Republic of the Philippines OFFICE OF THE PRESIDENT COMMISSION ON HIGHER EDUCATION CHED MEMORANDUM ORDER No. Series of 2017 SUBJECT: POLICIES, STANDARDS AND GUIDELINES (PSG) FOR THE BACHELOR OF SCIENCE IN AERONAUTICAL ENGINEERING (BSAcE) PROGRAM EFFECTIVE ACADEMIC YEAR (AY) 2018-2019 In accordance with the pertinent provisions of Republic Act (RA) No. 7722, otherwise known as the “Higher Education Act of 1994,” in pursuance of an outcomes- based quality assurance system as advocated under CMO 46 s. 2012 ( Policy- Standard to Enhance Quality Assurance (QA) in Philippine Higher Education through an Outcomes-Based and Typology-Based Quality Assurance) and as addendum to CMO 37 s. 2012 (Establishment of an Qutcomes-Based Educational System in Higher Education Institutions offering Engineering Programs), and by virtue of Commission en banc Resolution No. 788-2017 dated October 24, 2017 the following Policies, Standards and Guidelines (PSGs) are hereby adopted and promulgated by the Commission. ARTICLE| INTRODUCTION Section 1. Rationale Based on the Guidelines for the Implementation of CMO No. 46 series of 2012 and CMO 37 s, 2012, this PSG implements shift to outcomes based education leading to competency based standards. It specifies the “core competencies’ expected of BS Aeronautical Engineering graduates ‘regardless of the type of Higher Education Institutions (HE!) they graduete from.” However, in recognition of Outcomes-Based Education (OBE) and the typology of HE!s, this PSG also provide ample space for HEls to innovate in the curriculum in line with the assessment of how best to achieve learning outcomes in their particular contexts and their respactive missions, ARTICLE I AUTHORITY TO OPERATE Section 2. Government Recognition All Private Higher Education Institutions (PHEIs) intending to offer BS Aeronautical Engineering (BSAcE) must first secure proper authority from the Commission in accordance with this PSG. All PHEls with an existing BSAeE program are required to shift to an outcomes-based approach based on CMO 37 s, 2012 and guided by this PSG. State Universities and Colleges (SUCs), and Local Universities and Colleges "Higher Education Development Center Building, C.P. Garcia Ave., UP Campus, Diliman, Quezon City Pi Web Site: wew.ched. gouph Tel. Nos. 441-1177, 385-4301, 441-1 169, 441-1149, 441-1170, 441-1216, 392-5286, 441-1220 ‘441-1226, 988-0002, 441-0750, 441-1254, 441-1235, 441-1255, 411-8910, 441-1171, 352-1671(LUCs) should likewise strictly adhere to the provisions in these policies, and standards, ARTICLE Itt GENERAL PROVISIONS Per Section 13 of RA 7722, the higher education institution shall exercise academic freedom in its curricular offerings but must comply with the minimum requirements for specific academic programs, the general education distribution requirements and the specific professional courses. Section 3 Section 4 ‘Minimum Standards The Articles that follow give minimum standards and other requirements and guidelines. The minimum standards are expressed as a minimum set of desired program outcomes which are given in Article IV Section 6. CHED designed a curriculum to attain such outcomes. This curriculum is shown in Article V Section 10 and Section 11 as sample curriculum. The number of units of this curriculum is here prescribed as the “minimum unit requirement” under Section 13 of RA 7722. To assure alignment of the curriculum with the program outcomes, this PSG provides a sample curriculum map in Article V Section 12 for the HEI to refer to in compliance with the implementing guidelines of CMO 37, s. 2012. Using a leamer-centered/outcomes-based approach, CHED provided a description of Outcomes-Based Teaching and Learning delivery method in Article V Section 13. A sample course syllabus is also given in Article \V Section 14 as support to the outcomes-based delivery method. Based on the curriculum and the means of its delivery, CHED determines the physical resource requirements for the library, laboratories and other facilities and the human resource requirements in terms of Administration and Faculty, These are provided for in Article VI Curriculum Design The HEls are allowed to design curricula suited to their own contexts and missions provided that they can demonstrate that the same leads to the attainment of the required minimum set of outcomes, albeit by a different route. In the same vein, they have latitude in terms of curriculum delivery and in terms of specification and deployment of human and physical resources as long as they can show that the attainment of the program outcomes and satisfaction of program educational objectives can be assured by the alternative means they propose. The HEIs can use the CHED Implementation Handbook for Outcomes-Based Education (OBE) and the Institutional Sustainability Assessment (ISA) as a guide in making their submissions for Sections 19 to 24 of Article Vit PSG for BSAGE Pege 2 of 23ARTICLE IV PROGRAM SPECIFICATIONS Section 5 Program Description 5.1 Degree Name The degree program described herein shall be called BACHELOR OF SCIENCE IN AERONAUTICAL ENGINEERING (BSAeE) 5.2 Nature of the Field of Study Aeronautical Engineering Is a profession that applies the basic principles of science in conjunction with mathematical and advanced Computational tools and equipment that will ensure safety in air transportation and solve related problems associated with developing and sustaining civilized life on our planet. The field of specialization includes the following but not limited to: a) Research and Development b) Design and Manufacture ©) Alreraft Maintenance and Operation 4) Education and Training 5.3 Program Educational Objectives (PEOs) Program Educational Objectives (PEOs) are broad statements that describe the career and professional accomplishments that the program is preparing graduates to achieve within three to five years from graduation. PEOs are based on the needs of the program's constituencies and these shall be determined, articulated, and disseminated to the general public by the unit or department of the HEI offering the BSAeE program. The PEOs should also be assessed and evaluated periodically for continuing quality improvement. 