PTC-ACBET-EAC Self-Study Report for the Electronics Engineering
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PTC-ACBET-EAC Self-Study Report for the Electronics Engineering Program at ADAMSON UNIVERSITY 900 San Marcelino Street Ermita, Manila, Philippines November 2014 PTC-ACBET-EACDocument ACGS-02 Rev. 01 Page 1of BACKGROUND INFORMATION A. Contact Information Engr. Evelyn Raguindin, PECE, ASEAN Eng. Dean, College of Engineering 2nd Floor OZ Building 900 San Marcelino Street, Ermita, Manila Tel. No. 524-20-11 loc 405 Fax No. 524-03-07 Email address: eraguindin@adamson.edu.ph Engr. Alfredo U. Ganggangan, PECE Chairperson, ECE Department College of Engineering, Adamson University c/o ECE Department, College of Engineering 900 San Marcelino Street, Ermita, Manila Tel. No. 524-20-11 loc 403 Fax No. (c/o College of Eng’g) 524-03-07 Email address: auganggangan@adamson.edu.ph B. Program History The BS Electronics Engineering program of Adamson University started in the year 1990 in the old title BS Electronics and Communications Engineering (BSECE) with its first batch of 50 enrollees in June 1990. In the early years of program, the ECE Department was housed with the Electrical Engineering Department until its separation in 1995. In April 1994, Government Recognition No. C-143, Series 1994 was granted to Adamson University for the Five-Year Course in Electronics and Communications Engineering (BS ECE) leading to the degree of Bachelor of Science in Electronics and Communications Engineering. Since then, the ECE Department accepted enrollees and produced graduates every year-end and mid-year commencement exercises. Figure 1 depicts Adamson’s milestone. Table 1 shows the number of ECE graduates since 1994, while Figure 2 shows the graph of ECE graduates. PTC-ACBET-EACDocument ACGS-02 Rev. 01 Page 2of The Adamson School was granted permission by the Department of Public Instruction to offer: Adamson School of Industrial Chemistry and Engineering became ADAMSON UNIVERSITY Adamson 1st t Batch of Graduates: 29 graduates for BS in Mining Engineering BS in Chemical Engineering leading to the title of Associate in Chemical Engineering Offered a new course: Mechanical Engineering Three graduates for BS in Industrial Engineering BS in Industrial Engineering 1939 1932 1947 1937 1935 Dr. George Lucas Adamson, founded the Adamson School of Industrial Chemistry (ASIC) Adamson turnover to the Vincentian Fathers and Brothers of The Congregation of the Mission Computer Engineering was opened 1980 1990 1941 1938 Adamson School offered the following new courses (ASIC). Four-year course in Civil Engineering, Mining Engineering, Chemical Engineering, Mining and Geological Engineering Major in Geology ASICE relocated at Real, Sta. Lucia and Arzobispo Streets and offered a new course course which is a oneyear course in Textile Engineering 1984 1964 College of Engineering now houses Chem Eng., Industrial Eng., Mining Eng., Electrical Eng and Mechanical Eng. Bought Ozanam building only designed specifically for laboratories, classroom and office including houses the office of the Dean of College of Engineering As of 1990,program offering of the College of Engineering; BSChE, BSCE, BSCpE, BSEE, BSEcE, BSIE, BSME, BSEM, BS Ceramics Engineering, BS Geology Three-Year course in Industrial Engineering An ROTC course in Chemical Warfare Figure PTC-ACBET-EACDocument ACGS-02 Rev. 01 1. Adamson and Page 3of ECE Milestone SUMMARY OF GRADUATES OF ECE DEPARTMENT from SY 1994-1995 to SY 2013-2014 School Year Mid-Year Year-End Total (SY) 2013-2014 97 50 147 2012-2013 98 104 202 2011-2012 76 63 139 2010-2011 80 39 119 2009-2010 76 55 131 2008-2009 72 56 128 2007-2008 58 72 130 2006-2007 45 62 107 2005-2006 56 70 126 2004-2005 39 93 132 2003-2004 52 102 154 2002-2003 57 91 148 2001-2002 89 98 187 2000-2001 64 169 233 1999-2000 84 123 207 1998-1999 33 115 148 1997-1998 50 111 161 1996-1997 48 93 141 1995-1996 7 72 79 1994-1995 0 44 44 Table 1. Historical Data of Annual Graduates SY 1994-1995 to SY 2013-2014 250 200 150 MID YEAR YEAR END 100 TOTAL 50 0 Fig. 2. Bar Graph of Adamson ECE Graduates since 1995 PTC-ACBET-EACDocument ACGS-02 Rev. 01 Page 4of ENROLLMENT SUMMARY OF ELECTRONICS ENGINEERING SCHOOL YEAR 2014-2015 2013-2014 2012-2013 2011-2012 2010-2011 2009-2010 2008-2009 2007-2008 2006-2007 2005-2006 2004-2005 2003-2004 2002-2003 2001-2002 2000-2001 Semester 1st Sem 2nd Sem Summer 1st Sem 2nd Sem Summer 1st Sem 2nd Sem Summer 1st Sem 2nd Sem Summer 1st Sem 2nd Sem Summer 1st Sem 2nd Sem Summer 1st Sem 2nd Sem Summer 1st Sem 2nd Sem Summer 1st Sem 2nd Sem Summer 1st Sem 2nd Sem Summer 1st Sem 2nd Sem Summer 1st Sem 2nd Sem Summer 1st Sem 2nd Sem Summer 1st Sem 2nd Sem Summer 1st Sem 2nd Sem Summer Invalid 0 1st yr 146 2nd yr 140 3rd yr 163 4th yr 113 5th yr 179 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 2 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 1 0 0 0 192 150 27 216 162 20 197 155 30 243 168 74 372 325 64 0 335 116 437 401 184 380 332 132 402 348 117 332 268 75 358 260 56 306 281 13 297 288 150 253 234 92 163 154 70 169 149 72 248 163 79 361 284 152 338 329 129 1 287 118 300 243 114 270 245 114 226 226 79 225 203 82 273 227 55 336 235 75 217 189 54 198 157 74 129 125 89 201 134 75 157 213 113 304 237 8 270 259 181 2 215 138 231 224 119 209 228 136 205 199 111 217 205 107 252 223 82 232 210 121 184 173 99 170 177 90 166 142 135 181 183 143 256 209 206 205 210 146 199 193 153 1 181 106 192 181 135 225 207 178 243 222 181 262 254 151 160 196 118 133 154 113 163 165 56 215 189 88 175 168 113 253 213 131 232 211 160 208 184 180 235 178 133 2 185 165 193 162 118 158 36 53 238 200 56 146 124 10 87 149 31 123 182 54 265 205 77 387 362 109 Total 741 0 0 825 739 434 1020 841 441 1090 951 588 1321 1083 560 1414 1284 660 6 1203 643 1353 1211 672 1242 1049 613 1314 1195 544 1182 1054 425 1130 1055 342 1130 1062 376 1126 1021 437 1223 1119 453 Table 2. Enrollment Summary of ECE department from SY 2000-2001 to present PTC-ACBET-EACDocument ACGS-02 Rev. 01 Page 5of School Year Freshmen Total SY 2003 – 2004 358 1130 SY 2004 – 2005 332 1182 SY 2005 – 2006 402 1314 SY 2006- 2007 380 1242 SY 2007- 2008 437 1353 SY 2008- 2009 335 1203 SY 2009 – 2010 372 1414 SY 2010- 2011 243 1321 SY 2011 – 2012 197 1090 SY 2012 – 2013 216 1020 SY 2013– 2014 192 825 SY 2014-2015 146 741 Table 3: Historical Data of Freshmen Enrollment SY 2004 – SY 2014 1600 1400 1200 1000 800 600 FRESHMEN 400 TOTAL ECE ENROLLEES 200 0 Fig. 3. Bar graph of Freshmen enrollees from SY 2003-2004 to SY 2014-2015 PTC-ACBET-EACDocument ACGS-02 Rev. 01 Page 6of Figure 3 summarizes the freshmen enrollees from School Year 2003-20014 to SY 2014-2015 while Table 2 shows the per semester enrollees of the ECE department. Figure 2 is the bar graph of freshmen enrollees during the 1st semester from SY 20032004 up to the current school year, and by average comprises 25.7 % of the ECE population for the semester. The above graphs and tables illustrate the activities of the ECE department since the year it was offered in 1990. C. Organization The Electronics Engineering program resides in the College of Engineering of Adamson University. The Office of the President, through the recommendation of the Vice President for Academic Affairs, appoints a program chairperson who is directly reporting to the Dean of the college of engineering and who in turn reports to the Vice President for Academic Affairs. By alignment, the vice-president for academic affairs (VPAA) is the starting point of all policies and sources of action plans while the college deans are the frontline of communications and memoranda from the VPAA. The program chairperson of the Electronics Engineering is among the administrators tasked of implementing whatever policy or source of action from the VPAA or college dean. The ECE program chairperson has direct control and supervision of all faculty members and student assistants in the ECE department. In a nutshell, among the tasks on the shoulders of an ECE program chairperson are: a) subject offerings per semester; b) Load preparation and revision for faculty members; c) curriculum watchdog ; d) all job descriptions that are or maybe related to academics, finance for the department, management of both faculty members and student assistants, physical facilities of the office and laboratory, audit of assets and finances coming into and out of the department, property custodian of equipment and facilities named to the departments, student concerns like discipline, academic advising, student research, student activities, among others, parent concerns; and e) such other tasks, like accreditation preparation, that the Vice-President for Academic Affairs deemed as academic and non-academic involvement of the department. To be specific, the chairperson of the ECE department as per the conditions of appointment is tasked to report to the Dean and will be responsible for the effective administration of all academic administrative matters in the Electronics Engineering Department, including but not limited to: -aligning the programs and activities of the department in accordance with the college’s objectives, policies and programs; -initiating and implementing programs at the department level on the following-Development of Instructional capabilities of faculty members; -Fostering academic inquiry and research in the subject areas under his PTC-ACBET-EACDocument ACGS-02 Rev. 01 Page 7of Department among students and faculty members; -Regular review and updating of academic programs and course syllabi; -Regular academic dialogue with and among faculty members and students; -Provide effective linkages between the department and with professional associations and with industry. -putting in place a system of evaluating academic performances and achievement of students and determining student needs and problems and providing a feedback mechanism for the continuous improvement of services; -preparing and recommending the teaching loads and schedules of faculty; -organizing and supervising an objective faculty evaluation system in the Department with an effective feedback mechanism; -submitting periodic reports to the Dean on the following areas-Summary of programs, projects and activities and accomplishments vis-à-vis department goals and objectives. -Results of faculty evaluation in terms of teaching performance, academic research, professional development and other relevant areas. -Academic performance, co-curricular activities and achievements of students; -Performance indicators with regard to student services including Average unit load of students, average class size, enrollment efficiency; -Community extension programs; -Initiating and making recommendations to the Dean concerning academic Appointments, non appointments, promotions, commendations or merits, Dismissals and tenure of faculty members; -Reviewing and acting on requests of students regarding overload, petition of classes, dropping, special examinations, cross enrollment and other requests related to curricular and co-curricular activities; -Preparing annual department plan and the corresponding annual budget in accordance with the approved policies and guidelines; -Performing other tasks that may be assigned from time to time. At the present, Adamson University was conferred its Autonomous Status and CHED IQUAME Certification