OUTCOME-BASED EDUCATION (OBE) FRAMEWORK

BLOOM'S TAXONOMY LEVELS - COGNITIVE DOMAIN

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 NAME OF PROGRAM
UNIVERSITY VISION AND MISSION
VSION
MISSION
VALUES

COLLEGE VISION AND MISSION

PROGRAM DESCIPTION

REFERENCE CHED CMO

CAREER OPPORTUNITIES

PROGRAM ADVISORY COMMITTEE (PAC)

1 Mattew Baxter
General
Lot Manager
18 Third Street,Philippines Interior,
First Phil Ind. Park,Collins
TanauanAerospace Inc.
City, Batangas, Tanauan,
Batangas
Tel. #: (02) 89100

2 Dr. Jay Jack R. Manzano

President, Society of Aerospace Engineers of the Philippines
 Dean, School of Engineering and Architecture-Holy Angel University

3 Dr Manuel C. Belino
CHED TPET

4 MGEN Ferdinand M. Cartujao, AFP

Commander, Philippine Air Force - Air Education, Training and Doctrine Command
Fernando Air Base, National Highway Lipa City, Batangas

5 Dennis Chan
President, Aerospace Industries Association of the Philippines (AIAP)
Titanium Bldg. 2nd Floor MIRDC Compound Association Wing
Gen. Santos Avenue Bicutan Taguig City

6 Dr. Joel Marciano

Director General, Philippine Space Agency

7 Capt. Jim C. Sydiongco

Director General, Civil Aviation Authority of the Philippines

Old MIA Road 1300 Pasay City

LIST OF LAB FACILITIES

1 Engineering Workshop

Engineering Workshop at IIST is equipped with the following facilities (a)

Conventional Machine tools such as lathes, milling, drilling and grinding machines;
(b) Welding facilities including Arc, TIG, Spot and Oxy-Acetylene welding; (c) Metal
forming facility: Hydraulic Press; (e) General purpose hand tools and systems for
common engineering tasks.

The course associated with this lab is expected to pave an engineering platform
for the students, where they will get their first experience in an engineering lab,
and will start understanding ‘how to make mechanical components from
engineering drawing’.

In addition, the lab is used by PG students and Research Scholars for various
general purpose engineering tasks and setup developments.
2 Strength of Materials Lab

The objective of strength of materials lab is to provide a platform for students and
researchers to explore various materials characteristics. The lab is equipped with
modern material testing equipment’s such as, universal testing machine (UTM),
torsion testing, fatigue testing, hardness testing (include all hardnesstesting
machines), creep testing, Impact testing ,spring test, Vibration test ,muffle furnace
etc

This lab also acts as the scaffold for conducting several student projects by
facilitating sensors, actuators and raw materials.

3 Engineering Drawing Lab

To get a practice on engineering drawing, which is referred as the language of

engineers.
4 Thermal and Propulsion Lab

The laboratory facilitates various experiments during internships and miniprojects

related to heat transfer, combustion, multiphase flow, propulsion and thermal
engineering. The students can use and work with many flow, pressure and
temperature measure sensors of industrial standards for their experiments. They
could configure and acquire the signal from the sensors through any of the few
different type data acquisition systems available.

Typical experiments included are performance analysis of multicylinder CRDI

diesel engine and MPFI petrol engine, Performance analysis of two stage
reciprocating air compressor and centrifugal blower etc. Other experiments may
also include Performance characterization on a ramjet engine test rig, gas turbine
test rig and axial flow fan. A compressible flow test rig permits study and
characterization of flow through turbomachine rotors and subsonic nozzles.
5 Computer Aided Design and Analysis Lab

CAD LAB is the place where design is done with the help of computers. Here the
students will try to practise what they learned in the class rooms with the help of
software or programming languages. This particular lab caters the needs of
undergraduate design courses by facilitating different graphical and numerical
tools. It also gives an opportunity to masters and research students to analyse
their design. The Lab aims at developing a high end computing facility which can
carry out the current design practises of an aerospace/mechanical/automobile/civil
industry.

CAD Lab Courses for undergraduate students may include: (a) Modelling and
Analysis Lab, (b) Introduction to Machine Elements and Drawing and (c)
Engineering Graphics

Suggested softwares:
(a) AutoCAD, (b) CATIA, (c) SOLIDWORKS, (d) Autodesk Inventor, (e)
Hypermesh, (f) Scilab

6 LIKHA FabLab

It is one of the important facilities established to cater to the needs of academic

curriculum, research as well as other projects, wide across the university. The
major facilities in this lab include (a) CNC Machine Tools : CNC turn-mill centre,
CNC Milling machines, CNC lathe, CNC grinding machines; (b) CNC simulation
trainer & Flexible Manufacturing System (c) Pick and Place industrial robots; (d)
Welding Systems; (e) Rapid Prototyping Machine; (f) 3D printers

