Course Name

Program
Academic Year

Course Code NSTPTwo

Semester / Academic Year Second Semester / 2019 -2020

Instructors Ms. Bernaette K. Dimaculangan

Mr. Renan M. Kasilag
Ms. Mary Grace C. Latina
Dr. Joseph Angelou I. Ng
Ms. Maridel M. Zabala

Email [email protected]
[email protected]
[email protected]
[email protected]
[email protected]

Class Schedule
Course description
NSTPTwo is a course designed for CAPSTONE Service Learning (CSL) to realize the
aims of Community Immersion. It is an important requirement of NSTP prescribed to
students, male and female in private and public higher education institutional and
technical-vocational schools (RA 9163, Sec 7). It is the practicum-based element of
NSTP where lessons learned and acquired in NSTPone are applied in the enhancement
of trainees’ capabilities, civic consciousness and defense preparedness in the service of
the nation. It is designed to encourage the students to do actual community work. It
requires the students to carry out or implement community involvement projects and
activities they had identified during their NSTPone, and is considered the culmination of
the accomplishment of the institutional Community Action-based Projects Addressing
Strategically Themed Learning Objectives through Networked Environments
(CAPSTONE) in college.

Course Learning Outcomes

On completion of this course, students should understand and be able to do the following:

1 Demonstrate high level of civic consciousness, creative thinking, and

communication skills in their involvement in community.

2 Evaluate the roles of the youth in advancing good citizenship values,

environmental protection, drug prevention, disaster risk reduction and
management, national security, promotion of peace and gender and development
programs during the conduct of CAPSTONE service learning.

3 Match knowledge in Social Innovation Fundamentals concepts with the actual

conduct of community service.

4 Relate classroom activities to the community involvement experiences and

realizations of the learners.

5 Refine implement and monitor action plans to promote good citizenship values,
environmental protection, drug prevention, disaster risk and management ,
national security, promotion of peace and gender and development programs.

6 Appraise or evaluate the impact of the program or project accomplished by the

students in addressing a felt need or issue in the community.
Method and weighting of assessment
In this course, students are evaluated by the following means of assessment:

FCG = Midterm Grade (50%) + Final Grade (50%) Weight

MIDTERM
Written Assessment 40%
Quiz (*I)
Random Act of Kindness (*I)
Status Report (*G)
Project Proposal (Final Copy – Midterm Exam) (*G)

Authentic Assessment 60%

Community Needs Assessment (*I)
Problem Tree Analysis (*G)
Objective Tree Analysis (*G)
Journal (*I)
Personal Accomplishment Report (*I)
Student Evaluation [Self (10%), Group (10%),
Leader (10%), Teacher (70%)] (*I)

FINAL TERM
40%
Written Assessment
Photo Story (*G)
(2) Status Reports (*G)
CSL Accomplishment Report (Final Exam) (*G)

Authentic Assessment 60%

(2) Journals (*I)
Project Evaluation by the Community (*G)
Student Evaluation (Self, Group, Leader, Teacher) (*I)
Course Materials

Required Textbook/ Modules

Module 7 – Re-orientation on the NSTP Law (RA 9163)
Module 8 - Community Development and Community Needs Assessment)
Module 9 - Project Management

Statute:
LAWPHiL (2002). Republic Act no. 9163. Available at:
<http://www.lawphil.net/statutes/repacts/ra2002/ra_9163_2002.html>

Books:
Labuguen, F.C., et.al (2012). Understanding the National Service Training Program: A Modular Worktext
for NSTP1. Valenzuela City: Adelko Printing Press.
Labuguen, F.C., et.al (2008). Towards a Responsive Community Action: A Modular Worktext in NSTP2
for Trainers and Students. Malabon City: Mutya Publishing House.
Espiritu, R., et. al. (2012). National Service Training Program with Common and Specific Modules. Mutya
Publishing House Inc. Malabon City.
Eyler, J, and Giles, D.E. A Practitioner’s Guide to Reflection in Service Learning. Nashville: Vanderbilt
University, 1996.
Villanueva, Roneo C., Focusing on Civic Welfare Training Service. Volume 1. Feliber Pub.
House, Batangas City. 2005

Online Resources:

Brennan, M. A. (2012). Conceptualizing community development in the twenty-first century. Community

