of the Church athttp://www.secondexodus.com/html/vaticandocs/volumedirectories/socialteaching.htm

3.       Globalization and Labor

Berger, Peter L. and Samuel P. Huntington, eds. Many Globalizations: Cultural Diversity in the Contemporary World. Oxford: Oxford University Press, 2002.

Burbules, Nicholas C. and Carlos Alberto Torres.Globalization and Education: Critical Perspectives. London: Routledge, 2000.

“Globalization and the incorporation of education,” at http://www.infed.org/biblio/globalization_and_education.htm

http://ibon.org/

Munck, Ronaldo. Globalization and Labor.The New “Great Transformation.” Manila: VBen Books London: ZED books, 2002.

Parreras, Rhacel Salazar. Children of Globalization: Transnational Families and Gendered Woes. Quezon City: Ateneo de Manila University Press, 2006.

4.       Migration:

Asis, Maruja M.A. Understanding International Migration in Asia.Exodus Series 1. Quezon City: Scalabrini Migration Center, 2005

Baggio, Fabio, and Agnes M. Brazal, eds, Faith on the Move: Toward a Theology of Migration in Asia. Quezon City: Ateneo de Manila University Press, 2008.

Battistella, Graziano. The Human Rights of Migrants.Exodus Series 11. Quezon City: Scalabrini Migration Center, 2005.

Brazal, Agnes M. Gender and Migration: Theological Challenges. Exodus Series 13. Quezon City: Scalabrini Migration Center, 2010.

Brazal, Agnes M., and Emmanuel S. de Guzman. Bridge of Solidarity: Intercultural in Migration Context. Kentucky: Sopher Press, 2011.

De Guzman, Emmanuel S. Mapping the Church on the Move.Exodus Series 12. Quezon City: Scalabrini Migration Center, 2010.

5.       Computer-Mediated Communications

Castels, Manuel. Networks of Outrage and Hope: Social Movements in the Internet Age. Cambridge: Polity Press, 2012.

____________.The Rise of the Network Society. Vol. I. Oxford; Malden, MA: Blackwell, 1st. ed. 1996, 2nd. ed. 2000.

Kirby, Alan.  Digimodernism: How New Technologies Dismantle the Postmodern and Reconfigure Our Culture. New York: Continuum, 2009.

Pertierra, Raul. Transforming Technologies, Altered Selves: Mobile Phone and Internet Use in the Philippines.Manila:De La Salle University Press. 2006.

______________. Txt-ing Selves: Cellphones and Philippine Modernity. Manila: De La Salle University Press, 2002.

 

6.       Health and Wellness

Ashley, Benedict M., and Kevin D. O’Rourke.Ethics of Health Care. Washington, DC: Georgetown University Press, 1994.

Keenan, James, Brazal, Agnes M., and Eric Marcelo Genilo, ed. Catholic Theological Ethics in the World Church.Quezon City: Ateneo de Manila University Press, 2008.

 

7.       Governance

Campomanes, Oscar, and Ma.AntonetteVirtucio, eds. Culture and Governance. Pasay City: Development Academy of the Philippines, 2004.

Galgo, Arnel B. and Ronnie V. Amorado.Ehem! A Self-check Manual for Combating Corruption. Davao: Research and Publications Office, Ateneo de Davao, 2005.

_____________. A Manual for Deepening Involvement in Combating Corruption.  Davao: Research and Publications Office, Ateneo de Davao, 2003.

 

8.       Ecology

http://ibon.org/

Course Policies:

1.          Everybody is expected and required to attend all class meetings and activities.

2.          Please take note of the maximum number of allowable absences. (For MWF classes: 10 meetings; for TTh classes: 7 meetings). The student is held responsible for whatever is missed during his/her absence. Likewise, written reports or assignments must be submitted at the time specified and absence is not an excuse.

3.          There will be NO MAKE-UP QUIZ, only for major examinations. This will be granted on a case-to-case basis.

4.          The bilingual policy will be adopted in class-tests; reports (oral and written) may be done in English or Filipino but never in Taglish.

5.          A standard journal notebook is a requirement in all Theology subjects.

6.          Unless otherwise specified, tests are to be written on a yellow pad paper; all written reports are to be computerized, single spaced on a short white bond paper (8x11).

7.          Cheating is not allowed. Please see Student’s Manual for details. This also includes plagiarism and submitting ready-made reports.

8.          Class concerns and suggestions should be coursed through the class officers of each block/section.

9.          In case classes are called off due to typhoon, floods, alternative classes, liturgies, and the like; all tests, reports, submission of projects will automatically be held the session after the suspension.

10.      Active participation is expected from every student if she/he wishes to receive a high grade.

11.      Eating is not allowed in the classroom while classes are being conducted. This includes chewing gum, candies, soft drinks, and the like.

12.      Use of cell phones during class hours is strictly prohibited. Failure to follow such rule would incur the penalty of confiscation of your cell phones. To prevent such penalty, cell phones should be put into a silent mode so as not to disturb the class.

13.      Maintain an open line of communication

·         Feel free to see your professor outside of the class.

·         If there is any problem that you might encounter regarding the class, please feel free to text me in my cell number.

·         Feel free to write if needed or visit your professor during his consultation time.

.