7 Heat Transfer Lab

The purpose of the Heat Transfer Lab is to conduct fundamental and applied
research in transport phenomena to support energy technologies, thermal
management of space systems, and cryogenic engineering. The experiments are
expected to help the students to understand all heat transfer modes practically.
These experiments also pave way for inculcating certain innovative skills in the
students making them to use the above experimental setups as starting point to
take up higher level experimental studies in Heat Transfer. Research in the lab
today focuses mainly on film cooling processes applicable to rocket combustion
chambers/gas turbines, thermal management of electronics and cryogenic flow
systems.
 8 Flight Mechanics Lab

The lab provides a platform to understand the working concepts of Atmospheric

Flight Mechanics for UG and PG. The experiments are designed mainly to prepare
the students towards the design and testing of Unmanned Aerial Vehicles. The
preparation includes the understanding the performance of propellers in flight
conditions, measuring the moment of inertia of the UAVs/MAVs and simulating
various flight vehicles using open source simulators. Students are exposed to flight
testing and estimating the performance characteristics of UAVs from the flight
data. As a part of the research, lab provides support for design, fabrication and
flight test of UAVs/MAVs. The flight-worthy UAV models are used for estimating
the static and dynamic derivatives of the UAVs using various estimation methods.

9 Material Characterization Lab

Physical metallurgy Lab is equipped with equipment’s for preparation and analysis
of different metallic materials. The sliced samples are subjected to high degree of
polishing starting from rubbing with coarse emery papers to fine diamond paste to
obtain mirror like finish.The lab is also equipped with suitable etchants for various
metals in order to obtain the microstructure. Preliminary analysis such as grain
size measurement is also possible with the analysis software. Physical metallurgy
lab is used by under graduate students, post graduatesand Research scholars for
their project works. The lab also caters to the need for other departments also.

10 Aerospace Structures Lab

The objective of the lab is to understand and reinforce the concepts of mechanics
of structures, which have applications in Aerospace area. Students do a wide
variety of experiments using the following equipments: Column buckling
apparatus, Thin walled cylindrical pressure vessel apparatus, Unsymmetrical
Bending and Shear Centre measurement Apparatus, Strain Gauge Trainer
Apparatus, Shear force in a beam apparatus, Deflection of Beams & Cantilevers
Apparatus and Continuous and Indeterminate Beam Apparatus.
11 Aerodynamics Lab

The heart of AerospaceEngineering, the Aerodynamics Laboratory provides

students with hands-on experience and practical learning on various aerodynamic
concepts. The main areas of study are force and moment measurement
techniques and different flow visualization techniques. In addition, the lab has the
facility to conduct experiments on jet flows, flow separation and boundary layer
studies.The laboratory provides the students with a venue to pursue their interests
through experiments and projects.

The laboratory may feature subsonic wind tunnels. The lab may also be equipped
with various apparatus for flow measurements, such as multi tube manometers,
pitot-static tubes, pitot rake, multi-stage traverse,etc.The laboratory is also
furnished with advanced equipment such as hotwire anemometer, data acquisition
systems, etc

12 Fluid Mechanics Lab

Fluid mechanics lab offers training to undergraduate students in flow

measurements and visualizations. The main goal is to train students in the field of
fluid machineries, flow transition, turbulence, aerodynamics and control of fluid
flows. Experiments include viscosity measurement, U-tube manometer, venturi
and orifice meter, flow through pipes, Reynolds transitional flow and Hele-Shaw
flow. Fluid machineries such as Francis and Pelton turbine and reciprocating pump
are also part of this lab.

13 Metrology and Computer Aided Inspection Lab

The main objective of this lab is to crater the needs of B. Tech curriculum as well
as to support various engineering measurements/inspection requirements at IIST.
The major facilities include: (a) Vision inspection system; (b) Minor measuring
instruments; (c) Instruments for measuring geometrical features; (d) Optical
measuring systems

14 Flame Diagnostics Lab

The Flame Diagnostics Lab set up in the Aerospace Department is an

experimental test facility for combustion diagnostics in subscale and standard
burner flames. In addition to the implementation of the conventional measurement
techniques, the lab also facilitates employment of state of the art optical and laser
diagnostic measurement techniques to combustion studies.

PARTNER UNIVERSITIES
1 Asian Institute of Technology
2 Singapore Polytechnic
3 North Dakota University
4 Univeristy of California Berkeley

BENCHMARKED UNIVERSITIES
1 Massachusette's Institute of Technology
2 Indian Institute of Space Science and Technology
3 Asian Institute of Technology

MEMBERSHIP TO PROFESSIONAL ORGANIZATIONS

1 Aerospace Industries Association of the Philippines (AIAP)

INDUSTRY LINKAGES
PAC Category

Industry

APO
 Academe

Government

Military/
Government

Industry

Government

Government

Current Status
Existing
Existing

Existing

For Installation
Existing

Existing

For Installation
For Installation

For Installation

For Installation
For Installation

Existing

For Installation

For Installation

Current Status
 Current Status

Current Status
Affiliate Member

Current Status
ENROLMENT TRENDS

GRADUATE ON TIME (GOT)

