Final Draft – November 14, 2016

1 CHED MEMORANDUM ORDER

2 No. _______
3 Series of 2017
4
5 SUBJECT: REVISED POLICIES, STANDARDS AND GUIDELINES (PSG) FOR THE
6 DEGREE OF BACHELOR OF SCIENCE IN AERONAUTICAL ENGINEERING
7 (BSAeroE) EFFECTIVE ACADEMIC YEAR 2018-2019
8 ------------------------------------------------------------------------------------------------------------
9
10 In accordance with the pertinent provisions of Republic Act (RA) No. 7722, otherwise known as
11 the “Higher Education Act of 1994,” in pursuance of policies, standards and guidelines in
12 the establishment of an Outcomes-Based Education (OBE) system in higher education
13 institutions offering engineering programs as advocated under CMO 37 s. 2012 and
14 policy-standard to enhance Quality Assurance (QA) in Philippine Higher Education
15 through an Outcomes-Based and Typology-Based QA as advocated under CMO 46 s.
16 2012, and by virtue of Commission en banc Resolution No. ___________ dated
17 __________________ the following Policies, Standards and Guidelines (PSG) are
18 hereby adopted and promulgated by the Commission.
19
20
21 ARTICLE I
22 INTRODUCTION
23
24 Section 1 Rationale
25
26 This CMO integrates the establishment of an Outcomes-Based Education
27 (OBE) system in Higher Education Institutions offering engineering programs
28 (CMO 37 s. 2012) and the enhancement of Quality Assurance (QA) in
29 Philippine Higher Education through an Outcomes-Based and Typology-
30 Based QA (CMO 46 s. 2012) to the Policies, Standards and Guidelines (PSG)
31 for the degree of Bachelor of Science in Aeronautical Engineering (BSAeroE).
32
33 ARTICLE II
34 AUTHORITY TO OPERATE
35
36 Sec. 2 Government Recognition
37
38 All Private Higher Education Institutions (PHEIs) intending to offer Bachelor of
39 Science in Aeronautical Engineering (BSAeroE) program must first secure
40 proper authority from the Commission in accordance with these PSGs.
41 All PHEIs with an existing BSAeroE program are required to shift to an
42 Outcomes-Based Education according to these PSGs and must secure
43 approval for such a shift. State Universities and Colleges (SUCs), and Local
44 Universities and Colleges (LUCs) should likewise strictly adhere to the
45 provisions in these policies and standards.
46
47
48
49 ARTICLE III
50 GENERAL PROVISIONS
51
52 Sec. 3 Minimum Standards
53
54 The Articles that follow give minimum standards and other requirements and
55 prescriptions. The minimum standards are expressed as a minimum set of

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56 desired student/program* outcomes which are given in Article IV Section 6. The

57 Technical Committee designed a curriculum to attain such outcomes. This
58 curriculum is shown in Article V Section 11 as a sample curriculum. The
59 number of units of this curriculum is here prescribed as the “minimum unit
60 requirement” under Section 13 of RA 7722.
61
62 Using a learner-centered/outcomes-based approach the Technical Committee
63 also determined appropriate curriculum delivery methods shown in Article V
64 Section 12. The sample course syllabi given in Article V Section 11 show some
65 of these methods.
66
67 Based on the curriculum and the means of its delivery, the Technical
68 Committee determined the physical resource requirements for the library,
69 laboratories and other facilities and the human resource requirements in terms
70 of administration and faculty. See Article VI.
71
72 Sec. 4 Curriculum Design
73
74 The HEIs are allowed to design curricula suited to their own contexts and
75 missions provided that they can demonstrate that the same leads to the
76 attainment of the required minimum set of outcomes, albeit by a different route.
77 In the same vein, they have latitude in terms of curriculum delivery and in terms
78 of specification and deployment of human and physical resources as long as
79 they can show that the attainment of the program outcomes and satisfaction of
80 program educational objectives can be assured by the alternative means they
81 propose.
82
83 The HEIs can use the CHED Implementation Handbook for Outcomes-
84 Based Education (OBE) and the Institutional Sustainability Assessment
85 (ISA) as a guide in making their submissions for Sections 16, 17 and 18 of
86 Article VII.
87
88 This PSG is aligned with the new K to 12 basic education system and the New
89 General Education requirements, following the OBE system.
90
91
92
93 ARTICLE IV
94 PROGRAM SPECIFICATIONS
95
96 Sec. 5 Program Description
97
98 5.1 Definition
99
100 Aeronautical Engineering is a field of science that deals with the principles of
101 flight and related engineering disciplines and their applications to research
102 and development, planning, design, manufacture, operation, maintenance,
103 repair, modification, and inspection of aircraft, spacecraft and their systems
104 and components.
105
106 The herein Policies and Standards (PS ) had been reviewed in accordance
107 with recent approved CMOs, industry needs, latest trends and technology in
108 the field of Aeronautical Engineering. This PS emerged as a result of
109 consolidated effort of the academe, industry and other concerned agencies.
110

