PHILIPPINE TECHNOLOGICAL COUNCIL
ACCREDITATION AND CERTIFICATION BOARD FOR ENGINEERING AND
TECHNOLOGY
ENGINEERING ACCREDITATION COMMISSION
CERTIFICATION AND ACCREDITATION SYSTEM FOR ENGINEERING EDUCATION
(PTC-CASEE)
Document No.
:
ACGS-02
TITLE
: GUIDELINES FOR THE
A SELF-STUDY REPORT
PREPARATION
OF
2014-2015 Review Cycle
DOCUMENT STATUS:
PTC-ACBET-EAC
Edition
:
2012
Revision
:
01
Prepared by
:
PTC TWG
Authorized by
:
PTC BOT
Issue Date
:
January 09, 2014
Copy No.
:
01
Document ACGS-02 Rev. 01
Page 1of 28
GUIDELINES FOR THE PREPARATION OF A SELF-STUDY REPORT
2014-2015 Review Cycle
PHILIPPINE TECHNOLOGICAL COUNCIL
ACCREDITATION AND CERTIFICATION BOARD FOR ENGINEERING AND
TECHNOLOGY
ENGINEERING ACCREDITATION COMMISSION
Postal Address :
c/o PTC Executive Directorate Office
Rm 405-406, National Engineering Center,
F. Agoncillo St. corner Osmeña Ave., UP Diliman
Quezon City, Philippines 1101
Email Address :
:
edo@ptc.org.ph
Website
:
www.ptc.org.ph
PTC-ACBET-EAC
Document ACGS-02 Rev. 01
Page 2of 28
Table of Contents
Introduction
Requirements and Preparations
Supplemental Materials
Submission and Distribution of Self- Study Report and Supplemental Maerials
Confidentiality
Self-Study Report Template Details
Background information
Contact Information
Program History
Organization
Delivery Modes
Locators
General Criteria for Baccalaureate level Programs
Criterion 1.
Program Educational Objectives
Criterion 2.
Student Outcomes
Criterion 3.
Students
Criterion 4.
Faculty and Support Staff
Criterion 5.
Curriculum
Criterion 6.
Facilities and Learning Environment
Criterion 7.
Leadership and Institutional Environment
Criterion 8.
Extension Service, Community-Oriented Programs and
Industry-Academe Linkage
Criterion 9.
Continuous Quality Improvement
Specific Program Crite
PTC-ACBET-EAC
Document ACGS-02 Rev. 01
Page 3of 28
Appendices
Introduction
The Self-Study Report (or SSR) provides a quantitative and qualitative assessment and evaluation of
the strengths and limitations of the program being submitted for review to the Philippine
Technological
Council, Accreditation and Certification Board for Engineering and Technology and the Engineering
Accreditation Commission (PTC-ACBET-EAC)
The purpose of the SSR is to explain the extent to which this program meets applicable PTCACBET-EAC criteria and policies as documented in the PTC Certification and Accreditation System
for Engineering Education (PTC-CASEE). The SSR will provide sufficient information for a
thorough onsite review of the program. It is necessary that the SSR address all methods of
instructional delivery used for the program, all possible paths that students may take to completion of
the degree, and all remote offerings available to students in the program.
The PTC-ACBET-EAC accreditation process gives an opportunity for the institution and the
engineering program to address possible shortcomings, if any, identified during the on-site visit.
After the institution receives a preliminary statement from ACBET, there is a brief period during
which the institution can make corrective improvements before ACBET renders a recommendation
decision on accreditation. Even when some shortcomings remain, the institution may address these
for the next cycle of evaluation.
The primary purpose of accreditation for engineering in the Philippines under PTC-CASEE is to
assure a high quality of engineering education that will enable entry-level engineering professionals
to be globally competitive. The Philippine Technological Council, for and in behalf of the Philippine
jurisdiction, has been admitted as a Provisional Member Washington Accord since June 19, 2013. It
is currently pursuing full signatory membership and is expecting to be admitted in due time. The
admission of PTC to the Washington Accord is an initial recognition of PTC having achieved
substantial degree of equivalency of its accreditation system, PTC-CASEE, with those of the
signatories of Washington Accord. Moreover, this demonstrated that the graduates are educated in an
engineering education program that is accredited in accordance with the said PTC-CASEE.
Requirements and Preparation
The program name used on the cover of the SSR must be identical to that used in the institutional
publications, on the PTC-ACBET-EAC Initial Request for Evaluation (RFE), and on the transcripts
of graduates. This will ensure that the program is correctly identified in PTC-ACBET-EAC records
and that graduates can be correctly identified as graduating from an accredited program.
The Guidelines are intended to assist the institution and the engineering program to demonstrate
that the program satisfies all the criteria (see Doc. ACGS-01) and related requirements of the
PTC-CASEE. Thus it is important that the institution and the program administrators prepare the
SSR to completely address all the criteria and conform to all the pertinent and relevant provisions
therein. Necessarily, those responsible for the preparation of the SSR must always refer back and
defer to the provisions of Doc. ACGS-01 on the accreditation criteria, should there be any conflict
between the contents of the SSR Guidelines and the former.
PTC-ACBET-EAC
Document ACGS-02 Rev. 01
Page 4of 28
Tables in the Guidelines may be modified in format to more clearly present the information for the
program. When this is done, it is suggested that a brief explanatory footnote be included about why
the table was modified. Rows may be added to or deleted from tables to better accommodate
program information.
The educational unit is the administrative unit having academic responsibility for the program(s)
being reviewed by PTC-ACBET-EAC. For example, if more than one program is being reviewed,
the educational unit is the administrative unit responsible for the collective group of programs being
reviewed by PTC-ABET-EAC.
Supplemental Materials
The following materials are to be supplied in addition to the Self-Study Report:

The general institution catalog covering course details and other institutional information
applicable at the time of the review.

Promotional brochures or literature describing program offerings of the institution.

Official transcripts of recent graduates. The team chair will request a specific number and
method of selection of transcripts for each program and will provide a timeframe in which
they should be provided to program evaluators. Each transcript is to be accompanied by the
program requirements for the graduate and accompanied by worksheets that the program uses
to show how the graduate has fulfilled program requirements.
Submission and Distribution of Self-Study Report
The Self Study Report (SSR) and Supplemental Materials shall be submitted as follows:

To PTC-ACBET-EAC Headquarters at least sixty (60) calendar days prior to the
targeted dates of the review visit:
o Submit one copy of SSR including all appendices for each program
o Submit one (1) set of the supplemental materials (minus the transcripts) to:
Accreditation and Certification Board for Engineering & Technology
PHILIPPINE TECHNOLOGICAL COUNCIL
Postal Address:
c/o PTC Executive Directorate Office
Room 405-406 National Engineering Center
UP Campus, Diliman, Quezon City, 1101
Philippines
Email Address:
edo@ptc.org.ph

To the Team Chair and to the Approved Observer(s) at least sixty (60) calendar days
prior to the targeted dates of review visit:
o Submit one copy of SSR including all appendices for each program
o Submit one (1) set of the supplemental materials, and
PTC-ACBET-EAC
Document ACGS-02 Rev. 01
Page 5of 28
o Submit the requested transcripts for each program.