BOARD PERFORMANCE

ACCOMPLISHMENTS

FACULTY DEVELOPMENT PROGRAM

TRACER STUDY
ACCREDITATION HISTORY

RESEARCH PUBLICATIONS
 PROGRAM EDUCATIONAL OBJECTIVES
PERFORMANCE INDICATIONS (PI) FOR PEOs AND SOs
PI Program PEO is considered attained of at least 95% of graduates achieved at
least one (1) PI for each PEO
PEO PEO With Statements of Performance Indicators (PI)
PEO1 Specialist. Practiced as specialist in solving complex engineering problems
leading to improvements and innovations, while taking into consideration the
environmental, social, and economical requirements.
PI1 Graduates are involved in operations planning with contribution towards
improving processes.
PI2 Graduates are able to undertake Engineering activities in a way that contributes
to sustainable development
PI3 Graduates are actively involved in designing of new systems and process and/or
providing consultancy and advice to either internal or external customers.
PI4 Graduates are involved in managing projects or operations and mentoring junior
engineers to perform design work
PEO2 Professionalism and Leadership. Assumed leadership position in industry,
academe, government, or private sector whith consideration to social and ethical
responsibility.
PI1 Graduates have planned for effective project implementation through managing
the planning, budgeting and organisation of tasks, people, and resources.
PI2 Graduates have managed teams and developed staff to meet changing technical
and managerial needs.
PI3 Graduates are developing or have started a company or partnership business.

PI4 Graduates have managed continual quality improvement.

PEO3 Lifelong Learning. Engaged in lifelong learning through further studies,
research, certifications, promotions, and other personal and professional
development activities.
PI1 Graduates are holder of valid PRC certificates/license in the curent year
PI2 Graduates are currently furthering or have furthered their studies.
PI3 Graduates deal with and comply with relevant codes of conduct and manage and
apply safe systems of work.
PI4 Graduates carry out continual professional development necessary to maintain
and enhance competence in own areas of practice, including a personal
Development Action Plan
 INSTITUTIONAL GRADUATE ATTRIBUTES (IGA)
PI The sutdent should achieve at least 75% for each IGA upon graduation

IGA1 Knowledge Competence

Demonstrate a mastery of the fundamental knowledge and skills required for
functioning effectively as a professional in the discipline, and an ability to
integrate and apply them effectively to practice in the workplace.
IGA2 Creativity and Innovation
Experiment with new approaches, challenge existing knowledge boundaries
and design novel solutions to solve problems.
IGA3 Critical and Systems Thinking
Identify, define, and deal with complex problems pertinent to the future
professional practice or daily life through logical, analytical and critical
thinking.
IGA4 Communication
Communicate effectively (both orally and in writing) with a wide range of
audiences, across a range of professional and personal contexts, in English
and Pilipino.
IGA5 Lifelong Learning
Identify own learning needs for professional or personal development;
demonstrate an eagerness to take up opportunities for learning new things as
well as the ability to learn effectively on their own.
IGA6 Leadership, teamwork, and Interpersonal Skills
Function effectively both as a leader and as a member of a team; motivate
and lead a team to work towards goal; work collaboratively with other team
members; as well as connect and interact socially and effectively with diverse
culture.
IGA7 Global Outlook
Demonstrate an awareness and understanding of global issues and
willingness to work, interact effectively and show sensitivity to cultural
diversity.
IGA8 Social and National Responsibility
Demonstrate an awareness of their social and national responsibility; engage
in activities that contribute to the betterment of the society; and behave
ethically and responsibly in social, professional and work environments.
 STUDENT OUTCOMES (SO)
PI An SO is considered attained if at least 60% of the students achieved at least
75% in the assessment of the particular SO.
SO Student Outcomes (SO) With Statements of Performance Indicators (PI)

SO1 Discipline Knowledge. Ability to apply mathematics, sciences and principles of

engineering to solve complex engineering problems;
PI1 Formulate and solve mathematical models that describe the behavior and
performance of physical systems and processes of engineering
PI2 Use basic scientific and engineering principles to identify applications, explain
and analyze the performance of processes and systems of engineering

SO2 Investigation. Ability to develop and conduct appropriate experimentation,

analyze and interpret data, and use engineering judgment to draw conclusions;
PI1 Design an experiment to verify the conceptual understanding
PI2 Conduct (or simulate) an experiment and report the results
PI3 Analyze a set of experimental data and interpret the results.
SO3 Design/Development of Solutions. Design solution, system, components,
processes, exhibiting improvements/innovations, that meet specified needs with
appropriate consideration for public health and safety, cultural, societal,
economical, ethical, environmental and sustainability issues.
PI1 Design a system to meet the customer needs
PI2 Design components of a system
PI3 Design a process to meet the customer expectations
SO4 Leadership and Teamwork. Function effectively as a member of a leader on a
diverse team whose members together provide leadership, create a collaborative
and inclusive environment, establish goals, plan tasks, and meet objectives.

