DOCUMENT: SYLLABUS COURSE: NATIONALIAN COURSE COPIES ISSUED TO:

College of Education, Arts and Sciences

Learning Resource Center
DATE OF EFFECTIVITY: AUGUST 2021 COURSE CODE: MCNAT01R NU Heritage Committee
Faculty
VISION CORE VALUES
We are National University, a dynamic private institution committed to nation building, 1. Integrity 2. Compassion 3. Innovation 4. Resilience 5. Patriotism
recognized internationally in teaching and research.
GRADUATE ATTRIBUTES INTENDED FOR
INSTITUTIONAL LEARNING OUTCOMES (ILOs)
MISSION NATIONALIANS (GAINs)
Guided by the core values and characterized by our cultural heritage of Dynamic Filipinism, a. Exhibit the capacity for self-reflection
National University is committed to providing relevant, innovative, and accessible quality 1. Conscientious and Reflective Leader b. Exhibit the willingness to engage in self-appraisal
education and other development programs. c. Apply moral and ethical standards in leading others
We are committed to our: 2. ICT Literate and Competent d. Express ideas effectively
STUDENTS, by molding them into ethical, spiritual and responsible citizens. Communicator e. Effectively use various ICT tools to convey ideas
3. Socially and Community-Engaged Citizen f. Participate actively in community-oriented advocacies that
FACULTY and EMPLOYEES, by enhancing their competencies, cultivating their Imbued with the Spirit of Patriotism contribute to nation building
commitment and providing a just and fulfilling work environment.
g. Produce alternative solutions, processes, and approaches
ALUMNI, by instilling in them a sense of pride, commitment, and loyalty to their alma mater. h. Apply problem-solving skills
4. Innovative, Creative, and Critical Thinker
INDUSTRY PARTNERS and EMPLOYERS, by providing them Nationalians who will i. Provide solutions to challenges in respective areas of
contribute to their growth and development. specialization
COMMUNITY, by contributing to the improvement of life’s conditions. 5. Interculturally Competent Collaborator j. Work effectively in teams of different cultures
6. Life and Career-Skilled Individual k. Engage in continuing personal and professional development

ILO
General Education Learning Outcomes
a b c d e f g h i j k
1. Engage in self-reflection of their personal values as Nationalian and the extent to which their ethical values and behaviors are congruent ü ü ü ü ü
2. Engage in self-appraisal voluntarily for academic, personal, and professional advancement ü ü ü ü ü
3. Observe moral and ethical standards when responding to situations that demand ethical inquiry ü ü ü ü ü ü
4. Express themselves clearly and appropriately in various social, academic, and professional contexts ü ü ü ü ü ü ü
5. Use appropriate technologies in various social, academic, and professional communication ü ü ü ü
6. Contribute their knowledge and skills to their own communities and the broader society ü ü ü ü ü ü
7. Explore novel perspectives and approaches for a wide range of contexts and everyday situations ü ü ü ü ü ü ü ü
8. Develop skills in gathering, organizing, refining, analyzing, and evaluating information and ideas necessary for solving a variety of issues ü ü ü ü ü ü ü
9. Develop new ideas, products, or solutions aligned to 21st century milieu ü ü ü ü ü ü
10. Demonstrate skills, knowledge, and values necessary for effective teamwork in academic, personal, and professional contexts ü ü ü ü ü ü ü ü

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 11. Engage in academic, personal, and professional development necessary for the advancement of the field and society as a whole ü ü ü ü ü ü ü

COURSE DESCRIPTION
The Nationalian Course reflects the university's vision, mission, and core values that embed the Nationalian spirit and philosophy that will develop students to be moral, ethical, and responsible citizens. It provides
an understanding of the rich culture and traditions NU's great people initiated and carried through the years, and analyzes and puts Henry Sy's 14 life principles into practice. The course will also help the students
develop their identity as proud Nationalians, thus, be able to contribute to society and be part of nation-building.