To each of the Program evaluators at least sixty (60) calendar days to the targeted dates
of review visit:
o Submit one copy of SSR including all appendices for each corresponding program
o Submit one (1) set of the supplemental materials corresponding to the program, and
o Submit the requested transcripts for each corresponding program.
The SSR and Supplemental shall be submitted on pdf read-only files on CD, DVD, or data stick.
Each Self-Study Report Supplement Material must be self-contained in the medium submitted and
must not include “hot” links. The submission cannot be a combination of hard copy and electronic
file. Email submissions are not permitted.
The team chair will provide instructions and addresses for the institution to provide a copy of the
Self- Study Report (SSR) and Supplemental Material directly to the team chair and each program
evaluator and approved observer, in electronic format or in hard copy format as maybe requested by
the individual evaluator and approved observer. If hard copy format is opted for, this must be printed
in A4 size bond paper.
When new or updated material becomes available between the submission of the Self-Study Report
and the date of the on-site review, the program must provide it to the team members as soon as
possible but not later than upon the team’s arrival for the on-site review. All such materials should
also be sent to PTC Executive Directorate Office with contact addresses shown elsewhere in this
SSR Guidelines.
Confidentiality
All information supplied is for the confidential use of PTC-ACBET-EAC and its authorized agents.
It will not be disclosed without authorization of the institution concerned, except for summary data
not identifiable to a specific institution, or information contained in documents in the public domain.
SSR Template
The following pages constitute the template for the SSR.
PTC-ACBET-EAC
Document ACGS-02 Rev. 01
Page 6of 28
PTC-ACBET-EAC
Self-Study Report
for the
<Chemical Engineering>
At
<Higher Educational Institution Name>
<Location>
<Date>
CONFIDENTIAL
GRAY –C/O 4B
RED – PER PROGRAM
CYAN – GENERAL
YELLOW – COMMENT
GREEN – ORIGINAL REQTS
The information supplied in this Self-Study Report is for the confidential use of PTC-ACBET-EAC
and its authorized agents, and will not be disclosed without authorization of the institution
concerned, except for summary data not identifiable to a specific institution.
PTC-ACBET-EAC
Document ACGS-02 Rev. 01
Page 7of 28
BACKGROUND INFORMATION
A. Contact Information
Provide name, mailing address, phone number, fax number, and e-mail address for the
primary contact person for the program. The primary contact person shall have the authority
from the institution to transact business with
Engr. Evelyn Raguindin
Dean : College of Engineering
900 San Marcelino Street, Ermita, Manila
Tel. No. 524-20-11 loc 405
Fax No. 524-03-07
Email address: _______________
Engr. Jerry G. Olay
Chairperson, Chemical Engineering Department
College of Engineering, Adamson University
c/o Chemical Department, College of Engineering
900 San Marcelino Street, Ermita, Manila
Tel. No. 524-20-11 loc 410
Fax No. (c/o College of Eng’g) 524-03-07
Email address: jolay@adamson.edu.ph
B. Program History
Include the year of the program was implemented and the date of accreditation by a previous
accreditation agency in the Philippines, if applicable. Include historical data on annual
enrollments and annual graduation for the program.
On November 15, 1935, on the same day that the Philippine Commonwealth was inaugurated, the
Chemical Engineering in Adamson School of Industrial Chemistry was approved as a four year
course. The curriculum was designed to give a thorough foundation in Unit Processes and Unit
Operations for the Chemical and Processes Industries.
The first Dean was Dr. George Athos Adamson and the first Department Head was Isaac L.
Santos who served the department until December 1941 when the Pacific War broke out.
Due to the increase in enrolment and Adamson was becoming popular, other courses were
offered and on February 5, 1941 the school was granted university status by the Department of
Education. On December 8, 1941, the Pacific War broke out and the university stopped its
operation. After the war, Adamson University reopened on June 20, 1946 and the Department Chair
was Engr. Edgardo Cinco.
The Chemical Engineering Program Government Registration (No-153) was issued on March
31, 1949 by the Bureau of Private Schools.
The university was turnover to the Vincentian fathers and Brothers of the Congregation of the
Mission in 1964. The transfer of ownership incorporated the University into the Adamson-Ozanam
Educational Institution, Inc led to its transition from a secular to a Catholic institution.
At present, the Chemical Engineering Department is located at the 3rd floor of the Ozanam Building.
PTC-ACBET-EAC
Document ACGS-02 Rev. 01
Page 8of 28
100%
90%
80%
70%
60%
<
<50%
i 40%
n
s 30%
e 20%
r
t 10%
Year2
Year
0%
Category 1
Category 2
Category 3
Category 4
Figure 1. AdU and Program Milestone
Table 1: Historical Data on Annual Graduates SY 2004 – SY 2015)
Year
SY 2003 – 2004
SY 2004 – 2005
SY 2005 – 2006
SY 2006- 2007
SY 2007- 2008
SY 2008- 2009
SY 2009 – 2010
SY 2010- 2011
SY 2011 – 2012
SY 2012 – 2013
SY 2013– 2014
PTC-ACBET-EAC
Summary of Graduates from 2004 up to 2014
Midyear
Year end
34
11
35
18
22
20
29
23
29
17
17
19
6
23
24
19
14
14
20
16
9
11
Document ACGS-02 Rev. 01
Total
45
53
42
52
46
36
29
43
28
36
20
Page 9of 28
40
35
30
25
20
15
Mid-Year
10
Year End
5
0
Figure 2: Bar Graph of Annual Graduates SY 2004 – SY 2015
Table 2: Historical Data on Annual Enrollment SY 2004 – SY 2015
Year
SY 2003 – 2004
SY 2004 – 2005
SY 2005 – 2006
SY 2006- 2007
SY 2007- 2008
SY 2008- 2009
SY 2009 – 2010
SY 2010- 2011
SY 2011 – 2012
SY 2012 – 2013
SY 2013– 2014
PTC-ACBET-EAC
Freshmen
141
76
100
78
107
93
166
145
143
168
199
Document ACGS-02 Rev. 01
Total
486
421
420
386
401
408
480
523
513
550
554
Page 10of 28
600
500
400
300
Freshmen
Total
200
100
0
Figure 3: Bar Graph Annual Enrollment SY 2004 – SY 2015
PTC-ACBET-EAC
Document ACGS-02 Rev. 01
Page 11of 28
C. Organization
Describe the administrative structure of the program (from the program to the department,
college, and upper administration of your institution, as appropriate).
The Chemical Engineering Program resides in the College of Engineering of Adamson
University. It is represented by the program chairperson who is directly reporting to the dean of the
college. The college dean reports to the vice president for academic affairs. By alignment, the vicepresident for academic affairs is the starting point of all policies and sources of action plans while the
college deans are the frontline of communications and memos from the VPAA. The program
chairperson is the last line for implementation of whatever policy or source of action from the VPAA
or college dean. The program chairperson has direct control and supervision of all faculty members
and student assistants. He / She is primarily responsible for the planning, organizing, administration
and supervision of the department. Among the tasks on the shoulders of a program chairperson
includes, among others, a) Preparation subject offering per semester; b) Load preparation and
revision of loads for faculty members; c) Curriculum Monitoring; d) all job descriptions that are or
maybe related to academics, finance, management, physical facilities, audit, property custodian,
student concerns.
For an effective administration of academic administrative matters in the chemical
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 his 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. (Reference – JDM 5.7)
In statement form o Adamson University has Autonomous Status
o Adamson University is ISO
o ChE is PACUCOA Level 1 accredited (June 2012 –April 2015)
D. Delivery Modes
Describe the delivery modes used by this program, e.g., days, evenings, weekends,
cooperative education, traditional lecture/laboratory, off-campus, distance education, webbased, etc.
The Chemical Engineering Program is offered in the day mode from 7:00 am to 9:30 PM
from Monday to Friday, and Saturday for Industry Lecturers. The courses are delivered in 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 9:30 pm. There are no off-campus
lectures, likewise there are no web-based or distance education.
PTC-ACBET-EAC
Document ACGS-02 Rev. 01
Page 12of 28
Table: 1-2 Class Schedule
Days
Monday , Wednesday and Friday
Tuesday and Thursday
Saturday
Time
7:00 am to 9:00 pm
7:30 am to 9:30 pm
7:00 am to 9:00 pm
E. Locations
Provide all locations where the program or a portion of the program is regularly offered (this
would also include dual degrees, international partnerships, etc.).
The Chemical Engineering Program is only located at 900 San Marcelino Street, Ermita,
Manila with no other campus
I.
GENERAL CRITERIA FOR BACCALAUREATE LEVEL PROGRAMS
CRITERION 1. PROGRAM EDUCATIONAL OBJECTIVES
A. Vision and Mission Statement
Provide the institutional vision and mission statements
Vision:
Adamson University, a Catholic Vincentian educational institution, is a recognized leading
center for quality education particularly for the social disadvantage.
Mission:
(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.
PTC-ACBET-EAC
Document ACGS-02 Rev. 01
Page 13of 28
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
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
PTC-ACBET-EAC
Document ACGS-02 Rev. 01
Page 14of 28
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.
B. Program Educational Objectives
List the program educational objectives, and state where the general public can find these.
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;
PEO 2. The graduate demonstrates character as lifelong learner and agent of change as
practicing professional in chemical engineering;
PEO 3. The graduate demonstrates charity as a person of faith in service of the poor inspired
by St. Vincent de Paul;
Table 1-3 –PEO Mapping with the Mission of ADU
M(c, d)
Competence
PEO
PEO1
PEO2
PEO3
M(a, b, c, d)
Character
Creative
Thinker
Effective
Communicator
Ethical
Leader
Discerning
Practitioner
X
X
X
X
Lifelong
Learner
Agent
of
Change
X
X
M(a, b, d)
Charity
A Person of
Faith in
Service of the
Poor
X
C. Consistency of the Program Educational Objectives with the Mission of the Institution
Describe how the program educational objectives are consistent with the 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
PTC-ACBET-EAC
Document ACGS-02 Rev. 01
Page 15of 28
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.
C.1.
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;
C.2.
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.
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
List the program constituencies. Describe how the program educational objectives meet the
needs of these constituencies.
The Chemical Engineering Program has the following constituencies:
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.
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;
PTC-ACBET-EAC
Document ACGS-02 Rev. 01
Page 16of 28
TABLE 1.4 Industry Advisory Board Masterlist
NAME
IAB
POSITION
Engr. Geri Geronimo
Sañez
Member
Environmental
Management Bureau
Department of
Environment and Natural
Resources (DENR)
Can Asia, Inc.
San Miguel Corporation
San Miguel Yamamura
Electric (Asia) LtdROHQ
Lemerson
Member
Adamson University ChE Department
Chairman
Engr. Romualdo Gabriel
Member
Engr. Joenalyn Jasmin
Engr. Ericson Roque
PTC-ACBET-EAC
COMPANY
Document ACGS-02 Rev. 01
DEPT.
ALUMNI /
INDUSTRY/
EMAIL / CONTACT
PROFESSIONAL
NUMBER
ORG.
Alumni/Professional / geri_sanez@yahoo.com.ph
Government
09173268030
Alumni / Professional
ChE
Alumni/ Professional
/ Employer
Alumni / Faculty
rgabriel@smg.sanmiguel.c
om.ph
09178257650
jjasmin131@gmail.com
09228219069
ecroque@live.com
09328658857
Page 17of 28
E. Process for Revision of the Program Educational Objectives
Describe the process that periodically reviews and revises, as necessary, the program
educational objectives including how the program’s various constituencies are involved in
this process. Include the results of this process and provide a description of any changes that
were made to the program educational objectives and the timeline associated with those
changes since the last general review.
Survey results and such other information as maybe available which are used in the process
of formulation, review and revision of PEO shall be referenced in the appropriate section of
the SSR and be made available during the review visits.
The PEO’s were formulated on the 3’Cs which can be trace back from the Core Values and
were aligned to the mission and vision statements. The Industry Advisory (AIB) was consulted to
formulate the Professional Educational Objectives (PEOs) based on the needs of the constituencies in
the practice of the engineering discipline both in the government and private sectors. Faculty
members were invited to comment on the proposed PEO’s which provided a good response level for
the survey approach. The second draft was presented to the IAB for additional comments.
The following assessment tools/methods were used in periodic formulation, review and revision of
the PEO’s are alumni survey, tracer study and industry advisory board (which composed of alumni
and employers).
Direct
Assessment
IAB
Exit Survey
PEOs
AdU 3C
Employer
Survey
Assessment
and
Formulation
Alumni
Report
Figure 2.1 PEO Formulation and Revisions
PTC-ACBET-EAC
Document ACGS-02 Rev. 01
Page 18of 28
F. Deployment Process of PEO
Describe how the PEO is deployed among the various program stakeholders and
constituencies. Provide demonstration of compliance.
-introductory statement
The Program Educational Objectives (PEO’s) of the program was deployed in:
A. Brochures - description
B. University Website
C. Multimedia Advertisements
D. On line Catalogues
E. General Student Assembly
F. Alumni Meeting
The assessments of the PEO’s were accomplished through survey and given the alumni,
employers and on the job (OJT) providers.
CRITERION 2. STUDENT OUTCOMES
A. Student Outcomes
List the student outcomes for the program and indicate where the student outcomes are
documented. If the student outcomes are stated differently than those listed in Criterion 2 of
the PTC CASEE, provide a mapping to the PTC-ACBET-EAC Student Outcomes.
In compliance to the Commission on Higher Education Memorandum Order No. 37, s. 2012
(Outcomes-Based Education) the chemical engineering are gearing towards internationalization of
the program. As stated in the CHED CMO 37 s. 2012, student outcomes are statements that describe
what students are expected to know and are able to do by the time of graduation. These relate to the
skills, knowledge, and behaviours that students acquire in their journey/process through the chemical
engineering program.
The chemical engineering student outcomes mentioned in PART C includes PTC-ACBETEAC’s outcomes (a) through (l) plus one outcome (m) we have articulated. An assessment
evaluation process is design to determine the level of achievement of student outcomes.
Interpretation of the PTC-ACBET-EAC’s outcomes and the incorporation of one additional outcome
are based on the program educational objectives.
In addition to student development as a result of the traditional curricular involvement,
student involvement in co-curricular activities and participation in the larger university experience
contribute towards the development of desired student outcomes. A large percentage of our student
body participates in one or more of these 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 and included in all course syllabi.
A. Student Outcomes
A graduate of Bachelor of Science in Chemical Engineering (BSChE) program must attain:
PTC-ACBET-EAC
Document ACGS-02 Rev. 01
Page 19of 28
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;
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;
<<INSERT MATRIX TABLE 2.1 – PTC VS.AdU>> c/o dean
B. Relationship of Student Outcomes to Program Educational Objectives
Explain how the student outcomes prepare graduates to attain the program educational
objectives.
INTRODUCTORY STATEMENT
Table 2.2 – Student Outcomes and PEO Relationship
Program Educational
Student Outcomes
Objectives
PEO 1. The graduate
SO a: Ability to apply knowledge of mathematics and science
demonstrates
to solve engineering problems;
competence
as
SO b: Ability to design and conduct experiments, as well as to
creative
thinker,
analyze and interpret data;
effective
SO c: Ability to design a system, component, or process to
communicator,
meet desired needs within realistic constraints such as
ethical leader and
economic, environmental, social, political, ethical,
discerning
health and safety, manufacturability, and sustainability,
practitioner in their
in accordance with standards;
chosen career in the
SO d: Ability to function on multidisciplinary teams;
field of chemical
SO e: Ability to identify, formulate, and solve engineering
engineering;
problems;
SO f: Understanding of professional and ethical
responsibility;
SO g: Ability to communicate effectively;
PTC-ACBET-EAC
Document ACGS-02 Rev. 01
Page 20of 28
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;
PEO 3. The graduate
demonstrates charity
as a person of faith
in service of the poor
inspired
by
St.
Vincent de Paul;
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;
SO m: Ability to engage in community extension services as
exemplified by St. Vincent de Paul;
C. Process for the Formulation, Review and Revision of Student Outcomes
Describe the process for the formulation, periodic review and revision of student outcomes.
Include the results of this process and provide a description of any changes that were made to
the student outcomes and the timeline associated with the changes.
The Student Outcome of the Chemical Engineering Program was a collaborative effort by the
faculty members, alumni, and the Industry Advisory Board in reference with the Policies and
Standards for the Degree of Bachelor of Science in Chemical Engineering, CHED Memorandum
Order No. 23 series of 2008. The ChE Department is compliant with the minimum requirement set
by the CMO with regards to the Student Outcomes.
The Student Outcome of the Chemical Engineering Program came from the Program
Outcomes of CMO 23 series of 2008. The said program outcomes were approved by the technical
panel of CHED for chemical engineering. As such, the same bench marked from the international
standards such as those set by the Washington Accord guidelines for Outcomes Based Education. In
addition, the Philippine Technological Council (PTC) included a Program Outcome that defines a
graduate’s management ability. To highlight the Vincentian Identity and Pride of the institution, the
ChE Department added another program outcome which defined the trait of an Adamsonian which is
exemplified by its patron saint, St. Vincent de Paul, which is the additional program outcome (m);
In order to adhere to the CHED CMO establishing the Outcomes Based Education (OBE), the
Program Outcomes (PO) nomenclature was changed to Student Outcomes (SO).
With CMO No. 23 series of 2008 as a guideline, the core group of the department in
consultation with the Industry Academe Board Members (IAB) as well as the different program
PTC-ACBET-EAC
Document ACGS-02 Rev. 01
Page 21of 28
chairpersons of the college of engineering, faculty members, and experts in the field. These lead to
the finalization of the Student Outcomes of the Chemical Engineering Program.
The Student Outcomes will be revised after the first batch of graduates of the OBE Program
in 2017. However, the assessments of each student outcomes will be done every semester starting
the academic year 2014-2015. Its results will be forwarded to the Continuous Quality Improvement
or CQI of the College of Engineering.
Employer
Survey
PEO
CMO
External e.g
PTC
SO
Alumni
Assessment
Committee
Exit Survey
Report
Figure 2.2 Student Outcome Assessment, PI and Course Outcome
PTC-ACBET-EAC
Document ACGS-02 Rev. 01
Page 22of 28
D. Performance indicators for each of the Student Outcome
Show the performance indicators for each of the student outcome and describe the
monitoring, assessment and evaluation process.
(Note: The actual assessment and evaluation of data are under criterion 9.)
Table 2.3 – Matrix of SO and PI
SO
Code
a
b
c
d
SO Statement
Ability
to
apply
knowledge
of
mathematics,
and
engineering
sciences
appropriate to the field
of practice.
Ability to design and
conduct experiments, as
well as to analyze and
interpret data.
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.
1
Design procedures to obtain data through
experiments according to standard protocol
2
3
4
Analyze data from experiments conducted.
Interpret results from experiments conducted.
Ability to design a
system, component, or
process to meet desired
needs within identified
constraints.
1
Conduct experiments according to standard
protocol
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.
Ability
to
work
effectively in multidisciplinary and multicultural teams.
1
Contribute ideas and skills as part of a
multidisciplinary team.
2
Perform delegated tasks
multidisciplinary team.
Ability to recognize,
formulate, and solve
engineering problems.
1
Investigate requirements and constraints to
solve engineering problems.
2
Develop possible solutions of engineering
problems.
3
Choose appropriate solutions of engineering
problems.
4
Create solution strategies to solve engineering
problems
1
Relate understanding of ethical concepts,
professional code of ethics, and governing laws
to professional practice.
e
f
Performance Indicators (PI)
Recognition
of
professional, social and
ethical responsibility.
PTC-ACBET-EAC
Document ACGS-02 Rev. 01
as
part
of
a
Page 23of 28
2
Relate ethical concepts and professional
responsibility to decision-making.
3
Select an appropriate course of action to make
judgment on ethical and professional dilemmas.
1
Prepare written documents
technical specifications.
2
Deliver oral presentations to articulate concepts
and ideas.
Understanding of the
effects of engineering
solutions
in
a
comprehensive context.
1
Explain the significance of engineering
solutions in a global, economic, environmental,
and societal context
2
Evaluate the effect of different engineering
solutions in a global, economic, environmental,
and societal context
Ability to engage in lifelong learning and an
understanding of the
needs to keep current of
the developments in the
specific field of practice.
Knowledge
of
contemporary issues.
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
Ability to use the
techniques, skills, and
modern
engineering
tools
necessary for
engineering practice.
1
Demonstrate skills in the use of modern
engineering tools and techniques necessary for
engineering practice.
2
Knowledge
and
understanding
of
engineering
management principles
as a member and leader
in a team, to manage
projects
and
in
multidisciplinary
environments.
Ability to engage in
community
extension
services as exemplified
by St. Vincent de Paul
1
Select techniques and modern engineering tools
necessary for engineering practice
Create project management plan using
engineering and management principles
Apply engineering and management principles
to accomplish group activity as member or
leader
Ability to communicate
effectively.
g
h
i
j
k
l
m
2
1
2
according
to
Relate community extension services, as
exemplified by St. Vincent de Paul, to
individual faith traditions
Participate in the community extension services
by applying the discipline
The Student Outcomes will be assessed with reference to the performance indicators.
Assessment will be done per course where each student outcome may be appropriate using rubrics.
PTC-ACBET-EAC
Document ACGS-02 Rev. 01
Page 24of 28
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 measure 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.
In sum, the assessment and evaluation of the student outcome relative to the performance
indicators will be used for improvement of the outcomes.
E. Deployment Process of Student Outcomes
Describe how the student outcomes are deployed among all stakeholders, faculty, staff and
students. Provide proof of compliance.
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.
CRITERION 3. STUDENTS
Include written policies in place and applied to the following:
A. Student Admissions
Summarize the requirements and process for accepting new students into the program.
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)
PTC-ACBET-EAC
Document ACGS-02 Rev. 01
Page 25of 28
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. UEE Result. *
2. 4 pcs. 2 x 2 ID pictures
3. Form 138 (original copy)
4. 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
chemical engineering program should first be interviewed by the ChE Program Chairperson wherein
the following concerns are explained:
1. Filter Subjects
2. EQE (Engineering Qualifying Examination)
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.
PTC-ACBET-EAC
Document ACGS-02 Rev. 01
Page 26of 28
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 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. 4 pcs. 2x2 pictures
2. Letter of Application
3. Certified True Copy of Grades
4. 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
PTC-ACBET-EAC
Document ACGS-02 Rev. 01
Page 27of 28
b.
c.
Permit to cross-enroll from mother school
Accomplished Adamson University Application Form to Cross-Enroll
Reference: Student Manual 2013 page 49
B. Evaluating Student Performance
Summarize the process for evaluating student performance. Include a discussion of how
student outcomes are included in the evaluation of 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
may be required based on the course syllabi to have 1 or 2 quizzes and exercises before the
preliminary examination. Attendances are also checked regularly by the faculty.
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.
By school policy, student’s academic performance is 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 is 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 computation is 64 % and below, the faculty member will
encode the grade as per computation.
PTC-ACBET-EAC
Document ACGS-02 Rev. 01
Page 28of 28
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 the course where the taken is a pre requisite.
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 syllabus 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 is
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 are 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 not 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
Summarize the process for monitoring student progress. Include documented information on
how the program ensures that students meet prerequisites, and how exceptions are handled.
Include a discussion of how monitoring ensures that the schedule of courses for each
semester or term for each student takes into account an appropriate progression of learning
the student outcomes.
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 the Chemical Engineering Program. They will be allowed to enroll
the 1st Semester of the ChE 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 the entire 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 ChE Department Chairperson for application for reconsideration. The application
for reconsideration will be evaluated by the ChE 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
maximum of 18 units only.
PTC-ACBET-EAC
Document ACGS-02 Rev. 01
enroll
a
Page 29of 28
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 only shall
be allowed.
Third Offense = Advice to shift to other programs without board examination.
With respect to Filter Courses/Subjects, students are 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 ChE Department through the CQI team will keep track of the assessment of students
relative to the student outcomes. 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 course
syllabi.
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 an introductory course-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
Describe the retention process, criteria and program for the students.
The ChE 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 wide latitude of options to finish the ChE program provided that the entire course offering
prescribed in the curriculum must be satisfactorily complied. Hence, if a ChE student has all the
qualifications and none of the disqualifications of the university, the title of a bachelor’s degree will
be conferred after completing all the requirements.
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
PTC-ACBET-EAC
Document ACGS-02 Rev. 01
Page 30of 28
summer term. Beyond the residency period, students who failed to finish the course will 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 ChE 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 ChE department to determine whether a student
will be allowed to pursue the program or not. Particularly in the formative years, i.e. 1 st 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 ChE 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
Summarize the requirements and process for accepting transfer students and transfer credits.
The ChE 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 chemical engineering in the
previous institution in order to be accepted to the ChE 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:
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 is notable in the transcript of records, the prospective transferee should be
aware of the following policies on transferees:
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.
PTC-ACBET-EAC
Document ACGS-02 Rev. 01
Page 31of 28
2. Those only courses 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 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. The transferee by the policy of
EQE before any major subject will be enrolled, subject to the minimum of 1 semester residency
period.
F.
Advising and Career Guidance
Summarize the process for advising and providing career guidance to students, on career
paths for the profession associated with the program. Include information on how often
students are advised, who provides the advising (program faculty, departmental, college or
university advisor).
The Chemical Engineering 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 provided several seminars for graduating students on topics
that will guide them in their career path after graduation. Schedules are usually coordinated with the
ChE department for availability of the students.
As part of its function, the Guidance and Testing Center has a program that requires all
graduating students to undergo the necessary interview and seminar for the purpose.
G. Work in Lieu of Courses
Summarize the requirements and process for awarding credit for work in lieu of courses. This
could include such things as life experience. Advanced Placement, dual enrollment, test out,
military experience, etc.
The Chemical Engineering Department does not credit “Work Experience” to Course offered
in the Curriculum.
H. Graduation Requirements
PTC-ACBET-EAC
Document ACGS-02 Rev. 01
Page 32of 28
Summarize the promotion and graduation requirements for the program and the documented
process for monitoring and ensuring that each graduate completes all graduation requirements
for the program. The documentation should include all documented approved exceptions for
each student (e.g., course substitutions, waivers of prerequisites, etc.). State the name of the
degree awarded (e.g., Bachelor of Science in Electrical Engineering, etc.)
As a general rule, no student should be allowed to graduate unless, he or she complies with
all academic, non academic and other requirements imposed by the University for graduation.
This specifically pertains to the following: obtaining passing grades in the in all subjects in
the curriculum, complying with the National Service Training Program (NSTP) requirements
and completing all admissions requirements – including Form 137 or Transcript of Records
(TOR) from the School of the last attendance and Certified Photocopy of Birth Certificate
from National Statistics Office (NSO).
A student who expects to graduate in given semester is encouraged to apply for an evaluation
of his/her academic records two months before the end of the school term that precedes the
semester of his/her graduation. A candidate for graduation must file an official application for
his/her graduation in the Office of the Registrar before the Midterm Examination of his/her
last semester in the University.
<<reference - STUDENT MANUAL2013>>
I.
Transcripts of Recent Graduates
Provide transcripts from some of the most recent graduates to the visiting team along with
any needed explanation of how the transcripts are to be interpreted. These transcripts will be
provided to the Team Chair and the Program Evaluator. The team Chair will specify how the
transcripts are to be selected. State how the program and any program options are designated
on the transcript.\
Copies of Transcript of Records will be provided as requested.
J. Academic Exchange
Describe the process of academic exchange, if currently practiced