Development, 43(3), 293–305. doi:10.1080/15575330.2011.593267
Dilon, L.B (2019). Problem Tree Analysis. Accessed at:
https://sswm.info/taxonomy/term/2647/problem-tree-analysis. January 23, 2019.
http://www.servicelearning.umn.edu/info/reflection.html
Community Needs Assessment.
https://www.cdc.gov/globalhealth/healthprotection/fetp/training_modules/15/community-
needs_pw_final_9252013.pdf
http://www.lawphil.net/statutes/repacts/ra2002/ra_9163_2002.html
www.upv.edu.ph/nstpcwts/?dl_id=8
www.dlsu.edu.ph/offices/sps/.../briefing-manuscript-RA91632.pdf
https://www.template.net/business/proposal-templates/community-project-proposal-template/
https://www.smartsheet.com/blog/demystifying-5-phases-project-management
Eby, K. (2018). Demystifying the 5 Phases of Project Management. Retrieved January 28, 2020 from
https://www.smartsheet.com/blog/demystifying-5-phases-project-management
Community Learning Project Proposal: A worked example. Retrieved January 24, 2020, from
https://www.template.net/business/proposal-templates/community-project-proposal-template/

Learning Plan

Time Resources
Topic Learning Outcomes Assessment
Frame
Weeks 1 - Re-orientation on the At the end of this unit, the students are Random Act of Labuguen, F.C., et.al (2012).
2 NSTP Law (RA 9163) expected to: Kindness Understanding the National
a. define and recall the National Service Service Training Program: A
Training Program (NSTP) through Quiz Modular Worktext for NSTP1.
Republic Act 9163, and the concepts Valenzuela City: Adelko Printing
contained in the NSTP 25 hour common Press.
module;
Labuguen, F.C., et.al (2008).
b. recognize and apply the rules and Towards a Responsive
guiding principles governing the NSTP in Community Action: A Modular
relation to community development; and Worktext in NSTP2 for Trainers
c. appreciate the importance of NSTP and and Students. Malabon City:
community development by actively Mutya Publishing House.
participating in the class activity.
Espiritu, R., et. al. (2012). National
Service Training Program with
Common and Specific Modules.
Mutya Publishing House Inc.
Malabon City.

Community Needs Assessment.

https://www.cdc.gov/globalhealth/
healthprotection/fetp/training_mod
ules/15/community-
needs_pw_final_9252013.pdf
Week 3 Community At the end of this week, the students are Problem Tree Dilon, L.B (2019). Problem Tree
Development and expected to: Analysis Analysis. Accessed at:
Community Needs a. identify and explain the key concepts of Objective Tree https://sswm.info/taxonomy/term/2
Assessment) community development (CLO1) Analysis 647/problem-tree-analysis.
b. construct problem tree and objective tree January 23, 2019.
analyses in preparation for basic needs
Labuguen, F.C, et.al (2012).
assessment (CLO1) (CLO3) (CLO4); and
Understanding the National
c. apply the concepts of community
Service Training Program: A
development in the design of a relevant Modular Worktext for NSTP1.
project for a chosen beneficiary; (CLO1) Valenzuela City: Adelko Printing
(CLO3) (CLO4) (CLO6) Press.
Matarrita-Cascante, D., &

Brennan, M. A. (2012).
Conceptualizing community
development in the twenty-first
century. Community
Development, 43(3), 293–305.
doi:10.1080/15575330.2011.5932
67
Weeks 4 - A. Project At the end of this week, the students are Project Proposal Queensland Government (n.d.)
5 Management a expected to: Draft Community Learning Project
B. Project Proposal a. discuss the project management and Proposal: A worked example.
Writing development cycle [; Retrieved January 24, 2020,
b. demonstrate equally effective means of from
data gathering to fill in missing data or https://www.template.net/busine
reinforcing existing ones; ss/proposal-
c. compare and contrast data acquired in templates/community-project-
both phases to validate information; proposal-template/
d. assess as to how the information
gathered can answer questions in Eby, K. (2018). Demystifying the
preparation for writing the students’ 5 Phases of Project
project proposal; Management. Retrieved
e. report the gathered information with January 28, 2020 from
reference to the steps of the scientific https://www.smartsheet.com/blo
method; g/demystifying-5-phases-
f. identify possible solutions to issues or project-management
problem; and
g. design a project proposal based on the
assessed needs of the community . Labuguen, F.C, et.al (2012).
Understanding the National
Service Training Program: A
Modular Worktext for NSTP1.
Valenzuela City: Adelko Printing
Press.

Labuguen, F.C, et.al (2008).

Towards a Responsive
Community Action: A Modular
Worktext in NSTP2 for Trainers
and Students. Malabon City:
Mutya Publishing House.