PI1 Participate in team activities as member(s) in discussions and consolidate the

ideas
PI2 Act as a leader of a multidisciplinary team.
PI3 Create a collaborative and inclusive environment
PI4 Establish goals, and action plans and activities to meet objectives
SO5 Problem Analysis. Identify, formulate, and solve complex engineering problems
by applying principles of engineering, science, and mathematics;
PI1 Identify gaps in a process or product in the domain
PI2 Formulate the solution model for the identified problem
PI3 Analyze and solve the problem
SO6 Ethics and Professionalism. Apply ethical principles and professional
responsibilities in engineering situations and make informed judgments, which
must consider the impact of engineering solutions in global, environmental, and
societal contexts.
 PI1 Demonstrate ethical principles and professional responsibilities in the workplace.

PI2 Assess the situation that requires a decision on ethical implications and
professional acumen
SO7 Communication. Communicate effectively on complex engineering activities with
the community, and the society at large, such as being able to comprehend and
write effective reports and design documentation, make effective presentations,
and give and receive clear instructions;
PI1 Develop written and oral communication skills appropriate to the profession of
engineering
PI2 Demonstrate oral and visual communication skills appropriate to the profession of
engineering
PI3 Demonstrate competence in writing reports and communication letters.
SO8 Environment and Sustainability. Recognize the impact of professional
engineering solutions in societal, global, and environmental contexts and
demonstrate knowledge of and need for sustainable development;
PI1 Degree of awareness of the global, economic, environmental, and societal impact
of engineering solutions
PI2 Demonstrate knowledge of and need of solutions for sustainable development

SO9 Lifelong Learning. Recognize the need for, and ability to engage in independent
and life-long learning in the broadest context of technological change.

PI1 Engage in lifelong learning activities for professional dadvancement and

development
SO10 The Engineer and Scociety. Apply reasoning based on contextual knowledge to
assess societal, health, safety, legal, cultural, contemporary issues, and the
consequent responsibilities relevant to professional engineering practices.
PI1 Knowledge of current events, developments and issues in the technical and non-
technical space at the regional, national and global level
PI2 Awareness to the current developments and trends in the field
SO11 Modern Tool Usage. Apply appropriate techniques, skills, and modern
engineering and IT tools to complex engineering activities;
PI1 Competence to use techniques, skills and modern engineering tools
PI2 Used commercial software as tools for system design and analysis
SO12 Project Management and Finance. Demonstrate knowledge and understanding
of engineering management and financial principles as member or a leader of a
team to manage projects in multidisciplinary settings, and identify opportunities of
entrepreneurship.
PI1 Demonstrate knowledge on engineering management and cost analysis
PI2 Identify opportunities and be involved in entrepreneurial engagements.
SO13 Social and National Responsibility. Apply acquired engineering knowlede and
skills in addressing community problems that contributes to national development.

PI1 Demonstrate knowledge and skills in the needs assessment of community

problems.
PI2 Get involved in providing solution to community problems that promotes national
development
 MASTER OF SCIENCE IN ENGINEERING MANAGEMENT
PERFORMANCE INDICATIONS (PI) FOR PEOs AND SOs
PI Program PEO is considered attained of at least 95% of graduates achieved
at least one (1) PI for each PEO
PEO PEO With Statements of Performance Indicators (PI)
PEO1 Specialist. Practiced as high level specialist in solving complex engineering
management problems leading to improvements and innovations, while
taking into consideration the environmental, social, and economical
requirements.
PI1 Graduates are involved in operations planning with contribution towards
improving processes.
PI2 Graduates are able to undertake Engineering activities in a way that
contributes to sustainable development
PI3 Graduates are actively involved in designing of new systems and process
and/or providing consultancy and advice to either internal or external
customers.
PI4 Graduates are involved in managing projects or operations and mentoring
junior engineers to perform design work
PEO2 Professionalism and Leadership. Assumed high level leadership position
in industry, academe, government, or private sector with consideration to
social and ethical responsibility.
PI1 Graduates have planned for effective project implementation through
managing the planning, budgeting and organisation of tasks, people, and
resources.
PI2 Graduates have managed teams and developed staff to meet changing
technical and managerial needs.
PI3 Graduates are developing or have started a company or partnership
business.
PI4 Graduates have managed continual quality improvement.
PEO3 Lifelong Learning. Engaged in lifelong learning through further studies,
research, certifications, promotions, and other personal and professional
development activities.
PI1 Graduates are holder of valid PRC certificates/license in the curent year

PI2 Graduates are currently furthering or have furthered their studies.

PI3 Graduates deal with and comply with relevant codes of conduct and manage
and apply safe systems of work.
PI4 Graduates carry out continual professional development necessary to
maintain and enhance competence in own areas of practice, including a
personal Development Action Plan
 STUDENT OUTCOMES (SO) STATEMENTS
PI An SO is considered attained if at least 60% of the students achieved
at least 75% in the assessment of the particular SO.
SO Student Outcomes (SO) With Statements of Performance Indicators (PI)
SO1 Knowledge Competence. Demonstrate a comprehensive and broad
understanding of engineering management principles and apply
advanced knowledge in the specific engineering discipline;
PI1 An ability to acquire new knowledge using appropriate learning
strategies
PI2 An ability to apply new knowledge as needed
SO2 Critical and System Thinking. Analyze, synthesize, create and
evaluate the challenges in engineering management practice;
PI1 An ability to identify complex engineering problems.
PI2 An ability to formulate and solve complex engineering problems.