PRE-REQUISITE(S)
NONE

COURSE LEARNING OUTCOMES (CLO)

GELO
Course Learning Outcomes
a b c d e f g h i j k
1. Demonstrate understanding of NU’s culture and traditions by giving their commitment to extend help in the needs of the community and ü ü ü ü ü
fellow Nationalians.
2. Exhibit values consistent with the vision and mission of National University through personality sketch of portfolio entry. ü ü ü ü ü ü ü ü ü
3. Reflect on composed essays/write-ups that support and develop Henry Sy’s 14 life principles. ü ü ü ü ü ü ü ü ü
4. Appreciate the founder’s response to quality and accessible education and the contribution given by the great people behind NU’s
ü ü ü ü ü ü ü ü ü
development and success.

CREDIT
3 non-credit units

TIME ALLOTMENT
4 hours every week, for 13.5 weeks
(2 hours synchronous and 2 hours asynchronous)

COURSE REQUIREMENTS
Aside from performance tasks, students are required to do the following activities:
1. Synthesize the required readings on the works and principles of Camilo Osias and Henry Sy’s 14 Life Principles.
2. Write a personal reflection on the contribution to success of past and present NU presidents and it's founder.
3. Create an alumni mapping with the alumni’s contribution to NU and to society.
4. Create a video that shows their Nationalian identity.

ONLINE CLASS POLICIES

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 1. Attendance will be checked regularly.
2. All queries, questions, and clarification will be presented during the 2-hour synchronous discussions.
3. All assignments and requirements can be submitted every week or before midterm examination for midterm grade and before final examination before submission of final grade.
4. Aside from MS Teams and Zoom, the class may use other platforms available to the students
5. Courtesy should always be observed.
6. Leave the class at the end of every session courteously. Remember to sign out or “leave the meeting”.

GRADING SYSTEM
60% passing rate.

Grade Allocation in Percentage P PASSED

Components Class Enabling Major Culminating Total F FAILED
Participation Activities Performance Performance
Task Task
Midterm Grade 30 30 40 100
Final Grade 30 30 20 20 100
COURSE CONTENT

COURSE TOPIC
WEEK LEARNING LEARNING TOPICS METHODOLOGY RESOURCES ASSESSMENT
OUTCOMES OUTCOMES
Introduction SYNCHRONOUS Syllabus Expectation diagram
• Leveling of expectations Lecture Discussion via Teams How will the course
• Course overview contribute to the
1 Survey regarding: development of
• Syllabus orientation
First impression of NU? outcomes for NU
• Course requirements
why you chose NU? graduates?
• Student manual

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 COURSE CONTENT

COURSE TOPIC
WEEK LEARNING LEARNING TOPICS METHODOLOGY RESOURCES ASSESSMENT
OUTCOMES OUTCOMES
Appreciate the Lesson 1: Unique Nationalian Culture SYNCHRONOUS Nationalian Course Material Main Output: Visual or
importance of and Tradition Lecture Discussion via Teams Graphic representation
Nationalian • Vision and Mission NU Advertisement of the Vision
culture and • Core values Essential Questions:
traditions 1. How Vision and Mission, and Core Newspapers and published articles Ranking the Core Values
• NU hymn
Values cascaded in the life of a about the Nationalian Explain ones favorite core
• NU logo
Exhibit the five Nationalian student? excellence and commitment in value
NU core values • Bulldog character 2. How NU core values shaped academics, community service,
• Bulldog cheers student's identity? and sports The Bulldog’s character
Exhibit mastery of and Me’
the vision- Lesson 2: What’s Inside National ASYNCHRONOUS
2-3 1,2 mission, core University? Complementing Activity Alternative output: Virtual
values, hymn, • Organizational chart group singing of NU
and cheer/s of the • Colleges and program offerings Video Viewing Hymn
University • Student services
• Virtual tour of the campus Nu Cheer (Hey NU Let’s Go) Other assessment
https://bit.ly/HeyNULetsgo activities:

HU Hymn Values Portfolio

https://bit.ly/NU-Hymn Reflection Paper

Personality Sketch

Exemplify the Lesson 3: NU Dynamic Filipinism Toward SYNCHRONOUS Nationalian Course Material Main Output:
founding Nation-Building and Internationalization Lecture Discussion via Teams Dynamic Filipinism Chart
principles of • Works and Principles of Camilo Osias NU Heritage Book 1 https://bit.ly/3adP6S4
Dynamic ASYNCHRONOUS https://bit.ly/NUHeritageBook
Filipinism Lesson 4: The Founder’s Response to Complementing Activity Reflection:
Quality and Accessible Education Video Viewing /Reading Materials Enumerate ways in
4-5 4 Discuss how applying Dynamic
National • Motives and desires of Mariano Heritage Webinar 1 Link Filipinism to the current
University evolved Fortunato Jhocson https://bit.ly/3x2XZaX Philippine situation, in
as an educational society and governance
institution Lesson 5: Great People Behind the Heritage Webinar 2 (with explanation)
Development and Success of NU https://bit.ly/3e8Lty2
Lecture Synthesis

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 COURSE CONTENT

COURSE TOPIC
WEEK LEARNING LEARNING TOPICS METHODOLOGY RESOURCES ASSESSMENT
OUTCOMES OUTCOMES
Explain events • Contribution to success of past and Heritage Webinar 3 Link
that shaped NU present NU Presidents https://bit.ly/2QwMlUV Other assessment
through the years. activities:
USONU Webinar Alternative Output: Create
Appreciate the https://bit.ly/USONU your own university
role of great
people behind Values Chart:
NU’s success https://bit.ly/32jRfHI

Pick out the origins of the

core values in NU’s history

6 Mid-Term Examination/Performance Task

Emulate the Lesson 6: NU Alumni Leadership and SYNCHRONOUS Nationalian Course Material Main Output: Alumni
positive character Their Contribution to Society Lecture Discussion via Teams Interview
of notable NU • Notable alumni Documentaries
alumni 1. Carlos P. Garcia ASYNCHRONOUS Other assessment
2. Fidel V. Ramos Complementing Activity activities:
Exhibit Video Viewing /Reading Materials Community role plan (How
• Other Nationalians’ contribution to
Nationalian society I may help my
responsibility Online Webinar Viewing community?)
• Highest given awards
Roberto Licup
• Alumni association/chapters
Create a video https://bit.ly/Licup Values Chart:
that shows their https://bit.ly/32jRfHI
7-8 1, 2
Nationalian Bibiano Luzande
identity. https://bit.ly/Luzande

Aurelio Salle
https://bit.ly/AurelioSalle

Rowena De Guzman
https://bit.ly/RowenaDeGuzman

Troy Rosario
https://bit.ly/TroyRosario

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 COURSE CONTENT

COURSE TOPIC
WEEK LEARNING LEARNING TOPICS METHODOLOGY RESOURCES ASSESSMENT
OUTCOMES OUTCOMES

NUAFI
https://bit.ly/NUAFILecture

Apply the 14 life Lesson 7: Henry Sy’s 14 Life Principles SYNCHRONOUS Nationalian Course Material Main Output:
principles of Lecture Discussion via Teams Group Presentation: My
Henry Sy to one’s Multimedia aids Career goals and the
everyday life ASYNCHRONOUS application of 14 life
Complementing Activity principles to your
Design a strategic Video Viewing /Reading Materials specialization and
9 4, 5 plan to personal student life
and professional The Boss-Henry Sy Sr
success https://bit.ly/TheBossHenrySySr Other assessment
activities:
Sy business flowchart

Demonstrate self- Lesson 8: Unleashing Nationalian SYNCHRONOUS Nationalian Course Material (c/o Main Output:
awareness and Identity Lecture Discussion via Teams Guidance Department) Self-awareness Bingo
self-efficacy • Self-awareness (Module 5)
• Mental health awareness ASYNCHRONOUS
Explain the • Personality building and development Complementing Activity Professional Image
importance of Video Viewing /Reading Materials Concept Map (Module 6)
mental health to
become a well- Reflection paper:
functioned Integration of my self
10-12 2
individual image, the National U core
values, and the
Project Nationalian
professional attributes
image and
pleasant
personality in
various situations