in 2010. Adamson University is also an ISO 90210 or Quality Management System accredited with regular visit every year, usually November or December. Adamson University was granted ISO accreditation by TÜV Rheinland. The certification was formally issued on January 18, 2013 and will be valid until January 17, 2016 PTC-ACBET-EACDocument ACGS-02 Rev. 01 Page 8of The Electronics Engineering program has a Level 1 accreditation from the Philippine Association of Colleges and Universities Commission on Accreditation (PACUCOA) from April 2012 and to March 2015. To continue its search for excellence, the ECE program will seek for PACUCOA Level II by March 2015. D. Program Delivery Modes The electronics engineering program is aligned with the full-time mode offering of Adamson University which is offered in the day time from 7:00 am to 9:00 pm from Monday to Friday, and Saturday. The courses are delivered in the traditional lecture/laboratory style. Most schedules of the program commences from 7:00 am with several courses assigned in the evening classes from 5:00 pm to late 9:00 pm. There are no off-campus lectures, likewise there are no web-based or distance education of the program. Although the ECE program have no web-based or distance learning education, ECE students are electronically connected with their teachers through the Adamson University’s Learning Management System (LMS), a screenshot portal of which is shown below: Faculty members may post announcements or assignments in their LMS per course or teaching load and can be viewed by the students enrolled in said course. E. Locations The Electronics Engineering program resides in the College of Engineering, Adamson University with specific address at: Electronics Engineering Department Ground Floor, OZ Building 900 San Marcelino Street, Ermita, Manila Tel. No. 524 2011 loc 403 There are no other campus besides this location. PTC-ACBET-EACDocument ACGS-02 Rev. 01 Page 9of CRITERION 1. PROGRAM EDUCATIONAL OBJECTIVES A. Vision and Mission Statement Vision Adamson University, a Catholic Vincentian educational institution, is a recognized leading center for quality education particularly for the socially disadvantaged. Mission As a Catholic University we diligently pursue truth and knowledge, inspired by the gospel values and guided by the teachings of the Church. As a Vincentian Community, we inspire others to follow the example of St. Vincent de Paul, who led and organized his contemporaries in creatively responding to those who are in need. As an institution of learning, we assist in the formation of a competent, creative and socially responsible leader through our commitment to excellence in discovery, learning and service. As a catalyst of social transformation, we provide quality services that empower others to become agents of change. Attributes of an Adamson University Graduate The Adamson- Vincentian Experience turns out well-rounded graduates who have three main attributes: competence, character, and charity. C1.Competence 1.1. Creative and Critical Thinking A critical thinker who can define, identify and evaluate problems in the workplace and can innovate, create and formulate solutions to problems, and advance knowledge. 1.2 Fluency and Articulateness Articulate in the local and global languages in both in oral and written forms. 1.3 Expertise and Life-long Learning One who has mastery and in-depth understanding of his/her field of specialization and a life-long independent learner who is keen on continuing self-improvement. 1.4 Technology - Savviness PTC-ACBET-EACDocument ACGS-02 Rev. 01 10of Page Able to put into good use the many tools, techniques, technology, and equipment needed or appropriate to one’s specific discipline. 1.5 Theory and Practice Able to apply theory to practice and impart and implant their expertise among upcoming practitioners and professionals. 1.6 Leadership and Network Well- equipped with strong leadership and networking qualities and skills. C2. Character 2.1.Adamsonian Identity and Integrity A person who has a sense of identity and pride and an unwavering loyalty to one’s Alma Mater and who has integrity and ethical uprightness. 2.2 Commitment to Social Transformation An agent of social transformation and community development. 2.3 Patriotism and Universal Outlook A person who possesses a universal outlook and respects cultural diversity yet proud of his ethnicity and nationality and ready to help bring his/her country to progress. 2.4 Care for the Environment A person who has a special concern for the environment and great respect for creation. C3. Charity 3.1 Faith in God Always in pursuit of truth according to the Catholic tradition but always respectful of other faith traditions; faithful in the practice of religion and has an active relationship with God that makes him/her bear witness to his/her faith and share it with others. 3.2 Spirit of St. Vincent De Paul Inspired by the example of St. Vincent de Paul and in solidarity with the poor, he commits himself/herself to use his/her talents to serve others following the Vincentian approach to social development. PTC-ACBET-EACDocument ACGS-02 Rev. 01 11of Page B. Program Educational Objectives (PEO) The Program Educational Objectives (PEOs) of the ECE Program are: PEO 1. The graduates demonstrate competence through creativity, lifelong learning and leadership skills in their chosen career in the field of electronics engineering. PEO 2. The graduates demonstrate character through social responsibility, integrity and care for the environment as practicing professionals in electronics engineering. PEO 3. The graduates demonstrate charity by contributing their expertise in electronics engineering to the society as inspired by St. Vincent de Paul. The above Program Educational Objectives are visible in the ECE Department particularly at the bulletin board along the hallway leading to the office. Besides the printed postings of the PEOs at the ECE Department, the same are also printed in the notebooks being distributed to student-participants during the Engineering Research Congress. The PEOs are also deployed in the official website of Adamson University . (http://www.adamson.edu.ph) C. Consistency of the Program Educational Objectives with the Vision and Mission of the Institution. The Program Educational Objectives (PEOs) were formulated from the attributes of an Adamsonian Graduate known as the 3’Cs namely Competence, Character and Charity. These attributes were derived from the institution core values namely Search for Excellence, spirit of St. Vincent de Paul, Solidarity, Social Responsibilities and Sustained Integral Development which are known as 5S’s. The core values are known as the Vincentian Pride and Identity which is taken from the vision and mission statement of the university. To an Adamsonian, being Competent means possessing the capabilities of being creative and critical thinker, has fluency and articulateness of both oral and written communications, with mastery and deep understanding of electronics engineering and with continuing self-improvement for life-long learning, has savviness of technology, tools and techniques applicable to the field of expertise, acquired deep theories of the field of practice with a willingness to impart and implant to other fields, and has strong leadership qualities. The strong Character of an Adamsonian is exemplified in his/her loyalty to the Alma Mater as agent to social transformation and community development, patriotic of being a Filipino with readiness to uplift the country to progress and always include in all plans and programs the concern and care for the environment. Besides being competent with a strong character, an Adamsonian as a Vincentian graduate has faith in God by his of religion and respectful of other faith traditions, and shows his/her pursuit of truth faith of active relationship with God, respectful of others PTC-ACBET-EACDocument ACGS-02 Rev. 01 12of Page faith traditions and the service to others is inspired by the Vincentian approach to social development, i.e. social systemic change. PTC-ACBET-EACDocument ACGS-02 Rev. 01 13of Page PEO Creative and Critical Thinking PEO1 X Fluency and Articulate ness M(c, d) M(a, b, c, d) M(a, b, d) Competence Character Charity Expertise and Lifelong Learning TechnologySavviness X Theory and Pratice X PEO2 Leadership and Network Adamson ian Identity and Integrity Commit ment to Social Transfor mation Patriotis m and Universa l Outlook Care for the Environ ment X X Faith in God Spirit of St. Vincent de Paul X PEO3 X Table 4. PEO Mapping with the Mission of Adamson Universit PTC-ACBET-EACDocument ACGS-02 Rev. 01 Page 14of Table 1.2 below shows the consistency of the PEOs with the institutional mission and vision. ADAMSON UNIVERSITY MISSION Program Educational Objectives (PEOs) a) As a Catholic University we diligently pursue truth and knowledge, inspired by the gospel values and guided by the teachings of the church; b) As a Vincentian Community, we inspire others to follow the example of St. Vincent de Paul, who led and organized his contemporaries in creatively responding to those who are in need; c) As an institution of learning, we assist in the formation of a competent, creative and socially responsible leader through our commitment to excellence in discovery, learning and service; d) As a catalyst of social transformation, we provide quality services that empower others to become agents of change. ● ● PEO1. The graduates demonstrate competence through creativity, lifelong learning and leadership skills in their chosen career in the field of electronics engineering. PEO2. The graduates demonstrate character through social responsibility, integrity and care for the environment as practicing professionals in electronics engineering. PEO3. The graduates demonstrate charity by contributing their expertise in electronics engineering to the society as inspired by St. Vincent de Paul. ● ● ● Table 1.2 Consistency of the Electronics Engineering Program Educational Objectives with the Adamson Mission PTC-ACBET-EACDocument ACGS-02 Rev. 01 15of Page Consistency of PEO 1 with AdU missions c and d The first PEO came from the Adamsonian Attribute “Competence” which stands for creative thinker, effective communicator, ethical leader and discerning professional; it has direct link to the mission statement of the university as an institution of learning and a catalyst for transformation; Consistency of PEO 2 with AdU missions a and b The second PEO came from the Adamsonian Attribute “Character” which stands for lifelong learning and an agent of change; it has direct link to all the mission statements specifically the university’s pursuit of truth and knowledge inspired by the gospel values, inspired others to follow the example of the St. Vincent de Paul, the university’s patron saint, formation of competent, creative, socially responsible leader and as catalyst of social transformation. C.3 Consistency of PEO 3 with AdU missions c and d The third PEO came from the Adamsonian Attribute “Charity” which stands for “a person of faith in service of the poor”. This attribute marks what sets apart a graduate of Adamson University. It is the true Vincentian Identity which inspired in the example of St. Vincent de Paul, the university patron saint. D. Program Constituencies The Electronics Engineering program has the following constituencies: 1. ECE Faculty Members 2. ECE students from freshmen to 5th year 3. ECE Alumni 4. Employers in the field of broadcasting, telecommunications, manufacturing, semiconductor, assembly, biomedical electronics, government, etc. 5. Industry partners D.1 Primary and Secondary Constituencies The primary constituencies of the program are: 1) employers and 2) its alumni. The secondary constituencies of the program are 1) faculty members and 2) students. 