SO3 Design and Analysis. Design components, devices, and systems to

meet specified engineering needs under real–world constraints;

PI1 Ability to apply engineering design to produce solutions that meet

specified needs
PI2 Ability to make final selection considering multiple design constraints

SO4 Communication. Communicate effectively the technical knowledge,

both orally and in writing, on complex engineering activities;

PI1 Ability to effectively communicate orally, in writing, or visually, as

appropriate, in a technical audience
PI2 Ability to effectively communicate orally, in writing, or visually, as
appropriate, in a non-technical audience
SO5 Leadership and Teamwork. Function effectively as an individual, a
team member, or as a leader in diverse work environments;

PI1 An ability to function effectively on a team whose members together

provide leadership, create a collaborative and inclusive environment to
establish goals
PI2 An ability to function effectively on a team whose members together
provide leadership, create a collaborative and inclusive environment to
plan tasks
SO6 Creativity and Innovation. Contribute to the generation,
dissemination and preservation of knowledge, methodologies,
techniques, and processes;
PI1 Perform knowledge generation through systematic process.
 PI2 Ability to disseminate and preserve engineering knowledge through
precise methodologies and techniques.
SO7 Lifelong Learning. Engage in continuous professional
development and lifelong learning endeavors;
PI1 Ability to create and maintain a positive attitude to learning both for
personal and professional development
PI2 Ability to enhance understanding that will provide better opportunities
and improvement of the quality of life
SO8 Ethics and Professionalism. Conduct oneself within professional and
ethical standards; and
PI1 Ability to perform activities within professional standards
PI2 Ability to perform activities within ethical standards
SO9 Research. Perform independent scientific research that results in
innovation with application.
PI1 Ability to perform independent scientific research related to
engineering application
PI2 Ability to conduct a study that results in the innovation in engineering
application.
 NAME OF PROGRAM
OUTCOMES MAPPING
RELATIONSHIP BETWEEN PEO AND MISSION STATEMENT Rationale
The PEOs support the attainment of t

Industry Partnerships
highlights four (4) focused areas for s
achieve all of the PEOs based on def

Multidisciplinary
of the mission to PEOs will be used a

Community &

Development
graduation. The PEO assessment wil

Sustainable
interview to determine whether the gr

Innovation

Research
has at least 3 PIs where an alumni is
PEOs are considered achieved if at le
Should the result be significantly lowe
PEO1 PEO STATEMENTS continuous quality improvement (CQI
PEO1 Specialist x x x
PEO2 Professionalism and Leadership x x x
PEO3 Lifelong Learning x x

RELATIONSHIP BETWEEN SO AND PEO Rationale

The SOs support the attainment of th

Professionalism
and Leadership
SOs and the PEOs. However, SOs w
provide the students with the necessa
Specialist

gradiuatae mean boynd the BS? The

Learning
Lifelong
SO SO STATEMENTS each SO is explicitly mapped to only
mapping went through a rigorous disc
experts. This matrix is presented to s
PEO1 PEO2 PEO3 direct assessment of the PEOs via SO
SO1 Discipline Knowledge x
SO2 Investigation x
SO3 Design/Development of Solutions x
SO4 Leadership and Teamwork x
SO5 Problem Analysis x
SO6 Ethics and Professionalism x
SO7 Communication x
SO8 Environment and Sustainability x
SO9 Lifelong Learning x
SO10 The Engineer and Scociety x
SO11 Modern Tool Usage x
SO12 Project Management and Finance x
SO13 Social and National Responsibility x

RELATIONSHIP BETWEEN SO AND IGA

Social and National
interpersonal skills
Systems Thinking

Lifelong Learning
Communication

Global Outlook
teamwork, and

Responsibility
Creativity and
Competence

Leadership,
Critical and
Knowledge

Innovation

SO SO STATEMENTS

IGA1 IGA2 IGA3 IGA4 IGA5 IGA6 IGA7 IGA8

SO1 Discipline Knowledge x
SO2 Investigation x
SO3 Design/Development of Solutions x
SO4 Leadership and Teamwork x
SO5 Problem Analysis x
SO6 Ethics and Professionalism x
SO7 Communication x
SO8 Environment and Sustainability x
SO9 Lifelong Learning x
SO10 The Engineer and Scociety x
SO11 Modern Tool Usage x
SO12 Project Management and Finance x
SO13 Social and National Responsibility x
 pport the attainment of the university mission. Since the mission statement
r (4) focused areas for sustainable development, The alumni are expected to
the PEOs based on defined performance indicator (PI). The indicated mapping
n to PEOs will be used as basis for assessment of the PEOs, 3-5 years after
he PEO assessment will be conducted through alumni and employer survey or
etermine whether the graduates cohort achieved the PI for each PEO. Each PEO
PIs where an alumni is expected to achieve at least 1 PI for each PEO. The
nsidered achieved if at least 95% of the graduates cohort achieved all PEOs.
sult be significantly lower than the benchmarked PI for a number of cohorts, a
uality improvement (CQI) action has to be conducted at the program level.

port the attainment of the PEOs based on the indicated mapping between the
PEOs. However, SOs will not directly provide attainment of the PEOs but merely
udents with the necessary skills ready for postgraduate level jobs. (Does post-
ean boynd the BS? The SO - PEO mapping indicated in the matrix show that
xplicitly mapped to only one (1) PEO for better measure of PEO attainment. The
t through a rigorous discussion and final approval of the curriculum development
matrix is presented to simply show the relationship of the PEOs to the SOs. No
ment of the PEOs via SOs will be conducted at this time.