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 COURSE CONTENT

COURSE TOPIC
WEEK LEARNING LEARNING TOPICS METHODOLOGY RESOURCES ASSESSMENT
OUTCOMES OUTCOMES
13-13.5 Final Examination/Culminating Activity

REFERENCES
BOOKS
Engler, B. (2012). Theories of personality. Pasig City: Cengage Learning.
Malaya, J., & Malaya, J. (2018). Stewards of the nation: Aguinaldo to duterte and their inaugural visions. Mandaluyong City: Anvil Publishing.
Maltby, J., Day, L., & Macaskill, A. (2017). Personality, individual differences, and intelligence (4th ed.). USA: Pearson.
Osias, C. (1971). Camilo Osias, the story of a long career or varied tasks. Quezon City: Manlapaz Publishing.
Sy, H. (2019). I Dream: Henry Sy. Manila.
The Heritage Committee of National University. (2014). National University: The legacy of Don Mariano Fortunato Jhocson. Manila: National University.

THESES
Altuna, R. (2020). Assistance, challenges and coping mechanisms, inputs for unified development program on alumni association in one private university. Manila: National University.
Castro, A. (1952). Fifty-two years of educational service of the National University. Manila: National University.

SUGGESTED READINGS AND ONLINE REFERENCES

Bandura, A. (1994). Self-Efficacy. https://www.uky.edu/~eushe2/Bandura/Bandura1994EHB.pdf
Castro, A. (1952). Fifty-two years of educational service of the National University. Manila: National University. https://bit.ly/52yearsofNU
Claudio, L. (2015). Beyond Colonial Miseducation:Internationalism and Deweyan Pedagogy in the American-era Philippines. Philippine Studies: Historical and Ethnographic Viewpoints vol. 63 nos. 2 .193–221.
https://bit.ly/BeyondcolonialmiseducationClaudio
Dela Paz, C. (2019). FAST FACTS: SM Investments Corporation. Retrieved from https://www.rappler.com/business/170638-fast-facts-sm-investments-corporation-henry-sy-malls
Developing Self-Awareness. (n.d.). Retrieved from http://aarohilife.org/sites/default/files/Developing-Self-Awareness.pdf
Gavilan, J. (2019). FAST FACTS: Remembering Henry Sy Sr. Retrieved from https://www.rappler.com/business/221326-remembering-henry-sy
Meah, A. (n.d.). 15 Inspirational Henry Sy Quotes On Success. Retrieved from https://awakenthegreatnesswithin.com/15-inspirational-henry-sy-quotes-success/
National University Core Values. (n.d.). Retrieved from https://www.national-u.edu.ph/core-values/
National University History. (n.d.). Retrieved from https://www.national-u.edu.ph/history/
National University Vision-Mission. (n.d.). Retrieved from https://www.national-u.edu.ph/mission-and-vision/
Presidential Museum and Library. (n.d.). Fidel Ramos. Retrieved from http://malacanang.gov.ph/presidents/fifth-republic/fidel-ramos/#efs-tabpane-1-1
Presidential Museum and Library. (n.d.). Carlos P. Garcia. Retrieved from http://malacanang.gov.ph/presidents/third-republic/carlos-garcia/
The Heritage Committee of National University (2021). NU@120 Heritage Webinar Series 5: National University Alumni Federation Inc. https://bit.ly/NUAFILecture
The Heritage Committee of National University (2021). NU@120 Heritage Webinar Series 7: Aurelio Salle. https://bit.ly/AurelioSalle
The Heritage Committee of National University (2021). NU@120 Heritage Webinar Series 7: Rowena De Guzman. https://bit.ly/RowenaDeGuzman
The Heritage Committee of National University (2021). NU@120 Heritage Webinar Series 10: Roberto Licup. https://bit.ly/Licup
The Heritage Committee of National University (2021). NU@120 Heritage Webinar Series 11: Bibiano Luzande. https://bit.ly/Luzande
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The Heritage Committee of National University. (2014). National University: The legacy of Don Mariano Fortunato Jhocson. Manila: National University. https://bit.ly/NUHeritageBook
Walker, M. (n.d.). Community Engagement. Retrieved from https://www.uvm.edu/sites/default/files/community_engagement_handout.pdf
World Health Organization. (n.d.). Community Engagement Module B5. Retrieved from https://www.who.int/risk-communication/training/Module-B5.pdf