Notes:
Provide supporting report or data on applicable items.
Provide list of documented procedures as applicable to above activities.
Ensure that the students continually achieve desired learning outcomes.
Academic exchange according to the criteria was never practiced by the ChE department.
PTC-ACBET-EAC
Document ACGS-02 Rev. 01
Page 33of 28
CRITERION 4. FACULTY AND SUPPORT STAFF
A. Faculty Qualifications
Describe the qualifications of the faculty and how they are adequate to cover all the curricular
areas of the program. Include the composition, size, credentials, and faculty experience.
Complete ACGS-02 Table 4-1. For each major course in the curriculum, show that there are
at least two faculty members capable of teaching the subject. Include faculty resumes in
Appendix B.
The Chemical Engineering (ChE) Department of Adamson University has in its roster
qualified faculty members adequate enough to cater to more or less 500 enrollees. At present, there
are eleven (11) faculty members including the program chairperson, one (1) laboratory coordinator,
four (4) full time permanent, one (1) part time permanent, two (2) full-time contractual and two (2)
guest lecturers;
In summary, the faculty qualifications of the ChE Department are as follows:
PTC-ACBET-EAC
Document ACGS-02 Rev. 01
Page 34of 28
Table 4-1. Faculty Qualifications
Name of Program: BACHELOR OF SCIENCE IN CHEMICAL ENGINEERING
Level of Activity
H, M or L3
1
ChE
H
H
H
2. Carpio, Rowena B.
PhD in ChE (on-going)
I
TT
FT
7
2
2
ChE
M
H
L
3. Evangelista, Albert
DC
MS ChE (candidate)
I
TT
FT
0
10
14
ChE
M
H
L
4. Olay, Jerry G.
MS Mgt Engg
I
TT
FT
7
8
8
ChE/LET
M
M
L
5. Ong, Renato C.
MS Mgt Engg.
ASC
TT
PT
26
25
25
ChE
H
H
H
6. Palencia, Merlinda
A.
PhD in Mgt.
P
TT
FT
13
13
13
ChE
H
H
H
7. Roque, Erison C.
PhD in ChE (candidate)
P
TT
FT
0
20
20
ChE
H
H
L
8. Rubi, Rugi Vicente
DC
PhD in ChE (on going)
I
TT
FT
0
15
1
ChE/LET
M
H
L
9. Shea, Benito C.
PhD in Mgt (candidate)
ASC
TT
FT
0
20
20
N/A
H
H
L
10. Vilando, Anabella C. PhD in ChE (on going)
I
TT
FT
1
9
3
ChE/LET
M
H
L
11. Yap IV, Joseph Y.
O
NTT
PT
0
1
>1
ChE
L
H
L
MS Energy Engg.
Consulting/Summ
er
Work in Industry
19
Professional
Development
35
Professional
Organizations
PT
Professional
Registration/
Certification
NTT
This Institution
O
Teaching
MS in Math (24 units)
Faculty Name
Gov’t/ Industrial
Practice
Type of Academic
Appointment2
T,TT,NTT
1. Abulencia, Aladino
M.
Highest Degree
Earned-Field and
Year
FT or PT4
Rank1
Years of Experience
Put percentage; with masters
PTC-ACBET-EAC
Document ACGS-02 Rev. 01
Page 35of 28
B. Faculty Workload
Complete ACGS-02 Table 4-2, Faculty Workload Summary, and describe this information in
terms of workload expectations or requirements.
Note: The program must not be critically dependent on a single faculty
All chemical engineering 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.
Based from the Faculty Workload Summary (Table 4-2), each faculty member are
given several courses to be handled for the semester. The workload reflects the first term of SY
2014-2015.
By 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-EAC
Document ACGS-02 Rev. 01
Page 36of 28
Table 4-2. Faculty Workload Summary
Name of Program: BACHELOR OF SCIENCE IN CHEMICAL ENGINEERING
Program Activity Distribution3
Faculty Member (name)
PT
or
FT1
Classes Taught (Course
No./Credit Hrs.)
Term and Year2
Teachin
g
Special
Teaching
Assignment
Research or
Scholarship
Other4
% of Time
Devoted
To the Program5
Abulencia, Aladino M.
PT
CH525
3
1-1415
100%
0%
0%
0%
100%
Carpio, Rowena B.
FT
CH510
3
1-1415
80%
10%
0%
10%
100%
CH320
1
1-1415
CH428B
4
1-1415
CH412C
4
1-1415
CH517A
2
1-1415
CH421
3
1-1415
CH412L
6
1-1415
CH518
2
1-1415
CH431
2
1-1415
CH516A
L
3
1-1415
93%
0%
0%
7%
100%
CHE110
7
1-1415
CH212
3
1-1415
CH321
1
1-1415
Olay, Jerry G.
PTC-ACBET-EAC
FT
Document ACGS-02 Rev. 01
Page 37of 28
Ong, Renato C.
Palencia, Merlinda A.
Roque, Erison C.
Rubi, Rugi Vicente DC
PTC-ACBET-EAC
PT
PT
FT
FT
CH513D
L
3
1-1415
CH516
3
1-1415
CH513D
2
1-1415
CH523A
3
1-1415
CH319
3
1-1415
CH519
3
1-1415
CH513C
3
1-1415
CH418
6
1-1415
CH313
6
1-1415
CH415A
4
1-1415
CH419
6
1-1415
CH415A
L
6
1-1415
CH524A
3
1-1415
CH327
2
1-1415
CH428B
6
1-1415
CH428A
3
1-1415
CH421
3
1-1415
CH418
6
1-1415
CH328
2
1-1415
CH313L
3
1-1415
CH238L
3
1-1415
Document ACGS-02 Rev. 01
93%
0%
0%
7%
100%
86%
0%
0%
14%
100%
80%
13%
0%
7%
100%
70%
21%
0%
9%
100%
Page 38of 28
Shea, Benito C.
Vilando, Anabella C.
Yap IV, Joseph Y.
Notes:
1.
2.
3.
4.
5.
FT
FT
PT
CH211
12
1-1415
CH428B
6
1-1415
CH221
3
1-1415
CH222
2
1-1415
EM521A
3
1-1415
CH314
4
1-1415
CH322
6
1-1415
CH314L
6
1-1415
CH122
2
1-1415
CH122L
3
1-1415
CH313L
3
1-1415
EE211L
3
1-1415
CH429
5
1-1415
83%
7%
0%
10%
100%
80%
10%
0%
10%
100%
100%
0%
0%
0%
100%
FT = Full Time Faculty or PT = Part Time Faculty, at the institution
For the academic year for which the self-study is being prepared.
Program activity distribution should be in percent of effort in the program and should total 100%
Indicate sabbatical leave, etc., under ”Other.”
For FT: Out of the total time employed at the institution; For PT: % employment with the program
PTC-ACBET-EAC
Document ACGS-02 Rev. 01
Page 39of 28
C. Faculty Activities
Discuss the adequacy of the size of the faculty and describe the extent and quality of faculty `
involvement in interactions with students, monitoring of student progress, advising and career
guidance, university service activities, professional development, and interactions with
industrial and professional practitioners including employers of students. Describe how these
activities impact the achievement of specific student outcomes.
The present count of faculty members in the Chemical Engineering Department is just
enough to cover the course offerings of the current semester. However, additional guest lecturers are
hired by the 2nd Semester of SY 2014-2015 to accommodate professional off-semester courses that
maybe petitioned by students.
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 23, series of 2008, the course coverage can be delivered within the
specified contact hours. As illustration, the foundation course for Chemical Engineering in the 3rd
year level has both the component of lecture and laboratory which can either be computational or
wet. With this set-up, the quality of delivering the course content is achieved and the course
outcomes are covered within the semester. The faculty members handling these courses have enough
time to prepare the contents because of the limitations of the number of course preparations, which is
only up to 4 preparations for the semester.
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 is usually given to the class. Sometimes, the faculty member uploads
the topic coverage of the syllabus through the Learning Management System (LMS) or e-learning 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
Describe the faculty professional development activities, in accordance with the institution’s
professional development program. Provide a copy of the Professional Development Plan for
the previous and current years. Provide a sample of results of the completed professional
development activity. Describe how the specific training program supports relevant student
outcome(s)
PTC-ACBET-EAC
Document ACGS-02 Rev. 01
Page 40of 28
PTC-ACBET-EAC
Document ACGS-02 Rev. 01
Page 41of 28
Table 4-3 Faculty Development Plan
Graduate Program
Ms
Name of Faculty
Status
1. Abulencia,
Aladino .
MS in
Math
(24
units)
2. Carpio,
RowenaB.
MS
Energy
Eng’g
Year
Started
Ph.D
Target
Year of
Complet
ion
School
Status
Year
Started
Target
Year of
Completi
on
School
UST
2014
UP
Diliman
On going
2014
2017/18
UP
Diliman
On going
2015
DLSU
4. Olay, Jerry G.
MS Mgt
Eng’g.
1999
AdU
5. Ong, Renato C.
MS Mgt
Eng’g.
2009
AdU
2006
AdU
PhD in Mgt
1997
AdU
On going
(candidate)
2005
Mapua
On going
2017/18
Mapua
2003
AdU
Ongoing
(Candidate)
Oct.
2014
AdU
2014
Mapua
On going
2017/18
Mapua
2017/18
UP
Diliman
7. Roque, Erison
8. Rubi, Rugi
Vicente DC
9. Shea, Benito C.
MS Mgt
Eng’g.
MEP in
ChE
MEP in
ChE
MS Mgt
Eng’g.
10. Vilando
Anabella C.
MS ChE
11. Yap IV, Joseph
On going
PTC-ACBET-EAC
2013
Document ACGS-02 Rev. 01
Others
Guest lecturer /
currently the Gen.
Manager of Mach
Union Water
Laboratory, Inc.
3. Evangelista,
Albert DC
6. Palencia,
Merlinda
Training and
Certification
LET professional
license
2011
AdU
UP
Diliman
Earned 18 units of
Educational Teaching
LET professional
license
To pursue
MS/Ph.D by
2016/17
To pursue
MS/Ph.D by 2016
V-President / Gen.
Manager of Basic
Holdings Corp.
Currently Dir. Of
TDEC
Contractual
LET professional
license
Guest lecturer
Page 42of 28
The faculty professional development activities are both prepared by the department and by
the human resource management and development office.
For the department, the activities are chosen based on the professional growth of all faculty
members. Each year a budget of 5,000 php is allotted by faculty members. the professional
activities chosen is the Philippine Institute of Chemical Engineers (PIChE) Annual Convention and
the Philippine Institute of Chemical Engineers Metro Manila Academe (PIChE MMAC) Chapter
General Assembly. Both are in line with the professional growth in the chosen career in the academe.
The attendance in the convention is needed for the renewal of the license and for continuing
professional program. As for the PIChE-MMAC Chapter, its members are composed of ChE faculty
members of ChE Schools in the Metro Manila Area. One of its yearly projects is the UPLIFT
workshop that trains faculty members in curriculum development and outcomes based education
syllabi preparation. For the chairperson, as part of its incentive, is allotted of 20,000 php for
professional growth. As from attending the PIChE Convention, he or she is entitled to attend in the
Philippine Association of Engineering Schools (PAES) -formerly PATE, Convention and General
Assembly. These programs are relevant in retooling the faculty members to become more effective
in delivery of the courses especially the professional subjects. For instance, during annual general
assemble of PIChE MMAC, member schools shares their best practices to its members, discuss
issues like in the board examination and how outcomes based education can affect the ways students
are being taught.
E. s Authority and Responsibility of Faculty
the
Describe the role played by the faculty with respect to their guidance of the program, and in
development and implementation of the processes for the assessment, evaluation, and
continuing improvement of the program. Describe the roles of others on campus, e.g., dean or
provost with respect to these areas. Show samples of Roles/ Responsibilities or equivalent
form acknowledge or signed by the faculty.
The duties and responsibilities of the faculty members are discussed in the Adamson
University Faculty Manual.
Among the duties and responsibilities of the faculty member that directly affects the Chemical
Engineering Program are as follows: enhance his knowledge by keeping abreast with the lasted
developments in his area of specialization, by pursuing graduate studies and by joining professional
organizations; 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 course
taught; continuously improve his teaching skills and capabilities and assist his fellow teachers to do
the same in an environment of collegial collaboration; participate in 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, and participate in
seminars, workshops, conferences, conventions, symposia, etc.
For an effective administration of academic administrative matters in the chemical
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
PTC-ACBET-EAC
Document ACGS-02 Rev. 01
Page 43of 28
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 his 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 application of the chemical engineering program to the PTC, the faculty members
attended different workshop within and outside the university to enable them 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
Describe the evaluation method to determine the educational contributions of faculty
members.
Provide supporting data. Demonstrate how it affects relevant student outcome(s).
The faculty members of the chemical 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 chemical engineering 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 this 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.
G. Support staff
Describe the adequacy of the support staff. Include a description of the workload and a
description of staff development. Provide the personnel development plan for each support
group for the previous and current years. Provide sample of results of the completed training.
Describe how the specific training program supports the relevant student outcome(s).
The institution provided 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.
Among the support offices that directly affect the attainment of the student outcomes are as
follows:
PTC-ACBET-EAC
Document ACGS-02 Rev. 01
Page 44of 28
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.
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 e-learning.
The student service is one of the important offices which helps the function of the
department. They provide office staffs which are student assistants. The chemical engineering
department has two students’ assistant which provides clerical work.
CRITERION 5. CURRICULUM
A. Program Curriculum
1.
Complete Table 5-1 that describes the plan of study or students in this program including
information on course offerings in the form of a recommended schedule by year and term
along with average section enrollments for all courses in the program over the two years
immediately preceding the visit. State whether you are on quarters or semesters and complete
a separate table for each option (if any) in the program.
2.
Describe how the curriculum aligns with the program educational objectives.
3.
Describe how the curriculum and its associated prerequisite structure support the attainment
of the student outcomes.
4.
Attach a flowchart or worksheet that illustrates the prerequisite structure of the program’s
required courses.
5.
Describe how the curriculum aligns with the program educational objectives.
6.
For each curricular area specifically addressed by either the general criteria or the specific
program criteria as shown in ACGS-02 Table 5-1, describe how your program meets the
specific requirements for this program area.
7.
Describe the major design experience that prepares students for engineering practice.
Describe how this experience is based upon the knowledge and skills acquired in earlier
coursework and incorporates appropriate engineering standards and multiple design
constraints.
PTC-ACBET-EAC
Document ACGS-02 Rev. 01
Page 45of 28
8.
Describe the industry-academe linkage, such as on-the-job training to satisfy curricular
requirements specifically addressed by either the general or program criteria. Describe the
academic component of this experience and how the program evaluates this.
9.
Describe the adequacy of laboratory courses in the curriculum. Include a discussion of class s
sizes, number of identical experimental set-ups, and number of students in an experiment
group.
10.
Describe the materials (course syllabi, textbooks, sample student work, etc.), which will be
available for review during the visit to demonstrate achievement related to this criterion.