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111 5.2 Degree Name

112
113 The degree program herein shall be called BACHELOR OF SCIENCE IN
114 AERONAUTICAL ENGINEERING (BSAeroE) compliant to CMO 37 s. 2012
115 and CMO 46 s. 2012.
116
117 5.3 Nature of the Field of Study
118
119 The field of specialization includes the following but not limited to:
120
121 a) Research and Development
122 b) Design and Manufacture
123 c) Aircraft Maintenance and Operation
124 d) Education and Training
125
126 Refer to Annex I for the Revised Competency Standards for Aeronautical
127 Engineering practice, aligned with the Washington Accord requirements.
128
129 5.4 Program Goals/Program Educational Objectives (PEOs)
130
131 As per CMO 37 s. 2012, Program Educational Objectives (PEOs) are
132 “broad statements that describe the career and professional
133 accomplishments that the program is preparing graduates to achieve within
134 3-5 years from graduation. “ PEOs are based on the needs of the program's
135 constituencies and these shall be determined, articulated, and disseminated
136 to the general public by the unit or department of the HEI offering BSAeroE
137 program. The PEOs should also be assessed and evaluated periodically for
138 continuing improvement.
139
140 Each HEI, SUC and LCU should define a set of PEOs compliant to the
141 definition as provided under CMO 37 s. 2012. PEOs must be aligned to the
142 mission of the HEI/SUC/LCU offering the BSAeroE program.
143
144 5.4 Specific Professions/Careers/Occupations for Graduates
145 The scope of the practice of Aeronautical Engineering is defined in
146 prevailing Aeronautical Engineering Law, the P.D. 1570, and the existing
147 and presently career options available in the aviation industry. The
148 graduates of BSAeroE program may go into the following:
149
150 a) Research and Development Engineer
151 b) Aircraft Structural Engineer
152 c) Aircraft Design Engineer
153 d) Aircraft Powerplant Engineer
154 e) Aircraft Manufacturing Engineer
155 f) Aircraft Safety Engineer
156 g) Aircraft Maintenance Engineer
157 h) Aircraft Operation/Performance Engineer
158 i) Aircraft Reliability Engineer
159 j) Planning Engineer
160 k) Aircraft Interior Engineer
161 l) Aircraft Systems Engineer
162 m) Aircraft Tooling Engineer
163 n) Quality Assurance Engineer
164 o) Regulatory Compliance Engineer
165 p) Aircraft Weight and Balance Engineer

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166 q) Aeronautical Engineering Consultant

167 r) Aeronautical Engineering Professor
168 s) Aviation Entrepreneur
169
170 5.5 Allied Programs
171
172 The allied programs of the BSAeroE program are the following:
173
174 a) Mechanical Engineering
175 b) Mechatronics Engineering
176 c) Electronics and Communications Engineering
177 d) Electrical Engineering
178 e) Computer Science/Information Technology
179 f) Management Engineering
180 g) Industrial Engineering
181 h) Other Aviation Related Programs
182
183 These programs are those that may be considered as equivalent to the
184 program for the purpose of determining qualifications of the faculty. This list
185 may be expanded upon review by the Commission.
186
187
188 Sec. 6 Institutional and Program Outcomes
189
190 The minimum standards for the BS in Aeronautical Engineering program are
191 expressed in the following minimum set of institutional and BSAeroE program
192 outcomes.
193
194 6.1 Institutional outcomes
195
196 a) Graduates of professional institutions must demonstrate a service
197 orientation in one’s profession,
198 b) Graduates of colleges must participate in various types of
199 employment, development activities, and public discourses,
200 particularly in response to the needs of the communities one serves
201 c) Graduates of universities must participate in the generation of new
202 knowledge or in research and development projects
203 d) Graduates of State Universities and Colleges must, in addition, have
204 the competencies to support “national, regional and local development
205 plans.” (RA 7722).
206 e) A PHEI, at its option, may adopt mission-related program outcomes
207 that are not included in the minimum set.
208 f) Graduates of higher educational institutions must preserve and
209 promote the Filipino historical and cultural heritage.
210
211 6.2. BSAeroE Program Outcomes
212
213 As per CMO 37 s. 2012, “student/program* outcomes “specify what
214 students are expected to know and be able to do by the time of
215 graduation. These relate to the skills, knowledge, and behaviors that the
216 students acquire as they go through the program.”
217
218 The following are the student/program outcomes of the BSAeroE
219 program:
220

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221 a. Apply knowledge of mathematics, physical sciences, engineering

