UNIVERSITY OF LA SALETTE INC

Santiago City, Philippines

COURSE LEARNING PLAN

1st Semester

2023-2024

Course No : PBSCE 009

Descriptive Title : Highway and Railroad Engineering
Units : Three (3) Units Lecture/ One (1) Unit Laboratory
Hours per Week : Three (3) Hours per week/ Three (3) Hours per week

Prepared and Submitted by: Date Submitted Checked By: Date

Reviewed 

ENGR. GODFREY ESPERANZA ____________ ENGR. CLAUDETTE LUMIBAO ____________

Instructor Program Coordinator

Endorsed By: Approved by:

ENGR. GENESIS S. JOSE, MSEM, PCPE MADEILYN B. ESTACIO PH.D

Dean, College of Engineering and Architecture Vice President for Academic

VISION
The University of La Salette Inc, 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.
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
INSTITUTIONAL OBLECTIVE
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 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.
 the human person and creation. 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.

COURSE DESCRIPTION:

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testing and debugging your programs.

Pre-requisite : Fundamentals of Surveying

Co-requisite : N/A

PROGRAM OUTCOMES:

A graduate of the Bachelor of Science in Civil Engineering (BSCE) program must attain:

a) Ability to apply knowledge of mathematics and science to solve engineering problems;

b) Ability to design and conduct experiments, as well as to analyze and interpret data;
c) Ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political,
ethical, health and safety, manufacturability, and sustainability, in accordance with standards;
d) Ability to function on multidisciplinary teams;
e) Ability to identify, formulate, and solve engineering problems;
f) Understanding of professional and ethical responsibility;
g) Ability to communicate effectively;
h) Broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context;
i) Recognition of the need for, and an ability to engage in life-long learning
j) Knowledge of contemporary issues;
k) Ability to use techniques, skills, and modern engineering tools necessary for engineering practice; and
l) Knowledge and understanding of engineering and management principles as a member and leader in a team, to manage projects and in multidisciplinary
environments.
 PROGRAM OUTCOMES INSTITUTIONAL OUTCOMES
a b c d e f g
a) To keep abreast of the development in the field of architecture practice x x x
b) The ability to effectively communicate orally and in writing using both English x x
and Filipino
c) The ability to work effectively and independently in multi-disciplinary and multi- x x
cultural teams.
d) A recognition of professional, social and ethical responsibility x x
e) Creation of architectural solutions by applying knowledge in history, theory, x x x
planning, building technology and utilities, structural concepts and professional
practice
f) Use of concepts and principles from specialized field and allied disciplines into x x
various architectural problems.
g) Preparation of contract documents, technical reports and other legal documents x x x
used in architectural practice adhering to applicable laws, standards and
regulations
h) Interpretation and application of relevant laws, codes, charters and standards of x x
architecture and built environment.
i) Application of research methods to address architectural problems, x x
j) Use of various information and communication technology (ICT) media for x
architectural solutions, presentations, and techniques in design and construction.
k) Acquisition of entrepreneurial and business acumen relevant to architecture x
practice.
l) Know and understand engineering and management principles as a member and x x x
leader of a team, and to manage projects in a multidisciplinary environment
CURRICULUM MAP

Code Descriptor
I Introductory Course
E Enabling Course
D Demonstrative Course

Code Cognates/ Electives Units a b c d e f g h i j k l

P-04 Highway and Railroad Engineering LEC 3 E   E   E   E          

L-11 Highway and Railroad Engineering LAB 1 E   E   E   E          

COURSE LEARNING OUTCOMES PROGRAM OUTCOMES

a b c d e f g h i j k l m
1. Instil understanding and apply the basic philosophy and fundamental x x x x
principles of the multidimensional aspects of architectural Interior, and
the direct relationship between man and his environment.
2. Apply architectural elements and principle design emphasizing on the x x x x
development and manipulation of the interior spaces

3. Apply architectural style as the first consideration in designing Interior x x x x

style

4. Exhibit evidence of his or her profound understanding of Interior x x x x

through knowledge acquired during the course of study resulting in
passing the Subject.
COURSE OUTCOMES:

After the Completing this course, the student must be able to:
a) Define the basic concepts of highway and railroad transportation and present how to apply them in civil engineering practice;
b) Recognize the concepts associated with the geometric an structural design of highway and railway engineering system;
c) Explain the basic service requirements of highway and detail the procedure to conduct level of service analysis and;
d) Develop basic traffic stream parameters and models, traffic flow models, and apply queuing theory.

Time Frame Learning Outcomes Topic Outline Methodology Assessment Learning Resources

ODL USING ULS

CLMS

Asynchronous: 
At the end of this
topic, students are Instructional texts and
expected to: Orientation teacher-made modules
will be uploaded at
ULS Student
Introduction to the ULS-CLMS. Students
will follow the given
 Identify and Course Manual, 2017
examples for every
comply with the
Week 1 topic, and answer posted
policies of the  Grading N/A
guide questions.
subject, college and System
university to  Course CHED Memorandum
Synchronous:
maximize learning, Outline Face to face class to Order No. 92, S. 2017
and to widen the  Classroom further discuss the
Christian Policies lesson, share ideas and
perspective of the allow students to
student courses in interact in a dynamic
the university. learning environment.

CBL:
No CBL Students
Week 2  Discuss the  Importance of ODL USING ULS Objective quiz. The Acharya, A., & Nepal, A.
characteristics and transportation CLMS students were asked to: TRANSPORTATION
importance of  Different modes of  Differentiate ENGINEERING-I.
different modes of transportation Asynchronous:  several forms of
transportation and transport and
characteristics. Instructional texts and their features'
teacher-made modules qualities and
 will be uploaded at
ULS-CLMS. Students
will follow the given
examples for every
topic, and answer posted
guide questions.