Villanueva, Roneo C., Focusing

on Civic Welfare Training
Service. Volume 1. Feliber Pub.
House, Batangas City. 2005

Weeks 6-7 Project Proposal At the end of this unit, the students are Oral Labuguen, F.C., et.al (2008).
Presentation and expected to: Presentation and Towards a Responsive
Approval a. present their project proposal before a Visual Report Community Action: A Modular
panel; Worktext in NSTP2 for Trainers
b. appraise and support the constructive Gantt Chart and Students. Malabon City:
comments made by members of the Mutya Publishing House.
panel;
c. integrate the comments made in the
revised version of the project proposal;
and
d. recognize confirmation from the panel
members regarding their project of
choice to be implemented by the whole
class in the community .
Weeks 8 Finalization of the At the end of this unit, the students are Final Copy Labuguen, F.C., et.al (2008).
Project Details expected to: Project Proposal Towards a Responsive
a. summarize the comments made for the Community Action: A Modular
chosen project during the oral Action Plan Worktext in NSTP2 for Trainers
presentation ; and Students. Malabon City:
b. select which suggestions or Mutya Publishing House.
recommendations can best improve the
details of the project;
c. integrate the comments to better
improve the project and to expand its
impact to the community ; and
d. create plans of actions to enjoin the
groups in the implementation of the
chosen project in the partner
 community.

MIDTERM EXAMINATIONS

Weeks 10 Capstone-Service At the end of this week, the students are Action Plan Community Learning Project
-11 Learning (CSL) expected to: Proposal: A worked example.
Planning a. identify key informants in the community; Schedule of
b. discuss in detail with the participants the activities and https://www.template.net/business
details of the project; budgetary /proposal-templates/community-
c. apply principles of community requirements project-proposal-template/
development in the conduct of project
implementation;
d. employ various ethical considerations in
the course of community service learning
activities; and
e. prepare and organize all the needed
materials and resources in the
implementation of the project
Weeks 12- Community Project At the end of this unit, the students are Journal —Kolb, David.
13 Implementation expected to: Experiential Learning
(CSLs 1-2) a. restate the objectives of their proposed Status Report Cycle chart.
project to community partners at the —Eyler, Janet, and
beginning of the implementation; Student D.E. Giles.
b. identify the beginning tasks of NSTP Evaluation (Self, A Practitioner’s Guide to
Reflection in Service Learning.
students in the project implementation, Group, Leader
Nashville: Vanderbilt University,
and appraise the possible contribution or and Teacher) 1996.
involvement of the community in its http://www.servicelearning.umn.ed
conduct and Personal u/info/reflection.html
c. implement the project by effectively Accomplishment
following the steps stipulated in the Report
proposal.
Weeks 14 Continuation of Project At the end of this unit, the students are Journal Labuguen, F.C., et.al (2008).
- 15 Implementation expected to: Towards a Responsive
(CSLs 3-4) a. employ sustained commitment in the Status Report Community Action: A Modular
implementation of the community project; Worktext in NSTP2 for Trainers
b. perform constant monitoring of the effect and Students. Malabon City:
or impact of the project to the community, Mutya Publishing House.
and the benefits students gain in the
process;
c. review parts of the project plan that seem
ineffective or does not yield as much
gains or benefits;
d. estimate the capacity of the community to
continue the project even after NSTP;
e. establish an effective termination of their
partnership with the community, taking
into account community empowerment in
the sustained implementation of the
project.
Week 16 Culmination and At the end of this unit, the students are Group Rating via Labuguen, F.C., et.al (2008).
Project Evaluation by expected to: a Project Towards a Responsive
the Community (CSL a. organize a culminating activity in the Evaluation Scale Community Action: A Modular
5) partner community to formally terminate (by the Worktext in NSTP2 for Trainers
the students’ engagement in the project Community) and Students. Malabon City:
and to officially empower the community Mutya Publishing House.
to sustain the said project; Photo Story
b. interpret effectively the evaluation made (NSTP
by the community in the project they Experiences)
accomplished; and
 c. utilize the evaluation points as bases for
their improvement of the conduct of other
projects in the future.

Week 17 Oral Presentation and At the end of this unit, the students are CSL Labuguen, F.C., et.al (2008).
Submission of CSL expected to: Accomplishment Towards a Responsive
Accomplishment a. report to their teacher the achievements Report Community Action: A Modular
Report as well as the challenges they Worktext in NSTP2 for Trainers
experienced in the implementation of the Student and Students. Malabon City:
project; Evaluation (Self, Mutya Publishing House.
b. outline the benefits gained by the Group, Leader
community in the conduct of the project and Teacher)
or program;
c. generate a SWOT analysis of the project
they have implemented;
d. synthesize the points of learning gained
by the group in the conduct of
CAPSTONE service learning; and
e. write and submit an accomplishment
report to summarize their entire
community service learning experience.
FINAL EXAMINATION