1. Faculty Members - the responsibility in the effective delivery of the courses prescribed in the curriculum which forms the development of the students; the program and curricula they administer is a major means of accomplishing the PEO’s. PTC-ACBET-EACDocument ACGS-02 Rev. 01 16of Page 2. Students - included as a program constituency because of their inputs as valuable feedback for program improvement; they are the direct beneficiaries of an effective educational process; 3. Alumni - they are the graduates and strong supporters of the academic programs; their career demonstrates the accomplishment of the PEO’s; they often become major donors through the alumni association which provides financial supports for student activities, scholarships and bridge programs that directly benefits students; Alumni with field of specialization from its industry experience serves as advisory roles in the industry academe board; 4. Employers especially industry partners-who either trains the students during immersions/on the job training and later employs the graduates of the program; The program educational objectives of the electronics engineering program was a consolidation of views, comments and inputs from the constituencies. In response to the needs of the constituencies, the program responded that graduates will be capable to be competent through creativity with life-long learning and leadership skills in the field of electronics engineering. The graduates shall further possess character demonstrated by their acts of integrity when dealing with social responsibility and constantly practice electronics engineering incorporating care for the environment in electronic designs and implementations. Finally, the graduates demonstrate their attribute of charity when in their practice of electronics engineering, they relate their service always bearing in mind a consideration of the socially disadvantaged. D.2 Creation of the Program Advisory Board The program advisory board was created to facilitate the consultation with the primary constituencies. The board consists of alumni, employers, and representative from the professional organization. Since the professional organization reflects the interest of all members, it can also speak for small employers to complement the voice of the major employers. Faculty members handling the practicum courses were also included because of their engagement with the companies who take our students as trainees. The current members of the Electronics Engineering Advisory Board are listed in Table 1.3. D.3 Consistency of the PEOs with the need of the constituencies The first draft of program educational objectives was developed by the College composed of all program chairs and college dean in SY2012-2013. The initial educational objectives were subjected for review by the interim industry boards of the College. Recommendations reflecting the needs of the primary constituencies were received from the advisory board. The College council reflecting the recommendations of the interim board advisory board and the interest of the faculty and students developed a final version of the PTC-ACBET-EACDocument ACGS-02 Rev. 01 17of Page PEOs. In September 13, 2014, the Industry Advisory board of the different programs signed the resolution for the approval of the three PEOs. ALUMNI / INDUSTRY/ PROFESSIONAL ORG. EMAIL / CONTACT NUMBER NAME IAB POSITION COMPANY James Rodney Santiago Chairman Village Island Asia Pte. Ld. IECEP james52774@yah oo.com Office of the President, Commission of Filipino Overseas IECEP rrosas@cfo.gov.ph National Instruments IECEP jovenaguilarjr@g mail.com Romeo Rosas Member Jack Aguilar Member DEPT. Table 5. Industry Advisory Board Composition E. Process for Formulation, Review and Revision of the Program Educational Objectives Figure 3 shows the bases of PEO formulation, assessment and feedback mechanism needed for review and revision of the program educations objectives. Direct Assessment IAB PEOs AdU 3C Exit Survey Employer Survey Assessment and Formulation Alumni Report PTC-ACBET-EACDocument ACGS-02 Rev. 01 18of Page Fig. 3. Diagram of PEO formulation and revision The PEOs were formulated based on the 3 Cs of Adamson University, namely Competence, Character and Charity and the needs of industry as advised by the Industry Advisory Board. The 3 Cs are linked with the Core Values as well as to the Mission and Vision statements of the university. The Program Educational Objectives (PEOs) were formulated through the efforts of the constituencies namely, the faculty members, alumni and the Industry Advisory Board. The initially formulated PEOs were consulted with experts in the field, and finally, the PEOs were agreed to be rooted with Competence, Character and Charity, which are the attributes of an Adamsonian. The final PEOs were presented and approved by the faculty members and industry advisory board. Direct and indirect assessment, exit survey, employer survey and alumni survey are the assessment tools to be employed in order to assess, review and revise the PEOs. The report generated by the CQI team will be the main basis for evaluating the PEOs. F. Deployment Process of PEO A. Deployment Process of PEO The Program Educational Objectives (PEO’s) of the program was deployed in: A. B. C. D. E. F. Brochures University Website Multimedia Advertisements On line Catalogues General Student Assembly Alumni Meeting The assessments of the PEO’s were accomplished through survey and given the alumni, employers and on the job (OJT) providers. PTC-ACBET-EACDocument ACGS-02 Rev. 01 19of Page CRITERION 2. STUDENT OUTCOMES A. STUDENT OUTCOME The Commission on Higher Education as per order No. 37, s. 2012 mandated that all engineering programs should implement OUTCOMES BASED EDUCATION. In response, the ECE Department of Adamson University adopted the PTC-ACBET-EAC’s outcomes (a) through (l) as best descriptions of an Electronics Engineering graduate with an additional outcome for being an Adamsonian, i.e. “ability to engage in community extension services as exemplified by St. Vincent de Paul.” A process was designed to assess the level of achievement of the outcomes. The student outcomes of the electronics engineering program describes what graduates are expected to know and capable of doing at the time of graduation in compliance to CHED-CMO 37, s. 2012. In addition to student development as a result of traditional curricular activities, students are fully involved in co-curricular activities and participation in the larger university experiences contribute towards the development of desired student outcomes. A large percentage of our students participate in several activities. This involvement leads to students who are well rounded and involved in activities that build skills needed for today’s workplace. Our student outcomes are posted in the department’s bulletin board, leaflets, notepads, note books from the college and included in all course syllabi. Student Outcomes (SO) of the Electronics Engineering Program a. Ability to apply knowledge of mathematics and science to solve engineering problems b. Ability to design and conduct experiments, as well as to analyze and interpret data c. Ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability, in accordance with standards d. Ability to function on multidisciplinary teams. e. Ability to identify, formulate, and solve engineering problems f. Understanding of professional and ethical responsibility g. Ability to communicate effectively PTC-ACBET-EACDocument ACGS-02 Rev. 01 20of Page h. Broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context i. Recognition of the need for, and an ability to engage in life-long learning j. Knowledge of contemporary issues k. Ability to use techniques, skills, and modern engineering tools necessary for engineering practice l. Knowledge and understanding of engineering and management principles as a member and leader in a team, to manage projects and in multidisciplinary environments m. Ability to engage in community extension services as exemplified by St. Vincent de Paul B. Relationship of Student Outcomes to Program Educational Objectives The Program Educational Objectives of the Electronics Engineering Program are intertwined with its Student Outcomes in the sense that the attributes of Competence, Character and Charity are founded and defined within the statements. Competence is directly associated with Student Outcomes a, b, c ,e, g, h, i, k, l. These student outcomes will define the professional upon immersion in the courses designed to impregnate upon the graduate the basic capabilities needed in embarking in the field of practice. The remaining student outcomes will delineate the graduate not only as a professional but as a holistic person possessing a strong character and imbibed with Vincentian values with sensitivity to societal needs, like the socially disadvantaged. The foregoing refers to student outcomes d, f, and j, for Character and m for Charity. Table 6 shows the relationship of Program Educational Objectives and Student Outcomes. Program Educational Objectives PEO 1. The graduate demonstrates competence as creative thinker, effective communicator, ethical leader and discerning practitioner in their chosen career in the field of chemical engineering; Student Outcomes SO a: Ability to apply knowledge of mathematics and science to solve engineering problems; SO b: Ability to design and conduct experiments, as well as to analyze and interpret data; SO c: Ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability, in accordance with standards; SO d: Ability to function on multidisciplinary teams; SO e: Ability to identify, formulate, and solve engineering problems; PTC-ACBET-EACDocument ACGS-02 Rev. 01 21of Page SO f: Understanding of professional and ethical responsibility; SO g: Ability to communicate effectively; SO h: Broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context; SO l: Knowledge and understanding of engineering and management principles as a member and leader in a team, to manage projects and in multidisciplinary environments; PEO 2. The graduate demonstrates character as lifelong learner and agent of change as practicing professional in chemical engineering; SO i: Recognition of the need for, and an ability to engage in life-long learning; SO j: Knowledge of contemporary issues; SO k: Ability to use techniques, skills, and modern engineering tools necessary for engineering practice; PEO 3. The graduate demonstrates charity as a person of faith in service of the poor inspired by St. Vincent de Paul; SO m: Ability to engage in community extension services as exemplified by St. Vincent de Paul; Table 6. Student Outcome and PEO relationship C. Process for the Formulation, Review and Revision of Student Outcomes The Student Outcomes of the ECE Department was a concerted