5.4 Specific Professions/Careers/Occupations for Graduates The scope of the practice of Aeronautical Engineering is defined in prevailing Aeronautical Engineering Law, the P.O. 1570, and the existing and presently career options available in the aviation industry. The graduates of BSAeE program may go into the following: a) Aircraft Research and Development Engineer b) Aircraft Structural Engineer ©) Aircraft Design Engineer d) Aircraft Powerplant Engineer e) Aircraft Manufacturing Engineer f) Aircraft Safety Engineer 9) Aircraft Maintenance Engineer PSG for BSACE Page 3.0f 23h) Aircraft Operation/Performance Engineer i) Aircraft Reliability Engineer |). Aircraft Maintenance/ Production Planning Engineer k) Aircraft Interior Engineer I) Aircraft Systems Engineer m) Aircraft Tooling Engineer 1) Aviation Quality Contro¥ Assurance Engineer 0) Aviation Regulatory Compliance Engineer p) Aircraft Weight and Balance Engineer 4g) Ainworthiness Engineer ) Aviation Consultant 8) Aeronautical Engineering Educator t) Aviation Entrepreneur 5.5 Allied Programs The allied programs to the BSAeE program are the following: a) Mechanical Engineering b) Mechatronics Engineering 6) Electronics and Communications Engine d) Electrical Engineering ) Computer Science/nformation Technology ) Management Engineering 9) Industrial Engineering h). Other Aviation Related Programs These programs are those that may be considered as equivalent to the program for the purpose of determining qualifications of the faculty. Section 6 Institutional and Program Outcomes The minimum standards for the BS in Aeronautical Engineering program are expressed in the following minimum set of institutional and BSAeE program outcomes. 6.1 Institutional outcomes a) Graduates of professional institutions must demonstrate a service orientation in one’s profession, b) Graduates of colleges must participate in various types of ‘employment, development activities, and public discourses, particularly in response to the needs of the communities ‘one serves ©) Graduates of universities, in addition must participate in the generation of new knowledge or in research and development projects d) Graduates of State Universities and Colleges and Local Universities and Colleges must, in addition, have the PSG for BSACE Page 4.0123Section 7 ‘competencies to support “national, regional and local development plans.” (RA 7722). e) Graduates of higher educational institutions must preserve and promote the Filipino historical and cultural heritage. 6.2. BSAeE Program Outcomes By the time of graduation, the students of the program shall have the ability to’ @. Apply knowledge of mathematics and science to solve complex aeronautical engineering problems; b. Design and conduct experiments as well as to analyze and interpret data and to simulate processes; c. Design a system, improve, innovate, and to supervise systems or processes to meet desired needs within realistic constraints, in accordance with standards; d, Function in muiti-disciplinary and multi-cultural teams; e. Identify, formulate, and solve complex aeronautical engineering problems. £. Understand the professional and ethical responsibilty: g. Communicate effectively aeronautical engineering activities with the engineering community and with society at large; h. Understand the impact of aeronautical engineering solutions in global, economic, environmental, and societal context; i. Recognize the need for, and engage in life-long leaming; i. Know contemporary issues; k. Use techniques, skills, and modern engineering tools necessary for aeronautical engineering practice: |. Know and understand engineering and management principles as a member and leader of a team, and to manage projects ina multidisciplinary environment; m, Apply acquired aeronautical engineering knowledge and skills for national development APHEI, SUC, or LUC, at its option, may adopt mission-related program outcomes that are not included in the minimum set. Annex 1 presents the Competency Standards, Attributes and competencies of an Aeronautical Engineer which should result from the program outcomes stated above. Sample Performance indicators/Criteria Performance Indicators (Pls) are specific, measurable statements identifying the performance(s) required ‘to meet the outcome; confirmable through evidence. PSG for BSASE Page 5 of 23.Table. 1 Sample Performance Indicators of Program Outcome | Program Outcomes Performance indicators JApply mathematics in | solving aircraft design | 1 | fundamentals, structural | loading, engineering economy, fundamentals of | Apply knowledge tow/high speed | a, of mathematics aerodynamics, aircraft | and science to| _| performance. solve complex [integrate scientific and aeronautical | engineering principles in engineering 2 | aeronautics by formulating problems lays of constructing, modifying and repairing aircraft parts and making I | propellant for —_ aircraft | rocketry [Apply Physics principles in 3 | solving Rocket propulsion, aerodynamics problems and alysis of structures, Section 8 Program Assessment and Evaluation 8.1 Program Assessment Refer to one or more processes that identify, collect, and prepare data to evaluate the attainment of Program Outcomes and Program Educational Objectives. 8.2 Program Evaluation Pertain to one or more processes for interpreting the data and evidence accumulated from the assessment. Evalvation determines the extent at which the Program Outcomes and the Program Educational Objectives ere achieved by comparing actual achievement versus targets and standards. Evaluation results in decisions and actions regarding the continuous improvement of the program. All HEIs are encouraged to form a Consultative Body to be part of the assessment and evaluation processes to be presented by the stakeholders. 