48th PICE

NATIONAL CONVENTION AND TECHNICAL

CONFERENCE

Development and Implementation of

a BSCE Capstone Course Towards
Community-Based Design Projects
Engr. Maxell P. Lumbera
Deputy Director for Academic Programs and Assistant Professor
UP Institute of Civil Engineering

12 November 2022
SMX Convention Center, 3rd Level, SM City Bacolod, Bishop Antonio V. Fortich Avenue, Bacolod City
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Outline

• What is a Capstone Design

Project
• Introducing the 2018 UPD BS
CE Curriculum
• CE 196 Civil Engineering Design
Project
• Theory
• Practice
• Students’ Evaluation
• Ways Forward
• Highlights

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What is Capstone?
• Baccalaureate degree curricula must provide a capstone or
integrating experience that develops student competencies in
applying both technical and non-technical skills in solving
problems (ABET CRITERIA FOR ACCREDITING ENGINEERING
TECHNOLOGY PROGRAMS)

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Engineering Capstone Design Education
• Services are furnished for clients from industry, commerce, or
public service agencies, while the students are introduced to
the responsibilities of professional engineering work – under
the restrictions of time, budget, and interpersonal relationships
• .Strike a balance between application of material students have
learned in previous courses and acquisition of new knowledge
and skills

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Engineering Capstone Design Education
• Functions:
• To help prepare students for the real world, enabling smooth
transition to professional practice
• To provide students with opportunities to solve complex open-ended
problems, manage a project, and create value for a customer, either
external or internal
• To expose students to the joys and challenges of collaboration,
diversity of perspectives, communication, and task delegation.

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CHED Memorandum Order 92 s 2017
• POLICIES, STANDARDS AND GUIDELINES FOR THE BACHELOR
OF SCIENCE IN CIVIL ENGINEERING (BSCE) PROGRAM
EFFECTIVE ACADEMIC YEAR (AY 2018-2019)
• specifies two courses on capstone project: CE Project 1 for the
development of a capstone project proposal and CE Project 2
for the implementation part (CHED, 2017).

CMO-92-s.-2017-BS-Civil-Engineering 6
2018 UPD BSCE Curriculum
The 4-year B.S. in Civil Engineering
program curriculum was proposed and
implemented in consideration of the
following:
• General Education (GE) framework
approved by the U.P. Board of Regents;
• expectations of stakeholders;
• prospects and trends in the engineering
profession and education;
• ASEAN economic integration and
international accreditation (ASEAN
University Network Quality Assurance,
Washington Accord/Accreditation Board
for Engineering and Technology or
ABET); and,
• impact of K to 12 basic education in the
Philippines;

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2018 UPD BSCE Curriculum
• The Institute also conducted benchmarking of curricula of top
engineering schools and had undergone actual quality
assessment under the ASEAN University Network (AUN)
Quality Assurance in 2013

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Program Educational Objectives
Objective 1:
• Graduates will become
practicing engineers,
consultants, technocrats,
educators, and/or
researchers in the various
fields of civil engineering or
other related or emerging
fields, utilizing, generating,
and sharing engineering
knowledge and experience.
Objective 3:
• Graduates will be in
leadership positions and be
recognized as highly
competent, critical,
creative, independent
thinkers, imbued with good
citizenship values.
Objective 2:
• Graduates will continue
their lifelong learning
process, through graduate
studies, or other
professional education to
remain effective
professionals.
●Objective 4:
• Graduates will play key
roles in the solution of
increasingly complex
engineering problems as
well as in the solution of
issues that are important to
the Philippine society in
particular.
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Student Outcomes
• Eleven (11) UP Diliman
B.S. in Civil Engineering
Student Outcomes (SOs)
have been formulated
which are aligned with
the ABET student
outcomes:

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CE 196 Civil Engineering Design Project
• Course Description: Integrative design (capstone) project
involving at least 3 fields of civil engineering.
• Prerequisites: Any three of the following courses:
• CE 116 Water Resources and Coastal Engineering II,
• CE 124 Construction Engineering and Management II,
• CE 132 Sanitary Engineering I,
• CE 142 Transportation Engineering II,
• CE 152 Structural Engineering II,
• CE 163 Geotechnical Engineering II
• Credit: 3 u (1 h lec, 6 h lab)
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2018 UPD BSCE Curriculum
• The current set of six fields of specialization of the B.S. in Civil
Engineering curriculum mirrors the way PICE has defined these
six fields

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CE 196 Civil Engineering Design Project
• Proposed to put more emphasis on industry-related work and
solve a real-world engineering problem
• Offers students a culminating design experience on an applied
engineering project
• Provides an opportunity to apply the engineering knowledge
and soft skills that they acquired in the curriculum.