222 sciences to the practice of aeronautical engineering.
223 b. Design and conduct experiments to test hypotheses and verify
224 assumptions, as well as to analyze and interpret data and to simulate
225 processes.
226 c. Design, improve, innovate, and to supervise systems or processes to
227 meet desired needs within realistic constraints.
228 d. Work effectively in multi-disciplinary and multi-cultural teams in
229 diverse fields of practice.
230 e. Identify, formulate, and solve aeronautical engineering problems.
231 f. Understand the effects and impact of the aeronautical engineering
232 profession on the environment and the society, as well as the social and
233 ethical responsibilities of the profession.
234 g. The specialized knowledge in at least one field of aeronautical
235 engineering practice, and the ability to apply such knowledge to provide
236 solutions to actual problems.
237 h. Effectively communicate orally and in written form particularly in the
238 English language.
239 i. Engage in life-long learning and to keep current of the development in
240 a specific field of specialization.
241 j. Use the appropriate techniques, skills and tools necessary for the
242 practice of aeronautical engineering.
243 k. Acquire a thorough knowledge of contemporary issues.
244 l. Knowledge and understanding of engineering and management
245 principles as a member and leader in a team, to manage projects and in
246 multidisciplinary environments.
247 m. Apply acquired aeronautical engineering knowledge and skills for
248 national development.
249
250 The student/program outcomes from a to m set the minimum requirements.
251 HEI/LUC/SUC may add additional outcomes when needed.
252
253
254 Sec. 7 Sample Performance Indicator
255
256 As per CMO 37 s. 2012, performance criteria or performance indicators are
257 “specific, measurable statements identifying the performance{s} required to
258 meet the outcome, confirmable through evidence.” See Annex A for a sample
259 performance indicator.
260
261 Each program outcome should be given a set of performance indicators. A
262 performance indicator should begin with a verb followed by a content reference.
263 The purpose of performance indicator is to measure the level of achievement of
264 the student/program outcome.
265
266 Table. 1 Sample Performance Indicators of Program Outcomes
267

Program Outcomes Performance Indicators

Apply mathematics in solving
aircraft design fundamentals,
1 structural loading, engineering
economy, fundamentals of
low/high speed aerodynamics,
Apply knowledge aircraft performance.

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a. of mathematics, Integrate scientific and

physical sciences, engineering principles in
engineering 2 aeronautics by formulating
sciences to the unique ways of constructing,
practice of modifying and repairing aircraft
aeronautical parts and making propellant for
engineering. aircraft rocketry
Apply Physics principles in
3 solving Rocket propulsion,
aerodynamics problems and
analysis of structures.
268
269 (see PO/PI Assessment Matrix)
270
271 Sec. 8 Program Assessment and Evaluation
272
273 Program Assessment refers to one or more processes that identify, collect, and
274 prepare data to evaluate the attainment of Program Outcomes and Program
275 Educational Objectives.
276
277 In the case of Program Outcomes Assessment, the defined Performance
278 Indicators shall be connected to Key Courses (usually the Demonstrating or “D”
279 courses in the Curriculum map), and an appropriate Assessment Methods (AM)
280 may be applied. These methods may be direct or indirect depending on
281 whether the demonstration of learning was measured by actual observation and
282 authentic work of the student or through gathered opinions from the student or
283 his peers. Refer to the tables below.
284
285 Table 2 Sample Matrix Linking Performance Indicators with Key Courses and
286 Assessment Methods
287
Performance Indicators Key Courses Assessment
Methods
Apply mathematics in solving P-03 to P-05,P- Problem Set, Written
aircraft design fundamentals, 11 to P-15, P-17 Exam
1 structural loading, engineering to P-20, P-23
economy, fundamentals of low/high
speed aerodynamics, aircraft
performance.
Integrate scientific and engineering P-07 , P-17 and Laboratory
principles in aeronautics by P-18 Experiments,
2 formulating unique ways of Problem Set, Written
constructing, modifying and Exam
repairing aircraft parts and making
propellant for aircraft rocketry
Apply Physics principles in solving P-03 to P-05, P- Problem Set, Written
3 Rocket propulsion, aerodynamics 06, P-07 , P-11, Exam
problems and analysis of structures. P-12, P-17, P-18,
P-20, P-21, P-23
288
289
290
291
292

