UNIVERSITY OF LA SALETTE INC

College of Engineering and Architecture

Santiago City, Philippines

COURSE LEARNING PLAN

1st Semester
S.Y. 2022-2023

Course No : PBSGE 008 Lec

Descriptive Title : Engineering Surveys Lec/Lab
Units : Three (3) Units Lecture
: Two (2) Units Laboratory
Hours per Week : 3 Hours Lecture, 6 hours Laboratory

Prepared and Submitted by: Date Submitted Reviewed By: Date Reviewed 

Engr. Rey Saguibo,MSEM ____________ Engr. Rey Saguibo,MSEM ____________

Instructor Program Coordinator

Endorsed By:

Engr. Genesis S. Jose,MSEM,PCPE

Dean, College of Engineering and Architecture

Approved By:

Madeilyn B. Estacio Ph.D

Vice President for Academics

1
 VISION
The University of La
SaletteInc, a Catholic institution
founded by the Missionaries of Our
Lady of La Salette, forms
RECONCILERS “so that they may
have life and have it to the full.”
(John 10:10)
MISSION
The University of La Salette,
Inc. is a premier institution of choice
providing accessible, quality, and
transformative education for integral
human development particularly the
poor.
CORE VALUES
FAITH - The total submission to
God’s call to Holiness and
commitment to His will.
RECONCILIATION - Constantly
renewing our relationship with God,
others and all creation through a life
of prayer, penance and zeal
INTEGRITY - The courage and
determination to live and die for
Salettinian ideals.
INSTITUTIONAL OBJECTIVE
In keeping with its philosophy, vision, and mission, La Salette professes the following institutional objectives:
1. To foster a reconciled and reconciling community through spiritual upliftment programs and liturgical activities
2. To sustain the quality assured education of the University through institutional and program accreditations,
professional certifications, and compliance with international standards for curricular programs and University
management.
3. To provide accessible education through various modalities of learning.
4. To lead the academic community with strategic and transformative competencies in realizing the Vision, Mission and
la Salette Philosophy of Education.
5. To develop and implement transformative teaching and learning experience through the critical approach and values-
based integration.
6. To undertake research on various disciplines and generate new knowledge needed for the advancement of the
University as well as for the national development.
7. To realized ICT oriented learning by establishing the monitoring system to collect and review information needed to
manage an organization or on-going activities of the University.
8. To provide industry experience through on-the-job trainings, exposures, internship, immersion programs, and
linkages.
9. To provide a holistic curriculum that integrates instruction, extension, research, ICT, industry experience for both
student and faculty.
10. To adopt an interdisciplinary approach by enhancing the institution’s interest in the understanding of the cultural
reproduction and social integration and in spiritual and moral information.
INSTITUTIONAL OUTCOMES
Having finished their academic degree at University of La Salette, the graduates should be:
TRANSFORMATIVE LEADER. Active involvement in their respective community and organization by the
championing the Salettinians ideals.
RECONCILER. Continue to communicate their Salettinian identity and culture through active involvements in the
evangelizing ministry of reconciliation in their local communities, work-places and in social organization.
INDUSTRY COMPETENT. Demonstrate their readiness in the arena of and qualification for employment through the
established link between theoretical aspect of the curriculum and its practical dimension as a result of their on-the-job
trainings, exposures, internship, immersion programs and linkages with relevant industries or workplaces.
RESEARCH-ORIENTED. Keep abreast with current developments and trends in all relevant technical/professional
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EXCELLENCE - Upholding the
highest standard of quality assured
education and professionalism in the
areas of instruction, research, and
extension.
SOLIDARITY - Commitment to
building a community anchored on
mutual trust, confidence, teamwork,
unity and respect for the dignity of the
human person and creation.
knowledge areas for successful adaptation to a changing and complex world through continuing engagement in research
projects to contribute to the humanization of the world in general, and to the reconciling effects on their relationship
with God, with fellow human beings, with society and with nature.
INFORMATION AND COMMUNICATION TECHNOLOGY PROFICIENT. Demonstrate contemporary skills
applications as they offer innovative solutions in work situations through the employment of new technology and new
ways of communication.
CRITICAL THINKER. Engage themselves in critical reflection and communicative discourses on uncritically
assimilated assumptions, beliefs, value – system and diverse perspectives that need to be collaboratively addressed for
an emancipatory and integral process of human growth and community building.