5.1 Bachelor of Science in Chemical Engineering Program
Chemical Engineering is a five - degree program offered by the Chemical Engineering
Department that is concerned with the study, development and application of:
 Unit Operation - the physical operation by which a desired step in an industrial process is
controlled and conducted; and
 Unit Processes - the chemical changes involved in the transformation of raw materials into
useful products to improve the quality of life;
Integrated in this program is the Chemical Engineer’s accountability for the efficient and
effective use of methods and national resources, the safeguards to preserve the environment, and the
ethical aspects of the profession with respect to the economic and industrial development of the
country and service to the people, especially the poor.
The first two years are concerned with the basic knowledge and skills related to the
profession;
This includes Mathematics, Physical Sciences and Basic Engineering Sciences. The last three
years are directed toward the development of professional skills which include basic knowledge and
application of transport phenomena, thermodynamics, and kinetics. The processes of evaluation,
planning, designing, and preparation of specifications and cost estimates, operation and management
industrial plants are an important component of the program;
All these are integrated in “Plant Design”, a course where students makes study on the
manufacture of a particular product including its marketing, technical, and financial aspects. Since
Engineering is basically a group effort, the capabilities to work individually as well as the ability to
work effectively as part of a team are also developed. Towards the end, the laboratory program is
carried on by small groups to provide opportunities for personal and professional development. Plant
visits, seminars and other fora are undertaken to provide concrete application of theories and
principles learned. The ethical principles of the profession are integrated in the program.
5.2 Curriculum Alignment with the Program Educational Objectives:
The 2013 BS Chemical Engineering Curriculum follows the guidelines set by the CHED
Memorandum Order No. 23, series of 2008, which is the “Policies and Standards for the Degree of
Bachelor of Science in Chemical Engineering”. Its curriculum aligns with the Program Educational
Objectives as shown in “B” of the Criterion 2 (Student Outcomes). As mentioned, the basis of the
PTC-ACBET-EAC
Document ACGS-02 Rev. 01
Page 46of 28
student outcomes came from the Program Outcomes (4.2) Article III (Program Specification) of
CMO 23, series of 2008. These student outcomes were mapped with the 3PEO’s of the program.
5.3 Curriculum and its associated Pre requisite Structure:
From the Article V (Curriculum) of CMO 23, series of 2008, it states that “the Chemical
Engineering Curriculum is designed to developed engineers who have a background in mathematics,
natural, physical and allied sciences. As such the curriculum contains courses in mathematics,
physics, chemistry and statistics. The Ch.E. curriculum also contains language courses, social
sciences and humanities. This is to ensure that the Chemical engineering graduate is articulate and
understands the nature of his/her special role in society and the impact of their work on the
environment. The curriculum is designed to guarantee a certain breath of knowledge of the
Chemical Engineering disciplines through a set of core courses and to ensure depth and focus in
certain disciplines through primary and secondary areas of specialization. The curriculum develops
the basic engineering tools necessary to solve problems in the field of Chemical Engineering”.
5.4 Process of Curriculum Mapping:
The process of the Curriculum Mapping and its changes were based initially on the CMO No.
23, Series of 2008; specifically Annex II (Relationship of the Courses to the Program Outcomes). As
shown, each program outcomes were mapped to each courses under mathematics, natural/physical
sciences, basic engineering sciences, technical (professional subjects) and non technical courses. Its
changes came during the implementation of CMO No. 37, Series of 2012. As stated in Section 4, in
order to ensure the sustainable delivery of an OBE system in concerned HEIs, one of the components
of an institutional framework in place for engineering program was the Matrix of Courses with
Program Outcomes (Section 4.4)”. Every program was required to submit the CHED-OBE MF-02
Form which includes the Curriculum Map. The chemical engineering department together with its
faculty members reviewed the initial course mapping from CMO 23 s. 2008 and reviewed which
courses can best evaluate the program outcomes. The faculty members who handled a specific
course chose among the program outcomes that he or she can evaluate and aligned it to its course
outcomes. This process was included during the annual curriculum review.
5.5 Pre requisite Structure of the Program Required Courses:
Refer to the attached Annex (_______) for the Flowchart of the BS Chemical Engineering
Program.
The ChE Curriculum follows the sample/model of program study of Section 10 Article III of
CMO 23 series of 2008. As stated, the institution may enrich the sample /model program of study,
provided that all prescribed courses required in the curriculum outlines are offered and pre requisites
and co-requisites are complied with. During the first two years, the courses offered mostly came
from mathematics, natural and physical sciences, basic engineering sciences, social sciences,
humanities, languages, physical education and NSTP. From the third year up to fifth year, these are
the term where professional courses start. For capstone courses, the methods of research and ChE
research were included in the fourth year standing. At this point, the students have already gained
the knowledge, skill and behavior to conduct and perform experiments and evaluate the data
gathered. During the summer term in between the fifth year first semester, this is the allotted term
for on the job training/industry immersion for 240 hours. At fifth year, the students are now being
prepared to start their plant design where students make a feasibility study on the manufacture of a
particular product including its marketing, technical, and financial aspects.
PTC-ACBET-EAC
Document ACGS-02 Rev. 01
Page 47of 28
Aside from prescribed courses in the curriculum outline, institutional courses such as
chemical engineering orientation (1 unit lecture) and four (4) theology subjects (3 units lecture)
were included. The chemical engineering orientation (CH110) was included in the first year first
semester. While the four theology subjects namely Searching for God in the World Today,
Responding to God’s Call by Becoming Human, Celebrating God’s Presence as a Christian
Community and Transforming the World with Vincent de Paul are offered starting from 1st year 1st
semester up to 2nd year 2nd semester. Its inclusion in the curriculum is part of its vision mission of
being a Catholic Vincentian educational institution.
5.6 Curricular Area:
Table 5-1 is the Summary of the BS Chemical Engineering Curriculum. The overall total
number of credit hours for the degree is 302. In terms of credit hours, the curriculum is divided into
the following curricular area.
1.
Mathematics and Basic Sciences:
There are ten (10) mathematics courses namely College Algebra (MH111), Advanced
Engineering Algebra (MH121), Plane and Spherical Trigonometry (MH112C), Analytical Geometry
(MH211B), Solid Mensuration (MH128), Differential Calculus (MH221D) and Integral Calculus
(MH311C). The math courses are taught by the faculty members of the Mathematics Department.
Applied ChE Math 1 (CH322) is the equivalent of Differential Equation. It is considered as
professional course with applications in chemical engineering. The Linear Alegbra for ChE Lab
(CH312L) is an additional one unit laboratory course with emphasis in chemical engineering
applications. Engineering Probabilities and Statistics (IE316) is being taught by the industrial
engineering department. Under Basic Sciences, there are three (3) courses under natural/physical
sciences namely General Chemistry Lec/Lab (CM110/CM110L), Calculus based Physics 1 Lec and
Lab (PC214/PC214L) and Calculus based Physics 2 Lec and Lab (PC224/PC224L). Other basic
sciences courses are being serviced by the chemistry departments are Analytical Chemistry Lec and
Lab (CM213/CM213AL) and Organic Chemistry (Cm221/CM221L). The chemical engineering
department taught the following basic sciences: General Chemistry Calculations Lec and Lab
(CH122/CH122L), Physical Chemistry for Engineers 1 Lec and Lab (CH313/CH313L), Physical
Chemistry for Engineers 2 Lec and Lab (CH329/CH329L), Ch.E. Industrial Chemistry Lec and Lab
(CH314/CH314L), ChE Thermodynamics 1 (CH327) and ChE Thermodynamics 2 (CH421).
Math and Basic Sciences has a total number of 92 hours or 30%.
2. Engineering Topics:
Courses on Engineering topics consists of courses taught by the chemical engineering
department and other engineering departments namely computer, industrial, civil and electronics
with the exception of two courses taught by the college of architecture. Courses being taught by the
college of architecture are Engineering Drawing Lab (DR111AL) and Computer Aided Drafting Lab
(DR121CL). A course under the computer engineering is Computer Fundamentals and Programming
Lab (CPE122L). Courses under Industrial engineering are Engineering Economy (IE321) and
Engineering Management (IE422). Courses under the civil engineering department are Statics of
Rigid Bodies (CD310), Dynamics of Rigid Bodies (MC322) and Mechanics of Deformable Bodies
(MC323). A course under the electronics engineering is Basic Electrical and Electronics
Engineering Lec and Lab (ECE310/ECE310L). The service courses taught by chemical engineering
faculty members for non chemical engineering students are Environmental Engineering (CH211) and
Material Science and Engineering (CH428A).
PTC-ACBET-EAC
Document ACGS-02 Rev. 01
Page 48of 28
The professional courses taught by the chemical engineering faculty members are
ChE Calculations 1 Lec and Lab (CH415A/CH415AL), ChE Calculations 2 (CH327/CH27L),
Advanced ChE Mathematics with Numerical Methods with MATLAB Applications
(CH328/CH328L), Transport Processes 1 (CH319), Safety Management (CH321), Methods of
Research (CH320AL), Chemical Process Industries (CH412L), Transport Processes 2 (CH419),
Transport Process 3 (CH418), Introduction to Biotechnology (CH420), Separation Processes
(CH429), ChE Research (CH516AL). Chemical Reaction Engineering Lec and Lab
(CH430/CH430L), ChE Quantitative Methods and Design Optimization (CH523A), Biochemical
Engineering (CH524A), Particulate Technology (CH516), ChE Laws, Contracts and Ethics
(CH517A), Safety in the Process Industry (CH518), Industrial Waste and Management Control
(CH525A) and Computer Applications in Chemical Engineering with MATLAB Applications
(CH530AL).
Two courses that are included to prepare students that will eventually take the
Licensure Examinations are Course Integration 1 (CH513C) and Course Integration 2 (CH519).
Courses that utilizes the Chemical Engineering Laboratories are Process Dynamics and
Control Lec and Lab (CH431/CH431L), Unit Operations Laboratory 1 (CH423B) and Unit
Operations Laboratory 2 (CH511AL).
The ChE Practice and Safety -On the Job Training or Industry Immersion (CH529L)
is taken by students that completed CH439 and can be enrolled on during summer term.
There are two design courses that can be taken by students on the fifth year. These
are Process and Equipment Design (CH513D/CH513DL) and ChE Plant Design (CH522D).
The chemical engineering department is offering three (3) tracks as electives. Track
A - Environmental Management which consists of Air Pollution Control (CH531), Solid Waste
Management (CH532) and Hazard Waste Management (CH533). Track B- Packaging Technologies
which consists of Fundamental Principles of Packaging (CH534), Packaging Materials and
Components I (CH535) and Packaging Materials and Components II (CH526). Track C - Energy
engineering which consists of Renewable Energy Technologies (CH537), Energy Management
(CH538) and Energy Audit with Nuclear Engineering (CH53).
Engineering topics consist of 144 hours or 48%. This is equivalent to almost half of the
coursework.
3. General Education:
Non Technical courses which contribute to the General Education are Social Sciences,
Humanities, Languages (both English and Filipino), Life and Works of Rizal, Physical Education
and National Service Training Program.
Courses in Social Sciences are Society and Culture (SO311A), Politics and
Governance (PS221D) , Basic Economics with Land Reform Taxation (EC121) and General
Psychology (PY211). Courses in Humanities are World Literature (EN314), Art Appreciation
(HU311) and Logic (PH111). These courses in the general education category contribute to the
outcomes related to ethics and contemporary issues.
PTC-ACBET-EAC
Document ACGS-02 Rev. 01
Page 49of 28
There are three English courses that students are required to take in the first two
semesters namely English Communication 1 (EN111B) and English Communication 2 (EN121B).
Technical English (EN209) is given in their third year which focuses on writing research papers in
English.
Filipino courses are also included as language courses that students also take in their
first two semesters namely Sining ng Pakikipagtalastasan (PI111) and Panitkang Pilipino (PI211).
Life and Works of Rizal (HI311A) is a mandated course taken by students in their
second year.
Non technical courses that contribute to the well being of students are Physical
Education 1 (PE111), Physical Education 2 (PE121), Physical Education 3 (PE211) and Physical
Education (PE221). Other courses such as the National Service Training Program 1 (NSTP1) and 2
(NSTP 2) contributes to nurturing socio-civic responsibilities of students.
General Education has a total number of 53 hours or 17%.
4.
Institutional Courses
Institutional Courses are included in the program to distinct its graduates from others.
Being a Catholic and Vincentian Educational Institution, there are four (4) courses of theology added
to the Chemical Engineering Program. These are as follows Searching for God in the World Today
(TH11C), Responding to God’s Call by Becoming Fully Human (TH121C), Celebrating God’s
Presence as a Christian Community (TH221C) and Transforming the World with Vincent de Paul
(TH211C). These courses contribute to the program outcome that relates to ability to engage in
community extension services as exemplified by St. Vincent de Paul.
Lastly, Chemical Engineering Orientation (CHE110), a course that help student be familiar
with the Chemical Engineering Curriculum and course requirement including the university student
policies and academic policies of the college of engineering.
Institutional courses have a total number of 13 hours or 4%.
5.7 Design Courses:
There are two (2) Design Courses in the 9th and 10th semesters of the fifth year, Process and
Equipment Design Lec and Lab (CH513D/CH513DL) and Chemical Engineering Plant Design
(CH522B), respectively. These courses include lectures, combined with homework assignments and
a group design project. Design project spans two semesters. At the beginning of the first semester,
students enrolled in CH513DL are divided into groups of consisting of five or six students. The