8.3, Assessment and Evaluation of PEOs The assessment of Program Educational Objectives may include the following: the stakeholders of the program have to be contacted through survey or focus group discussion to obiain feedback data on the extent of the achievement of the PEOs. PSG for BSACE Page 6 of 23,8.4 Assessment and Evaluation of POs In the case of Program Outcomes Assessment, the defined Performance Indicators shall be connected to Key Courses (usually the Demonstrating or “D" courses in the Curriculum Map), and an appropriate Assessment Method (AM) may be applied. These methods may be direct or indirect depending on whether the demonstration of learning was measured by actual observation and authentic work of the student or through gathered opinions from the student or his peers. Refer to Table 2 Table 2 Sample Matrix Linking Performance Indicators with Key Courses and Assessment Methods Assessment oe |____ Methods ‘Apply mathematics in solving | P-O3 to P-05,>- | aircraft design fundamentals, | 11 to P-16, P-| OBE Assessment | 1 | structural leading, engineering | 18 to P-20, P- | Rubric \ economy, fundamentals of | 23 | lowhhigh speed aerodynamics, aircratt performance. | | i Integrate scientific. and | P-07, Pit and | engineering principles in| P-12, P-18 and | OBE Assessment 2 | aeronautics by formulating | P-19,P-23 | Rubric, unique ways of constructing, modifying and repairing aircraft | | parts and making propellant for aircraft rocketry [Apply Physics principles in| P-03 to P-07, 3 | solving Rocket propulsion, | P-11 to _P-12, OBE Assessment aerodynamics problems and | P-14 to P-18 , | Rubric Performance Indicators “Key Courses | Eee analysis of structures. P-18, P-19, P- 23 L Ee Ee Table 3. Sample Matrix Linking Assessment Methods with Targets and ‘Standards Key Courses Assessment Methods | Targets and Standards P-03 to P-05.P-11 to P- 70% of the students 16, P-18 to P-20, P-23 | OBE Assessment Rubric | shall have a rating of at | Be least 0% P-01, P-11 and P-12, 70% of the students P-18 and P-19, P-23 OBE Assessment Rubric | shall have a rating of at feast 80% BOS to POT, Plt to 70% of the students P-12, P-14 to P-16 , P- | OBE Assessment Rubric | shall have a rating of at a least 80% 1@ values on the Target and standards are just examples PSG for BSACE Page 7 of 23.Other Methods of Program Assessment and Evaluation may be found in the CHED Implementation Handbook for Outcomes-Based Education (OBE) and Institutional Sustainability Assessment (ISA). Section 9 Continuous Quality improvement. There shall be a documented process for the assessment and evaluation of program educational objectives and program outcomes. The comparison of achieved performance indicators with declared targets or standards of performance should serve as basis for the priority projects or programs for improving the weak performance indicators. Such projects and programs shall be documented as well as the results ofits implementation, This regular cycle of documentation of projects, programs for remediation and their successful implementation shall serve as the evidence for Continuous Quality Improvement. ARTICLE V CURRICULUM Section 10 Curriculum Description ‘The Aeronautical Engineering curriculum is designed to meet the BSAeE Program Outcomes stated in Article IV, Section 6.2. This is articulated in a Curriculum Map discussed in Section 12, The curriculum shall develop aeronautical engineers who have a background in mathematics, calculus based-physics and allied sciences consistent with the BSAcE Program Educational Objectives; apply knowledge of technical areas appropriate to aeronautical engineering: conduct simulation and analyze and interpret the resulting data: Design aircraft systems and components oF processes in more than one aeronautical engineering context; explain basic concepts in management, business, public policy, and leadership; and explain the importance of professional licensure. The curriculum hes @ minimum total of 168 credit units, comprising of 127 units of Technical Courses. These technical courses include 15 Units of mathematics, 8 units of natural/physical sciences, 25 units of basic engineering sciences, 12 units of allied courses, 61 units of professional courses, 3 units Elective, and 3 units OJT. The non-technical courses in accordance with CMO 20 s. 2013- The New General Education Curriculum consists of 33 units of general education courses distributed as follows: 21 units of core courses, 9 Units of GEC electives, and 3 units of Life and Works of Rizal. t ‘The new GEC also includes 8 units of Physical Education, and 6 units of National Service Training Program (NSTP) PSG for BSACESection 11 Sample Curriculum 11.1 Below is the sample curriculum of the BSAeE program. The institution may enrich the sample/model program of study depending on the needs of the industry, provided that all prescribed courses required in the curriculum outline are offered and pre-requisite and co- requisite are observed, | TECHNICAL COURSES Mathematics alculus 1 3 alculus 2 3 iflerential Equation 3 i “3 | B. NaturaliPhysical Sci el s hemistry for Engineers 3 PPhysios for Engineers (Calculus based) 3 t oe (C. Basic Engineering Sciences Engineetng Drawing o 3 [Computer Fundamentals and Programming | 0 3 Computer Aided Drafing and Design 1 0 3 computer Aided Drafting and Design 2 [0 3 Statics of Rigid Bodies 3 0 Dynamics of Rigid Bodies, 2 0 jechanics of Deformable Bodies 3 0 ineering Economics 3 0 Engineering Management 2 0 ‘vironmental Science 3 ° rategic Operation and Supply Chain 7 A Management PSG for BSACE Page 9 of 23,[Minimum No. of Hours Basic Electronics & es _ Minimum Credit i fi if cc x ss Pesettcatoniriela/Geers® | Lecture [Laboratory nits | Human Factors and Aviation Safety 3 0 3 [Technopreneurship 101 0 __ Sub-Total 42 D. Allied Courses rentary Electrical Engineering (AC/DC) Staie cee: 3 Thermodynamics SEH 3 { bpireraft Materials, Consiruction and Repair Civil Air Laws and Regulations Aerodynamics 4 Aerodynamics 2 Aerodynamics 3 Powerplant 1 Powerplant 2 |Aircraft Avionics and Autopilot Systems jAircraft Systems Research Methods and Applicat ircraft Structure 1 icraft Structures 2 [Basic Helicopter and Propeller Design [Aircraft Design 1 |Aircraft Design 2 Unmanned Aerial System Design Aerodrome Engineering and Management Aeronautical Laboratory 4 Aeronautical Laboratory 2 |Air Transport Economics and Management Reliablity Engineering Aircraft Production, Maintenance, Planning snd Control ‘Sub-Total PSG for BSACE Page 10 of 23De see [Minimum No. of