REFLECTION RUBRIC

Criteria 4 3 2 1
Exemplary Accomplished Developing Beginning
Depth of Reflection Response demonstrates an in-depth Response demonstrates a general Response demonstrates a minimal reflection
Response demonstrates a lack of
reflection on, and personalization of, the reflection on, and personalization of, the on, and personalization of, the theories,
reflection on, or personalization of,
theories, concepts, and/or strategies theories, concepts, and/or strategies concepts, and/or strategies presented in the
the theories, concepts, and/or
presented in the course materials to presented in the course materials to date. course materials to date. Viewpoints and
strategies presented in the course
date. Viewpoints and interpretations Viewpoints and interpretations are interpretations are unsupported or supported
materials to date. Viewpoints and
are insightful and well supported. supported. Appropriate examples are with flawed arguments. Examples, when interpretations are missing,
Clear, detailed examples are provided, provided, as applicable. applicable, are not provided or are irrelevant
inappropriate, and/or unsupported.
as applicable. to the assignment. Examples, when applicable, are not
provided.
Required Components Response includes all components and Response includes all components and Response is missing some components Response excludes essential
meets or exceeds all requirements meets all requirements indicated in the and/or does not fully meet the requirements components and/or does not
indicated in the instructions. Each instructions. Each question or part of the indicated in the instructions. Some questions address the requirements indicated
question or part of the assignment is assignment is addressed. All attachments or parts of the assignment are not addressed. in the instructions. Many parts of the
addressed thoroughly. All attachments and/or additional documents are included, Some attachments and additional documents, assignment are addressed
and/or additional documents are as required. if required, are missing or unsuitable for the minimally, inadequately, and/or not
included, as required. purpose of the assignment. at all.
Structure Writing is clear, concise, and well Writing is mostly clear, concise, and well Writing is unclear and/or disorganized. Writing is unclear and
organized with excellent organized with good sentence/paragraph Thoughts are not expressed in a logical disorganized. Thoughts ramble and
sentence/paragraph construction. construction. Thoughts are expressed in a manner. There are more than five spelling, make little sense. There are
Thoughts are expressed in a coherent coherent and logical manner. There are grammar, or syntax errors per page of writing. numerous spelling, grammar, or
and logical manner. There are no more no more than five spelling, grammar, or syntax errors throughout the
than three spelling, grammar, or syntax syntax errors per page of writing. response.
errors per page of writing.
Evidence and Practice Response shows strong evidence of Response shows evidence of synthesis of Response shows little evidence of synthesis Response shows no evidence of
synthesis of ideas presented and ideas presented and insights gained of ideas presented and insights gained synthesis of ideas presented and
insights gained throughout the entire throughout the entire course. The throughout the entire course. Few insights gained throughout the entire
course. The implications of these implications of these insights for the implications of these insights for the course. No implications for the
insights for the respondent's overall respondent's overall teaching practice are respondent's overall teaching practice are respondent's overall teaching
teaching practice are thoroughly presented, as applicable. presented, as applicable. practice are presented, as
detailed, as applicable. applicable.

PREPARED BY: REVIEWED BY: NOTED BY: APPROVED BY:

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 MS. JEOJILYN G. NABOR DR. JESSIE S. BARROT
MS. RIA CRISTINA R. ARGONZA DR. RICHARD RYAN C. VILLEGAS Chief Librarian Dean, CEAS
Faculty Member, The Nationalian Cluster Coordinator, The Nationalian

DR. MARIA RITA R. ARANDA DR. ROEL U. HERNANDEZ

Faculty, NU Laguna Director, General Education

Lecture Synthesis on the University’s VMGs to be submitted thru email or Office 365 (Rubric- scored).

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