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293
294 Table 3. Sample Matrix Linking Assessment Methods with Set Targets and
295 Standards
296
Key Courses Assessment Methods Targets and Standards
P-03 to P-05,P-11 to P-15, 50% of the students get a
P-17 to P-20, P-23 Problem Set, Written rating of at least 60%
Exam
P-07 , P-17 and P-18 Laboratory Experiments, 60% of the students get a
Problem Set, Written rating of at least 60%
Exam
P-03 to P-05, P-06, P-07 , Problem Set, Written 60% of the students get a
P-11, P-12, P-17, P-18, P- Exam rating of at least 60%
20, P-21, P-23
297
298 For the Assessment of Program Educational Objectives, the stakeholders of the
299 program have to be contacted through survey or focus group discussion to
300 obtain feedback data on the extent of the achievement of the PEOs.
301
302 Program Evaluation pertains to one or more processes for interpreting the data
303 and evidence accumulated from the assessment. Evaluation determines the
304 extent at which the Program Outcomes and the Program Educational
305 Objectives are achieved by comparing actual achievement versus set targets
306 and standards. Evaluation results in decisions and actions regarding the
307 continuous improvement of the program.
308
309 Other Methods of Program Assessment and Evaluation may be found in the
310 CHED Implementation Handbook for Outcomes-Based Education (OBE) and
311 Institutional Sustainability Assessment (ISA).
312
313 (see PO/PI/Assessment Matrix)
314
315 Sec. 9 Continuous Quality Improvement
316
317 There must be a documented process for the assessment and evaluation of
318 program educational objectives and program outcomes.
319
320 The comparison of achieved performance indicators with declared targets or
321 standards of performance should serve as basis for the priority projects or
322 programs for improving the weak performance indicators. Such projects and
323 programs shall be documented as well as the results of its implementation. This
324 regular cycle of documentation of projects, programs for remediation and their
325 successful implementation shall serve as the evidence for Continuous Quality
326 Improvement.
327
328 By AY 2018-2019, after a benchmarking project of the Technical Committee for
329 Aeronautical Engineering and other Aviation Related programs, the commission
330 shall release a set of minimum standards for a number of key performance
331 indicators for selected program outcomes, and these shall serve as the
332 common targets or achievement by all HEIs offering BSAeroE programs for
333 their Continuous Quality Improvement program.
334
335
336

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337
338 ARTICLE V
339 CURRICULUM
340
341 Sec. 10 Curriculum Description
342
343 The Aeronautical Engineering curriculum is designed to meet the BSAeroE
344 Program Outcomes stated in Article IV, Section 6.2. This is articulated in a
345 Curriculum Map discussed in Section 12. The curriculum must develop
346 engineers who have a background in mathematics, natural, physical and allied
347 sciences. As such the curriculum contains courses in mathematics, physics,
348 chemistry, materials and environmental sciences. The Aeronautical Engineering
349 curriculum also contains mandated general education and elective courses as
350 connected to the desired program outcomes. This is to ensure that the
351 Aeronautical Engineering graduate can understand and articulate the nature of
352 his/her special role in the society and the impact of their work in the
353 environment. The curriculum is designed to guarantee a certain breadth of
354 knowledge of the Aeronautical Engineering disciplines through a set of core
355 courses and to ensure depth and focus in certain disciplines through
356 specialized elective courses. A minimum of 420 hours of immersion in
357 Aeronautical Engineering activities outside the institution and a capstone
358 project in Aeronautical Engineering design are the final requirements of the
359 curriculum.
360
361 Sec. 11 Sample Curriculum
362
363 Below is the sample curriculum of the BSAeroE program. The institution may
364 enrich the sample/model program of study depending on the needs of the
365 industry, provided that all prescribed courses required in the curriculum outline
366 are offered and pre-requisite and co-requisite are observed.
367
368
Minimum No. of Hours
Minimum Credit
Classification/ Field / Course
Lecture Laboratory Units

I. TECHNICAL COURSES

A. Mathematics

Differential Calculus w/ Analytic Geometry 3 0 3

Integral Calculus 3 0 3

Differential Equation 3 0 3
Advanced Engineering Mathematics for
3 0 3
Aeronautical Engineers
Mathematics for Engineers and Scientists 3 0 3

Probability and Statistics 3 0 3

Sub-Total 18 0 18

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B. Natural/Physical Sciences

General Chemistry 3 3 4

Physics 1 3 3 4

Physics 2 3 3 4

Sub-Total: 9 9 12

Minimum No. of Hours

Minimum Credit
Classification/ Field / Course
Lecture Laboratory Units

C. Basic Engineering Sciences

Engineering Drawing 0 3 1

Computer Fundamentals and Programming 1 6 3

Computer Aided Drafting and Design 1 1 3 2

Computer Aided Drafting and Design 2 1 3 2

Computer Aided Drafting and Design 3 1 3 2

Statics of Rigid Bodies 3 0 3

Dynamics of Rigid Bodies 2 0 2

Mechanics of Deformable Bodies 3 0 3

Engineering Economics 3 0 3

Engineering Management 3 0 3

Environmental Science and Engineering 3 0 3

Strategic Operation and Supply Chain
3 0 3
Management
Human Factors and Aviation Safety 3 0 3