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CE 196: Course Learning Outcomes
CO1. Apply design concepts, design codes and engineering tools learned in previous
courses and work on a real-world capstone design project in a team setting

CO2. Solve an engineering problem and encounter technical or non-technical project

constraints through the actual engineering design process

CO3. Collaborate with other students and function as a multidisciplinary group, and
develop interpersonal skills

CO4. Apply ethical and professional responsibility in the process

CO5. Apply project management skills to finish their group project according to
schedule

CO6. Practice effective communication skills through the preparation of a project

proposal, professional engineering reports and oral project presentations

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CE 196: Student Outcomes
SO1. An ability to apply principles of
engineering, science and mathematics.
SO5. An ability to communicate
effectively with a range of audiences
by a variety of means.
SO4. An ability to apply the engineering
design process to produce solutions
SO2. An ability to identify, formulate that meet specified needs with
and solve complex engineering consideration for public health and
problems. safety, and global, cultural, social,
environmental, economic, and other
factors as appropriate to the discipline.
SO6. An ability to function effectively
SO10. An ability to consider the impact
as a member or leader of a team that
of engineering solutions in global,
establishes goals, plans tasks, meets
economic, environmental, and societal
deadlines, and creates a collaborative
contexts.
and inclusive environment.
SO11. An ability to recognize ethical and
professional responsibilities in
engineering situations and make
informed judgments.
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Impact of the Pandemic
Lecture Topics Laboratory Topics
Introduction of Capstone Design Project Selection of Group Members Activities Learning Tasks/Milestones
Course based on at least 3 fields of
Specialization
Guidelines on Academic Field Activities Initial On-site Visit/Survey Course Overview ● Optional Synchronous
and Site Visit/Survey
Session via ZOOM
Identification of Candidate Capstone Site Visits
Design Project
Development of the ● Meetings with the
Guidelines on the Presentation and Preparation and Presentation and
Submission of Project Proposal of of Project Proposal of Selected Inception Report Advisers and/or Course
Selected Capstone Design Project Capstone Design Project Coordinators

Consultations with Adviser
Guidelines on the Preparation of the
Mid-term Design Project Presentation a Project Report
nd Report
Consultations on Final On-site
Visit/Survey
Consultations with Adviser
Guidelines on the Preparation of the
Draft Final Design Project Report
Guidelines on the Final Design Project
Presentation
Guidelines on the Final Professional
Engineering Report
Weekly Progress Meeting
Reports
Preparation of Mid-term Design
Mid-term Design Project
Presentation
Site Visits
Weekly Progress
Meetings/Reports
Preparation of the Draft Final
Design Project Report
Final Design Project Presentation
Preparation of Final Professional
Engineering Report
Preparations for the ● Inception Report
Inception Report Presentation
Presentation
Analysis and Design ● Meetings with the
Documentation and Report Advisers and/or Course
Writing Coordinators
● Engineering Report -
First Draft
Preparations for the Final ● Final Presentation
Presentation
Documentation and Report ● Engineering Report -
Writing Final Draft
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CE 196: Mode of Delivery
• For the second semester of
AY 2021-2022, the course was
delivered remotely through
UP Diliman’s learning
management system
• Asynchronous sessions – for
group meetings, report writing,
and design activities
• Synchronous sessions – for
consultations and presentations

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CE 196: Towards Community Projects
• For the second semester of AY
2021-2022, students were given
opportunities to work on actual
projects
• Real client, real data
• Needs assessment
• Engineering solutions and
interventions

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CE 196: Pathways of Learning