groups are formed by the professor handling the course. The professor is the one who prepares the
project statement which describes a problem in need of a solution or a product to the design groups.
Its basis can be a chemical product that can be derived from production wastes such those from the
agricultural or fisheries industry or imported chemical products with high demands in the market but
there are no existing manufacturing plant in the country. Each group is assigned to a specific plant
design project. Individual design groups meet once a week and assigned to submit a given section of
the project.
The Plant Design Project includes the definition of the problem in engineering terms, the
development and analysis of the alternative solutions, choice of the best solutions and the testing of
the design against quantitative criteria. Work in the first semester under the Process and Equipment
Design lecture involves data and literature collection, preliminary design including identification of
alternatives, and preliminary technical evaluation including mass and energy balances, flow sheeting
PTC-ACBET-EAC
Document ACGS-02 Rev. 01
Page 50of 28
and equipment sizing of the selective alternative. Work in the second semester under the Chemical
Engineering Plant Design focuses on the detailed design of the main equipment, cost estimation and
economic analysis of the project. At the end of the first semester, each group submits an Initial
Project Report. At the end of the second semester, the Final Plant Design Report is submitted to the
course professor. Both the Initial Project and Final Design Report are assessed by the course
professor for their technical proficiency and the proficiency which they are written. During the
second semester, the course professor will choose which group project will be scheduled for an oral
defense presentation. The oral defense presentations are in English and are assessed by the audience
consisting of fifth year students, the course instructor and other faculty members of the chemical
engineering department. The course professor and faculty members serve as the panel during this
defense.
During the oral defense presentation, members of the group are given the chance to discuss
their plant design project in terms of the following aspects-product description, process description,
plant capacity determination, mass and energy balance and three selected equipment design. The
course professor and faculty members are given a chance to ask question specifically in the details of
the equipment design. If the group successfully defended their plant design project, the panel will
deliberate and decide to accept with minimum revision or reject due to major revisions and ask for
another re-defense.
Once the revisions on the details of the equipment design have been met by the group, the
course professor will instruct them to proceed to the cost estimation and project evaluation. The
Final Plant Design project will be then submitted for final approval. Once approved, two copies of
design project and an electronic copy will be submitted to the chemical department and the grade
will be submitted to the registrar. The contributions of two design courses to the student outcome a,
c, e and g are assessed to be high. This is evident during the final oral defense presentation which is
delivered in English and the submission of the book bound final plant design project.
5.8 Industry-Academe Linkage:
Students are required to complete 240 hours of industry immersion or on the job training. As stated
in section 11 of CMO 23 series of 2008, industry immersion shall focus any of the following:
1. On the job training in industrial plants as defined by RA 9297 (The Chemical
Engineering Law) - any plant involving any unit processes and or/operations and
pollution control and abatement processes or operations;
2. Industry-based projects to solve specific concerns in Chemical Engineering;
Student take their on the job training/industry immersion during summer term by enrolling
ChE Practice and Safety (CH529L). The course coordinator provides the necessary documents need
by students in finding their chosen company. He also provides the list of companies where there are
existing memorandums of agreement. He checks the training program provided by the company if
it meets the requirement as stated above. An orientation is being conducted to inform the students of
the guidelines of the course specifically their duties and responsibilities and requirements such a
weekly report and the portfolio of evidence. Once the student is accepted in the company, they will
be monitored by the course coordinator in the progress of their training. After the completion of the
240 hours, the student reports to the course coordinator to schedule an oral presentation of his on the
job training. During the oral presentation, the student discusses the company profile, duties and
responsibilities, assigned task and learning experiences. The course coordinator asked questions
pertaining to the nature of the assigned task given by referencing the submitted weekly reports and
PTC-ACBET-EAC
Document ACGS-02 Rev. 01
Page 51of 28
its relevance to the learning experience. The contribution of the industry immersion course to the
student outcomes d, f, g, i and k are assessed to check if the set performance targets are met.
Last summer of 2013, these are the list of companies that the students had their on the job
training:
1. United Laboratories (UNILAB), Inc.
2. Four Daniels, Inc.
3. Lamoiyan Corporation
4. Pacific Paint (BOYSEN) Philippines, Inc.
5. Alpine Systems Corporation
6. Splash Corporation
7. Berkman System, Inc.
8. SC Johnson and Sons, Inc.
9. Liwayway Marketing Corporation
10. Transworld Trading Co. Inc.
11. JGC Philippines, Inc.
12. SGS Philippines
13. Pilipinas Shell Petroleum Corporation
14. Universal Robina Corporation
15. HOLCIM Philippines
16. Alaska Milk Corporation
17. Magnolia, Inc. (Subsidiary of San Miguel Pure foods Company, Inc.)
18. Petron Corporation
5.9 Laboratory Courses:
There are two laboratory courses, Unit Operations Laboratory 1 (CH423B) and 2 (CH511AL)
in the curriculum. A minimum of ten (10) comprehensive experiments must be performed.
Instructions which are related to safety, health and environmental considerations, and report writing
are given at the start of the semester.
The topics of the experiments performed in Unit Operations Laboratory I are momentum
transfer, heat transfer, evaporation and solid separation (filtration). The experiments in Unit
Operations Laboratory are on the topics of mass transfer, reaction kinetics, agitation and mixing and
size reduction. Design of experiments, data analysis and interpretation, incorporation of safety,
health and environmental considerations, teamwork skills, reporting, and oral presentations are
carried for both laboratory courses.
5.10 Materials:
To achieve the student outcomes, oral presentation and written laboratory report are required
in each group in order to pass the course. At the beginning of the first semester, students enrolled are
divided into groups of consisting of four. The first set of experiments is being assigned in the class.
The laboratory instructor discusses the different concepts and objectives of each experiment. With
the “round robin approach”, each week a group is assigned with a specific experiment. This will
enable all the students to use maximize the use of all available equipments of the chemical
engineering laboratory.
PTC-ACBET-EAC
Document ACGS-02 Rev. 01
Page 52of 28
B. Course Syllabi
In Appendix A, include a syllabus for each course used to satisfy the mathematics, science, and
discipline-specific requirements required by Criterion 5 or any applicable program criteria. For
required courses with multiple sections that do not use a common syllabus, include a syllabus for
each of the different sections.
PTC-ACBET-EAC
Document ACGS-02 Rev. 01
Page 53of 28
Table 5-1 Curriculum
BACHELOR OF SCIENCE IN CHEMICAL ENGINEERING PROGRAM
Curricular Area (Credit Hours)
Indicate whether
Course
Course is
(Department, Number, Title) List all courses
Required,
Math and Engineering Topics
in the program by term starting with first term
Elective or a
General
Basic
Check if Contains
of first year and ending with the last term of Selective Elective
Education
the final year
by an R, an E or Sciences Significant Design (√)
an SE2
DR111AL - Engineering Drawing Lab
CHE110 - Chemical Eng g. Orientation
EN111B - English Communication 1
PE111- Physical Education 1
PI111 - Sining ng Pakikipagtalastasan
SO311A - Society and Culture
R
R
Average
Last Two Terms
Section
the Course was Enrollment for
Offered: Year the Last Two
Other and, Semester,
Terms the
or Quarter
course was
Offered1
3
1-2013-2014
1-2014-2015
3
1
1-2013-2014
1-2014-2015
3
R
3
1-2013-2014
1-2014-2015
3
R
2
1-2013-2014
1-2014-2015
3
R
3
1-2013-2014
1-2014-2015
3
R
3
1-2013-2014
1-2014-2015
3
1-2013-2014
1-2014-2015
3
TH111E - Searching for God in the World
Today
R
CM110 - General Chem. 1 (Eng’g)
R
3
1-2013-2014
1-2014-2015
3
CM110L - General Chem. 1 Lab (Eng’g)
R
3
1-2013-2014
1-2014-2015
3
PTC-ACBET-EAC
Document ACGS-02 Rev. 01
3
Page 54of 28
MH111 - College Algebra
MH112C - Plane & Sph. Trigonometry
DR121CL- Computer Aided Drafting Lab
CH122 - Gen Chem. Calculations
CH122L - Gen Chem. Calculations (Lab)
EN121B - English Communication 2
PH111- Logic
PE121- Physical Education 2
PI211 - Panitikang Pilipino
TH121E - Responding to God’s Call by
Becoming fully Human
MH128 - Solid Mensuration
MH211B- Analytic Geometry
MH121 - Advanced Engineering Algebra
EN314- World Literature
PE211- Physical Education 3
PTC-ACBET-EAC
R
3
2-2013-2014
1-2014-2015
3
R
3
2-2013-2014
1-2014-2015
3
2-2013-2014
1-2014-2015
2
R
3
R
2
2-2013-2014
1-2014-2015
2
R
3
2-2013-2014
1-2014-2015
2
R
3
2-2012-2013
2-2013-2014
2
R
3
2-2012-2013
2-2013-2014
2
R
2
2-2012-2013
2-2013-2014
2
R
3
2-2012-2013
2-2013-2014
2
2-2012-2013
2-2013-2014
2
R
3
R
2
2-2012-2013
2-2013-2014
2
R
3
2-2012-2013
2-2013-2014
2
R
2
2-2012-2013
2-2013-2014
2
R
3
1-2013-2014
1-2014-2015
2
R
2
1-2013-2014
2
Document ACGS-02 Rev. 01
Page 55of 28
1-2014-2015
TH221E- Celebrating God’s Presence as a
Christian Community
R
3
R
NSTP1- NSTP 1
CM213A- Analytical Chemistry (CHE)
CM213AL -Analytical Chemistry Lab (CHE)
3
CPE122L - Computer Fundamentals and
Programming – Lab
1-2013-2014
1-2014-2015
2
3
1-2013-2014
1-2014-2015
2
R
6
1-2013-2014
1-2014-2015
2
1-2013-2014
1-2014-2015
2
1-2013-2014
1-2014-2015
2
1-2013-2014
1-2014-2015
2
R
MH221D- Differential Calculus
2
R
R
EC121Basic Economics with LRT
1-2013-2014
1-2014-2015
3
4
R
6
R
3
2-2012-2013
2-2013-2014
2
HI311- Rizal’s Life and Works
R
3
2-2012-2013
2-2013-2014
2
TH211E - Transforming the World with
Vincent de Paul
R
2-2012-2013
2-2013-2014
2
HU311- Art Appreciation
PE221- Physical Education 4
NSTP 2 - NSTP 2
CM221- Organic Chemistry
CM221L - Organic Chemistry Lab
PTC-ACBET-EAC
3
R
2
2-2012-2013
2-2013-2014
2
R
3
2-2012-2013
2-2013-2014
2
R
4
2-2012-2013
2-2013-2014
2
R
3
2-2012-2013
2-2013-2014
2
Document ACGS-02 Rev. 01
Page 56of 28
PC214E – (Calculus based) /Coll Physics 1
R
3
1-2012-2013
1-2013-2014
2
PC214EL- (Calculus based) /Coll Physics 1
Lab
R
3
1-2012-2013
1-2013-2014
2
R
4
2-2012-2013
2-2013-2014
2
R
3
n/a
2
R
3
2-2013-2014
1-2014-2015
2
MH311C- Integral Calculus
CH312 - Linear Algebra for ChE Lab.
CH322 - Applied Ch.E. Math 1
CH415A - Ch.E. Calculations 1 Lec
CH415AL - Ch.E. Calculations 1 Lab
CE310 - Statics of Rigid Bodies
IE316 - Engg. Probability and Statistics
CH313 - Physical Chem. for Engrs. 1
CH313L - Physical Chem. for Engrs .1 Lab
PC224E - (Calculus based) Coll. Physics 2
PC224EL - (Calculus based) Coll Physics 2
Lab
PTC-ACBET-EAC
2
2-2013-2014
1-2014-2015
2
R
3
2-2013-2014
1-2014-2015
2
R
3
2-2012-2013
2-2013-2014
2
2-2012-2013
2-2013-2014
2
R
EN212 - Technical English
CH314 - Ch.E. Industrial Chemistry
R
3
R
3
2-2012-2013
2-2013-2014
2
R
3
2-2013-2014
1-2014-2015
2
R
3
2-2013-2014
1-2014-2015
2
R
3
2-2012-2013
2-2013-2014
2
R
3
2-2012-2013
2-2013-2014
2
R
2
1-2013-2014
1-2014-2015
2
Document ACGS-02 Rev. 01
Page 57of 28
CH314L - Ch.E. Industrial Chemistry Lab
CH414 - Ch.E. Thermodynamics 1
R
3
1-2013-2014
1-2014-2015
2
R
3
2-2012-2013
2-2013-2014
2
R
2
2-2012-2013
2-2013-2014
2
R
2
2-2013-2014
1-2014-2015
2
R
3
2-2013-2014
1-2014-2015
2
ECE310- Basic Electrical and Electronics
Engineering Lec
R
2
1-2012-2013
1-2013-2014
2
ECE310L- Basic Electrical and Electronics
Engineering Lab
R
3
1-2012-2013
1-2013-2014
2
CH328 - Adv. Ch.E. Math with Numerical
Methods
R
2
2-2013-2014
1-2014-2015
2
CH328L - Adv. Ch.E. Math with Numerical
Methods Lab
R
3
2-2013-2014
1-2014-2015
2
CH329 - Physical Chemistry for Engineers 2
Lec
R
3
1-2013-2014
2-2013-2014
2
CH329L - Physical Chemistry for Engineers
2 Lab
R
3
1-2013-2014
1-2013-2014
2
CH319A - Transport Processes 1 (Principles
of Transport & Processes)
R
3
2-2013-2014
1-2014-2015
2
MC322- Dynamics of Rigid Bodies
CH327- ChE Calculations 2 Lec
CH327L- ChE Calculations 2 Lab
IE321- Engineering Economy
CH211 - Environmental Engineering
CH321- Safety Management
PTC-ACBET-EAC
R
3
2-2012-2013
2-2013-2014
1
R
3
2-2013-2014
1-2014-2015
2
R
2
2-2013-2014
1
Document ACGS-02 Rev. 01
Page 58of 28
1-2014-2015
Ch421- Ch.E. Thermodynamics 2
R
CH320-Methods of Research
R
CH428A -Material Science and Engineering
R
IE422-Engineering Management
R
MC323-Mechanics of Deformable Bodies
R
CH412D - Chemical Process Industries
R
CH410-Transport Processes 2 (Heat and
Mass Transfer)
R
CH409-Transport Processes 3 (Momentum
Transfer)
R
PS221D - Politics and Governance w/Phil.
History & Phil. Const.
R
CH420- Introduction to Biotechnology
R
CH513C - Course Integration 1
R
CH429 - Separation Processes
R
CH400 - Ch.E. Elective 1
E/SE
CH516AL-Ch.E. Research
R
PTC-ACBET-EAC
Document ACGS-02 Rev. 01
2-2013-2014
1-2014-2015
2
1
2-2013-2014
1-2014-2015
1
3
2-2013-2014
1-2014-2015
1
3
1-2012-2013
1-2013-2014
1
3
1-2012-2013
1-2013-2014
1
3
1-2013-2014
1-2014-2015
1
3
1-2013-2014
1-2014-2015
2
3
2-2013-2014
1-2014-2015
2
1-2013-2014
1-2014-2015
1
3
2-2012-2013
2-2013-2014
1
3
2-2013-2014
1-2014-2015
1
5
2-2013-2014
1-2014-2015
1
3
2-2012-2013
2-2013-2014
1
3
2-2013-2014
1-2014-2015
1
3
3
Page 59of 28
CH430-Chemical Reaction Engineering
R
CH430L-Chemical Reaction Engineering Lab
R
CH431-Process Dynamics and Control Lec
R
CH431L-Process Dynamics and Control Lab
R
PY211-General Psychology
R
CH529L-Ch.E. Practice and Safety
R
CH423B-Unit Operations Laboratory 1
R
CH513E-Equipment Design Lec
R
CH513EL-Equipment Design Lab
R
CH420-Ch.E. Quantitative
Design Optimization
Methods
and
R
CH524A-Biochemical Engineering
R
CH516-Particulate Technology
R
CH519-Course Integration 2
R
CH510-Field Trips and Seminars
R
CH401-Ch.E. Elective 2
PTC-ACBET-EAC
E/SE
Document ACGS-02 Rev. 01
3
1-2013-2014
2-2013-2014
1
3
1-2013-2014
2-2013-2014
1
2
2-2013-2014
1-2014-2015
1
3
2-2012-2013
2-2013-2014
1
2-2012-2013
2-2013-2014
1
6
3-2012-2013
3-2013-2014
1
3
2-2012-2013
2-2013-2014
1
2
1-2013-2014
1-2014-2015
1
3
1-2013-2014
1-2014-2015
1
3
2-2012-2013
2-2013-2014
1
3
2-2013-2014
1-2014-2015
1
3
1-2013-2014
1-2014-2015
1
3
2-2013-2014
1-2014-2015
1
1
1-2013-2014
1-2014-2015
1
3
1-2013-2014
1
3
Page 60of 28
1-2014-2015
CH522B-Ch.E. Plant Design
R
CH511AL-Unit Operations Laboratory 2
R
CH517A-Ch.E. Laws, Contracts and Ethics
R
CH518-Safety in the Process Industry
R
CH525A-Industrial Waste and Management
Control
R
CH402-Ch.E. Elective 3
E/SE
CH530-ALComputer Applications in Ch.E.