Rationale
The SOs support the attainment of IGAs. IGAs are graduate
attributes that students are expected to demonstrate upon
graduation. These attributes are assessed through the SOs
via course mapped to respective SOs. The SO - IGA
mapping indicated in the matrix showed that each SO is
explicitly mapped to only one (1) IGAs for better measure of
IGA attainment. The mapping went through a rigorous
discussion and final approval of the curriculum development
experts. In the maxtrix, for example, IGA1 will be assessed
using SO1 which is related to knowledge competence. Each
SO is explicitly mapped to demonstrable courses, typically
from the last two years of the program. In each course,
Intended Learning Outcomes (ILO) are explicitly mapped to
weighted assessment tasks using the Introduced/Reinforced/
Demonstrate indicators. Only those course with "D"
indicators are used for assessment of the SOs. Performance
IGA attainment. The mapping went through a rigorous
discussion and final approval of the curriculum development
experts. In the maxtrix, for example, IGA1 will be assessed
using SO1 which is related to knowledge competence. Each
SO is explicitly mapped to demonstrable courses, typically
from the last two years of the program. In each course,
Intended Learning Outcomes (ILO) are explicitly mapped to
weighted assessment tasks using the Introduced/Reinforced/
Demonstrate indicators. Only those course with "D"
indicators are used for assessment of the SOs. Performance
assessment of the program and individual student are
performed periodically.
 MASTER OF SCIENCE IN ENGINEERING MANAGEMENT
OUTCOMES MAPPING
RELATIONSHIP BETWEEN PEO AND MISSION STATEMENT Rationale
The PEOs support the attainment of the univers

Multidisciplin
ary Research

Development
Partnerships

Sustainable
Community
highlights four (4) focused areas for sustainable

Innovation

& Industry
achieve all of the PEOs based on defined perfor
of the mission to PEOs will be used as basis for
graduation. The PEO assessment will be condu
PEO PEO STATEMENTS interview to determine whether the graduates co
PEO1 Specialist x x x PEO has at least 3 PIs where an alumni is expe
PEO2 Professionalism and x x x The PEOs are considered achieved if at least 95
Leadership Should the result be significantly lower than the
continues quality improvement (CQI) action has
PEO3 Lifelong Learning x x

RELATIONSHIP BETWEEN SO AND PEO Rationale

The SOs support the attainment of the PEOs ba
Professionali

Leadership SOs and the PEOs. However, SOs will not direc
Specialist

provide the students the necessary skills ready f

Learning
Lifelong
sm and

SO Student Outcomes (SO) mapping indicated in the matrix showed that eac
for better measure of PEO attainment. The map
final approval of the curriculum development exp
PEO1 PEO2 PEO3 the relationship of the PEOs to the SOs. No dire
x conducted.
SO1 Knowledge Competence
Critical and System x
SO2 Thinking
SO3 Design and Analysis x
SO4 Communication x
Leadership and x
SO5 Teamwork
SO6 Creativity and Innovation x
SO7 Lifelong Learning x
Ethics and x
SO8 Professionalism
SO9 Research x

RELATIONSHIP BETWEEN SO AND IGA

interpersonal skills
Lifelong Learning
Critical Thinking

Communication

Global Outlook
teamwork, and

Responsibility
Creativity and
Professional
Competence

Leadership,
Innovation

Social and

SO Student Outcomes (SO)

National

IGA1 IGA2 IGA3 IGA4 IGA5 IGA6 IGA7 IGA8

SO1 Knowledge Competence x
Critical and System x
SO2 Thinking
SO3 Design and Analysis x
SO4 Communication x
 Leadership and x
SO5 Teamwork
SO6 Creativity and Innovation x
SO7 Lifelong Learning x
SO8 Ethics and x
Professionalism
SO9 Research x
MANAGEMENT

e attainment of the university mission. Since the mission statement

used areas for sustainable development, The alumni are expected to
Os based on defined performance indicator (PI). The indicated mapping
s will be used as basis for assessment of the PEOs, 1 year after
assessment will be conducted through alumni and employers survey or
e whether the graduates cohort achieved the PI for each PEO. Each
s where an alumni is expected to achieve at least 1 PI for each PEO.
ered achieved if at least 95% of the graduates cohort achieved all PEOs.
ignificantly lower than the benchmarked PI for a number of cohorts, a
ovement (CQI) action has to be conducted at the program level.