HOLISTIC PERSON. Demonstrate through their attitude, behaviour and engagement a synthesis of faith and lived
experience; synthesis of faith and science; synthesis of cognitive, affective and behavioural aspects of learning;
synthesis of cultural and global concerns, and a synthesis of curricular and co-curricular programs.

PROGRAM OUTCOMES:

    The students of the BSGE program shall have the ability to:
a. Apply knowledge of mathematics, physical sciences, and engineering sciences to the practice of geodetic engineering;
b. Design and conduct experiments to test hypotheses and verify assumptions, as well as to organize, analyze and interpret data, draw valid conclusions, and
develop mathematical models for processes;
c. Design, improve, innovate, and to supervise systems or procedures to meet desired needs within realistic constraints, in accordance with standards;
d. Work effectively in multi-disciplinary and multi-cultural teams in diverse fields of practice;
e. Identify, formulate, and solve geodetic engineering problems;
f. Understand professional, social, and ethical responsibility:
g. Communicate effectively through oral, written, print, and other media;
h. Understand the effects and impact of the geodetic engineering profession on the environment and the society;
i. Engage in life-long learning and to keep current of the developments in a specific field of specialization;
j. Know contemporary issues
k. Use the appropriate techniques, skills and tools necessary for the practice of geodetic engineering;
l. Know and understand engineering and management principles as a member and leader of a team, and manage projects in a multidisciplinary environment;
m. Understand at least one focus area of geodetic engineering practice and apply such knowledge to provide solutions to actual problems.

PROGRAM OBJECTIVES AND ITS RELATIONSHIP TO INSTITUTIONAL OUTCOMES

3
 Institutional Outcomes
Program Outcomes
1 2 3 4 5 6 7
a. Apply knowledge of mathematics, physical sciences, and
engineering sciences to the practices of geodetic engineering;
/ / /
b. Design and conduct experiments to test hypotheses and verify
assumptions, as well as to organize, analyze and interpret data,
/ /
draw valid conclusions, and develop mathematical models for
processes;
c. Design, improve, innovate, and supervise systems or
procedures to meet desired needs with / /
d. realistic constraints, in accordance with standards;
e. Work effectively in multi-disciplinary and multi-cultural teams
/ /
in diverse fields of practice;
f. Identify formulate, and solve geodetic engineering problem; / / /
g. Understand professional, social, and ethical responsibility; / /
h. Communicate effectively through oral, written, print, and other
/ / /
media;
i. Understand the effects and impacts of geodetic engineering
/ /
profession on environment and the society;
j. Engage in life-long learning and keep current of the
/ /
developments in specific field of specialization;
k. Know contemporary issues; /
l. Use the appropriate techniques, skills and tools necessary for
the practice of geodetic engineering;
/
m. Know and understand engineering and management principles
as a member and leader of a team, and mange projects in a / / /
multidisciplinary environment;
n. Understand at least one focus area of geodetic engineering
practice and apply such knowledge to provide solutions to / /
actual problems.

COURSE DESCRIPTION:

The course focuses on the application of surveying principles to construction and industrial works with emphasis on the geometry
and layout of road and railway curves, earthworks and lay-out of buildings.
COURSE OUTCOMES

4
After the Completing this course, the student must be able to:

1. To conduct surveys for the control of construction and industrial works by understanding the basic procedures;
2. To design and layout horizontal and vertical curves by understanding the geometry employed;
3. To conduct survey works and prepare survey plans for engineering works;
4. To compute and analyze earthwork quantities; and
5. To layout several types of construction works.

COURSE OUTCOMES AND THEIR RELATIONSHIP TO PROGRAM OUTCOMES

Relationship to Program Outcomes

COURSE OUTCOMES a b c d e f g h i j k l
To conduct surveys for the control of construction and industrial works by /
understanding the basic procedures;
To design and layout horizontal and vertical curves by understanding the /
geometry employed;
To conduct survey works and prepare survey plans for engineering works; /
To compute and analyze earthwork quantities; and /
To layout several types of construction works /

COURSE OUTLINE:

LEARNING
SCHEDULE LEARNING
OUTCOMES TOPIC OUTLINE METHODOLOGY ASSESSMENT
RESOURCES

Week 1 1. Explain the Salettinian Orientation USING ULS In online discussion the students Students Manual 2017
vision, mission, CLMS are ask to;
philosophy, core Introduction to the CMO 39, s. 2017
values and institutional Course Asynchronous: 1. Discuss the relationship of the
outcomes. course outcomes to the Salettinian
2. Describe concrete  Salettinian vision, self-paced learning: core values and institutional
actions exhibiting your philosophy, core uploaded module on outcomes.
Salettinian identity. values, and Philosophy, Vision,
3. Share your institutional Mission, Core Students upload onto their LMS
understanding of the outcomes Values, and their essay on the ff.
BSCPE program  BSGE Program Institutional
outcomes. Outcomes 2. Relate the course learning

5

4. Relate the course
learning outcomes, and
institutional learning
outcomes.
 At the end of this unit, the
student should be able to:
1.Discuss the sequence of
operation of stablishing a
railroad.
2. Identify the basic
concepts of engineering
survey.
3. Identify all the
Week 2-3 elements of simple curve.
4. Derive the formulas for
simple curve.
At the end of this unit,
Outcomes
Synchronous:
Live online class via
ZOOM to further
discuss the lesson, outcomes to the program
share ideas and allow outcomes using any appropriate
students to interact in graphic organizer.
a dynamic learning
environment.
CBL:
No CBL Students
Frank, S. (2002).
Module 1: USING ULS Elementary Surveying:
Introduction to In online discussion the students An Introduction to
CLMS are ask to;
Engineering Survey Geomatics. Surveying
and Land Information
1. Sequence of Asynchronous: 1. Identify the basic concepts of
engineering survey. Science, 62(2), 136.
operation of
self-paced learning:
stablishing a railroad Johnson, J. B.
uploaded module on 2. Identify all the elements of
a.) Reconnaissance (1900). The Theory and
introduction to simple curve.
Survey Practice of Surveying:
engineering survey.
Students upload onto their LMS Designed for the Use of
b.) Preliminary Survey their activity on the ff. Surveyors and
Synchronous:
Live online class via Engineers Generally,
c.) Location Survey 3. Discuss the sequence of But Especially for the
ZOOM to further
discuss the lesson, operation of stablishing a Use of Students in
2. Simple Curve
share ideas and allow railroad. Engineering... John
students to interact in Wiley.
a. Elements of Simple
a dynamic learning 4. Solve problems using simple
curve curve formula. Punmia, B. C.
environment.
(2005). Surveying Vol.
b. Derivation of the I (Vol. 1). Firewall
different formulas for Media.
CBL:
simple curve
No CBL Students E-JOURNALS
Module 2: In online discussion the students Frank, S. (2002).
Compound and USING ULS are ask to; Elementary Surveying:
6
 the student should be able Reversed Curve
to:
1. Compound Curve
An Introduction to
a.) Elements of 1. Identify all the elements of Geomatics. Surveying
1. Identify all the CLMS
Compound curve compound curve and reversed and Land Information
elements of compound curve. Science, 62(2), 136.
curve and reversed curve. Asynchronous:
b.) derivation of self-paced learning:
formulas Students upload onto their LMS Johnson, J. B.
2. Derive the formulas of uploaded module on their activity on the ff. (1900). The Theory and
compound curve. compound and
2. Laying Out Practice of Surveying:
Compound Curve by
reversed curve. 2. Illustrate how to lay-out
3. Illustrate how to lay- Designed for the Use of
Deflection Method compound curve by deflection Surveyors and
out compound curve by Synchronous: method. Engineers Generally,
deflection method. Live online class via
3. Reversed Curve But Especially for the
ZOOM to further 3. Illustrate how to Lay-out
Week 4-5 4. Derive the different Use of Students in
a.) Elements of discuss the lesson, Reversed curve by Deflection and
formulas for reversed Engineering... John
Reversed curve share ideas and allow offset from long chord.
curve. Wiley.
b.) formulas for students to interact in
reversed curve a dynamic learning
5. Illustrate how to Lay- 4. Solve problems using Punmia, B. C.
environment.
out Reversed curve by compound curve and reversed (2005). Surveying Vol.
Deflection and offset 4. Laying Out I (Vol. 1). Firewall
Reversed Curve by curve formula.
from long chord. Media.
Deflection Method CBL:
No CBL Students E-JOURNALS
5. Laying Out
Reversed Curve by
Offset from Long
Chord
Week 6 PRELIM EXAMINATION
Week 7-8 Module 3: Parabolic USING ULS In online discussion the students Frank, S. (2002).
At the end of this unit, curve CLMS are ask to; Elementary Surveying:
the student should be able An Introduction to
to: 1. Laying Out 1. Discuss the definition of Geomatics. Surveying
Reversed Curve by Asynchronous:
parabolic curve. and Land Information
1. Discuss the definition Offset from Tangent self-paced learning: Science, 62(2), 136.
of parabolic curve. uploaded module on 2. Distinguish the difference
2. Elements and parabolic curve. between vertical symmetrical & Johnson, J. B.
2. Identify the different Formulas unsymmetrical parabolic curve. (1900). The Theory and
elements of parabolic Practice of Surveying:

7
 curve and formula. Designed for the Use of
Synchronous: Students upload onto their LMS Surveyors and
3. Solve problems 3. Vertical Live online class via their activity on the ff. Engineers Generally,
regarding vertical Symmetrical Parabolic ZOOM to further But Especially for the
symmetrical & Curve discuss the lesson, 3. Identify the different elements Use of Students in
unsymmetrical parabolic share ideas and allow of parabolic curve and formula. Engineering... John
curve. 4. Vertical students to interact in Wiley.
Unsymmetrical a dynamic learning
4. Distinguish the Parabolic Curve environment. 4. Solve problems regarding Punmia, B. C.
difference between vertical symmetrical & (2005). Surveying Vol.
vertical symmetrical & unsymmetrical parabolic curve. I (Vol. 1). Firewall
unsymmetrical parabolic CBL: Media.
curve. No CBL Students
E-JOURNALS
Frank, S. (2002).
At the end of this unit, Elementary Surveying:
the student should be able USING ULS In online discussion the students An Introduction to
to: CLMS are ask to; Geomatics. Surveying
and Land Information
1. Discuss the definition Science, 62(2), 136.
of spiral curve. Asynchronous:
self-paced learning: 1. Discuss the definition of
Module 4: Spiral vertical control networks. Johnson, J. B.
2. Identify the different uploaded module on (1900). The Theory and
Curve
elements of spiral curve. spiral curve. Practice of Surveying:
Students upload onto their LMS
1. Elements of spiral their activity on the ff. Designed for the Use of
3. Discuss the definition Synchronous:
curve Surveyors and
Live online class via
of vertical control 2. Identify common sources of Engineers Generally,
Week 9-11 2. Formulas for the ZOOM to further
networks. errors in conducting geodetic But Especially for the
different elements of discuss the lesson,
leveling surveys. Use of Students in
spiral curve share ideas and allow
4. Derive formulas for Engineering... John
students to interact in
spiral curve. 3. Identify the different Wiley.
a dynamic learning
environment. classification of vertical control
Punmia, B. C.
networks and its accuracy
(2005). Surveying Vol.
CBL: standards. I (Vol. 1). Firewall
No CBL Students Media.

E-JOURNALS
Week 12 MIDTERM EXAMINATION

8

At the end of this unit,
the student should be able
to:
1.Discuss the definition
of sight distance.
2. Identify the different
elements of sight
distance.
Week 13-14
3. Compare and contrast
Passing sight distance,
Non-Passing Sight
Distance and Horizontal
sight distance.
Week 15-17
At the end of this unit,
the student should be able
to:
1. Discuss the volumes of
earthworks by end area
method, prismoidal
formula, and using
prismoidal correction.
2. Solve problems
involving prismoidal
formula.
3. Distinguish the difference
between cut and fill
Frank, S. (2002).
Elementary Surveying:
USING ULS An Introduction to
CLMS Geomatics. Surveying
In online discussion the students
are ask to; and Land Information
Science, 62(2), 136.
Module 5: Sight Asynchronous:
Distance self-paced learning: 1.Discuss the definition of sight
distance. Johnson, J. B.
uploaded module on (1900). The Theory and
1. Elements of sight sight distance. Practice of Surveying:
distance Students upload onto their LMS
Designed for the Use of
Synchronous: their activity on the ff.
2. Passing sight Surveyors and
Live online class via
distance 2. Identify the different elements Engineers Generally,
ZOOM to further
of sight distance. But Especially for the
discuss the lesson,
3. Non-Passing Sight Use of Students in
share ideas and allow
Distance Engineering... John
students to interact in 3. Compare and contrast Passing
4. Horizontal sight Wiley.
a dynamic learning sight distance, Non-Passing Sight
distance environment. Distance and Horizontal sight
Punmia, B. C.
distance. (2005). Surveying Vol.
CBL: I (Vol. 1). Firewall
No CBL Students Media.
E-JOURNALS
Module 6: Earthworks USING ULS In online discussion the students Frank, S. (2002).
(Volumes) CLMS are ask to; Elementary Surveying:
An Introduction to
Asynchronous: 1. Discuss the volumes of Geomatics. Surveying
1. End Area Method earthworks by end area method, and Land Information
self-paced learning:
prismoidal formula, and using Science, 62(2), 136.
uploaded module on
2. Prismoidal formula prismoidal correction.
earthworks.
Johnson, J. B.
3. Using Prismoidal Students upload onto their LMS (1900). The Theory and
Synchronous:
Correction their activity on the ff. Practice of Surveying:
Live online class via
ZOOM to further Designed for the Use of
4. Cut and Fill 2. Solve problems involving Surveyors and
discuss the lesson,
(Volumes) Volumes of prismoidal formula. Engineers Generally,
share ideas and allow
Borrow, Pit But Especially for the
students to interact in
a dynamic learning 3. Distinguish the difference between Use of Students in
environment. cut and fill (volumes) volumes of Engineering... John
borrow, pit. Wiley.
9
 (volumes) volumes of
borrow, pit. Punmia, B. C.
(2005). Surveying Vol.
I (Vol. 1). Firewall
CBL:
Media.
No CBL Students
E-JOURNALS