OVERALL TOTAL CREDIT HOURS FOR
THE DEGREE
R
3
2-2013-2014
1-2014-2015
1
3
1-2013-2014
2-2013-2014
1
2
2-2013-2014
1-2014-2015
1
2
2-2013-2014
1-2014-2015
1
3
2-2013-2014
1-2014-2015
1
3
2-2012-2013
2-2013-2014
1
3
2-2012-2013
2-2013-2014
1
302
Semester Credit Hours or Percentage of Total
Semester Credit Hours
Percentage
92
144
53
13
30%
48%
18%
4%
1. For courses that include multiple elements (lecture, laboratory, recitation, etc.), indicate the average enrollment in each element.
2. Required courses are required of all students in the program, elective courses are optional for students, and selected electives are courses where students
must take one or more courses from a specified group. Instructional materials and student work verifying compliance with PTC-CABECT-EAC criteria
for the categories indicated above will be required during the campus visit.
PTC-ACBET-EAC
Document ACGS-02 Rev. 01
Page 61of 28
CRITERION 6. FACILITIES AND LEARNING ENVIRONMENT
A. Offices, Classrooms and Laboratories
Summarize each of the program’s facilities in terms of their ability to support the attainment of the
program educational objectives and student outcomes and to provide an atmosphere conducive to
learning.
1. Offices (such as administrative, faculty, clerical, and teaching assistants) and any associated
equipment that is typically available there.
2. Classrooms and associated equipment that is typically available where the program courses are
taught.
3. Laboratory facilities including those containing computers (describe available hardware and
software) and the associated tools and equipment that support instruction. Include those facilities
used by students in the program even if they are not dedicated to the program and state the times
they are available to students. Indicate adequacy of the number of identical laboratory set-ups
and typical class size so no more than five students are in a group. Discuss instruction on safety
practices and safety environments (e.g., proper grounding of electrical convenience outlets,
safety masks, etc.). Provide Appendix C containing a listing the major pieces of equipment used
by the program in support of instruction.
Table 6-1 Summary of Laboratories Used by Chemical Engineering Department
No.
Room
Room Name
Location
Room
Availability
1
OZ101
Chemical Process Industry
Laboratory / Unit Operations
Laboratory 2
Ground Floor, OZ
Bldg. Annex
<<Class
Schedule>>
Max. No.
of
Students
Floor
Area
(m2)
2
3
4
PTC-ACBET-EAC
Document ACGS-02 Rev. 01
Page 62of 28
1. Chemical Process Industry Laboratory/ Unit Operations Laboratory 2
This laboratory is intended for the demonstrating some basic principles in the chemical process
industry and unit operations. Equipment such as packaging machine, distillation column, sieve
shaker, laboratory mill, furnace, oven, crusher, pulverizer, clay mixer, hydraulic press, and automatic
mortar and pestle are placed in this laboratory. Also, laboratory fume hoods, dust collection system,
emergency eyewash, and emergency shower are installed to minimize the exposure of students and
professors to harmful chemical fumes and dust particles.
2. Atomic Absorption Spectrometer Room
This laboratory is intended for the laboratory works analyzing metal contents of liquid samples using
Atomic Absorption Spectrometer (AAS). Laboratory fume hoods, emergency eyewash, and
emergency shower are provided near the equipment to prevent the exposure of students and
professors to harmful chemical fumes
PTC-ACBET-EAC
Document ACGS-02 Rev. 01
Page 63of 28
3. Water Quality Monitoring Laboratory
This laboratory is intended for the experiments related to drinking water and waste water treatment
and testing. Equipment such as drinking water treatment pilot plant set up, uv vis spectrophotometer,
ion exchange apparatus, water distiller set up, portable pH meter, DO meter, conductivity meter,
turbidity meter, COD reactor, incubator, and thermometer are housed inside this laboratory.
4. ChE Laboratory Lecture Room
This facility is used as a venue for discussion of laboratory experiments, research paper proposal and
final defense, seminars, workshops, and major examinations.
PTC-ACBET-EAC
Document ACGS-02 Rev. 01
Page 64of 28
5. ChE Laboratory Office
This is the office of the chemical engineering laboratory coordinator.
6. ChE Consultation Rooms
This is the consultation area assigned to chemical engineering faculty members.
PTC-ACBET-EAC
Document ACGS-02 Rev. 01
Page 65of 28
7. Unit Operations Laboratory 2
This laboratory is intended for the demonstrating some basic principles in unit operations and
reaction kinetics. Equipment such as tray drier, spray drier, rising film evaporator, cooling tower,
series parallel pump test rig, agitator set up, double pipe heat exchanger, gas absorption column, deairing mill, laminar flow table, bare and lagged pipes, sedimentation study apparatus, and tubular
flow reactor are placed in this laboratory.
8. Instrumentation & Process Control Laboratory 1
This laboratory is intended for the demonstrating some basic principles in physical chemistry and
instrumentation. Equipment such as analytical balance, thermal radiation unit, melting point
apparatus, polarimeter, uv vis spectrophotometer, refractometer, automatic titrator, and surface
tension balance are placed in this laboratory. Research experiments are also conducted in this
laboratory utilizing equipment such as soxlett fat extractor, magnetic stirrer, tacometer, fumehood,
and chemical exhaust lines.
PTC-ACBET-EAC
Document ACGS-02 Rev. 01
Page 66of 28
9. Instrumentation & Process Control Laboratory 2
This laboratory is intended for demonstration of some basic principles in instrumentation and process
control and calibration of process variable measuring devices. Equipment such as temperature
control module, liquid level/flow control module, and pressure control module are placed in this
laboratory. Research experiments are also conducted in this laboratory utilizing equipment such as
freeze drier, fume hood, gas chromatography, fermentation system, and autoclave.
10. ChE Research Room
The area is temporarily occupied by Mining and Geology Laboratory.
PTC-ACBET-EAC
Document ACGS-02 Rev. 01
Page 67of 28
11. ChE Laboratory Storage Room
This is the storage area of the chemical engineering laboratory for non-volatile and non-hazardous
materials.
B. Computing Resources
Describe IT policy. Describe any computing resources (workstations, servers, storage, networks
including software licenses) in addition to those described in the laboratories in Part A, which are
used by the students in the program. Include a discussion of the accessibility of university-wide
computing resources available to all students via various locations such as student housing, library,
student union, off-campus, etc. State the hours the various computing facilities are open to students.
Assess the adequacy of these facilities to support the scholarly and professional activities of the
students and faculty in the program. Define the student outcomes which are highly affected by
computing resources and provide data to demonstrate the intended impact on student outcomes.
Adamson University has invested significantly in the upgrading of its system resources to support
better teaching and learning activities.
B.1 Facilities
<<Computer Laboratories, total no of computers, addition- replacement process, time
sschedule>> <<process of upgrading computers and softwares>>
<<Discuss if there is any other laboratory (computing) facilities for students doing research
and laboratory activities outside their scheduled computer classes. (discuss the time,location
and facilities, etc.>>
<<wi-fi access within the university>>
B.2 Network Infrastructure
PTC-ACBET-EAC
Document ACGS-02 Rev. 01
Page 68of 28
AdU designed and developed its own campus network architecture to enable it to become a fully
connected campus and attain integration utilizing the most reliable technologies. The campus-wide
local area network (LAN) utilize 10GBRing Topologyfiber optic media for backbone connection,
and wired and wireless connection to the terminals which enables access to computing service across
campus. AdU utilize a total of 110Mbps bandwidth of internet access.
For wireless internet connectivity within the campus, AdU provides Wi-Fi hotspot access in
several strategic locations, such as Library LM Building (Whole building), Law Library, Graduate
School Library, Students area such as (ST quadrangle, CS walkway, BA Botanical Garden, SV
ground study area). Students/Employee can access the internet by using AdU WEB Portal
authentication wherein students/employees can login using their accounts. The Wi-Fi bandwidth
allocated for the students is 30Mbps-35Mbps.
B.3 License Software
In support to the teaching and learning process for faculty and students, AdU provides latest
applications and operating systems for the requirement of specific courses per program
Microsoft
Microsoft Office 2013
Visual Studio
Microsoft Web developer
SQL
Visio
MS Project
Visual Basic
Adobe CS5 Ultimate Collection
Photoshop
Dreamweaver
Flash
3D Studio Max
Autocad Revit
Autodesk Products
Statistical software
SPSS
Accounting / HM Software
MYOB
OPERA
B.4 System Development
AdU provides In-House systems that would help students and administrators to satisfy its day to day
operations.
Record Management System (RMS) – this is to provide a database system that will help the
enrollment process on the collegiate level of the University to become faster and more efficient.
PTC-ACBET-EAC
Document ACGS-02 Rev. 01
Page 69of 28
Learning Management System (LMS) – also known as the E-Learning System, this system provides
access to online enrollment which includes the viewing of grades and assessment. Faculty members
also use this system to post announcement and lectures.
Teacher’s Behavior Inventory System (TBI) – this is a computerized teacher evaluation design for
students from grade 4 to college level up to graduate school students.
Automated Budget Monitoring System (ABMS) – this is a computerized budget application for
department budget for effective financial control and monitoring.
Job Monitoring System – This database system provides proper monitoring of job request and
dissemination.
MED Info System – it is a system designed to manage and maintain the record of patients in every
clinic station.
One-Stop Shop Clearance – it is an application program that is intended for administrators for the
purpose of clearance process.
C. Guidance
Describe how students in the program are provided appropriate guidance regarding the use of the
tools, equipment, computing resources, and laboratories, including instructions on safety practices.
<<personnel – lab head, coordinator, lab student assistant, lab technician in (table/ appendix- list of
lab personnel and assignment >>
<<Discuss- who is the assigned person to facilitate the discussion of lab. Orientation,general safety
rules, and policies.>>
<<when to conduct inspections>>
D. Maintenance and Upgrading of Facilities
Describe the policies and procedures for maintaining and upgrading the tools, equipment, computing
resources, and laboratories used by students and faculty in the program. Provide list of applicable
documents. Define the relevant student outcome (SO) and provide the performance data to
demonstrate the alignment.
<<process of upgrading tools and computers, >>
<< person responsible for the management and maintenance of lab tools and equipment>>
<<Briefly discuss the record filing and documentations>>
PTC-ACBET-EAC
Document ACGS-02 Rev. 01
Page 70of 28
E. Library Services
Describe and evaluate the capability of the library (or libraries) to serve the program including the
adequacy of the library’s technical collection relative to the needs of the program and the faculty, the
adequacy of the process by which faculty may request the library to order books or subscriptions, the
library’s systems for locating and obtaining electronic information, and any other library services
relevant to the needs of the program. Define relevant student outcomes which are highly affected by
library service and provide performance data.
The library primarily exists to serve the library and information needs of the students and faculty
of the University. The libraries are adequately lighted, ventilated and equipped with user-friendly
facilities.
E.1
Library administration and support staff
The Libraries are administered and supervised by the Director of Library Services, together with
sixteen (16) licensed full time librarians, Ten (10) library assistants and Twenty (20) student
assistants.
Table 6-2 Summary of Library Personnel
Library Personnel
SV
Basic Education
Classification
LM Library
Library
Library
Total
Number of Librarians
13
2
2
17
Number of Library Assistants
10
10
Number of Student Assistants
17
2
1
20
Total
40
4
3
47
E.2
Library Holdings
Adamson University Libraries maintain a balanced collection of references, books, and other
library materials which are organized according to the Library of Congress (LC) Classification
Scheme. We continuously update our library holdings to ensure the availability of adequate titles ad
volumes for the student population. A Faculty Library Committee is created to serve as a link that
connects the library with the different colleges of the university. It serves as the liaison between the
librarians and the faculty in providing appropriate library materials for the teaching, learning and
research needs of students on the basis of the curricular offerings.
Table 6-3 Summary of Library Holdings for the College of Engineering
Classification Systems
A-General Works
B-Philosophy.Psychology.Religion
G-Geography.Anthropology.Recreation
H-Social Sciences
J-Political Science
K-Law
PTC-ACBET-EAC
Document ACGS-02 Rev. 01
Current
holdings
titles
2
4
79
472
1
62
volumes
2
4
149
504
1
101
Holdings added
(2009-2014)
2
28
136
3
28
136
7
7
Page 71of 28
L-Education
M-Music
N-Fine Arts
P-Language and Literature
Q-Science
R-Medicine
S-Agriculture
T-Technology
U-Military Science:General
V-Naval Science:General
Z-Bibliography. Library Science
10
2
19
7
1275
61
13
7105
2
15
11
TOTAL 9140
10
2
20
7
1645
67
13
9132
2
15
12
11686
3
3
11
5
649
28
10
1601
1
3
6
2460
11
5
652
28
10
1681
1
3
6
2543
Table 6-4 Summary of Library Expenditure
Budget for Collection
Management
Total Engineering
Funds
 Books & AV
Materials
 Periodicals
 Electronic
Resources
2009-2010
2010-2011
2011-2012
2012-2013
2013-2014
7,622,193.34
12,040,260.00
14,842,441.91
18,093,075.00
21,040,575.09
2,033,963.55
3,602,608.60
8,761,886.42
7,929,863.83
3,047,842.94
1,056,001.20
2,272,057.75
8,088,817.12
3,048,234.53
1,553,091.64
268,882.35
629,574.30
629,574.30
629,574.30
629,574.30
709,080.00
700,976.55
43,495.00
4,252,055.00
865,177.00
Table 6.5 Summary of Electronic Resources
EBSCOhost
Gale Virtual Reference Library
Philippine e-Lib
LibraryLink
Philippine Journals Online
Directory of Open Access
Journals (DOAJ)
BioMedCentral
NIST Data Gateway (National
Institute of Standards &
Technology
PTC-ACBET-EAC
http://web.a.ebscohost.com/ehost/search/selectdb?sid=dd600d
ac-bef4-49a0-9b23d86d39c3a12d%40sessionmgr4002&vid=0&hid=4204
http://go.galegroup.com/ps/start.do?p=GVRL&u=adamson&a
uthCount=1
http://www.elib.gov.ph
http://www.librarylink.org.ph
http://www.philjol.info/philjol/index.php
http://doaj.org/
http://www.biomedcentral.com/
http://srdata.nist.gov/gateway/gateway?dblist=0
Document ACGS-02 Rev. 01
Page 72of 28
E.3