Ethics 3 0 3

Sub-Total: 30 18 36

D. Allied Courses

Elementary Electrical Engineering (AC/DC) 3 0 3

Thermodynamics 3 0 3

Basic Electronics 3 0 3

Sub – Total 9 0 9

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E. Professional Courses

Aircraft Materials, Construction and Repair 2 6 4

Civil Air Laws and Regulations 3 0 3

Fundamentals of Aerodynamics 4 0 4

Applied Subsonic Aerodynamics 4 0 4

Applied Supersonic Aerodynamics 4 0 4

Reciprocating Engines 3 3 4

Jet Engine and Rocket Propulsion 3 3 4

Aircraft Avionics and Autopilot Systems 3 0 3

Aircraft Systems 3 3 4

Research Methods and Applications 2 3 3

Aircraft Structure 1 4 0 4

Aircraft Structures 2 4 0 4

Basic Helicopter and Propeller Design 2 6 4

Aircraft Design 1 3 6 5

Aircraft Design 2 3 6 5

Aerodrome Engineering and Management 3 0 3

Aeronautical Laboratory 1 1 3 2

Aeronautical Laboratory 2 1 3 2

Air Transport Economics and Management 3 0 3

Reliability Engineering 3 0 3
Aircraft Production, Maintenance, Planning
and Control 2 3 3
Sub-Total: 60 45 75
F. Electives

Technical Elective 3 0 3
Aircraft Accident Investigation
Lighter Than Air aircraft
Project Feasibility Study
(Aviation/Airline Issues)
Sub-Total: 3 0 3

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G. Aeronautical Engineering Practice

3
(OJT) 3 0
TOTAL PROFESSIONAL COURSES 132 72 156
II NON-TECHNICAL COURSES

A. Social Sciences
Understanding the Self 3 0 3
Sociology with Family Planning and LRT 3 0 3
Science, Technology, Engineering and
3 0 3
Society
Contemporary World 3 0 3
Reading in Philippine History 3 0 3
Sub-Total: 15 0 15

B. Humanities

Art Appreciation-The Art of Engineering 3 0 3

Sub-Total: 3 0 3

C. Languages

Purposive Communication 3 0 3

3 0 3
Sub-Total:
D. Mandated Course

Life and Works of Rizal 3 0 3

Sub-Total: 3 0 3
E. Physical Education

P.E. 1,2,3,4 8 0 8
Sub-Total: 8 0 8
Minimum No. of Hours Minimum Credit
Classification/ Field / Course
Lecture Laboratory Units

F. National Service Training Program

NSTP 1,2 (6)

Sub-Total: 33 (6)

GRAND TOTAL 164 72 188

369
370
371
372
373
374

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375 SUMMARY OF THE BSAeroE CURRICULUM

376
377
Total No. of Hours Total No. of
Classification/ Field
Lecture Laboratory Units

I. TECHNICAL COURSES

A. Mathematics 18 0 18
B. Natural/Physical Sciences 9 9 12
C. Basic Engineering Sciences 30 18 36
D. Allied Courses 9 0 9
E. Professional Courses 60 45 75
Sub- Total 132 72 156
II. NON- TECHNICAL
A. Social Sciences 15 0 15
B. Humanities 3 0 3
C. Languages 3 0 3
D. Life and Works of Rizal 3 0 3
E. Physical Education 8 0 8
F. NSTP - - (6)
Sub- Total 32 0 32
GRAND TOTAL 164 72 188
378
379
380
381 Sec. 12 Sample Curriculum Map
382
383 As per CMO 37 s. 2012, curriculum map is “a matrix relating all the courses
384 listed in the program curriculum with one or more of the declared
385 student/program outcomes.” See Annex B for a sample curriculum map.
386
387 The HEI/SUC/LCU should create a complete curriculum map for their current or
388 existing BSAeroE curriculum
389
390 Sec. 13 Description of Outcomes Based Teaching and Learning
391
392 Outcomes-Based Teaching and Learning (OBTL) is an approach where
393 teaching and learning activities are developed to support the learning outcomes
394 (University of Hong Kong, 2007). It is a student-centered approach for the
395 delivery of educational programs where the curriculum topics in a program and
396 the courses contained in it are expressed as the intended outcomes for
397 students to learn. It is an approach in which teachers facilitate and students find
398 themselves actively engaged in their learning.
399
400 Its primary focus is the clear statement of what students should be able to do
401 after taking a course, known as the Intended Learning Outcomes (ILOs). The
402 ILOs describe what the learners will be able to do when they have completed
403 their course or program. These are statements, written from the students'