Hours! Minimum Credit : ification! Field 1 C ~ ~ einen Ore eee Lecture Laboratory, Units 3 Q 3 ‘Aviation Business Laws, Contracts, and Patents Sub-Total: |G. Aeronautical Eni (420 hrs of OJT) ering Practice Sub-Total: | NON-TECHNICAL COURSES ‘A. General Education (Please refer to CMO 20, s. 2013) Understanding the Self science, Technology, and Society Contemporary World Reading in Philippine History Ethics [Art Appreciation L lolol) leje lo) o Blolclololclelolo B. General Education Electives (GE Elective 1 GE Elective 2 GEElective3 Sub-Total: elololo p. Mandated Course Life and Works of Rizal oe ‘Sub-Total: E. Physical Education PE1.2.3.4 “Sub-Total: PSG for BSACEGlassification/ Field / Course inimum Ne. of Hours) Minimum Credit = : | Lecture Laboratory ‘Units National Service Training Program NSTPA, 2) ‘Sub-Total: | ie oe ‘SUMMARY OF THE BSAcE CURRICULUM cere eee Total No. of Hours _| Total No. of Classification! Field Testure Laboato| Unite |. TECHNICAL COURSES A. Mathematics 12 0 2 6 12 D. Allied Courses @ 0 ° E, Professional Courses 50 33 6 F. Electives 3 0 3 G.O4T (Internship) 3 0 3 Sub- Total 107 51 124 i, NON- TECHNICAL C. D.__ Physical Education 8 E,_ National Service Training Program 6 __Sub- Total 6 0 50 GRAND TOTAL 164 54 474 14.2 Program of Study The institution may enrich the sample/model program of study depending on the needs of the industry, provided that all prescribed courses required in the curriculum outlines are offered and pre- requisites and co-requisites are complied with. The sample Program of Study is meant for HEIs operating on a Semester System. HEIs with CHED approved trimester or quarter term. systems may adjust their courses and course specifications @ PSG for BSACE Page 12 of 23,accordingly to fit their delivery system, as long as the minimum requirements are still satisfied, The HEIs are also encouraged to include other courses to fulfil their institutional outcomes, as long as the total units for the whole program shall not less than 168 units, including P.E., and NSTP. SAMPLE SEMESTRAL PROGRAM OF STUDY EIRST YEAR 4" Year - First Semester No. of Course Hours _| Units} Prerequisite/Co-requisite Lec. | Lab Mathematics in the Modem| 3 | 0 | 3 | None World Calculus 7 (303 None: Reading in Philippine History | 3_ | 0 | 3 None | [Understanding the Self 3 [0 | 3” | None Science, Technology, and| 3 | 0 | 3 | None Society i [Chemistry for Engineers 3 | 3 [4 | None PE 1 2/0 | 2 [None [NSTP 7 3 [0 | 3 | None TOTAL | 23 | 3 | 24 4 Year - Second Semester No. of T Course Hours _| Units | Prerequisite/Co-requisite (Tee. | Lab. | Caloulus 2 3 | 0 | 3 | Calculus 7, Mathematics in the Modem World Engineering Data Analysis 3 [0 | 3 [Mathematics in the Modem | Physic er 343 Purposive Communication 3 [0 ‘Art Appreciation 3 [0 Contemporary World 30 PE 2 2 oO NSTP 2 3 oO TOTAL | 23 [3 PSG for BSACE Page 13 of 23SECOND YEAR 2° Year- First Semostor No. of Course Hours _| nits | Prerequisite/Co-requisite Lec. | Lab | Engineering Drawing 03 [7 [None Differential Equation 3 [013 | Calculus 7 [Ethies 3 [0 [3 | None Elementary Electrical! 3/0 | 3 | Physics for Engineers | Engineering (AC/DC) Hee Electronics 3_ [03 _| Physics for Engineers Computer Fundamentals and) 0 | 3 | 1 | None Programming al | Aircraft Systems Zn a nla PES 20 | 2 TOTAL | 46 | 9 [49 2 Year -Second Semester No. of Course Hours _| Units | Prerequisite/Co-requisite Tec. | Lab. | ‘Thermodynamics 3 | 0 | 3 | Physics for Engineers, |__| Calculus 4, Caloulus 2 Computer Aided Drafting and| 0 | 3 | Engineering Drawing 1 | Design 4 Bie Aircraft Materials Construction | 2 | 3 | 3 | None | and Repair | Civil Air Laws and Regulation | ~3_| 0 | 3 | None Aircraft Avionics and Autopiot| 3 | 0 | 3 | Aircraft Systems ‘Systems Human Factors and Aviation 3” | None Safety Environmental Science 3 | None GE Elective 3_ [None PE4 2 TOTAL 24 PSG for BSASE Page 14 of 23THIRD YEAR 3" Year - First Semester Course Prerequisite/Co-requisite ‘Aeronautical Laboratory 7 Aircraft Materiais Construction Pee eet and Repair ee (‘Aerodynamics 4 3 [-0_| 3 | Thermodynamics | Statics of Rigid Bodies 3 | "0 | ~3 | Physios for Engineers | Dynamics of Rigid Bodies 2_| 0 | 2 | Physics for Engineers ‘Computer Aided Drafting and} 0 [3 | 1 | Computer Aided Drafling and Design2 Design 1 “Powerpiant 1 2|-3_ [3 _| Thermodynamics Engineering Economics 3_[-0 13 [None [Life and Works of Rizal [3 [03 [None [GE Elective 3 [0 | 3 | None —ToraL | 19 [9 | 22 | Ea THIRD YEAR 3 Year - Second Semester Wo. of a ] Course Hours _| Units | Prerequisite/Co-requisite Lec. | Lab. | | Aeronautical Laboratory 2 0 | 3 | 7 | Aeronauiical Laboratory 7 ‘Aerodynamics 2 3_|-0 | 3” | Aerodynamics + [Mechanics of Deformable) 3/0} 3 [State of _ Rigid Bodies, | Bodies, Dynamic of Rigid Bodies [Powerplant 2 2 [3 | 3__| thermodynamics Engin ‘Management 21-0 | 2 | None Hee Strategic Operation, Supply 2 [0 | 2 [None Chain and Material Management : [echnopreneurship 10% 3_|-0 | 3__| Engineering Economics iz 3_{| 0 | 3 | None ToTAL| 48 | 6 | 20 PSG for BSAcE Page 15 of 23,FOURTH YEAR 4" Year - First Semester No. of Course Hours _| Units) Prerequisite/Co-requisite |, Hews a eq [Aircraft Structures 1 3 [0 | 3 | Mechanics of Deformabie | ist Bodies ‘Airoraft Design 4 3 | 3 | 4 | Fourth Year Standing, CADD 2 Basic Helicopter and Propeler| 2 | 3 | 3 | Fourth Year Standing, CADD Design i EH 2 ‘Aerodynamics 3 3 0 {| 3 | Aerodynamics 2 Air Transport Economics and| 2 | 0 | 2 | Engineering Economics | Management _| |Research Methods and| 2 3 3” | Fourth Year Standing | Applic ee | Aeronautical Engineering | 3 | 0 | Fourth Year Standing ractice (ONT) tt oe TOTAL | 48 [9 | 24 4° Year - Second Semester | Course Prerequisite/Co-requisite [Aircraft Structures 2 0 Aircraft Structure 1 Aircraft Design 2 3 Aircraft Design 1 Unmanned Aerial System [1 | 3 Aircraft Design’ ‘Aircraft | Design {Structuret | Reliability Engineering ("3013 | Fourth year standing — Aircraft Production, | 3 | 0 | 3 | Fourth year standing Maintenance, Planning, and | Control Engineering and Fourth year standing | Fourth year standing TOTAL if Section 12 Sample Curriculum Map Total Units: 174 Refer to Annex II for the Minimum Program Outcomes and Sample