Library Services
Library Schedule:
Section/Branch
Fr. Leandro Montañana,
C.M. Library – LM
Building
Regular Semester
Summer
8:00am-8:00pm
Monday to Friday
8:00am – 5:00pm
Monday to Friday
10:00am – 6:00pm
Saturday
Graduate School Library
SV Building - Ground
Floor
12:00nn – 8:00pm
Monday to Friday
12:00nn–8:00pm
Monday to Friday
8:00am – 8:00pm
Saturday
Law Library
SV Building- Ground
Floor
9:00am - 9:00pm
Monday to Friday
9:00am – 8:00pm
Monday to Saturday
9:00am – 8:00pm
Saturday

Internet Service
Forty-three (43) computer units are available at the Internet section. The facilities may be
used for research purposes; printing is also available at Php 1.00 per page.

Bibliographic Services
This service offers research assistance to clientele by providing advice on bibliographic and
citation styles. Bibliographic Services is a compilation of bibliographic references of different
subject areas.

Current Awareness Services
These include the following:
o New Acquisitions List
New Acquisition List is the list of processed newly acquired library materials
available for borrowing.
o TOC Services
PTC-ACBET-EAC
Document ACGS-02 Rev. 01
Page 73of 28
TOC Services present photocopy of Table of Contents of newly received
professional journals forwarded to different colleges for information and update.

Weblinks
Weblinks are compilations of internet resources on a particular subject.

Library Orientation/Instruction service
To promote awareness of all available library resources and introduces the users to the
Library Policies and Procedures, Library Services, and Facilities. Library orientation is
regularly conducted every semester for students and faculty.

Consortia & Networks
The library endeavors to provide access to other library collections within Metro Manila that
will support the instructional, curricular and research needs of both students and faculty
through consortium arrangement and inter-university agreements.
The library actively participates in several networks, and inter- institutional consortia, like
SM-IIC (South Manila Inter-Institutional Consortium), CEAP (Catholic Educational
Association of the Philippines), PAARLNET, and LIBRARYLINK

Inter-Library Loan & Referral Services
Inter- Library Loan/Referral Services provide referral letter to those who plan to use the
library facilities of other institutions. The request can be claimed 3 days after date of request.

Photocopying Services
The library provides photocopying services subject to the Copyright law.

Audio-Visual room
The library audio-visual room is equipped with LCD projector, document camera, audio
facilities and internet connection which are provided by the library to students and faculty
members. Users may utilize these facilities upon request on a first-come, first-served basis.