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404 perspective, indicating the level of understanding and performance they are
405 expected to achieve as a result of engaging in teaching and learning
406 experience (Biggs and Tang, 2007). Once the ILOs have been determined, the
407 next step in OBTL is to design the Teaching / Learning Activities (TLAs) which
408 require students to actively participate in the construction of their new
409 knowledge and abilities. A TLA is any activity which stimulates, encourages or
410 facilitates learning of one or more intended learning outcome. The final OBTL
411 component is the Assessment Tasks (ATs), which measure how well students
412 can use their new abilities to solve real-world problems, design, demonstrate
413 creativity, and communicate effectively, among others. An AT can be any
414 method of assessing how well a set of ILO has been achieved.
415
416 A key component of a course design using OBTL is the constructive alignment
417 of ILOs, TLAs, and ATs. This design methodology requires the Intended
418 Learning Outcomes to be developed first, and then the Teaching / Learning
419 Activities and Assessment Tasks are developed based on the ILOs.¬ (Biggs,
420 1999).
421
422 “Constructive” refers to the idea that students construct meaning through
423 relevant learning activities; “alignment” refers to the situation when teaching
424 and learning activities, and assessment tasks, are aligned to the Intended
425 Learning Outcomes by using the verbs stipulated in the ILOs. Constructive
426 alignment provides the “how-to” by stating that the TLAs and the assessment
427 tasks activate the same verbs as in the ILOs. (Biggs and Tang, 1999)
428
429 The OBTL approach shall be reflected in the Course Syllabus to be
430 implemented by the faculty.
431
432
433 Sec. 14 Components of OBE-Compliant Course Syllabus
434
435 To make the course syllabus OBE-compliant, the following components should
436 be included:
437
438 14.1. General Course Information (Title, Description, Code, Credit Units,
439 Prerequisites)
440 14.2 Links to Program Outcomes
441 14.3 Course Outcomes
442 14.4 Course Outline (Including Unit Outcomes)
443 14.5 Teaching and Learning Activities
444 14.6 Assessment Methods
445 14.7 Final Grade Evaluation
446 14.8 Learning Resources
447 14.9 Course Policies and Standards
448 14.10 Effectivity and Revision Information
449
450 Course outcome refers to what learners are expected to know and be able to
451 do at end of the course.
452
453 Teaching and learning activity refers to an activity or set of activities that will
454 engage the student in achieving the course outcome.
455
456 Assessment task refers to a tool that determines how well the student has
457 met the course outcome.
458

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459 See Annex III for sample syllabi for selected courses as volunteered by some
460 institutions already implementing OBE as well as some institutions that will
461 implement OBE.
462
463 ARTICLE VI
464 REQUIRED RESOURCES
465
466 Sec. 15 Administration
467
468 The administration of the college of engineering must provide academic
469 governance and leadership to engineering programs by exerting efforts to
470 achieve program educational objectives and program outcomes. As such, the
471 college must have a full-time dean and full-time department or program chair
472 who are adept in the principles of outcomes-based education and are trained to
473 implement the elements of OBE and OBTL required by CMO 37 s2012.
474
475 The dean of the college of engineering who will lead in the development,
476 monitoring, assessment, evaluation and continuous improvement of
477 engineering programs must have the following qualifications:
478
479 1. Holder of BS Aeronautical Engineering degree;
480 2. Registered Aeronautical Engineer with valid PRC ID;
481 3. Holder of Master’s in Science or in Engineering and preferably Doctoral
482 degrees in Aeronautical Engineering, Management Engineering,
483 Aeronautical Engineering Education, Natural Science, or Mathematics;
484 4. With at least three (3) years of experience in teaching engineering courses;
485 and
486 5. With at least three years of experience in academic administration.
487
488 The department or program chair who will lead in the curriculum planning,
489 implementation, monitoring, assessment, evaluation and continuous
490 improvement of the B.S. Aeronautical Engineering program must have the
491 following qualifications:
492
493 1. Holder of a B.S. in Aeronautical Engineering degree;
494 2. Registered Aeronautical Engineer with valid PRC license;
495 3. Holder of Master’s of Science or of Engineering and preferably Doctoral
496 degree in Aeronautical Engineering, Management Engineering,
497 Aeronautical Engineering Education, Natural Science, or Mathematics;
498 4. With at least three (3) years of college-level teaching experience relevant to
499 BS Aeronautical Engineering program.
500
501 The college dean may serve as concurrent department or program chair in
502 extreme cases of low enrolment.
503
504
505 The Department/Program Chair must be given an administrative load of at least
506 50% of regular teaching load.
507
508 All administrators shall provide leadership in the following:
509
510 a) curriculum development and coordination of curricular offerings, textbook
511 adoption, evaluation procedures, methodologies of instruction,
512 departmental activities and professional development for school personnel;

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513 b) recruitment, placement and promotion of faculty members and other