agreement by faculty members, alumni, and the Industry Advisory Board in consultation with the guidelines of CMO No. 24 s. 2008. The ECE Department is compliant with the minimum requirements set by CMO 24 s. 2008 as regards the students outcomes. As a factual layout, the Student Outcomes of the ECE Department spring from the 12 Program Outcomes of CMO 24 s. 2008. Accordingly, the said program outcomes were approved by the technical panel of CHED for electronics engineering. As such, the same was bench marked from international standards which, by observation, was also based from Washington Accord guidelines for outcomes based education. In addition to the 12 program outcomes, the Philippine Technological Council suggested a program outcome that will define a graduate’s management capability. And being a Vincentian institution, the ECE department added a competency that defines the identity of an Adamsonian, such that an additional program outcome (m). In order to adhere to the CHED CMO establishing outcomes based education, the program outcomes nomenclature was changed to Student Outcomes. All in all, there are 14 Student Outcomes of the ECE Department for its outcomes based education. PTC-ACBET-EACDocument ACGS-02 Rev. 01 22of Page With CMO No. 24 s. 2008 as the guideline, the core group of the department in constant consultation with the members of the Industry Academe Board as well as with chairpersons of the different programs of the college, faculty members, experts in the field, as well as consultants was able to finalize the 14 Student Outcomes of the department. The Student Outcomes will be revised after the first batch of graduates of the OBE program in 2017. However, the assessment of the Student Outcomes will be carried per semester starting School Year 2014-2015, and the results will be forwarded to the Continuous Quality Improvement or CQI of the College. In summary, Figure 4 depicts the process flow in the formulation, review and revision of the Student Outcomes of ECE Department. Employer Survey PEO Student Outcome CMO Alumni Assessment Committee Exit Survey External e.g PTC Report Fig. 4. Diagram of formulation, review and revision of Student Outcome D. Performance Indicators for each of the Student Outcome. Table 7 shows the matrix of Student Outcome and Performance Indicator. STUDENT OUTCOME a. Ability to apply knowledge of mathematics and science to solve engineering problems. b. Ability to design and conduct experiments, as well as to analyze and interpret data. PERFORMANCE INDICATOR 1. Apply concepts of linear algebra, calculus, and numerical methods to solve engineering problems. 2. Apply concepts of chemistry and physics to solve engineering problems. 3. Create solutions strategies to solve engineering problems. 1. Design procedures to obtain data through experiments according to standard protocol. 2. Analyze data from experiments conducted. 3. Interpret results from experiments conducted. 4. Conduct experiments according to standard protocol. PTC-ACBET-EACDocument ACGS-02 Rev. 01 23of Page c. Ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability, in accordance with standards. d. Ability to function on multidisciplinary teams. e. Ability to identify, formulate, and solve engineering problems. f. Understanding of professional and ethical responsibility. g. Ability to communicate effectively. h. Broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context. i. Recognition of the need for, and an ability to engage in lifelong learning. j. Knowledge of contemporary issues. k. Ability to use techniques, skills, and modern engineering tools necessary for engineering practice. l. Knowledge and understanding of engineering and management principles as a member and leader in a team, to manage projects and in multidisciplinary environments. m. Ability to engage in community extension services as exemplified by St. Vincent de Paul. 1. Design component to meet desired needs within realistic constraints. 2. Design process to meet desired needs within realistic constraints. 3. Design system to meet desired needs within realistic constraints. 1. Contribute ideas and skills as part of a multidisciplinary team. 2. Perform delegated tasks as part of a multidisciplinary team. 1. Investigate requirements and constraints to solve engineering problems. 2. Develop possible solutions of engineering problems. 3. Choose appropriate solutions of engineering problems. 1. Demonstrate/Relate understanding of ethical concepts, professional code of ethics, and governing laws. 2. Relate ethical concepts and professional responsibility to decisionmaking. 3. Select an appropriate course of action to make judgment on ethical and professional dilemmas. 1. Prepare written documents according to technical specifications. 2. Deliver oral presentations to articulate concepts and ideas. 1. Explain the significance of engineering solutions in a global 2. Evaluate the effect of different engineering solutions in a global 1. Create development plan for personal and professional growth. 2. Engage in extra curricular activities for personal and professional growth. 1. Express insights on current issues affecting engineering practice. 2. Apply engineering principles in consideration of current issues affecting engineering practice. 1. Demonstrate skills in the use of modern engineering tools and techniques necessary for engineering practice. 2. Select techniques and modern engineering tools necessary for engineering practice. 1. Create project management plan using engineering and management principles. 2. Apply engineering and management principles to accomplish a group activity as member or leader. 1. Relate community extension services as exemplified by St. Vincent de Paul to individual faith relations. 2. Participate in community extension services by applying the discipline. Table 7. Matrix of Student Outcome and Performance Indicator PTC-ACBET-EACDocument ACGS-02 Rev. 01 24of Page The Student Outcomes will be assessed with reference to the performance indicators. Assessment will be done per course where each student outcome may be assessed using appropriate rubrics. Separate rubrics will be used per student outcome. The data gathered from the assessment tools per course will be tallied and forwarded to the CQI team for further evaluation. The data from each course will be grouped accordingly, and the CQI team will come out with suggestions after the evaluation. Strictly speaking, it was the agreement in the department that the assessment to be carried with respect to the Student Outcomes will not be used to determine the final grades of the student in the course. This is so on the ground that during our discussion on the matter, a student outcome maybe measured in a particular activity only such that it will be unfair to a student if the assessment will form part of the final grade determination. Besides, the course syllabus defines how the final grade will be determined for the course wherein several components are considered before arriving at the Semestral or Final Grade. In sum, the assessment and evaluation of the student outcome relative to the performance indicators will be used for improvement of the student outcomes and setting aside any contribution for determination of an ECE student’s semestral grade. E. Deployment Process of Student Outcomes The Student Outcomes are made known to the students and faculty through the following: 1. Bulletin Board 2. Course Syllabus 3. Discussion during the faculty meeting called for the purpose. 4. Communication to students and parents of the Student Outcomes With respect to the other stake holders, the student outcomes will be known to them through the Adamson website and such other publications. Considering the visibility of the student outcomes at the bulletin boards, students who rely on announcements on the bulletin boards will not miss a glimpse of the student outcomes. PTC-ACBET-EACDocument ACGS-02 Rev. 01 25of Page CRITERION 3. STUDENTS A.1 Student Admissions Freshmen students who intend to study at Adamson University needs to satisfy the following initial requirements: University Entrance Exam (UEE) Requirements: (STUDENT MANUAL) 1. 4 pcs. 2 x 2 ID pictures 2. Photocopy of Form 138 (HS Report Card) 3. Entrance Examination Fee Freshman applicants who wish to pursue Chemical Engineering in Adamson University should satisfy the following requirements: 1. 2. 3. 4. UEE Result. * 4 pcs. 2 x 2 ID pictures Form 138 (original copy) Original Copy of Certificate of Good Moral Character signed by the Principal or Guidance Counselor 5. Original Copy of Birth Certificate from the National Statistics Office (NSO) 6. Letter of Application for student applicants not enrolled in college for a period of one year or more after high school of graduation. *The UEE result should be acceptable based on COE Comm. No. 74 Series of 2014. In addition to the above minimum requirements, freshmen applicants who wish to pursue the electronics engineering program should first be interviewed by the ECE Program Chairperson wherein the following concerns are explained: 1. Filter Subjects 2. EQE (Engineering Qualifying Examination) PTC-ACBET-EACDocument ACGS-02 Rev. 01 26of Page 3. Probationary Status 4. Institutional Activities As a requirement, freshmen applicants should be accompanied by a guardian during the freshman interview, preferably the parents, because the interviewee and the parent or guardians are required to affix their signatures in the F-COE-004 form. After the interview with the program chairperson, the freshman applicant and parent or guardian are directed to the Dean’s Office for further interview and approval for enrollment. Thereafter, the freshman applicant can now process the enrollment at the One-Stop Shop at the Registrar’s Office. Freshman applicants will follow the following procedures: 1. Get UEE result at Admission Section. 2. Submit credentials to the Admission Section and accomplish registration forms and information sheet. 3. Report to the Department Chairperson/College Dean for interview (for programs with board examination and conditional UEE result). 4. Proceed to Admission Section for submission of information sheet, down payment, issuance of certificate of enrollment, and ID picture taking. 5. Proceed to the University Store for the school uniform. 6. Attend freshman orientation with a parent or guardian as schedule. By practice, the freshman orientation is scheduled during the first week of classes and conducted by the College of Engineering as per schedule. For purposes not to disrupt regular classes during the weekdays, freshman orientation is scheduled during Saturdays. A.2 FOREIGN STUDENTS: Freshman foreign applicants will follow the following admission requirements (Application for Student Visa): 1. Letter of intent to enroll addressed to the University Registrar. Waiver letter not to take any advanced credit. 2. Three (3) copies of 1998 Revised Personal History Statement (P.H.S) duly accomplished and signed by the applicant in English and National alphabet accompanied by personal seal, if any, original photo and original left and right thumbprints affixed thereat. 3. One (1) set of official Transcript Records/Scholastic Record, duly authenticated by the Philippine Embassy or Consulate in the applicant’s country of origin or legal residence, “SEEN and NOTED” stamp is not acceptable. One (1) set of certified True Copy of Official Transcript of Records/Scholastics Records. 