attainment of the PEOs based on the indicated mapping between the

owever, SOs will not directly provide attainment of the PEOs but merely
he necessary skills ready for postgraduate level jobs. The SO - PEO
he matrix showed that each SO is explicitly mapped to only one (1) PEO
PEO attainment. The mapping went through a rigorous discussion and
urriculum development experts. This matrix is presented to simply show
PEOs to the SOs. No direct assessment of the PEOs via SOs will be

Rationale
The SOs support the attainment of IGAs. IGAs are graduate
attributes that students are expected to demonstrate upon
graduation. These attributes are assessed through the SOs
via course mapped to respective SOs. The SO - IGA
mapping indicated in the matrix showed that each SO is
explicitly mapped to only one (1) IGAs for better measure of
IGA attainment. The mapping went through a rigorous
discussion and final approval of the curriculum development
experts. In the maxtrix, for example, IGA1 will be assessed
using SO1 which is related to professional competence.
Each SO is explicitly mapped to demonstrable courses,
typically from the last two years of the program. In each
course, Intended Learning Outcomes (ILO) are explicitly
mapped to weighted assessment tasks using the
Introduced/Reinforced/Demonstrated indicators. Only those
courses with "D" indicator are used for assessment of the
SOs. Performance assessment of the program and
individual student are performed periodically.
typically from the last two years of the program. In each
course, Intended Learning Outcomes (ILO) are explicitly
mapped to weighted assessment tasks using the
Introduced/Reinforced/Demonstrated indicators. Only those
courses with "D" indicator are used for assessment of the
SOs. Performance assessment of the program and
individual student are performed periodically.
 NAME OF PROGRAM
CURRICULUM STRUCTURE
Credit Hrs. Hrs.
CODE TITLE OF THE COURSE Units Lec Lab
First Year First Semester

Total 0 0 0
First Year Second Semester

Total 0 0 0
First Year Midterm Semester

Total 0 0 0
Second Year First Semester

Total 0 0 0
Second Year Second Semester
 Total 0 0 0
Third Year First Semester

Total 0 0 0
Third Year Second Semester

Total 0 0 0
Third Year Midterm Semester

Total 0 0 0
Fourth Year First Semester

Total 0 0 0
Fourth Year Second Semester
 Total 0 0 0
TOTOTAL CREDIT UNITS 0
CMO 93 Series of 2017 (Allied) 174

Since there is NO specific CMO for this program, an allied program with available CMO was used as reference. CHED
93 series of 2017 provides policies and minimum standards for Bachelor of Science in Aeronautical Engineering. This
program has 194 credits, which satisfies the reference CMO with 174 credits. The graduate attributes, program obje
and student outcomes developed in this program are also aligned with the CMO guidelines. The Year 1 and Year 2 c
were based from existing engineering programs while the specialization courses were benchmarked with known
universities both local and abroad.

SUMMARY Cedit
I. TECHNICAL COURSES Units
A. Mathematics
B. Natural/Physical Sciences
C. Basic Engineering Sciences
D. Allied Courses
E. Professional Courses
F. Electives
II. NON-TECHNICAL COURSES
A. General Education Courses
B. Mandated Courses
C. Physical Education
D. National Service Training Program
GRAND TOTAL 0

BENCHMARKED UNIVERSITIES

PROGRAM ADVISORY COMMITTEE

 LABORATORY FACILITIES

LOCAL AND INTERNATIONAL LINKAGES

Pre-Req. Co-Req.
 CMO was used as reference. CHED CMO
e in Aeronautical Engineering. This
graduate attributes, program objectives,
guidelines. The Year 1 and Year 2 courses
were benchmarked with known
This course will be taught through a combination of alternative/flexible mode of learning. To facilitate
this mode, Google Meet, and/or phone calls will be considered for synchronous discussion of the
lessons while Google Classroom, Messenger, and/or text messaging will be used for asynchronous
learning. Using multiple type of instructional materials (online materials by providing the students the
links, online discussion groups, and test prep materials via google classroom, google meet, and or
phone calls) will be taken into account as well in this time of pandemic. Moreover, differentiated
instruction, and mix up group work styles (online collaboration), lecture, discussion, interactive
learning, think-pair-share, collaborative approach, brainstorming, buzz group, and technology strategy
will also be utilized to achieve the learning outcomes.

There are two (2) major examinations to be conducted in class: the Midterm and Final Examinations
which will be a Demonstration/Practical Examination. These examinations will be administered on the
dates announced by the instructor. Online assessment like Fitness Log, Quizzes and Reflection shall
be given regularly to monitor their progress and ensure that the students acquire the necessary skills
and competency as described in the learning outcomes of the course. Students will be given
individual/group activities relevant to the lesson and will be presented to the class. They will be
rated/graded using a rubric.

Upon completion of this course, the students should be able to:

ILO
ILO1 Explain the importance of health and fitness through active engagement in varied physical
education activities.
ILO2 Acquire knowledge on the foundations of physical education, concept of fitness, gymnastics
and aerobics.
ILO3 Perform with confidence the selected activities for fitness, gymnastics and aerobics.