514 administrative staff in the school/college of engineering;
515 c) budgeting, allocation and requisitions .
516
517
518 Sec. 16 Faculty
519
520 4.1 Faculty
521
522 College administration should encourage the development of the faculty to
523 obtain their masters’ and doctoral degrees in engineering and related field of
524 specialization so that the school will exceed the minimum requirements stated
525 below for BSAeroE program.
526
527 4.1.1 Full-Time and Part-Time Faculty Qualifications
528
529 1. Only faculty members meeting both government and institutional standards
530 or requirements shall be hired for any teaching position.
531
532 2. At least 60% of the faculty members handling professional courses are on
533 full-time basis
534
535 3. At any given time, at least 20% of the faculty members handling professional
536 courses of the BSAeroE program shall be holders of master’s degree in
537 Aeronautical Engineering or programs allied to Aeronautical Engineering.. As
538 an alternative, the holders of the master’s degree may be set at 10% provided
539 that the other 10% of the faculty have had at least ten (10) years of experience
540 in teaching professional engineering courses or ten (10) years of industry
541 experience.
542
543 4. At any given time, at least 40% of the faculty members teaching
544 Mathematics, Physical Sciences and Basic Engineering shall be holders of
545 relevant baccalaureate degree and master’s degree in either engineering;
546 physics, chemistry, mathematics, computer science, or information technology.
547
548 4.1.2 Assignment:
549 The teaching assignment and responsibility of each faculty member shall be
550 limited only within the area of his specific training and/or experience.
551
552 1. Full-time Faculty:
553
554 a. The semester normal teaching load of a full-time faculty member shall be
555 twenty-four (24) contact hours per week. However, a faculty member with at
556 least above average performance rating may be allowed an additional six (6)
557 contact hours beyond the allowed normal teaching load or in accordance to the
558 policies and regulations stated in the PHEIs/SUCs/LUCs School Code.
559
560 b. A full-time faculty member shall devote time for community and other
561 extension services;
562
563 c. A full-time faculty member shall conduct relevant research work;
564
565 2. Part-time faculty:
566

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567 a. A part-time engineering faculty member shall have a maximum teaching

568 load of twelve (12) contact hours per week.
569
570 b. Each part-time engineering faculty member shall have a schedule for student
571 conference on campus.
572
573 4.1.3 Duties
574
575 1. It shall be the announced policy and practice of the BSAeroE program to
576 require its faculty members to:
577
578 a. Follow written course syllabi for each course;
579 b. Use library and audio-visual resources in teaching;
580 c. Participate in scheduled departmental meetings;
581 d. Encourage participation in professional engineering society meetings,
582 conferences and conventions;
583 e. Administer effective assessment measures to evaluate student
584 achievement;
585 f. Follow the established grading system, which should have been explained,
586 to the students at the beginning of each semester;
587 g. Improve teaching efficiency using innovative methods; and
588 h. Participate in service training programs for faculty members.
589
590 4.1.4 Loading Profile
591
592 4.1.4.1 Preparation
593
594 The maximum number of academic preparation shall not be more than four (4)
595 different courses.
596
597 4.1.5 Teaching Performance
598 The evaluation result should show that majority of the faculty has, as a whole,
599 good or better performance based on the accepted evaluation tool for faculty
600 performance.
601
602 4.1.5.1 Evaluation system
603 1. The administration of BSAeroE program shall have a defined set of
604 procedures for improving the classroom performance of its faculty members,
605 which shall include students and supervisor’s evaluation.
606
607 2. The Dean or Program Coordinator of BSAeroE program shall observe and
608 evaluate the teaching capabilities of the faculty members at least once during
609 every academic year.
610
611 The evaluation shall include at least the following aspects:
612
613 a. actual observation of the faculty member’s performance in the
614 classroom;
615 b. written summary of observation, a copy of which shall be provided to the
616 faculty member; and
617 c. a set of evaluation criteria distributed to each faculty member at the start of
618 the semester which shall include:
619 1. course matter competence;
620 2. suitability of examinations, assignments and levels of presentations;
621 3. ability to identify and respond to student needs;

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622 4. punctuality and regularity of attendance and record keeping;

623 5. faculty members personality/grooming;
624 6. rapport with students and other faculty members;
625 7. classroom and delivery of instructions;
626 8. organization and control;
627 9. professional participation;
628 10. availability to students for consultation;
629 11. adherence to course syllabus; and
630 12. student-faculty course evaluations.
631
632 4.1.6 Hiring Policies.
633
634 The PHEIs/SUCs/LCUs shall have an established procedure for recruitment of
635 new faculty members. The recruitment process shall involve the President or
636 his authorized representative, the Dean and Program Coordinator of BSAeroE
637 program.
638
639 4.1.6.1 Faculty Development Plans/Activities
640
641 A faculty development plan shall be developed and implemented by the
642 PHEI/SUC/LUC. There shall be sufficient funds allotted to support the faculty
643 members in pursuing graduate studies and professional trainings or seminars.
644 An assessment mechanism shall be developed to evaluate the faculty
645 development plan on a regular basis.
646
647 1. Faculty Development
648 a. Programs
649
650 (i) Each administrator and full-time Aeronautical Engineering faculty member
651 shall be encouraged to participate in a school- approved program for
652 professional development.
653 (ii) Every full-time Aeronautical Engineering faculty member shall be
654 encouraged to attend professional meetings, workshops and conferences.
655 (iii) Each full-time Aeronautical Engineering faculty member is required to
656 prepare a five-year career path development program.
657
658 b. Leave of Absence.
659
660 There shall be a set of policies and procedures permitting every full-time
661 Aeronautical Engineering faculty member a leave of absence for professional
662 development with or without pay at the discretion of the administration, and
663 provision to ensure that the faculty member shall be allowed to return to his/her
664 regular position at the end of the leave period. Such policy shall be published or
665 defined in the PHEI/SUC/LCU rules and regulations.
666
667 c. Financial Assistance.
668 There shall be a program in the PHEI/SUC/LCU which shall provide financial
669 support to full-time Aeronautical Engineering faculty members to pursue
670 advanced degrees or undertake graduate study and continuing education
671 programs.
672
673 d. Contractual Terms
674 A full-time Aeronautical Engineering faculty member granted either a paid or
675 unpaid leave of absence or provided assistance by the school in pursuit of