Clients
5 6

Course
Coordinators
Learners Co-learners
1 3
4

8 7
Consultants
9

Direct and indirect ways of learning with learners at the center 19

Project Themes

• Design of Mass Housing

Project
• Infrastructure Development
in a Small Island
• Transport Terminal Planning
and Design

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Everything starts with a TOR…

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Civil Engineering Design Projects
Project Theme
Design of Mass Housing Project
Civil Engineering Design Projects
Kimaya Housing Project Design of Transportation
and Pedestrian Facilities
Kimaya Housing Project Design of Model House
Kimaya Housing Project Design of Water Supply
System
Waste Management for Kimaya Housing Project
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Civil Engineering Design Projects
Project Theme
Design of Mass Housing Project
Civil Engineering Design Projects
Design and Construction Plans of a Model House
using Light-Gauge Steel for the NHA-Jasaan
Housing Project
Jasaan Housing Project Model House: Non-
conventional Technology
Jasaan Housing Project Model House: Reinforced
Concrete
Jasaan Housing Project Site Development
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Civil Engineering Design Projects
Project Theme
Infrastructure Development in a Small Island
Civil Engineering Design Projects
Design Of A Communal Rainwater Harvesting
Storage And Conveyance System For Brgy.
Batasan Island, Tubigon, Bohol
Design Of A Sewage Management And Treatment
System For Brgy. Batasan Island, Tubigon, Bohol
Design Of A Solid Waste Management System
And Facility For Brgy. Batasan Island, Tubigon,
Bohol
Design Of Model House For Barangay Batasan
Island, Tubigon, Bohol
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Civil Engineering Design Projects
Project Theme
Infrastructure Development in a Small Island
Civil Engineering Design Projects
Design of Decentralized Wastewater Treatment
Facility for Pag-asa Island, Kalayaan, Palawan
Design of a Multi-Hazard Residential Structure
for Pag-asa Island, Kalayaan, Palawan
Design of Solar Distillation System and Water
Distribution System
Design of Centralized Wastewater Treatment
Facility for Pag-asa Island, Kalayaan, Palawan
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Civil Engineering Design Projects
Project Theme
Transport Terminal Planning and Design
Civil Engineering Design Projects
PuVLic Builders Inc.’s Design of UP Philcoa
Public Transport Terminal
Public Transport Terminal Design
Design of Transport Terminal in Philcoa, Quezon
City
Proposed Two-Storey Public Terminal Philcoa,
Quezon City
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Course Requirements

Minutes of Project Inception Report and Final Engineering Report

Meetings Presentation and Presentation

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Course
Requirements
• Minutes of Project Meetings
• Excellent documentation
is an integral part of
project management and
implementation.

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Course
Requirements
• Inception Report and
Presentation
• Inception reports serve
as an operational plan
describing how the
project will be carried
out.

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Course
Requirements
• Final Engineering Report and
Presentation
• Engineering Report is a
documentation of how
your team was able to
reach your final design
and convince your client
of its merits.

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Sample Output

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Student Evaluation

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Student Evaluation
Rating SA A N D SD
Mean Std.
Equiv. Dev CO1. Apply design concepts, design codes and engineering tools learned in
Score 5.0 4.0 3.0 2.0 1.0
previous courses and work on a real-world capstone design project in a
team setting
CO 1 24 24 1 1 0 4.42 0.642 CO2. Solve an engineering problem and encounter technical or non-
technical project constraints through the actual engineering design
CO 2 27 18 4 1 0 4.42 0.731 process
CO3. Collaborate with other students and function as a multidisciplinary
CO 3 37 11 1 1 0 4.68 0.621 group, and develop interpersonal skills
CO4. Apply ethical and professional responsibility in the process
CO 4 21 24 4 1 0 4.30 0.707 CO5. Apply project management skills to finish their group project
according to schedule
CO6. Practice effective communication skills through the preparation of a
CO 5 22 21 6 1 0 4.28 0.757 project proposal, professional engineering reports and oral project
presentations
CO 6 30 17 2 1 0 4.52 0.677

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Student Outcomes Attainment
Rating 5.0 4.0 3.0 2.0 1.0 Mean Std.
Dev.
SO 1 26 17 3 1 3 4.24 1.080
SO 2 18 22 6 1 3 4.02 1.059
SO 4 19 23 4 0 4 4.06 1.096
SO 5 13 22 11 2 2 3.84 0.997
SO 6 28 14 4 2 2 4.28 1.051
SO 10 22 14 10 2 2 4.04 1.087
SO 11 18 23 6 1 2 4.08 0.966

SO1. An ability to apply principles of engineering, science and mathematics.