Curriculum Map. The HEI will have to develop its own Curriculum Map. PSG for BSACE Page 16 of 23, aiiSection 13. Description of Outcomes Based Teaching and Learning Outcomes-Based Teaching and Learning (OBTL) is an approach where teaching and learning activities are developed to support the learning outcomes (University of Hong Kong, 2007), It is a student-centered approach for the delivery of educational programs where the curriculum topies in a program and the courses contained in it are expressed as the intended outcomes for students to lear. It is an approach in which teachers facilitate and students find themselves actively engaged in their learning {ts primary focus is the clear statement of what students should be able to do after taking a course, known as the Intended Learning Outcomes (ILOs). The ILOs describe what the learners will be able to do when they have completed their course or program. These are statements, written from the students’ perspective, indicating the level of understanding and porformance they are expected to achieve as a result of engaging in teaching and learning experience (Biggs and Tang, 2007). Once the ILOs have been determined, the next step in OBTL is to design the Teaching / Learning Activities (TLAs) which require students to actively participate in the construction of their new knowledge and abilities. A TLA is any activity which stimulates, encourages or facilitates learning of one or more intended learning outcome. The finat OBTL component is the Assessment Tasks (ATS), which measure how well students can use their new abilities to solve real-world problems, design, demonstrate creativity, and communicate effectively, among others. An AT can be any method of assessing how well a set of ILO has been achieved A key component of a course design using OBTL is the constructive alignment of ILOs, TLAs, and ATs. This design methodology requires the Intended Leaming Outcomes to be developed first, and then the Teaching / Learning Activities and Assessment Tasks are developed based on the ILOs.7 (Biggs, 1999). “Constructive” refers to the idea that students construct meaning through relevant learning activities; “alignment’ refers to the situation When teaching and leaming activities, and assessment tasks, are aligned to the Intended Leaming Outcomes by using the verbs stipulated in the ILOs. Constructive alignment provides the “how-to” by stating that the TLAs and the assessment tasks activate the same verbs as in the ILOs. (Biggs and Tang, 1999) The OBTL approach shall be reflected in the Course Syllabus to be implemented by the faculty. Section 14 Course Syllabus and Course Specification The course syllabus must contain at feast the following components: OBE-compliant, the following components should be included: 14.1. General Course Information (Title, Description, Code, Credit Units, Pre-requisites) PSG for BSACE Page 17 of 23Section 15 14.2 Links to Program Outcomes 14.3 Course Outcomes 14.4 Course Outline (Including Unit Outcomes) 14.5 Teaching and Learning Activities 14.6 Assessment Methods 14.7 Final Grade Evalution 14.8 Leaming Resources 14.9 Course Policies and Standards 14.10 Effectivity and Revision Information Refer to Annex Ill for sample Course Specifications for the courses listed in the Sample Curriculum Map and Annex V for sample syllabus ARTICLE VI REQUIRED RESOURCES All other requirements on Administration, Library and Laboratory faciities, and buildings for 8S Engineering Program ere contained in CMO No. 8G s. 2017, Policies, Standards and Guidelines for Requirements Common to all BS Engineering Programs issued by the Commission Administration The administration of the college of engineering must provide academic governance and leadership to engineering programs by exerting efforts to achieve program educational objectives and program outcomes. As such, the college must have a fulltime dean and full-time department or program chair or coordinator who are adept in the principle of outcomes- based education and are trained to implement the elements of OBE and OBTL required by CMO 37 52012. There shall be a full-time Department/Program Chair/Coordinator who will lead the program in curriculum planning, implementation, monitoring, review, and evaluation of BSAeE program. The College Dean, who is a Licensed Aeronautical Engineer, may serve as a concurrent Department/Program Chair/Coordinator in extreme cases of low enrollment. The qualifications of the Department/Program Chair/Coordinator of BSAeE program a. Shall be a holder of baccalaureate degree in BS Aeronautical Engineering; b. Shall be a registered Aeronautical Engineer with valid PRC license; ©. Shall be a holder of Master's of Science in Aeronautical Engineering or related engineering sciences and preferably Doctoral degrees in Aeronautical Engineering, Management Engineering, and Aeronautical Engineering Education; PSG for BSACE Page 18 of 28Section 16 Section 17 d. Shall have @ minimum aeronautical engineering teaching experience of not less than three (3) years and at least three (3) years of industry practice To ensure his/her work effectiveness, the Department/Program Chair/Coordinator shall be given a maximum teaching load of 50% of the regular teaching load. Faculty 16.1 Requirements Faculty handling professional courses shall be registered Aeronautical Engineer with valid PRC license. in addition, faculty handling professional courses, design in content, shall have industry experience or a very strong academe experience. There shall be adequate number of competent and qualified faculty to teach professional courses of BSAeE program to effectively implement the minimum curricular requirements. The program shall not be dependent on one faculty handling professional courses, In addition, by AY 2018-2019, all full time faculty members teaching professional courses in BSAeE shall be holder of Master's degree in Aeronautical Engineering or Allied Programs. 