4. One (1) set of Notarized Affidavit of Support and Proof of Adequate Financial Support duly authenticated by the Philippine Embassy or Consulate in the applicant’s PTC-ACBET-EACDocument ACGS-02 Rev. 01 27of Page country of origin to cover expenses for students accommodation and subsidence, school dues and other incidental expenses. 5. One (1) set of Certificate of Good Moral Character from the Registrar, Principal or School Head of the institution where last attended. 6. One (1) set of photocopy of Passport pages where full name, photo, and birth date appear. 7. One (1) set of Police Clearance duly authenticated by the Philippine Embassy or Consulate in the applicant’s country of origin or legal residence. 8. One (1) set of Photocopy of Quarantine Test (Medical Examination Result). 9. Four (4) copies of 2x2 ID pictures 10. P10,000 for Acceptance Fee (one-time payment) 11. P5,000 for Foreign Fee (every semester) 12. P400.00 for University Entrance Examination (UEE) fee. A.3 TRANSFERRES Admission requirements: 1. 2. 3. 4. 4 pcs. 2x2 pictures Letter of Application Certified True Copy of Grades Endorsement from the Dean/ Department Chairperson for Entrance Examination 5. Entrance Examination Fee 6. Honorable Dismissal/Transfer Credential A.4 CROSS ENROLLEES Admission requirements: 1. Non-Consortium Member School a. 4 pcs. 2x2 pictures b. Permit to cross-enroll from mother school c. Accomplished Adamson University Application Form to Cross-Enroll 2. Consortium Member School a. 2 pcs. 2x2 pictures b. Permit to cross-enroll from mother school c. Accomplished Adamson University Application Form to Cross-Enroll Reference: Student Manual 2013 page 49 PTC-ACBET-EACDocument ACGS-02 Rev. 01 28of Page B. Evaluating Student Performance Student performances are evaluated in 3 periods, Preliminary, Mid Term and Final periods. Each period has 6 weeks from the start of classes. During each period, students are required to perform several tasks based on the course syllabi. For example, in the preliminary period, students maybe required based on the course syllabi to have 1 or 2 quizzes and exercises before the preliminary examination. Attendance are also checked regularly by the faculty adviser. Preliminary examination requires a permit to take the examination. However, in case students do not have their examination permit, the Finance Office may allow students to execute promissory notes in order to take the examination. The examinations per period are scheduled by the Registrar’s Office and should be strictly followed. Following each periodical examination, faculty members are required to encode the grades for the particular period. As per agreement with the Union, i.e. AUFEA (Adamson University Faculty and Employees Association), the encoding should be at least 2 weeks after the periodical examination. Faculty members who failed to encode their grade for the Preliminary and Mid-term period are notified and required to explain of their failure to encode the grades. It is the responsibility of the department chairperson to monitor the faculty members in the encoding of grades. With reference to the ISO manual and Student Manual, student’s academic performances are evaluated using the following grade distribution: Semestral Grade = 30 % of Preliminary Period + 30 % of Mid-Term Period + 40 % of Final Period. The Semestral Grade of students are automatically computed based on the encoded grades from Preliminary Period, Mid-Term period and Finals Period. If after the computation of the Semestral Grade and a student has an accumulated grades based on the percentage above got a grade of equal to or greater than 70 %, the faculty member will encode the grade as computed. However, if the student got a grade between 65 % to 69 %, the faculty member must suspend the encoding of the grade and should allow the student for a Remedial Examination. The Remedial Examination should be conducted before the deadline of encoding of Semestral Grades. If a student is given a Remedial Examination, and the result of the examination is equal to or greater than 70 %, the student will be given a Semestral Grade of 70 %. In case the student fails the Remedial Examination, the student will be given a failing Semestral Grade based on the original computation. For students whose Semestral Grade computations is 64 % and below, the faculty member will encode the grade as per computation. Thus, only students who got a Semestral Grade of 70 % and above will be promoted to the next semester, or will be allowed to enroll a succeeding course in which it is a pre requisite. PTC-ACBET-EACDocument ACGS-02 Rev. 01 29of Page In sum, students are only allowed to enroll courses in the succeeding semesters if they satisfy the pre-requisites of the said course. However, if a student has a 5th year standing and there is a need to enroll simultaneously courses with pre-requisites, the student is required to seek approval from the Registrar’s Office to be allowed to enroll Simultaneous/Overload/Over Laboratory courses based on the program of study. On the other hand, the course syllabi specifically includes the Student Outcome/s that will be satisfied at the end of the course. Discussion of the Student Outcome/s are usually done at the start of classes, and sometimes reiterated during the progress of the course. The student outcome/s are distributed in the performance indicator/s which in turn is/are carried out in the course outcomes and learning outcomes. With this design of the course syllabi, students are indirectly satisfying the student outcomes which is evaluated by the faculty member at the end of the semester through a particular rubric. However, the assessment of the student using the rubric is may or may not form part of the grading system that will determine if a student will pass or fail the course. The rubric is purposely used to determine achievement of the student outcome. By agreement, the assessment of the student outcome carried out by the faculty member will be submitted to the department as basis for improvement of the course syllabi. C. Monitoring Student Progress Students are given promotions per semester following the prescribed curriculum at the time of enrollment. Generally, freshmen who are admitted to the program are presumed to have satisfied the minimum requirements to pursue Electronics Engineering. They will be allowed to enroll the 1st Semester of the ECE program without pre-requisites. After the 1st Semester of enrollment, the student should pass all the courses that are pre-requisites to the 2nd Semester. Before enrolling for the next semester, a student should secure copy of grades to ensure that all requirements for promotion are satisfied, including clearance for back accounts or unpaid financial concerns. A student who satisfied all the academic requirement will be allowed to enroll for the next semester. For students who incurred academic deficiencies due to failures in some courses, the policy on Filter Courses/Subjects and Probationary Status which were discussed at the time of enrollment will be applied. By policy, if a student incurred failures of more than 30 % of the enrolled units, there is a need to see the ECE Department chairperson for application for reconsideration. The application for reconsideration will be evaluated by the ECE department to determine previous probationary incursions. The following policy shall be applied for students who incurred probationary conditions: First Offense = Student shall apply for reconsideration and will be allowed to enroll a maximum of 18 units only. Second Offense = Student shall apply for reconsideration with a last warning. Student shall be required to see the Dean with parent/s or guardian. Only a maximum of 15 units shall be allowed. PTC-ACBET-EACDocument ACGS-02 Rev. 01 30of Page Third Offense = Advice to shift to other programs without board examination. With respect to Filter Courses, a student is only allowed to repeat the identified filter courses three times. A student who successively failed to pass a filter course/subject 3 times, it has the same effect as probationary status. The student will be advised to shift to programs without board examinations. For the purpose of ensuring that students shall strictly comply to pre-requisite courses, the Records Management System (RMS) of the Registrar’s Office shall maintain the records of students. In addition, faculty advisers are assigned per program to assist the chairperson in evaluating the enrollees during enrollment period. Besides, students are also assisted through their Learning Management System (LMS) on what courses they will enroll for the next semester. Relative to the LMS of students, the chairperson may also access the student’s account to determine the pre-advised courses to properly guide a student with academic concerns. Aside from the track record of students to comply with course pre-requisites laid down in the curriculum, the ECE department recommends to the CQI team the tracking of the assessment of students relative to the student outcomes per year of attainment, i.e. from 3rd, 4th and terminal year. The rubrics used by faculty members in assessing the achievement per student of the student outcomes will be tallied and compared to the expectations set in the curriculum and course mapping. The curriculum of the program was designed for course progression to ensure that the student outcomes are gradually achieved. Starting from the 1st year level, students are trained for higher order courses because the foundations are already laid down. Generally, courses in the 1st year level are Introductory courses-which means that students are given courses that are the gateways of higher courses. The students are then assured that after the Introductory courses, the Enabling courses will hone their knowledge and skills before they will reach the Demonstrative course. It is in the Demonstrative courses that manifests the capabilities of the students of the student outcomes. Hence, there will be assurance that the graduates will possess the required capabilities described in the student outcomes at the time of their graduation. D. Retention The ECE department adopts the policy of the College of Engineering with respect to retention. Adhering to the constitutional mandate that “contracts should be inviolable”, students are given a wide latitude of options to finish the ECE program provided that all the course offering enshrined in the curriculum must be satisfactorily complied. Hence, if an ECE student has all the qualifications and non of the disqualifications of the university, the title of a bachelors degree will be conferred after completing all the requirements. PTC-ACBET-EACDocument ACGS-02 Rev. 01 31of Page However, in respect to academic deficiencies, students are given several opportunities or chances to finish the program. Starting with residency policy, all students are given an additional of 3 semesters attached to the 5 years regular schedule to finish the program, i.e., 3 semesters and 1 summer term. Beyond the residency period, students who failed to finish the course will be not be allowed to enroll. Aside from the residency policy, students are only allowed to incur 2 probationary conditions