SO2. An ability to identify, formulate and solve complex engineering problems.
SO4. An ability to apply the engineering design process to produce solutions that meet specified needs with consideration for public health and safety,
and global, cultural, social, environmental, economic, and other factors as appropriate to the discipline.
SO5. An ability to communicate effectively with a range of audiences by a variety of means.
SO6. An ability to function effectively as a member or leader of a team that establishes goals, plans tasks, meets deadlines, and creates a collaborative
and inclusive environment.
SO10. An ability to consider the impact of engineering solutions in global, economic, environmental, and societal contexts.
SO11. An ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments.

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Student’s Overall Experience
• A1: This course was useful in progress towar • B1: The course workload and requirements w
d my degree. ere appropriate for the course level.
• A2: This course made me think critically. • B2: The course assignments facilitated my lea
rning.
• A3: I participate actively and contributed thou
ghtfully to my group. • B3. Student learning was fairly assessed.
• A4: In this course, I have been challenged to l
earn more than I expected.

Rating SA A N D SD Mean Std. Rating SA A N D SD Mean Std. D

Equiv. S 5.0 4.0 3.0 2.0 1.0 Dev Equiv. Score 5.0 4.0 3.0 2.0 1.0 ev
core
A1 24 20 5 0 1 4.32 0.819 B1 11 21 13 3 2 3.72 1.011
A2 24 25 0 0 1 4.42 0.702
B2 12 26 8 3 1 3.90 0.909
A3 33 17 0 0 0 4.66 0.479
A4 26 18 4 1 1 4.34 0.872 B3 10 26 10 2 2 3.80 0.948

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Student’s Overall Experience
Rating SA A N D SD Mean Std. D
ev
Equiv. Score 5.0 4.0 3.0 2.0 1.0
• C1: Overall, this course met my expectations
• C2: This course had high educational impact
C1 11 24 8 6 1 3.76 1.000
• C3: This course was challenging.
C2 15 23 10 1 1 4.00 0.881
• C4: Overall, the course is effective.
C3 32 14 3 0 1 4.52 0.789
• C5: Overall, I am satisfied by the way the cour
se was handled. C4 12 25 9 3 1 3.88 0.918
C5 11 20 11 7 1 3.66 1.042

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Other skills…
• Experience in collaborating with a real life client (Municipal
Mayor, PAG-ASA Island MSI Project Team Leader)
• Concepts, processes that were not covered in the previous
courses
• Engineering instinct and judgment.
• Decision making

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 Ways Forward

• Revisiting the
• Adjustment within learning activities
the semester and assessment
• Catch-up plan

• Student Outcomes • Implementation

Attainment
• Course actors
evaluation/feedback
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4C’s of 21st Learners
• COMMUNICATION: The involvement of real life stakeholders
and data sources – real problems, real client, real consultants.
• CREATIVITY: Be able to develop our own project with no limits
to the best of our creativity and craftmanship; flexibility
• COLLABORATION: The bond that I got with my groupmates,
especially during hell weeks, working with a team
• CRITICAL THINKING: Getting to apply what I have learned in
theory into the design projects

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Highlights
• Civil Engineering and its specializations
• CE 196 is an example of a capstone/civil engineering design course
that integrates the skills obtained by senior students in the major
courses of the six academic fields
• Responding to our new normal
• CE 196 (or any capstone course) should respond to the needs of the
changing landscape of civil engineering education brought about by
the pandemic and in preparation for the University 4.0.
• and foreseeing our futures
• CE 196 (or any capstone course) should prepare its students to be
design thinkers with focus on innovation who can identify problems
and fix them

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Acknowledgment

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 Maraming salamat po!
For additional information, you may contact the presenter thru email at: mplumbera@up.edu.ph

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