16.2 Duties The faculty shall_be actively involved in the following ereas of implementation of BSACE program: a, curriculum review, decision-making, and implementation of the academic program b. program assessment and evaluation, and implementation of continuous improvement of the program ©. development, improvement, and achievement of course outcomes (COs) enrichment of teaching/learning activities(TLAs) development and improvement _of assessment tasks, constructively aligned with COs and TLAs student advising activities of the program research and scholarly work professional services offered by the program linkage and extension work oa ee Library and Other Learning Resources ‘The library services and other learning resources are covered by CMO No, 86s, 2017, Policies, Standards, and Guidelines for requirements common to all 8S Engineering Programs. PSG for BSAGE Page 19 of 23Section 18 Laboratory Equipment and Resources 18.1 Facilities Facliies are covered by CMO No. 86 s. 2017, Policies, Standards, and Guidelines for Requirements Common to all BS Engineering Programs. 18.2 Laboratories for the BS Aeronautical Engineering Program 18.2.1, Laboratories for the BSAeE Program The program shall provide laboratoriesifieldwork/drafting facilities for the following courses: Chemistry for Engineers Physics for Engineers Aircraft Systems and Components Wind Tunnel and Aerodynamics Simulation Airoraft Materials, Construction and Testing Engineering Drawing and CADD Airoraft power plant component and Simulation Aircraft avionics and systems Facilities for aircraft prototype and testing ©evomnena The program shall provide adequate computing facilities for courses in Computer Fundamentals and Programming, ‘Computer-Aided Drafting, Design, Numerical Solutions for Aeronautical Engineering Problems and open computer laboratory for BSAGE Projects Refer fo Annex IV for the Laboratory equipment and resources required for the program, 18.2.2 Modern Tools in Aeronautical Engineering ‘The institution must provide access to modem tools. in BSAcE, Examples of these tools are computer software in aircraft design, wind tunnel simulation, aircraft components and systems’ Computer Based Instruction (CBI), aircraft hydraulics/pneumatics simulators, fuel systems simulators, and avionics systems simulator. These modem tools shall be sufficient so that students can achieve the course outcomes 18.3 Modernization of Equipment Each BSAeE Department of the college of engineering shall have a program for the continuing modernization and upgrading of ‘its instructional laboratories, facilities, and equipment. The said program shall have an adequate annual allocation in accordance with the financial capability of the school, PSG for BSACE Page 20 of 2318.4 Calibration of Equipment Each schoolfcollege of engineering shall ensure that the measuring instruments in its laboratories are recalibrated regularly, The date of the last calibration of a measuring instrument shall be indicated on each instrument, ARTICLE Vi ‘COMPLIANCE OF HEIs Section 19 Full Compliance with CMO 37, s. 2012 Bofore the start of AY 2018-2019, all HEls offering BSAeE program must show evidence of full compliance with CMO 37, s. 2012 (Establishment of an Outcomes-Based Education System) by the following actions: 19.1. CMO 37 Mor ing Workbook and Self-Assessment Rubric The Commission, through its Regional offices or the TPET Website shall make available to all HEIs currently offering or applying to offer BS Aeronautical Engineering programs a Monitoring Workbook (CMO 37-MW-2017-HEL-BSAeE) and Self-Assessment Rubric (Self Assessment Rubric (CMO-37-HEI-SAR-2017-BSA€E), ‘The five-year BSAeE Curriculum shall be the basis of the monitoring The completed Monitoring Workbook with a List of Supporting Evidences and Self-Assessment Rubric must be submitted to CHED or online through the CHED TPET website (www.ched-tpet.org) within 30 working days after the effectivity of this CMO. Failure to submit these documents will disqualify the concered HEIs from continuing or starting their BSAeE programs in AY 2018-2019. 49.2 Review of Submitted Forms by CHED. CHED shall review the submitted Vonitoring Workbooks and Self- Assessment Rubrics, and may schedule monitoring visits to the HE! thoreafter. These visits shall determine the extent of compliance of the concerned HE! with CMO 37, s. 2012. HEls with BSAeE programs with low SAR total scores may be asked to submit a one- or two-year development plan to CHED before they shall be allowed to apply to continue their BSAeE program for AY 2018-2019. PSG for BSACE Page 21 of 23,49.3 Exemptions HEIs with BSAeE Programs of CODs/COEs status shall not be required to comply with Section 19.1 and 19.2. Instead, these HEIs must submit only their proposed four-year curriculum, corresponding curriculum map, and program of study using the Application Workbook for AY 2018-2019 (AW-2018-HEI-BSAcE). See Section 20. Those HE!s whose COD/COE applications were disapproved for AY 2018- 2019 shall still comply with Sections 19.1 and 19.2. Section 20 Application Workbook for AY 2018-2019 HEIs currently offering the BSAeE program for AY 2018-2019 shall be made to complete a new Application Workbook (AW-2018- HEI- BSAeE) which shall be made available through CHED or downloadable from the CHED-TPET website. The Application Workbook shall be completed and submitted to CHED or uploaded to the CHED-TPET website before the statt of AY 2018-2019, Section 21 Approval of Application All HEIs with BSAeE programs with COE or COD status submitting their completed Application Workbooks shall automatically receive certifications from CHED and shall be given approval to implement their program beginning AY 2018-2019. Other concerned HEIs which have submitted their CMO Monitoring Workbooks, Self-Assessment Rubrics, and Application Workbook shail be given conditional approval by the CHED to start offering their new BSAeE Curriculum following this CMO effective AY 2018-2019, CHED shall, however, conduct monitoring of HEls to assure complete compliance of this PSG within the transitory petiod, during which the HEI with BSAeE programs with weak implementation may be asked to submit developmental plans, which shall be subject to constant monitoring, ARTICLE Vilt TRANSITORY, REPEALING and EFFECTIVITY PROVISIONS Transitory Provision All private HEIs, State Universities and Colleges (SUCs) and Local Universities