Week 18 FINAL EXAMINATION

RUBRICS FOR ESSAY

CRITERIA ADVANCED PROFICIENT APPROACHING BEGINNING

FOCUS
The single controlling
point made with an
awareness of a about a
specific topic.
CONTENT
The presence of ideas
developed acts examples
anecdotes, details opinions,
statistics, reasons, and/or
explanations.
ORGANIZATION
The order developed and
sustained within and across
paragraphs using
transitional devices and
including introduction and
conclusion.
STYLE
The choice, use and
100-90
Sharp, distinct controlling
point made about a single
topic with evident awareness
of task.
Substantial, specific and/or
illustrative content
demonstrating strong
development and sophisticated
ideas.
Sophisticated arrangement of
content with evident and/or
subtle transitions.
Precise, illustrative use of a
variety of words and
89-80
Apparent point made
about a single topic
with sufficient awareness of
task.
Sufficiently developed
content with adequate
elaboration or explanation.
Functional arrangement of
content that sustains a logical
order with some evidence of
transitions.
Generic use of a variety of
words and sentence
PROFICIENCY
79-70
No apparent point but
evidence of a specific
topic.
Limited content with
inadequate elaboration or
explanation.
Confused or inconsistent
arrangement of content with or
without attempt at transition
Limited word choice and
control of sentence
69-60
Minimal evidence of a
topic.
Superficial and/or minimal
content.
Minimal control of
content arrangement.
Minimal variety in word
choice and minimal

10
arrangement of words and sentence structures to
sentence structures that create consistent writer's voice
create tone and voice. and tone appropriate to
audience.
CONVENTIONS
Evident control of grammar,
Grammar, mechanics, mechanics. spelling usage and
Spelling, usage and sentence formation.
sentence formation.
RUBRICS FOR RECITATION:
CRITERIA ADVANCED
100-90
Speaks Clearly Speaks clearly and distinctly
all (100- 95%) the time, and
mispronounces no words.
Volume Volume is loud enough to be
heard by all audience members
throughout the recitation.
Posture and Eye Contact Stands up straight, looks
relaxed and confident.
Establishes eye contact with
everyone in the room during
the recitation.
Preparedness Student is completely prepared
and has obviously rehearsed.
Listens to Other Listens intently. Does not
Recitations make distracting noises or
structures that may or may
not create writer's voice and
tone appropriate to audience
Sufficient control of
grammar, mechanics,
spelling. usage and sentence
formation
PROFICIENT
89-80
Speaks clearly and distinctly
all (100- 95%) the time, but
mispronounces one word.
Volume is loud enough to be
heard by all audience members
at least 90% of the time.
Stands up straight and
establishes eye contact with
everyone in the room during
the recitation.
Student seems pretty prepared
but might have needed a
couple more rehearsals.
Listens intently but has one
distracting noise or movement.
structures that inhibit voice and
tone.
Limited control of grammar,
mechanics, spelling usage and
sentence formation.
APPROACHING
PROFICIENCY
79-70
Speaks clearly and distinctly
most (94-85%) of the time.
Mispronounces no more than
one word.
Volume is loud enough to be
heard by all audience members
at least 80% of the time.
Sometimes stands up straight
and establishes eye contact.
The student is somewhat
prepared, but it is clear that
rehearsal was lacking.
Sometimes does not appear to
be listening but is not
control of sentence
structures.
Minimal control of
grammar, mechanics.
spelling usage and
sentence formation
BEGINNING
69-60
Often mumbles or cannot
be understood OR
mispronounces more than
one word.
Volume often too soft to
be heard by all audience
members.
Slouches and/or does not
look at people during the
recitation.
Student does not seem at
all prepared to present.
Sometimes does not
appear to be listening and
11
 movements. distracting. has distracting noises or
movements