within the residency period, i.e. when there are more than 30 % failures of the enrolled units. Sustaining a 3rd probationary status by a student will force the ECE department to recommend an advice to shift to other programs with no board examinations. In addition to the probationary policy, Filter Courses/Subjects will also be monitored by the ECE department to determine whether a student will be allowed to pursue the program or not. Particularly in the formative years, i.e. 1st and 2nd years, students are strictly monitored if they incurred failures for 3 times in these filter courses. In this case the student will be advised to shift to other programs. In addition to the probationary and filter course policies, the ECE department also requires incoming 3rd year students to take the Engineering Qualifying Examination (EQE). The EQE is one of the requirements for promotion, i.e., when a student has already completed the pre-requisites for 3rd year level. The EQE is designed to determine the readiness of incoming 3rd students to take the major courses. The EQE committee will screen the questionnaires to adhere to the purpose of the qualifying examination. It is also the EQE committee that will determine from among the examinees those recommended for promotion to the 3rd year level, or those recommended for Conditional Status by reason of EQE, or those recommended for shifting to other programs. If a student is recommended for Conditional Status, he/she must undergo the Nurturance Program of the College of Engineering. The nurturance program will aid the student in coping up with the major courses. E. Transfer Students and Transfer Courses The ECE department is open to students from other school. However, there are strict guidelines before a transferee may be accepted to the program. Students from other institutions should adhere to the department’s policy of admission and crediting of courses taken from the latter. As a rule, transferring students should be or have been from a bachelor degree in electronics engineering or electronics and communications engineering in the previous institution in order to be accepted to the ECE department. In addition to the minimum requirements prescribed at the Admissions office, the following must be scrutinized by the program chairperson before the prospective transferee will be recommended for the University Entrance Examination, to wit: 1. There should be no failures in Mathematics and Science of more than 9 units. 2. The transcript of records must originate from a University or College with more or less the same school accreditation level than that of Adamson University. If the foregoing are notable in the transcript of records, the prospective transferee should be aware of the following policies on transferees: PTC-ACBET-EACDocument ACGS-02 Rev. 01 32of Page 1. That only courses until the 2nd year level will be given credit, particularly those general education courses even if taken at any year. NO CREDIT will be given to major courses in compliance to the Engineering Qualifying Examination (EQE) policy. 2. That only courses in Mathematics, Chemistry and Physics with a grade of 2.5 and higher, or its equivalent from the school of origin will be given credit by the department. However, for general education courses, a passing grade from the previous school maybe given credit. 3. That there should be a minimum of one (1) semester of residency before the transferee will be allowed to take the EQE for the purpose of enrolling in the major courses. If the transferring student agreed to the above policies and guidelines, the application will be endorsed to the admissions office for completion of the enrollment, such as taking the UEE. Should the transferring student be recommended for transfer to the department based on the result of the UEE, the program chairperson will make an initial evaluation of the grades to determine what courses taken from the previous institution will be recommended for credit. The initial evaluation will be forwarded to the Registrar’s Office for crediting of courses. This will guide the transferee to choose what courses will be enrolled for the semester. As aforesaid, the transferee by the policy of EQE before any major subject will be enrolled, subject to the minimum of one (1) semester residency period. F. Advising and Career Guidance The ECE Department does not have a particular section purposely for advising and career guidance. However, the Guidance and Testing Center of the university have a dedicated guidance counselor for the College of Engineering. Generally, the Guidance office provides several seminars for graduating students on topics that will guide them in their career path after graduation. Schedules are usually coordinated with the ECE department for availability of the students. On some occasions, the ECE Laws Contracts and Ethics course sometimes lineate to the students areas of practice of the program. Based on the governing law of electronics engineering, Republic Act 9292 defined the nature and practice of the ECE profession that encompass manufacturing, semiconductor, design and implementation of all aspects of electronics and communications, sales and distribution of electronics and communications products, broadcasting, telecommunications, among others. Anent career guidance, the Guidance and Testing Center has a program that requires all graduating students to undergo the necessary interview and seminar for the purpose. PTC-ACBET-EACDocument ACGS-02 Rev. 01 33of Page G. Work in Lieu of Courses Work in Lieu of Courses is not practiced the Electronics Engineering Department. H. Graduation Requirements Strictly speaking, it is the responsibility of a student to monitor all requirements for graduation. The Registrar’s Office also monitors graduating students through the respective course window. During the interim before a commencement exercise, either the year-end or mid-year, the school’s registrar sets the deadline for submission of graduation requirements for evaluation. As a rule, if a graduating student failed to submit the requirements for graduation, he/she will not be allowed to graduate in the commencement exercises. The ECE Department has no direct hand in the assessment of courses already passed and/or completed by a graduating student. The sole responsibility of the ECE department is to ensure that all faculty members should encode the semestral grades of students based on their teaching load at the end of each semester. The Registrar’s Office sets the deadline of semestral grade encoding. Aside from mandating all faculty members to encode semestral grades as per deadline, the ECE department also monitors courses that are Output Based. If a course was declared as output based, the faculty member is allowed to give an incomplete grade to a particular student, i.e. 140, pending completion of the requirements. On the other hand, the ECE department coordinates with the Registrar’s Office as regards courses where a student was given an incomplete grade as a result of No Final Examination with a valid reason or Non-submission of a course requirement due to a valid reason, and that the completion is still pending. As a rule, a student with an INCOMPLETE GRADE has one (1) year commencing from the end of the semester in which the incomplete grade was encoded within which to complete the requirements and the faculty member concerned shall thereafter issue the corresponding passing grade. This is so because giving of incomplete grades means that the student is in a better position to pass against failure according to grade computation from the Prelims until the Finals periods. If a student who applied for graduation has all the qualifications and non of the disqualifications, he shall be a candidate for graduation as declared by the Registrar’s Office. What remains to be completed is the commencement exercise usually slated at the Philippine International Convention Center. Immediately after the commencement exercises, all candidates for graduation, whether they attended the graduation ceremony or not, are considered as graduates of the degree in Bachelor of Science in Electronics Engineering. Thereafter, corresponding transcript of records as well as diploma stating that the graduate has completed and satisfactorily complied with the requirements prescribed by the Commission on Higher PTC-ACBET-EACDocument ACGS-02 Rev. 01 34of Page Education as well as the requirements of Adamson University in the degree of Bachelor of Science in Electronics Engineering will be issued to the graduate. I. Transcript of Recent Graduates The Transcript of Record from the Registrar’s Office of Adamson University contains, among others, the following: 1. The front page of the transcript of records specifies the origin of the document, Adamson University located in Manila, Philippines including the trademark of the university found at the right side. At the upper leftmost part of the transcript of records is the corporate attired picture of the graduate. Immediately after the name of Adamson University is the office where the transcript resides, i.e., the Office of the Registrar, and below the said office is the name of the document which is Official Transcript of Records. Right after the preliminaries of the Official Transcript of Records can be seen the Student Number of the graduate used in finishing the course. Generally, the student number indicates the year when a student first enrolled in the university, and if the student complied with all the requirements for graduation, the said number will not be used again. However if a student wants to pursue another degree in the university, he/she will be given another student number even though he/she was previously issued a student number. Following the student number are the basic information of the graduate such as Family Name, First Name and Middle Name. The graduate’s nationality is also indicated including his place of birth and home address. One particular item in the Official Transcript of Records is the date of birth where the university requires submission of an NSO certified birth certificate. With this stringent requirement, the holder of the official transcript of records can use the same as evidence to determine nationality and date of birth. Following the place of birth are the usual information of home address, admission credential, admission status, school last attended and the program finished by the graduate. If the graduate is from the Graduate School of Adamson University, the program will indicate the title of the Project Paper or Thesis title. The grading system of Adamson University is also indicated in the official transcript of records. The main purpose in its inclusion is to be used as basis for other school for crediting. The official transcript of records also mentions that Adamson University is an accredited member of the PAASCU, PACU-COA, PACU, CEAP, FAAP, ACUP and IFCU. It is to be noted that the College of Engineering has programs accredited by PAASCU and PACU-COA. There is an indication of Credit wherein: One hour of lecture or recitation (or three hours of laboratory) a week for one semester of 18 weeks equals one semesterhour, or unit. The summer term provides the same number of hours. This shows that for a student to complete one semester of 18 weeks, he/she