and Colleges (LUCs) with existing authorization to operate the Bachelor of Science in Aeronautical Engineering program are hereby given a period of three (3) years from the effectivity thereof to fully comply with all the requirements in this CMO. However, the prescribed minimum curricular requirements in this CMO shall be implemented starting AY 2018-2019, PSG for BSACE Page 22 of 23Section 23 Repealing Clause ‘Any provision of this Order, which may thereafter be held invalid, shall not affect the remaining provisions. ‘All CHED issuances or part thereof inconsistent with the provision in this CMO shall be deemed modified or repealed Section 24 Effectivity Clause This CMO shall take effect fifteen (18) days after its publication in the Official Gazette or in a newspaper of general circulation. This CMO shall be implemented beginning AY 2018-2019, Quezon City. Philippines_December 4 _, 2017 For the Commission: Jl Bo PATRICIA B. LICUANAN, Ph.D. Chairperson Attachments: Annex | Competency Standards Annex il~ Minimum Program Outcomes and a Sample Curriculum Map Annex il Sample Course Specifications ‘Annex IV ~ Laboratory Equipment A. Natural/Physical Courses B. 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suawannbar ieded | pub sjeoiwweyo | sioyaquy 400p| abuesseduo| —Aousbiewe}| — AgyeinBai uo | SuIpeo| o1seq Plepugs | uigeo yes0Ne uo semwe-s | aigeatpammour | aigeeépayouy | @y) suUaIEG “Aunuap dojanag_“g TaEySUT, 080 00} | ypeqpes; | eouewuoyed jean fjeue sj00} ysiiqeise pu wajsks | ayeuidosdde FPOUSEIS | cneoyoads sBuppew youeq sy void 40490 | Adde eameds qi 'saBueyo | syusuodwoo | UORENJ]ena} pue SONSAEIS | PURANSMPUE) — pus weibond Jo} suajoweued | pue wsishs i pue | —Auigeqosd | ey) ut shaun: oveueiureU | souewuoyed yesoue uysobueyo | Buvoyous | Buisn Bno. esos uo | 30 werDie uo | swaisks | jo Ageia quewalduy aiedsig | eiepezhieuy| elep joayog | sjgeatpamouy | sqeabpamouy | malaay snoiduy “y anny] eee cee eg ere eee t z a sean SHSEL /SINNS /S!Ua}edWIOD {ang) oypeds yesouegyogoieg ev 105 98d uoqerae | 40 piay uy uo | quauidojanap | pue saipms SueUIWOS. aoiape eee | eouenpe | pue sbujwen ue eBpeyouy ansing| __onpuog | __syeysuoweG | /eOUYOS epincig ediyojoud pue ‘sjueweunbes qjuawudinbe: faeuyioeip (ABsnyexeu) | voneoydde sy woddns pue at sseooid | pue uonesedo poddns | sjoo) yesoue aouRUa UIE eulceuieis leuojeur waisks punou6 pue | puewuicoas 9jseq uo ‘yesoure uo ue dojaney — = a rete at algraSpaynouy | sigeebpaymouy cee 8 £ z c Sis | TIS TI yous 2 S81 /SUNIS [SoIDUa}aTUIOD (ang) oyisedg | jesouepAnnex Il- Minimum Program Outcomes and Sample Curriculum Map Calculus 1 Calculus 2 Differntial Equation | Mathematics in the Modern [Wert Engineering Data Analysis. [iNatiraiPhysieal Sclances i ay [efe! ‘Chemisty for Engineers I E E Cherstry for Engrs. (Lab) i Physics for Engineers i E E | Prysics tor Engineers (Usb) Basic Engineering Sciences | (ohn | Engineering Drawing ' ‘Computer Fundamentals and Programming, I mim Computer Av rating and Devin ‘Computer Aided Dratiing and Design 2 Statics of Rigid Bodies C 1 Enpnecing Eeonmieas [tr [ Engineering Management t tft almimpmtmintm moto E E E Dynamics of Riga Bodies \ ere tt E E E E Environmental Science Te Siraieoic Operation. Supply Chain’ and Material Hfelilile Vy [Management cio ahd Aviation | [n Aled Courses ie Elementary Electrical [LEpaineeing (ACIDC) “Thermedynaries € E | Basic Electronize E E Tmbm{m | m i [ Technopreneur Aircraft Materials, Construction | | elele and Repalr PSG for BS Ase:Chil Ar Laws and Regulations ‘Agrodyramics 4 b, ‘Aerodynamics 2 b Aeradynamies 3 2 Powerplant Powerplant 2_ ‘irra venice Bnd ApOT Systems ‘Aicraft Systems Research Methods and Appications ‘Aeraft Structures 2 Basic Hoiicopter and Propeller Design. = Aeraf Design 1 Accra Design 2 Unmanined Aeval System Design 4 ‘Aerodiome Engnenng ad Management lo Iolo lo Aeronautical Laboratory 1 ‘Agronautical Laboratory 2 ‘Aw Transpon Econemies and Management Reliability Engineering ‘Adcraft Production, t Maintenance, Planning ang | | i] Im ° Practice (JT) ol|ololojolelelo OleElpio | Elective I my on:Tothnical Courses Understanding the Self L 1 Science, Technology, and Sovely Contemperary Workd ‘Reaaing in Philippine History Engineering Ethies } [Art Appreciation | eurposive Communveation GE Elective 1 Fipiro 1) GE Elective 2 Fitpino 2) [ Se Sec 3 Panta Works of Jose Rizal | [ped Pe? PSG for BS AcE Page 208Map Legend Laboratory Course Introductory Course Enabling Course Demonstrative Course ‘An introductory course to an outcome Accourse that strengthens the outcome A course demonstrating an outcome PSG for BS AcEAnnex Ill Sample Course Specifications for BSAcE 1, TECHNICAL COURSES A, MATHEMATICS (Cours GeuscU is rearareeeeereeresereTsaTreeeeeeeceeeeee eevee] | An introductory course covering the core concepts of mit, contnuly and differentiability of functions involving one or more variables. This Course also includes the application of differential calculations in solving Description problems on optimization, rates of change, related rates, tangents and normal, and approximations; partial differentiation and | anscendental curve tracing | Number of Units for Lecture and Laboratory ‘Number of Contact Hours | per Week Outcomes. Course 4. Differentiate algebraic and transcendental functions Outcomes. 