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676 graduate studies shall be governed by contracts by and between the

677 PHEI/SUC/LCU and the concerned Aeronautical Engineering faculty member.
678
679 e. Substitutes
680 Each PHEI/SUC/LCU shall have a system of providing suitable substitutes for
681 faculty members who cannot attend their regular teaching assignments.
682
683 Sec. 17 Library and Other Learning Resources
684
685 The library services and other learning resources must be adequate to
686 support the scholarly and professional activities of the students and faculty. A
687 progressive development plan and implementation report must be periodically
688 prepared to provide evidence in this regard.
689
690 Sec. 18 Laboratory and Physical Facilities
691
692 Classrooms, offices, laboratories, and associated equipment must be adequate
693 to support attainment of the student outcomes and to provide an atmosphere
694 conducive to learning. Modern tools, equipment, computing resources, and
695 laboratories appropriate to the program must be available, accessible, and
696 systematically maintained and upgraded to enable students to attain the
697 student outcomes and to support program needs. Students must be provided
698 appropriate guidance regarding the use of the tools, equipment, computing
699 resources, and laboratories available to the program. See Annexes IVA and
700 IVB for Aeronautical Engineering Laboratory.
701
702 The program should provide adequate laboratory and physical facilities needed
703 to operate. See Annex C for the complete list of laboratory and physical facility
704 requirements.
705
706 For laboratory activities requiring group work, each group should have a
707 maximum of 5 students. The minimum required quantity is based on class size
708 of 25 students.
709
710
711 ARTICLE VII
712 COMPLIANCE OF HEIs
713
714 Using the CHED Implementation Handbook for OBE and ISA as reference, a
715 PHEI/SUC/LCU shall develop the following items which will be submitted to CHED when
716 they apply for a permit for a new program or the approval of the transformation of existing
717 programs to outcomes-based framework:
718
719 Sec. 19 The complete set of program educational objectives for BSAeroE program.
720
721 Sec. 20 The complete set of program outcomes, including its proposed additional
722 program outcomes.
723
724 Sec. 21 Its proposed curriculum, and its justification including a curriculum map.
725
726 Sec. 22 Proposed performance indicators for each outcome. Proposed
727 measurement system for the level of attainment of each indicator.
728
729 Sec. 23 Proposed outcomes-based syllabus for each course.
730

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731 Sec. 24 Proposed system of program assessment and evaluation

732
733 Sec. 25 Proposed system of program Continuous Quality Improvement (CQI).
734
735 Monitoring forms to provide evidence of compliance shall be provided to the concerned HEIs
736 for their completion and submission within a prescribed period.
737
738
739
740 ARTICLE VIII
741 TRANSITORY, REPEALING and EFFECTIVITY PROVISIONS
742
743 Sec. 26 Transitory Provision
744
745 All private HEIs, state universities and colleges (SUCs) and local universities
746 and colleges (LUCs) with existing authorization to operate the Bachelor of
747 Aeronautical Engineering program are hereby given a period of three (3) years
748 from the effectivity thereof to fully comply with all the requirements in this CMO.
749 However, the prescribed minimum curricular requirements in this CMO shall be
750 implemented starting Academic Year 2018-2019.
751
752 Students currently enrolled in the Bachelor of Science in Aeronautical
753 Engineering program shall be allowed to graduate under the old five-year
754 curriculum. However, students enrolling for the abovementioned program
755 beginning school year 2018-2019 shall be covered by this CMO.
756
757 Sec. 27 Repealing Clause
758
759 Any provision of this Order, which may hereafter be held invalid, shall not affect
760 the remaining provisions.
761
762 All issuances, including but not limited to CMO No. 37 s. 2012 and specifically
763 Sections 4.1 and 7.1 of CMO 25 s. 2005 and/or any part thereof inconsistent
764 herewith, are deemed repealed or modified accordingly.
765
766
767 Sec. 28 Effectivity Clause
768
769 This CMO shall take effect starting 1st Semester of AY 2018-2019, after
770 publication in an official gazette or in a newspaper of general circulation.
771
772 A PHEI/SUC/LCU applying to offer the new BSAeroE program shall likewise
773 comply with all the provisions of this CMO.
774
775

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