must have enrolled a one hour a week equals one semester-hour, or three hours of laboratory a week for 18 weeks is PTC-ACBET-EACDocument ACGS-02 Rev. 01 35of Page equivalent to a one semester unit. So if a student enrolled a lecture course of three hours a week, he/she is entitled to a three semester unit credit if given a passing grade. However for laboratory courses, even if the student attends a three hours a week laboratory class, he/she is entitled to a one semester-unit credit. Following the grade equivalent and accreditation membership of Adamson University is a portion for remarks. The space provided will be used to indicate whether the graduate has other programs finished before he/she enrolled in Adamson University as well as the indications whether the graduate has finished other programs either form Adamson University or from other schools. On the bottom left portion of the front page of the official transcript of records is a notice to the whole world that the document is invalid if it does not bear the School dry seal. It is further indicated that the copy of the official transcript of records is an exact reproduction of the original transcript on file with the Office of the Registrar of the University. There is also a note that if the document has all the requirement of authenticity, the document itself can be considered as an original copy if the same was signed by the Registrar and sealed with the University seal. It further states that any erasure or alteration of the transcript will render the whole document as invalid unless authenticated by the signature of the Registrar or his Assistant. The notice inscribed in the Official Transcript of Records is one of the protections of Adamson University to protect its name as well as the integrity of documents, such as the Official Transcript of Records emanating from the institution. On the bottom right portion of the TOR’s front page is the certification of the Registrar declaring that all information contained in the documents are verified against the originals on file in the Institution. This signifies a lifetime archive for verification of the graduate. The succeeding page or pages of the Official Transcript of Records indicates all courses taken by the graduate together with the Descriptive Title as well as the grades and credit units of all courses enrolled. Considering that the Official Transcript of Records reflects a student’s academic life in a program, it contains all courses enrolled including the Final Grades whether passed or failed. If the final grade reflects a passing grade, the corresponding credited unit is also reflected. However, if the course taken was given a failing final grade, no credit unit will be given. J. Academic Exchange Academic exchange according to the criteria was never practiced by the ECE department. PTC-ACBET-EACDocument ACGS-02 Rev. 01 36of Page CRITERION 4. FACULTY AND SUPPORT STAFF A. Faculty Qualifications The Electronics Engineering (ECE) Department of Adamson University has in its roster qualified faculty members adequate enough to cater to more or less 700 enrollees. There are thirteen (13) faculty members including the Program Chairperson and the Dean of the College, Five (5) Full-Time Permanent, Five (5) Full-Time Contractual and One (1) Part-Time Contractual. In summary, the academic movers of the ECE Department are as follows: FACULTY Evelyn Raguindin Alfredo Ganggangan RANK Q. Asso. Professor U. Asst. Professor Alain Bernard C. Asst. ACADEMIC CREDENTIALS MS ECE BSECE MEngg Bachelor Laws BSECE MEngg PTC-ACBET-EACDocument ACGS-02 Rev. 01 37of STATUS Full-Time Permanent Full-Time of Permanent Full-Time YEARS OF REMARKS SERVICE 25 PhD in progress 18 Plan to pursue LlM 19 Plan to Page Rañola Professor BSECE Permanent Rosalie G. De Asst. Ocampo Professor Edwin L. Astorga Asst. Professor MSECE BSECE MSECE BSECE Full-Time Permanent Full-Time Permanent Bernadeth Zari MSECE BSECE Full-Time Permanent B. Asst. Professor Neon De Jesus Instructor MSEE major Full-Time in ECE Permanent BSECE Mark Angelo M. Instructor BSECE Full-Time Purio Contractual Jasper Meynard Instructor BSECE Full-Time Araña Contractual Dean Mart Instructor BSECE Full-Time Ancheta Contractual Carlo N. Romero Instructor BSECE Full-Time Contractual Angelo Beltran Instructor MSECE Part-Time BSECE Contractual PTC-ACBET-EACDocument ACGS-02 Rev. 01 38of 18 4 2 1 1 ½ pursue PhD PhD in progress Plan to pursue PhD Plan to pursue PhD PhD in progress MSECE in progress MSECE in progress MSECE in progress MSECE in progress PhD in progress Page Table 4-1. Faculty Qualifications Professional Registration/ Certficiation Professional Organizations Professional Development Consulting/Su mmer Work in Industry PhD(54 units/ Dissertation writing stage) Masters of Engineering ECE Masters of Engineering ECE Masters of Engineering ECE MS EE major in ECE Master in Engineering PreMas (18 units) MS EE UP/ PhD (24 units) ASC P FT 8 25 25 PECE H H L AST P FT 0 18 17 H H M AST P FT 0 18 18 PECE/ BAR PECE M M L AST P FT 1 18 18 PECE H H M AST AST P P FT FT 3 1.5 10 12 10 9.5 PECE PECE H H H H H M I P FT 0 12 2 PECE H H H Mark Angelo M. Purio MS ECE Academic units earned I C FT 5 months 2.5 ECE M M L Jasper Meynard Araña MS ECE-on going major in Microelectronics I C FT 9 months ECE M H L Dean Mart Ancheta MS ECE-on going major in Microelectronics I C FT 9 months ECE M H L Carlo N. Romero Master of Engineering in ECE (thesis) PhD ECE (dissertation) I C FT 2 ECE H H L I C PT 3 June 2012present January 2014 present January 2014 present 2 months 0.5 PECE H H M Rank This Institution Level of Activity Teaching Years of Experience Gov’t/Industri al Practice Highest Degree Earned-Field and Year FT or PT Faculty Name Type of Academic Appointment Name of Program: Bachelor of Science in Electronics Engineering Evelyn Q. Raguindin Alfredo U. Ganggangan Alain Bernard C. Rañola Rosalie G. De Ocampo Edwin L. Astorga Bernadeth B. Zari Neon De Jesus Angelo Beltran PTC-ACBET-EACDocument ACGS-02 Rev. 01 5 months 8 Page 39of B. Faculty Workload All faculty members are expected to deliver not only the contents of the syllabus, but to ensure that the course outcomes and learning outcomes defined in the syllabus are achieved. Gleaned from the Faculty Workload Summary, particularly Table 4-2, each faculty member is given several courses to be handled for the semester. As in Table 4-2, the workload reflects the first term of SY 2014-2015. As per academic policy, full-time faculty members are required to handle at least 18 units of academic workload up to 24 units. It is the option of the faculty member to handle an additional 6 units to be paid as honorarium. By practice, full-time faculty members prefer to take up the maximum load of 24 units with consent to the additional 6 units to be paid as honorarium. However, and considering the mandatory requirement of consultation hours, in view of academic teaching, faculty members are required to allocate 3, or 2, or 1 unit/s to form part of the total teaching load. For full-time faculty member, 3 units of the final teaching load should be allocated for consultation. Part-time faculty members may allocate 2 units or 1 unit of consultation hours depending on the assigned teaching load. For consideration in the teaching assignment is the number of course preparation per faculty member, which is by policy, should not exceed 4 courses per semester. In the College of Engineering, the number of units correspond the number of teaching hours. This means that if a faculty member is given 24 hours teaching, the salary for the month will be based on the teaching hours and not on the number of units assigned. By this policy, a faculty member in the College of Engineering handling laboratory subjects that entails 3 or 6 contact hours, the hours of teaching will be the basis for the salary. The foregoing explanation is notable in the teaching summary of the faculty members wherein a particular faculty member may be given 21 units of teaching load but with 27 paying hours plus the 3 hours consultation. End to end, the faculty member will be paid 24 hours as salary for teaching and 6 hours as honorarium. This computation scheme is notable in the pay slips. On the other hand, distribution of teaching load of faculty members is based on the Academic Policy on teaching assignment. By practice, teaching load assignment depends on the expertise of faculty members. However, in order to prevent exclusivity of courses which sometimes results to monopoly of content by a faculty member, course offerings with several sections may or may not be limited to a particular faculty member only, notwithstanding the policy that teaching preparation should be limited only to 4 courses, including laboratory course. This teaching distribution will ensure continuity of faculty members capable of handling the course offerings of the department. PTC-ACBET-EACDocument ACGS-02 Rev. 01 Page 40of Table 4-2. Faculty Workload Summary Name of Program: Bachelor of Science in Electronics Engineering Faculty Member PT or FT Evelyn Q. Raguindin FT Alfredo U. Ganggangan FT Alain Bernard C. Rañola FT 1st Classes Taught Term SY 2014-2015 Program Activity Distribution Teaching SPECIAL TOPICS 2 (ECE530B) (ECE512B) SPECIAL TOPICS 2 (ECE530B) (ECE512B) THESIS 1 (METHODS OF RESEARCH) (ECE512A) THESIS 1 (METHODS OF RESEARCH) (ECE512A) SPECIAL TOPICS 2 (ECE530A) SPECIAL TOPICS 2 (ECE530A) SPECIAL TOPICS 2 (ECE530A) SPECIAL TOPICS IN ECE (ECE530) ELECTRONICS ENGINEERING PRACTICUM (ECE432) ELECTRONIC DEVICES & CIRCUITS LEC (ECE311) CIRCUITS 1 LAB. (ECE317L) ELECTRONIC DEVICES & CIRCUITS LEC (ECE311) PTC-ACBET-EACDocument ACGS-02 Rev. 01 Research Other or Scholarship Dean Page 41of % of Time Devoted to the Program 100% Rosalie G. De Ocampo FT Edwin L. Astorga FT ELECT DEVICES AND CIRCUITS LAB (ECE311L) ELECT DEVICES AND CIRCUITS LAB (ECE311L) CIRCUITS 1 LAB. (ECE317l) FEEDBACK AND CONTROL SYSTEM LAB (ECE410L) NUMERICAL METHODS LAB (ECE430AL) FEEDBACK AND CONTROL SYSTEM LEC (ECE410) FEEDBACK AND CONTROL SYSTEM LEC (ECE410) SIGNAL SPECTRA AND SIGNAL PRO (ECE328) SIGNAL SPECTRA AND SIGNAL PRO (ECE328) THESIS 2 (DESIGN PROJECT) (ECE512B) FEEDBACK AND CONTROL SYSTEM LAB (ECE410L) TECHNICAL ELECTIVE 1- ADV. ELECTROMAGNETISM LAB (ECE536L) TRANSMISSION MEDIA AND ANTENNA SYSTEM LAB (ECE517L) TECHNICAL ELECTIVE 3NAVIGATIONAL AIDS LAB (ECE538L) PTC-ACBET-EACDocument ACGS-02 Rev. 01 100% 100% 100% 100% Page 42of Bernadeth B. Zari FT DATA COMMUNICATIONS LEC (ECE524A) DATA COMMUNICATIONS LEC (ECE524A) ELECT DEVICES AND CIRCUITS LAB (ECE311L) THESIS 1 (METHODS OF RESEARCH) (ECE512A) ELECT DEVICES AND CIRCUITS LAB (ECE311L) DATA COMMUNICATIONS LAB (ECE524AL) CIRCUITS 1 LAB. (ECE317L) TECHNICAL ELECTIVE 1- ADV. ELECTROMAGNETISM LAB (ECE536L) PRINCIPLES OF COMMUNICATIONS LAB (ECE412AL) PRINCIPLES OF COMMUNICATIONS LEC (ECE412A) ECE COMPUTER APPLICATIONS LAB ELEC CIR ANAL & DES LAB (ECE321L) PRINCIPLES OF COMMUNICATIONS LAB (ECE412AL) TECHNICAL ELECTIVE 2- PTC-ACBET-EACDocument ACGS-02 Rev. 01 Page 43of Neon De Jesus FT Patrick Renz Bautista FT Mark Angelo M. Purio FT WIRELESS COMMUNICATION LAB SEMINARS AND FIELD TRIPS (ECE523A) (ON STUDY LEAVE-1st SEM SY 1415) FUNDAMENTALS OF MATERIALS SCIENCE & ENGG (ECE409) ELECTRONIC DEVICES & CIRCUITS LEC (ECE311) ELECTRONIC DEVICES & CIRCUITS LEC (ECE311) ELEC. CIR. ANAL. & DES. LEC. (ECE321L) ELECTRONIC