2. Apply the concept of differentiation in solving word problems | ind trace transcendental curves Functions: | Continuity and Limits | The Derivative | The Slope Rate of Change | ‘The Chain Rule and the General Power Rule Implicit Differentiation | Higher — Order derivatives | Polynomial curces Course Outline | 10. Applications of the Derivative 41. The Differential | 12. Derivatives of Trigonometric Functions | 13, Derivative of Inverse Trigonometric Functions | 44, Derivative of Logarithmic and Exponential Functions 16. Derivative of the Hyperbolic Functions } 46. Solutions of Equations 17. Transcendental Curve Tracing | 18. Parametric Equations 19. Partial differentiation CSNORRONE [Course Name _ icept of integration and its application to some physical problems such as evaluation of areas, volumes of olution, force, and work. The fundamental formulas and various Course Description PSG for BS AGE Page 4 of 54 &| techniques of iniegration are taken up and applied to both single variable and mult-variable functions. The course also includes tracing of functions of two variables for a better aporeciation of the interpretation of the double and triple integral as volume of a three- dimensional region bounded by two or more surfaces. Number of Units | for Lecture and | 3 units lecture Laboraton jumber of Contact Hours | 3 hours per week per Week Prerequisites | Calculus 7 Program | Outcomes [ae ‘After completing this course, the student must be able to: | 1. Apply integration to the evaluation of areas, volumes of revolution, force and work Course : ioumannee 2. Use intagration techniques on single and multi-variable | 3. Explain the physical interpretation of the double and triple integral a : 7. Integration ConcepisiFormulas Anté-diferentiation Indefinite integrals Simpie Power Formula Simple Trigonometric Functions Logarithmic Function Exponential Function inverse Trigonometric Functions Hyperbolic Functions (sinh u & cosh u only) General Power formula (include Substitution Rule) Constant of Integration Definite Integral (include absolute, odd & even functions) II. Integration Techniques ‘A. Integration by Parts B. Trigonomettic Integrals ©. Trigonomettic Substitution Course Outline D. Rational Functions E. Rationalizing Substitut |, Improper integrals | IV. Application of Definite Integral A. Plane Area B. Areas between Curves V. Other Applications A. Volumes | B. Work | C. Hydrostatic Pressure j | Aer ronmmogo@> Vi. Muttipe integrals (Inversion of order! change of coordinates) A. Double Intecrals B. Triple Integrals | Vil. Surface Tracing A. Planes: B. Spheres | | C. Cylinders PSG for BS AcED. Guadiic Surfaces |__ E. Intersection of Surfaces Vill.” Multiple Integrals as Volume | A. Double Integrals ple Integrals, Course Description Uni ber (Course Name DIFFERENTIAL EQUATIONS a -] [This course is intended for all engineering students to have a firm | foundation on differential equations in preparation for their degree- | | specific advanced mathematics courses. It covers first order differential equations, nth order linear differential equations and systems of first order linear differential equations. It also introduces | the concept of Laplace Transforms in solving differential equations. | ‘The students are expected to be able to recognize different kinds of differential equations, determine the existence and uniqueness of | solution, select the appropriate methods of solution and interpret the | obtained solution. Students are also expected to relate differential equations to various practical engineering and scientific problems as well as employ computer technology in solving and verifying soluti for Lecture and | 3 units lecture Laboratory. | Number of Contact Hours | 3 hours per week per Weel [ete | Prerequisites Calouiis 2 Program re Outcomes ; ae = Z ‘After compieting this course, the student must be able to: | 1. Apply integration for the evaluation of areas, volumes of Feguase revolution, force and work f ‘onecnien: 2. Use integrin techniques on single and multi-variable 3. Explain the physical interpretation of the double and triple aaa integral is ay Course Outline 7. Inrodtiction / Definition 1.1. Definition and Classifications of Differential Equations (DE) 4.2, Solution of a DE 2, Solution of some 1* order DE 2.1. Variable Separable 2.2. Exact Equation 2.3. Linear Equation 2.4, Substitution Methods 2.4.1, Homogeneous Coefficients 2.42. Bemoull’s Equation 2.4.3, Other Substitution Methods 2.5. Mixed Problems (method not pre-identified) 2.6. Introduction to Use of Computer in Solving Differential Equations, | 3. Application of 1 Order Differential Equations 3.4. Decomposition JGrowth 3.2. Newton's Law of Cooling __3:3, Mixing (non-feacting fluids) PSG for BS AcE3.4, Electric Circuits 4, Linear Differential Equi 4.4, Introduction 4.1.1. Standard form of a n® order Linear DE 44.2. Differential Operators 4.41.3, Principle of Superposition 4.4. Linear Independence of a Set of Functions 4.2. Homogeneous Linear Differential Equation with Constant Coefficients 42.1, Solution of a Homogeneous Linear Ordinary DE 42.2. Initial and Boundary Value Problems 4.3. Non-homogeneous Differential Equation With Constant Coefficients 43.1, Form of the General Solution 4.3.2. Solution by Method of Undetermined Coefficients 4.3.3. Solution by Variation of Parameters 43.4, Mixed Problems 4.4, Solution of Higher Order Differential Equations using Computer 5. Laplace Transforms of Functions 5.4, Definition 5.2. Transform of Elementary Functions 5.3. Transform of e°f(t) — Theorem 5.4. Transform of tf() ~ Derivatives of Transforms 5.6. Inverse Transforms 5.6. Laplace and Inverse Laplace Transforms using a Computer 5.7. Transforms of Derivatives 5.8. Initial Value Problems jon of Order n Course Description | Number of Units ~ “for Lecture and Laboratory SINE ; DATA ANALYSIS _ eee This course Is designed for undergraduate engineering students with emphasis on problem solving related to societal issues that engineers and scientists are called upon to solve, It introduces different methods of data collection and the suitability of using a particular method for a given situation. The relationship of probability to statistics is also discussed, providing students with the tools they need to understand how “chance” plays a role in statistical analysis. Probability distributions of random variables and their uses are also considered, along with a discussion of linear functions of random variables within the context of their application to data analysis and inference. The course also includes estimation techniques for unknown parameters; and hypothesis testing used in making inferences from sample to population; inference for regression parameters and build models for estimating means and predicting future values of key variables under study. Finally, statistically based experimental design techniques and analysis of outcomes of experiments are discussed with the aid of statistical ftware. 3 units lecture [Number of Contact Hours per Week PSG for BS AcE | 3 hours per week Page 4 of 54