SCIENCE, TECHNOLOGY AND SOCIETY 2 COLLEGE : COURSE CODE: PROFESSOR: Liberal Arts SOCTEC2 DEPARTMENT: Psychology CLASS MEET:

M/H/T/F ROOM: Andrew Hall 903

COURSE DESCRIPTION: Science, Technology, and Society 2 (SOCTEC2) focuses on the impact of science on society. It examines social institutions and organizations from the macro perspective. Among the issues discussed are the influence and consequences of science and technology on various aspects of society, such as the environment, the economy, modernization and globalization, social and power relations, and governance. LEARNING OUTCOMES (LO): Describe the knowledge and skills that students are expected to demonstrate. Integrate within and reflect through these statements of outcomes the Lasallian Guiding Principles (LGP) and College or program ELGAs. To answer this section, begin with the following: On completion of the course, the student is expected to be able to do the following: ELGA Competent professional Critical and creative knowledge producer Diversity-sensitive communicator LEARNING OUTCOME apply the modes of scientific inquiry in the social sciences to examine issues; discuss the impacts of science and technology on the development processes, social relations and governance; participate in scholarly discourses in the classroom conduct and present social research in collaboration with classmates describe the role of science and technology in governance, particularly in national development and the important policy issues involved in scientific and technological development; analyze the impacts of science and technology to the human personhood, social institutions and practices and power relations;

Socially responsive and collaborative citizen

Morally principled and faith-inspired

LEARNING PLAN Date May 26 27 30 31 June 2 3 6 7 9 10 13 14 16 17 20 21 23 24 27 28 30 July 1 4 5 7 8 11 12 14 15 18 19 21 22 25 26 28 29 Aug 1 2 Day Session Type Topic/Activity/Output THEME 1: Science & Technology and the Development Process H Lecture Introduction to the course, discussion of syllabus and course F 1/Tutor 1 requirements M Tutor 2 Images of Development (Illustration) T Output # 1 due H Tutor 3 Report synthesis and generate themes. Theoretical F implications of themes generated from the synthesis. M Lecture 2 Topic: Theories of Social Development T H Lecture 3 Topic: Development Processes Part 1 (Modernization & F State-Building) M Lecture 4 Examination 1 T H Lecture 5 Topic: Development Processes Part 2 (Capitalism & F Globalization) M Holiday Rizal Day T Lecture 6 Topic: Social Cleavages and Power Relations H F Holiday Manila Day M Lecture 7 Examination 2 T THEME 2 Social Research Methodologies H Tutor 4 Synthesis 1: Social Development F M Tutor 5 Synthesis 2 Development Processes T H Tutor 6 Social Science Research F M Tutor 7 Quantitative and Qualitative Approaches T Problem Identification Expected output Research Problem H Tutor 8 Design and development of measures F Expected output Questionnaire/Guide Questions M ML/T Pilot-Testing of Research Instrument T (Pink Form) H Tutor 9 Consultation (Progress Report:: Research) F M ML/T Field Research: Data gathering (Social Research) T (Pink Form) H ML/T Field Research: Data gathering (Social Research) F (Pink Form) M Tutor 10 Presentation of Research Findings and Analysis (Paper and T Power Point Presentation) 2

4 5 8 9 11 12 15 16 18 19 22 23

H F

Tutor 11

M Tutor 11 T H Lecture 8 F M Lecture 9 Film Showing: Documentary T THEME 3: Impacts of Science and Technology on Governance H Lecture 10 Topic: Epistemic Communities and Conflict Resolution F M Lecture 11 Synthesis (Submission of Integration Paper) T

Part 1 Presentation of Research Findings and Analysis (Paper and Power Point Presentation) Part 2 Presentation of Research Paper with Integration of Data and Theory (for Policy Recommendation) Topic: Governance and Policy Issues