Discussion Rooms
Two (2) discussion rooms are available at the LM library 2nd floor. These rooms are provided
for plate making and group discussion.
F. Overall Comments on Facilities
Describe how the program ensures that the facilities, tools, and equipment used in the program are
safe for their intended purposes. Provide list of applicable documents. Define relevant student
outcomes which are highly affected by library service and provide performance data.
The chemical Engineering program has generous laboratory space, with improved facilities that
answer the needs of classes which need technology. A bigger audio-visual room, and instructional
media section, wider area for technical services, indoor second-to-third floor stairway, a bigger
Internet section, installation of CCTV cameras, book drop boxes, laptop charging area, and
PTC-ACBET-EAC
Document ACGS-02 Rev. 01
Page 74of 28
discussion rooms are some of the major additions to the library. New equipment have been acquired,
namely: laptops, DLP (digital light processing) projectors, 3M overhead projectors, home theater
televisions, karaoke, DVD players, and cameras.
Five (5) Electronic Security Systems were installed in every library entrances to provide sufficient
oversight to ensure proper and safe use of equipment. It sets off an alarm when books are brought out
without undergoing proper checkout procedures. Over all, the institution provides facilities to
support the teaching and learning in the attainment of student outcomes.
CRITERION 7. LEADERSHIP AND INSTITUTIONAL SUPPORT
A. Leadership
Describe the leadership of the program and discuss its adequacy to ensure the quality and continuity
of the program and how the leadership is involved in decisions that affect the program. Provide
organizational chart and corresponding functional descriptions and relationships.
<<Figure 7.1 Insert Organizational Chart>>
<<Figure 7.2 Insert Org.Chart per program>>
B. Program Budget and Financial Support
1. Describe the process used to establish the program’s budget and provide evidence of continuity
of institutional support for the program. Include the sources of financial support including both
permanent (recurring) and temporary (one-time) funds.
2. Describe how the institution supports teaching in terms of graders, teaching assistants, teaching
workshops, etc.
3. To the extent not described above, describe how resources are provided to acquire, maintain and
upgrade the infrastructures, facilities and equipment used in the program.
4. Assess the adequacy of the resources described in this section with respect to the students in the
program being able to attain the student outcomes. Describe how the results of the monitoring,
assessment and evaluation of attainment of student outcomes impact on the program budget and
financial report.
B.1
The budget process
B.2
Support for teaching
PTC-ACBET-EAC
Document ACGS-02 Rev. 01
Page 75of 28
Graders and teaching assistants are not part of Adamson University’s teaching support.
Basically, only the faculty assigned in the course does all the teaching work to provide quality
learning experiences to the students.
To advance the professional development of faculty, Adamson University provides funds for
seminars and workshops. Human Resource office regularly conducts seminar and workshops on
teaching advancement, (i.e. Outcomes-based education, rubric preparation). More so, newly hired
faculty is required to attend workshops before the beginning of classes. The workshop includes,
among others, teaching styles and grading systems, as well as academic policies.In the event that
the new faculty has already commenced teaching without attending a workshop for new faculty
members due to exigencies, the chairperson orients the new faculty member of important
academic policies. In addition, as all departments in the university, the civil engineering
department is given faculty development budget per year to support the professional growth of
the faculty. The civil engineering faculty members are regularly attending professional
organization conventions, seminars on faculty development, and local and international
conferences. In case, not all faculties attended a seminar, an echo-seminar is given by the
attendee during the regular department meeting.
B.3
Financial Sources for Acquisition, maintenance and upgrading of facilities
B.4
Adequacy of Resources
<<Insert Table 7.1 Five-Year Program Expenditure for the Chemical Engineering Program>>
School Year
2010 – 2011
Requested Budget
3,517,486.64
Approved Budget
3,181,243.13
Total Expenditure
2,648,078.23
2011 – 2012
4,323,578.54
4,043,078.54
2,706,073.64
2012 – 2013
5,667,336.60
4,727,736.60
3,707,889.55
PTC-ACBET-EAC
Document ACGS-02 Rev. 01
Page 76of 28
2013 – 2014
6,253,546.34
4,966,400.00
2014 – 2015
5,040,406.34
4,943,300.00
2,685,356.98
1,039,981.99
(pls refer to automated budget monitoring)
C. Staffing
Describe the adequacy of the staff (administrative, instructional, and technical) and institutional
services provided to the program. Discuss methods used to retain and train staff.
C.1.
Technical Staff
C.2.
Administrative Staff
C.3.
Staff training and Retention
D. Faculty Hiring and Retention
1. Describe the process for hiring of new faculty.
2. Describe the strategies used to retain current qualified faculty. Provide report on retention.
D.1
Faculty Hiring
In accordance with the teaching load preparation for the succeeding semester, the program
chairperson identifies the need for faculty members. Manpower request shall be forwarded to HRD
which indicates the specific skills and qualifications.
PROCESS for hiring new faculty (refer to Administrative Manual 3.1)
The HRMD-Recruitment and Training Section shall be responsible in recruiting, hiring and placing
the most qualified personnel in filling up the vacant positions.
Hiring of applicants shall be based on the following:
Education;
Competencies
Teaching/Work Experience/Age
HRMD-Recruitment and Training shall implement a system of filling-up the job openings to
determine the most qualified candidate that will best fit for the job. All applicants, whether internal
or external, shall be processed following the University Standard.
Responsibility
Requisitioner
PTC-ACBET-EAC
Table 7.1 Faculty Hiring Procedure
Activity
1. Fills-out Manpower Requisition Form (MRF). Submits to HRMDO
Document ACGS-02 Rev. 01
Page 77of 28
Responsibility
Activity
Director.
HRMDO
Director
VP for
Administration
2. Review MRF.
3. Approves MRF.
4. Sources applicants.
HRMDO Staff
5. Schedules the applicants for testing and initial interview. Prepares
applicant’s profile and submits to the HRMD Director for in-depth
interview
HRMDO Staff
6. Conducts in-depth interview.
Dean/Departme
nt Chairperson/
Director
7. Recommends
and
endorses
to
Chairperson/Director for final assessment.
the
Dean/Department
8. Conducts final assessment.
HRMDO Staff
9. Asks the employee to submit requirements based on the Preemployment Checklist.
10. Prepares contract and appointment letter.
11. Files record.
D.2
Faculty Retention
HRMDO continuously updates profile of faculty members for endorsement to the Committee on
Faculty Classification and Promotion to further assess qualifications, teaching skills and performance
of the faculty.
We continuously provide programs that would assist our employees in their quality work life such as
ball games activities, recollection, foundation activities, wellness programs and recognition programs
such teachers’ and employees’ day celebration aside from the scholarly activities.
Upgrading of salary rates through annual increases and promotion schemes. Currently, we are
reviewing the hiring rates to entice and invite qualified candidates.
E. Support of Faculty Professional Development
Describe the adequacy of support for faculty professional development and how such activities such
as sabbaticals, travel, workshops, seminars, etc., are planned and supported. Describe the system or
procedures on the generation of Professional Development Plan.
The University through its Scholarship Committee is giving opportunity for faculty members
to upgrade their academic qualification. Assistance and grants are given to the teachers.
PTC-ACBET-EAC
Document ACGS-02 Rev. 01
Page 78of 28
Each school year, a faculty is given a budget for his attendance to trainings, local and international
conferences.
<<Table 7.2 include training plans>>
CRITERION 8. EXTENSION, COMMUNITY SERVICE, AND INDUSTRY-ACADEME
LINKAGE
A. Extension Service
Describe non-degree educational services such as short courses on new technologies and new
professional topics, to assist engineers from industry in keeping abreast of new developments in the
field. Some short courses may provide summaries of findings from the research of faculty. New
courses may be developed with collaboration from industry and engineering societies. Provide data
to demonstrate compliance. Define the student outcome(s) impacted by the extension service and
provide performance monitoring data as maybe necessary.
<<Outreach program>>
B. Community Oriented Programs
Provide evidence that students and student organizations have programs to assist communities not
only as an avenue for societal service but also to gain understanding of the impact of engineering
solutions to the local context. Possible projects may involve assistance to high school students on
potential science/engineering fairs. Community assistance may involve helping design low-cost
computing, low-cost access to the internet, and general utilization of their technological expertise.
Dialogs with the communities to determine their needs should be explored first. Provide data to
demonstrate compliance to the sub-provision of the Criterion. Define the student outcomes being
supported by the programs and project and include monitoring data.
<< Academic Service Learning >>
C. Industry-Academe Linkage
a. Describe regular active participation from industry in planning and defining program educational
objectives, student outcomes and curricula to ensure that these are relevant and up-to date with
societal and professional requirements.
b. Describe faculty/student-industry exposure through internships, industry-visits, collaborative
projects under professionals in industry, and industry-based final year projects.
<<Plant visit- Special Topics, OJT, Practicum>>
c. Provide data to demonstrate performance. Define student outcome(s) supported by the activities
and include performance monitoring data.
<<Evaluation Reports, Portfolio, Survey Forms etc.>>
CRITERION 9. CONTINUOUS QUALITY IMPROVEMENT
This section of your SSR should document your processes for regularly assessing and evaluating the
extent to which student outcomes and the program educational objectives are being attained.
PTC-ACBET-EAC
Document ACGS-02 Rev. 01
Page 79of 28
This section should also document the extent to which the student outcomes and the program
educational objectives are being attained. It should describe how the results of these evaluations are
being utilized to effect continuous improvement of the program.
Although the program can report its processes as it chooses, the following is presented as a guide to
help you organize your SSR. It is also recommended that you report the information concerning your
program educational objectives separately from the information concerning your student outcomes.
A. Student Outcomes
1. A listing and description of the assessment processes used to gather the data upon which
the evaluation of each student outcome is based. Examples of data collection processes
may include, but are not limited to, specific exam questions, student portfolios, internally
developed assessment exams, senior project presentations, nationally-normed exams, oral
exams, focus groups, industrial advisory committee meetings, or other processes that are
relevant and appropriate to the program.
2. A listing and description of the evaluation processes for each of the student outcomes.
3. The frequency with which these assessment and evaluation processes are carried out.
4. The expected satisfactory level of attainment for each of the student outcomes.
5. Summaries of the results of the evaluation process and an analysis illustrating the extent
to which each of the student outcomes is being attained.
6. Continuous improvement actions undertaken and any significant future improvement
plans.
7. Documentation and maintenance of the results.
B. Program Educational Objectives
It is recommended that this section include (a table may be used to present this information):
1. A listing and description of the assessment processes used to gather the data upon which
the evaluation of each program educational objective is based. Examples of data
collection processes may include, but are not limited to, employer surveys, graduate
surveys, focus groups, industrial advisory committee meetings, or other processes that are
relevant and appropriate to the program.
2. A listing and description of the evaluation processes used for each of the program
educational objectives.
PTC-ACBET-EAC
Document ACGS-02 Rev. 01
Page 80of 28
3. The frequency with which these assessment and evaluation processes are carried out.
4. The expected satisfactory level of attainment for each of the program educational
objectives. A report to show level of attainment shall be made available.
5. Summaries of the results of the evaluation processes and an analysis illustrating the
extent to which each of the program educational objectives is being attained.
6. Continuous improvement actions undertaken and any significant future improvement
plans.
7. How the results are documented and maintained. Provide samples of results.
C. Continuous Improvement
Describe how the results of evaluation processes for the program educational objectives and
the student outcomes and any other available information have been used as input in the
continuous improvement of the program. Provide a list of continuous improvement actions
taken and include results of the action taken. Likewise, indicate any significant future
program improvement plans based upon recent evaluation. Provide a brief rationale for each
of these planned changes.
D. Maintenance of Continuous Quality Improvement Program
Discuss how the Continuous Quality Improvement program is maintained including a
description of how records are kept and a discussion of resources needed for the maintenance
of the program.
E. Additional Information
Copies of any of the assessment instruments or materials must be available for review at the
time of the visit. Other information such as minutes from meetings where the assessment
results were evaluated and where recommendations for action were made could also be
included.
II.
SPECIFIC PROGRAM CRITERIA
PTC-ACBET-EAC
Document ACGS-02 Rev. 01
Page 81of 28
Describe how the program satisfies any applicable specific program criteria. If already
covered elsewhere in the SSR, provide appropriate references.
APPENDICES
Appendix A – Course Syllabi
Use the following format for the course syllabi (2 pages maximum in Times New Roman or similar,
12 point font)
1. Course number and name
2. Credits and contact hours
3. Instructor’s or course coordinator’s name
4. Text book, title, author, and year
a. other supplemental materials
5. Specific course information
a. Brief description of the content of the course (catalog description)
b. prerequisites or co-requisites
c. indication of whether a required, elective, or selected elective (as per Table 5-1)
course in the program
6. Specific course objectives and outcomes
PTC-ACBET-EAC
Document ACGS-02 Rev. 01
Page 82of 28
a. specific learning goals or outcomes of instruction, example: The student will be able to
explain the significance of current research about a particular topic.
b. Explicit indication of which of the student outcomes listed in Criterion 2 or any other
outcomes are addressed by the course. Discuss how they are incorporated in the learning
goals or outcomes
7. List of topics to be covered
Appendix B – Faculty Vitae
Use the following format for the faculty vitae (2 pages maximum in Times New Roman or
equivalent 12 point type
1. Name of Faculty
2. Education – degree, discipline, institution, year
3. Academic experience – institution, rank, title (chair, coordinator, etc. if appropriate),
when (ex. 1990-1995), full time or part time
4. Non-academic experience – company or entity, title, brief description of position, when
(ex. 1993-1999), full time or part time
5. Certifications or professional registrations
6. Current membership in professional organizations
7. Honors and awards
8. Service activities (within and outside of the institution)
PTC-ACBET-EAC
Document ACGS-02 Rev. 01
Page 83of 28
9. Briefly list the most important publications and presentations from the past five years –
title, co-authors if any, where published and/or presented, date of publication or
presentation
10. Briefly list the most recent professional development activities
Appendix C – Equipment
List the major pieces of equipment used by the program in support of instruction.
The following are the equipment housed in each laboratory room used by the program in support of
instructions.
Location(Room
Ground Floor, OZ Bldg Annex
Number,Floor)
Name
of Chemical Process Industry Laboratory/Unit Operations Laboratory 2
Laboratory
Courses
Chemical Process Industry Laboratory, Unit Operations Laboratory 1 & 2, ChE
Industrial Chemistry Laboratory, ChE Research
Name of Equipment
Brand name
Quantity
Unit
Quantity
Unit
Location(Room
Ground Floor, OZ Bldg Annex
Number,Floor)
Name
of Atomic Absorption Spectrometer Room
Laboratory
Name of Equipment
PTC-ACBET-EAC
Brand name
Document ACGS-02 Rev. 01
Page 84of 28
Appendix D – Institutional Summary
Programs are requested to provide the following information.
1. The institution
a. Name and address of the institution
b. Name and title of the chief executive officer of the institution
c. Name and title of the person submitting the SSR.
d. Name the organizations by which the institution is now accredited and the dates of the
initial and most recent accreditation evaluations.
2. Type of Control
Description of the type of managerial control of the institution, e.g., private-non-profit,
privateother, denominational, state, federal, public-other, etc.
3. Educational unit
Describe the educational unit in which the program is located including the administrative
chain of responsibility from the individual responsible for the program to the chief executive officer
of
the institution. Include names and titles. An organization chart may be included.
4. Academic Support Units
List the names and titles of the individuals responsible for each of the units that teach courses
required by the program being evaluated, e.g., mathematics, physics, etc.
5. Non-academic Support Units
List the names and titles of the individuals responsible for each of the units that provide nonacademic support to the program being evaluated, e.g., library, computing facilities,
placement,
tutoring, etc.
6. Credit Unit
PTC-ACBET-EAC
Document ACGS-02 Rev. 01
Page 85of 28
It is assumed that one semester or quarter credit normally represents one class hour or three
laboratory hours per week. One academic year normally represents at least 28 weeks of
classes, exclusive of final examinations. If other standards are used for this program, the
differences should be indicated.
7. Tables
Complete the following tables for the program undergoing evaluation.
Insert table D-1 Program Enrollment and Degree Data
PTC-ACBET-EAC
Document ACGS-02 Rev. 01
Page 86of 28
Insert table D-2 Personal
PTC-ACBET-EAC
Document ACGS-02 Rev. 01
Page 87of 28
Signature Attesting to Compliance
By signing below, I attest to the following:
That _________________________ (Name of the program Chair, and name of program(s)))
has conducted an honest assessment of compliance and has provided a complete and accurate
disclosure of timely information regarding compliance with PTC-ACBET-EAC’s Certification and
Accreditation System for Engineering Education (CASEE) to include the General Criteria and any
applicable Specific Program Criteria, and the relevant PTC-ACBET-EAC accreditation policies and
procedures.
PTC-ACBET-EAC
Document ACGS-02 Rev. 01
Page 88of 28
___________________________________
Dean’s Name (As indicated on the RFE)
_______________________________
Signature
PTC-ACBET-EAC
__________________________
Date
Document ACGS-02 Rev. 01
Page 89of 28