Assessment Tasks (AT) Distribution Intended Learning Outcomes Domains

Code Assessment Tasks I/R/D (%) 1 2 3 4 5 6 7 C P A
ME Midterm Examination D 20 25 50 25 30 70
FE Final Examination D 30 20 30 50 30 70
FL Fitness Log D 25 25 25 50 100
AT Assessment Tasks D 15 30 30 40 100
QR Quiz and Reflection R 10 50 50 100
Total 100 150 185 165 160 340
Note: All internal assessments with feedback will be made available within 2 week after each
1 assessment
Physical submission
Best: Physicalexcept Finalfor
Education Examination.
Lifelong Fitness. Human Kinetics: USAAyers, Suzan
F. and Sariscrcsany Mary Jo. (2019).
2 Educating the Student Body Taking Physical Activity and Physical Education to School.
National Academies Press: USAKohl III, Harold W. and Cook, Heather D. (2013).
3 Body Moves. Morlanda Publishing, Manila Orlanda, Marilou M. (2014),
4 Ehersisyo. Morlanda Publishing: Sta.Mesa Manila.Orlanda, Marilou (2004).
5 Physical Fitness for College Freshmen. Rex Bookstore Inc.: Manila Oyco, Virginia D. (2007)
6 https://www.deped.gov.ph/wp-content/uploads/2019/12/DO_s2019_034.pdf
7 https://sites.google.com/g.batstate-u.edu.ph/pe101module/home

IGA Institutional Graduate Attributes (IGA) Statements

IGA1 Knowledge Competence
Demonstrate a mastery of the fundamental knowledge and skills required for functioning
IGA2 effectively
Creativity andas aInnovation
professional in the discipline, and an ability to integrate and apply them
effectively
Experiment with new in
to practice the workplace.
approaches, challenge existing knowledge boundaries and design novel
solutions to solve
IGA3 Critical and Systemsproblems.
Identify, define, and deal with complex problems pertinent to the future professional practice
or daily life through logical, analytical and critical thinking.

IGA4 Communication
Communicate effectively (both orally and in writing) with a wide range of audiences, across a
range of professional and personal contexts, in English and Pilipino.
IGA5 Lifelong Learning
Identify own learning needs for professional or personal development; demonstrate an
eagerness to take up opportunities for learning new things as well as the ability to learn
effectively on their own.
IGA6 Leadership, teamwork, and Interpersonal Skills
IGA6
Function effectively both as a leader and as a member of a team; motivate and lead a team to
work towards goal; work collaboratively with other team members; as well as connect and
interact socially and effectively with diverse culture.
IGA7 Global Outlook
Demonstrate an awareness and understanding of global issues and willingness to work,
interact effectively and show sensitivity to cultural diversity.

IGA8 Social and National Responsibility

Demonstrate an awareness of their social and national responsibility; engage in activities that
contribute to the betterment of the society; and behave ethically and responsibly in social,
professional and work environments.
SO Student Outcomes (SO) Statements
SO1 Discipline Knowledge
Demonstrate in-depth understanding of the diversity of learners in various learning areas.
SO2 Pedagogical Content Knowledge
Manifest meaningful and comprehensive pedagogical content knowledge (pck) of the different
subject areas.
SO3 Assessment Competence
Utilize appropriate assessment and evaluation tools to measure learning outcomes.
SO4 Communication and Technology Competence
Manifest skills in communication, higher order thinking and use of tools and technology to
accelerate learning and teaching.
SO5 Personal and Professional Skills & Attributes
Demonstrate positive attributes of a model teacher, both as an individual and as a professional.

SO6 Personal and Professional Development

Manifest a desire to continuously pursue personal and professional development.
CDIO CDIO Skills
CDIO1 Disciplinary Knowledge & Reasoning

Knowledge of underlying mathematics and sciences, core engineering fundamental

CDIO2 knowledge, advanced
Personal and engineering
Professional Skills fundamental
& Attributesknowledge, methods and tools
Analytical reasoning and problem solving; experimentation , investigation and knowledge
CDIO3 discovery;
Interpersonalsystem
Skills:thinking;
Teamworkattitudes, thoughts and learning; ethics, equity and other
& Communication
responsibilities
Teamwork, communications, communication in a foreign language

CDIO4 Conceiving, Designing, Implementing & Operating Systems

External, societal and environmental context, enterprise and business context, conceiving,
systems engineering and management, designing, implementing, operating
SDG SDG Skills
SDG1 Envisioning
Establish a link between long-term goals and and immediate actions, and motivate people to
SDG2 take action
Critical by harnessing
Thinking their deep aspirations.
and Reflection

Examine economic, environmental, social and cultural structures in the context of sustainable
development,
SDG3 Systemic and challenges people to examine and question the underlying assumptions that
Thinking
influence
Recognisetheir
that world views
the whole is by having
more than them reflect
the sum onparts,
of its unsustainable
and it is apractices.
better way to understand
and manage complex situations.
SDG4 Building Partnerships
Promote dialogue and negotiation, learning to work together, so as to strengthen ownership of
and commitment to sustainable action through education and learning.

SDG5 Participation in Decision Making

Empower oneself and others through involvement in joint analysis, planning and control of
local decisions.