FINAL COURSE OUTPUT: As evidence of attaining the above learning outcomes, the student is required to do and submit the following during the indicated dates of the term. LEARNING OUTCOME discuss the impacts of science and technology on the development processes, social relations and governance analyze the impacts of science and technology to the human personhood, social institutions and practices and power relations describe the role of science and technology in governance, particularly in national development and the important policy issues involved in scientific and technological development apply the modes of scientific inquiry in the social sciences to examine issues participate in scholarly discourses in the classroom conduct and present social research in collaboration with classmates * With rubrics REQUIRED OUTPUT - Illustration: Images of development - Simulation exercise on absence of technology - Integration paper* - Policy feedback and recommendation* DUE DATE 1st week

2nd week 9th week 13th week

- Exercises in social science research methods* - Presentation and group reports - Research paper*

3rd to 8th weeks 10th to 11th weeks 12th week

RUBRIC FOR ASSESSMENT: Attach here the rubric that students will use to self-check their required output prior to submission. The same rubric will also be used to grade the students work. Integrate within and reflect through the rubric criteria(categories found in the first column) the LGPs and ELGAs. Describe criteria that are at par with industry or professional standards. Example: CRITERI A Category 1 EXEMPLAR Y 4 The submitted work manifests qualities which go beyond the requirements. SATISFACTO RY 3 The submitted work manifests the required qualities. DEVELOPIN G 2 The submitted work partially manifests the required qualities. Certain aspects are either incomplete or incorrect. The submitted work partially manifests the required qualities. Certain aspects are either incomplete or incorrect. The submitted work partially manifests the required qualities. Certain aspects are either incomplete or incorrect. BEGINNING 1 The submitted work does not manifest any of the requirements. RATI NG

Category 2

The submitted work manifests qualities which go beyond the requirements.

The submitted work manifests the required qualities.

Category 3

The submitted work manifests qualities which go beyond the requirements.

The submitted work manifests the required qualities.

TOTAL: OTHER REQUIREMENTS AND ASSESSMENTS: State here other requirements (e.g., field work) or assessments (e.g., exams) that will be done to check on student progress towards the required outputs and learning outcomes. Example: Aside from the final output, the student will be assessed at other times during the term by the following: Reaction Paper

Proficiency Test Group Report

GRADING SYSTEM: List here the components of the final grade and their corresponding weights or percentages. Write also the grading scale. Relate the grading scale to the attainment of the learning outcomes. Note that the components consist of the assessments that have been mentioned above. State here also other grading policies you or the department may have (e.g., academic integrity and attendance). Example: The student will be graded according to the following: Business Plan 60 % Group Report 30 % Class Participation 10 % LEARNING PLAN: Given the above learning outcomes and assessments, determine the content to be covered. Consider distributing the content into learning units which in turn cover certain topics. A unit may consist of one or more topics. For example, a unit may have two topics while another may have three topics. Units allow for in-depth inquiry for related topics or enable the practice of a particular concept or skill in varied contexts. Similarly, a topic need not be covered on a weekly basis. For every unit or topic, indicate the key understanding that students need to develop. In the last column, write the learning activities that students will engage in for the development of the key understanding. Example: LEARNING OUTCOME TOPIC WEEK NO. LEARNING ACTIVITIES

REFERENCES: List titles of books and other sources where course content can be found. Lists at least five titles originally published or produced in 2006 or later. Listing should be in the style of the discipline (eg., APA or MLA).

Example: (APA style) Bellwood, P. (2006). Historical and comparative perspectives. Australian National University. ONLINE RESOURCES: List Websites and other electronic media sources (e.g., DVDs or CD-ROMs) where course content can also be found. Indicate date of retrieval of Website published or produced in 2006 or later. Example: Bellwood, P. Austronesian Prehistory in Southeast Asia: Homeland, Expansion and Transformation Retrieved March 7, 2011, from http://epress.anu.edu.au/austronesians/austronesians/mobile_devices/ch05.html CLASS POLICIES: State other class policies related to academic behavior or classroom management or course work. Check that stated policies are specific and consistent with other University and college and department policies.