Length Requirements Meets the length requirements Length is 75% of the Length is less 50%- 75% of the Length is less than 50% of
of the assignment. requirement. requirement. the requirement.

GRADING SYSTEM:

The student’s grade is composed of:

a. Class Standing (CS) which includes quizzes, assignments, recitations, laboratory exercises, seat works and requirements.
b. Periodical examinations (PE) refer to Preliminary, Midterm or Final Examination.
The Prelim Grade (PG) is computed as:

PG = 2/3 of CS + 1/3 of PE

The Midterm Grade (MG) is computed as:

MG = 2/3 of CS + 1/3 of PE

Cumulative MG = 2/3 of MG and 1/3 of PG

The Final Grade (FG) is computed as:

FG = 2/3 of CS + 1/3 of PE

Cumulative FG = 2/3 of FG + 1/3 of MG

The percentage equivalent of Periodical Examination and the different components of the CS is computed as:

% = (Raw Score/No. of Items) * 50 + 50

Passing Mark is 75% and above.

Failing Mark is below 75%.

InProgress Mark will be given to students on the ff. instances:

1. The student failed to take the final examinations.

2. The student failed to submit major course requirements.

12
 FDA (Failure due to absences) Mark will be given to students who have incurred a significant number of absences. Please refer to Univeristy of La Salette,
Inc. Student Handbook Section 3.3.4-6

COURSE REQUIREMENTS:

1. Active participation in online discussion.

2. Submission of homework and accomplish readings.
3. Passed all Examination (major exam and quizzes).

CONSULTATION HOURS:

Faculty Name Schedule Room

Engr. Rey Saguibo,MSEM 3:00 – 8:00 pm Online

REFERENCES:

Punmia, B. C., Jain, A. K., & Jain, A. K. (2016). Surveying: Vol. Sixteenth edition, throughly revised and enlarged. Laxmi.
John Clancy. (1991). Site Surveying and Levelling: Vol. 2nd ed. Routledge.
Cole Reilly. (2011). Surveying Borders, Boundaries, and Contested Spaces in Curriculum and Pedagogy. Information Age Publishing.
Ghilani, C. D., & Wolf, P. R. (2010). Elementary surveying. Prentice hall.

E-JOURNALS:

Prasanna, H. M. I., Kanchana Gunathilaka, M. D. E., & Welikanna, D. R. (2021). Development of a Unified Vertical Reference Framework for Land and
Hydrographic Surveying in Sri Lanka. Marine Geodesy, 44(3), 238–256. https://doi.org/10.1080/01490419.2021.1902889

NAMINAT, O., & PALAMAR, A. (2019). A Field Surveying on the Geodetic Control of Engineering Linear Structures Using a Terrestrial Laser Scanner.
Geodesy and Cartography, 45(2), 49–56. https://doi.org/10.3846/gac.2019.6255

REVISION AND APPROVAL NOTATION

POSITION/
NAME SIGNATURE DATE
DESIGNATION

13
Last Revised by Engr. Rey Saguibo,MSEM Instructor

Checked by Engr. Rey Saguibo,MSEM Program Coordinator

Reviewed by Mary Joie C. Padron, MAED Instructional Coordinator

Dean, College of Engineering

Endorsed by Engr. Genesis S. Jose, MSEM,PCPE
and Architecture

Approved by
Madeilyn B. Estacio Ph.D Vice President for Academics
POSITION/
NAME SIGNATURE DATE
DESIGNATION

Last Revised by

Last Updated by Engr. Rey Saguibo,MSEM Instructor

Reviewed by Engr. Rey Saguibo,MSEM Program Coordinator

Dean, College of Engineering

Endorsed by Engr. Genesis S. Jose,MSEM,PCPE
and Architecture

Approved by
Madeilyn B. Estacio Ph.D Vice President for Academics

14