DEVICES & CIRCUITS LEC (ECE311) ADV ENGG MATH FOR ECE (ECE315B) BASIC ELEC & ELECTRONIC ENGG (ECE310) BAS ELEC & ELECRONIC ENGG LAB (ECE310L) SAFETY MANAGEMENT (ECE416B) VECTOR ANALYSIS (ECE313) VECTOR ANALYSIS (ECE313) TECHNICAL ELECTIVE 1ADVANCED ELECTROMAGNETISM (ECE536) TECHNICAL ELECTIVE 1- PTC-ACBET-EACDocument ACGS-02 Rev. 01 Page 44of Jasper Meynard Araña FT Dean Mart Ancheta FT ADVANCED ELECTROMAGNETISM (ECE536) ELECTRONICS SHOPWORK LAB (ECE221) VECTOR ANALYSIS (ECE313) PRINCIPLES OF COMMUNICATIONS LAB (ECE412AL) SIGNAL SPECTRA AND SIGNAL PRO (ECE328) PRINCIPLES OF COMMUNICATIONS LEC (ECE412A) PRINCIPLES OF COMMUNICATIONS LEC (ECE412A) SIGNAL SPECTRA AND SIGNAL PRO (ECE328) ELECTRONICS SHOPWORK LAB (ECE221) DATA COMMUNICATIONS LAB (ECE524AL) FUNDAMENTALS OF MATERIALS SCIENCE & ENGG (ECE409) ELECTRONICS ENGINEERING ORIENTATION (ECE112) ECE LAWS, ETHICS AND CONTRACTS (ECE522A) ECE LAWS, ETHICS AND CONTRACTS (ECE522A) DISCRETE MATHEMATICS (ECE212) PTC-ACBET-EACDocument ACGS-02 Rev. 01 Page 45of CIRCUITS 1(ECE317) CIRCUITS 1(ECE317) CIRCUITS 1(ECE317) ELECTRONICS ENGINEERING ORIENTATION (ECE112) ELECT DEVICES AND CIRCUITS LAB (ECE311L) ELECTRONICS ENGINEERING ORIENTATION (ECE112) Carlo N. Romero FT TECHNICAL ELECTIVE 1ADVANCED ELECTROMAGNETISM (ECE536) MICROPROCESSOR SYSTEM LAB (ECE514L) TRANSMISSION MEDIA AND ANTENNA SYSTEM LEC (ECE517) TRANSMISSION MEDIA AND ANTENNA SYSTEM LEC (ECE517) BAS ELEC & ELECRONIC ENGG LAB (ECE310L) TECHNICAL ELECTIVE 1- INSTRU AND PROCESS CTRL LAB TRANSMISSION MEDIA AND ANTENNA SYSTEM LAB (ECE517L) SAFETY MANAGEMENT (ECE416B) TECHNICAL ELECTIVE 1- ADV. ELECTROMAGNETISM LAB (ECE536L) PTC-ACBET-EACDocument ACGS-02 Rev. 01 Page 46of Angelo Beltran PT TRANSMISSION MEDIA AND ANTENNA SYSTEM LAB (ECE517L) TRANSMISSION MEDIA AND ANTENNA SYSTEM LEC (ECE517) TECHNICAL ELECTIVE 4BROADCAST ENGINEERING LAB (ECE539L) SIGNAL SPECTRA AND SIGNAL PRO. (ECE328) PTC-ACBET-EACDocument ACGS-02 Rev. 01 Page 47of C. Faculty Activities The present count of faculty members in the ECE Department is just enough to cover the course offerings of the current semester. However, a fulltime faculty member should be hired by the 2nd Semester of SY 2014-2015 to accommodate off-semester courses that maybe petitioned by students. The courses for petition maybe from the curriculum of the ECE Department or from Electrical, Computer, Mechanical or Chemical Engineering programs. The design of the schedules per course including any laboratory component is enough to cater a quality faculty-student interaction or student-faculty interaction. Based on the minimum requirements of the CMO creating the Electronics Engineering Program, or CMO 28, s. 2008, the course coverage can be delivered within the specified contact hours. As illustration, the foundation courses for Electronics Engineering in the 3rd year level has both the component of lecture and laboratory. With this set-up, the quality of delivering the course content including the actualization in the laboratory exercises is achieved. Thus, the course outcome expectations of the students are covered within the semester. Relative thereto, the faculty members handling the courses have enough time to prepare the contents because of the limitations of the number of course preparations for the semester. In this way, a faculty member who at the most is given 4 course to prepare needs to allocate enough time and effort for content preparations. Even before the start of the semester, faculty members are given the course they will teach including the lists of the students per course. In this way, the faculty member will have first hand information of what to prepare and what approach to carry out for the semester. By practice, topic outlines are given during the first days of classes to the students as their guide for the whole semester. The course syllabus are usually given to the class for photocopying by the students. Sometimes, the faculty member uploads the topic coverage of the syllabus through the LMS for the access of all students. Students are also oriented of the grading system during the first days of classes so that students will be acquainted on how they will fare for the course in order to attain a passing grade for promotion. D. Professional Development The professional development activities of faculty members are taken cared of by the department and the human resources office. The department recommends to the VPAA a seminar, workshop or convention needed by a faculty member for approval. On the other hand, the human resource management and development office also schedules trainings or workshops for faculty members. Said trainings or workshops may or may not be discipline related activities. PTC-ACBET-EACDocument ACGS-02 Rev. 01 Page 48 of For the department, the activities are chosen based on the professional needs as well as for the growth of all faculty members. The department budget allows every faculty member an amount of PhP5,000.00 per faculty member for trainings, seminars or conventions that are relevant for their retooling to become more effective in delivering the courses especially the professional courses. The accredited professional organization, the IECEP, usually schedules trainings or seminars with CPE points which when accumulated, may be used by the faculty members in the renewal of their professional licenses. Aside from trainings or seminars, the mid-year and annual general membership meeting of IECEP are scheduled regularly to update professional of latest trends and technologies in the field of Electronics Engineering. E. Authority and Responsibility of Faculty The duties and responsibilities of the faculty members are discussed and embodied in the Adamson University Faculty Manual. Among the duties and responsibilities of the faculty member that directly affects the Electronics Engineering Program are as follows: a. enhance knowledge by keeping abreast with the lasted developments in the area of specialization; b. purse graduate studies and research activities; c. join and take part in professional organizations; d. help update learning materials available to students by coordinating with Director of Libraries in the acquisitions of reference books, magazines and other materials needed for the courses; e. continuously improve teaching skills and capabilities and assist fellow teachers to do the same in an environment of collegial collaboration; f. participate in faculty meetings called from time to time to discuss academic programs and policies of his department particularly those pertaining to updating of curriculum and course syllabi and undertaking research projects; g. in seminars, workshops, conferences, conventions, symposia, etc. for professional growth and development. For an effective administration of academic administrative matters in the electronics engineering department, among the duties and responsibilities of a chairperson are: align the programs and activities of the department in accordance with the college’s objective, policies and programs; initiates and implements programs at the department level on the development of instructional capabilities of faculty members, fostering academic inquiry and research in the subject areas under the department among students and faculty members, regular review and updating of academic programs and course syllabi, regular academic dialogue with and among faculty members and students and provide effective linkages between the department and with professional associations and with industry. With the initiative of electronics engineering to join PTC, the faculty members attended different CASEE workshops within and outside the university to enable them PTC-ACBET-EACDocument ACGS-02 Rev. 01 Page 49 of to be prepared and equipped with the skills and knowledge of the outcomes based education. In response to the CMO 37 series of 2012. Since 2012, faculty members were attending PTC Certification and Accreditation System for Engineering Education and Outcomes -Based F. Evaluation Method To Determine Educational Contributions of Faculty Member The faculty members of the electronics engineering program is committed to sharing the responsibilities of learning with their students, providing an academic environment that encourages faculty student engagement, high student performance and ethical conduct. The faculty members contribute their expertise through revision of revision of course syllabus and rubric preparation. Before the start of the academic year, the department conducts its annual planning which address concerns in the following areas: concept mapping to minimize subject replication, curriculum revision, academic policies on admissions, promotion and retention, board examination licensure performance, student nurturance, research programs and community extension services. During the planning, faculty members participate in the formulation and revision of the curriculum through arrangement of pre requisites, concept mapping, subject correlation with student outcomes and alignment of the program educational objectives. With their assigned course syllabus, faculty provided inputs in the improvement of the course content and assessment and evaluation. Aside from the evaluation of faculty members by students, dean, chairperson and peer evaluation are regularly conducted. The dean and the chairperson are required to observe and evaluate the faculty members per school year. Peer evaluation is usually conducted by senior faculty members to newly hired or probationary faculty members every semester. G. Support staff The Electronics Engineering Program has adequate support staff in order for the program meet its set objectives. Support offices are from finance offices, human resources management and development offices, marketing and promotion, physical facilities, information and technology offices, health services, legal affairs, safety and security, and student services are in place Among the support offices that directly affect the attainment of the student outcomes are as follows: The finance department is composed of budget, accounting, inventory, cash management, logistics and business affairs. The entire request prepared by the chairperson through the automated budget monitoring system is being addressed by each office in the department. The human resource management and development offices provided manpower requisition needed by the department to fill in faculty requirement before the start of the academic year. PTC-ACBET-EACDocument ACGS-02 Rev. 01 Page 50 of The physical facilities office is in charge with the maintenance of the rooms, laboratories, offices and building structures. The most common problems encountered are lights, electrical installation, air conditioning units, replacement of chairs and whiteboards, etc. These greatly affect the environment of the learning which affects student performance. The information technology office provides the adequate internet connects and wifi for the university which enabled faculty members and students interaction through the elearning. The student services office provided two(2) Student Assistants for the Electronics Engineering Department who are tasked to ensure that the department is open and sometimes assist in clerical works assigned by the chairperson. 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