Synchronous:
Face to face class to relevance.
further discuss the
lesson, share ideas and
allow students to
interact in a dynamic
learning environment.

CBL:
No CBL Students

ODL USING ULS

CLMS

Asynchronous: 

Instructional texts and

teacher-made modules Objective quiz. The
will be uploaded at students were asked to:
 Define the scope ULS-CLMS. Students  Define the
of highway and will follow the given scope and
 Characteristics of road examples for every application in Acharya, A., & Nepal, A.
traffic
Week 3 transport topic, and answer posted TRANSPORTATION
engineering and the field of
 Scope of highway and guide questions. ENGINEERING-I.
its application to traffic engineering civil
the field of civil Synchronous: engineering
engineering Face to face class to for road and
further discuss the traffic
lesson, share ideas and engineering
allow students to
interact in a dynamic
learning environment.

CBL:
No CBL Students
Week 4  Discuss the  Highway ODL USING ULS Objective quiz. The Findley, D. J., Schroeder,
development of development and CLMS students were asked to: B., Cunningham, C. M., &
planning  Discuss road Brown Jr, T. H. (2015).
 Asynchronous: 

Instructional texts and

teacher-made modules
will be uploaded at
ULS-CLMS. Students
will follow the given
examples for every
topic, and answer posted Highway engineering:
planning, design, and
guide questions. development and
highway operations. Butterworth-
planning.
engineering Heinemann.
Synchronous:
Face to face class to
further discuss the
lesson, share ideas and
allow students to
interact in a dynamic
learning environment.

CBL:
No CBL Students
ODL USING ULS
CLMS

Asynchronous: 

Instructional texts and

teacher-made modules
will be uploaded at
ULS-CLMS. Students Objective quiz. The
Findley, D. J., Schroeder,
will follow the given students were asked to:
B., Cunningham, C. M., &
 Discuss the  Importance, examples for every  Explain the Brown Jr, T. H. (2015).
classification of importance of
Week 5 development of topic, and answer posted Highway engineering:
roads, road road
different road patterns, planning
guide questions. planning, design, and
categorization, operations. Butterworth-
patterns survey road patterns and
Synchronous: Heinemann.
survey planning
Face to face class to
further discuss the
lesson, share ideas and
allow students to
interact in a dynamic
learning environment.

CBL:
No CBL Students
Week 6
Prelim Exam
ODL USING ULS
CLMS

Asynchronous: 

Instructional texts and

teacher-made modules
will be uploaded at
ULS-CLMS. Students
will follow the given Objective quiz. The Kilareski, W. P.,
 Discuss the examples for every students were asked to: Washburn, S. S., &
 Highway
Week 7 development of topic, and answer posted Mannering, F. L. (2004).
alignment and  Describe road Principles of Highway
different road guide questions.
surveys. alignment and Engineering and Traffic
design
Synchronous: surveys Analysis. Wiley.
Face to face class to
further discuss the
lesson, share ideas and
allow students to
interact in a dynamic
learning environment.

CBL:
No CBL Students
Week 8  Conduct an  Design criteria ODL USING ULS Objective quiz. The Rogers, M., &
analysis to the for highways CLMS students were asked to: Enright, B. (2016).
most possible  Research and Highway engineering.
design for a Asynchronous:  analyze the John Wiley & Sons.
road project design of a
depending to Instructional texts and
highway
the criteria of teacher-made modules
will be uploaded at project to the
the highway
ULS-CLMS. Students maximum
project.
will follow the given feasible level,
examples for every based on road.
topic, and answer posted
guide questions.

Synchronous:
Face to face class to
further discuss the
lesson, share ideas and
allow students to
 interact in a dynamic
learning environment.

CBL:
No CBL Students
ODL USING ULS
CLMS

Asynchronous: 

Instructional texts and

Objective quiz. The
teacher-made modules
students were asked to:
will be uploaded at
 Conduct an  Research and
ULS-CLMS. Students
analysis to the analyze the Parajuli, P. M. (1999).
will follow the given
most possible design of a Course Manual of
examples for every
design for a railway project Transportation
Week 9  Design criteria topic, and answer posted
road project Engineering-I. IOE,
for railways guide questions. to the
depending to Pulchowk Campus,
the criteria of
maximum Lalitpur, Nepal.
Synchronous: feasible level,
the railway Face to face class to
project. based on rail
further discuss the
project
lesson, share ideas and
allow students to
requirements.
interact in a dynamic
learning environment.

CBL:
No CBL Students
Week 10  Draw and provide  Geometric deign ODL USING ULS Objective quiz. The Acharya, A., & Nepal,
an appropriate for highways CLMS students were asked to: A.
design of a including cross  Draw and
highway project sections,
TRANSPORTATION
Asynchronous:  develop a ENGINEERING-I.
based from the horizontal and
current traffic vertical suitable
Instructional texts and
demand, road alignments, super highway
teacher-made modules
section and elevation and
will be uploaded at project based
alignment needed earthworks. on the existing
for a certain road ULS-CLMS. Students
will follow the given demand, route
project.
examples for every and alignment
topic, and answer posted required for a
guide questions. specific road
project.
Synchronous:
Face to face class to
 further discuss the
lesson, share ideas and
allow students to
interact in a dynamic
learning environment.

CBL:
No CBL Students
ODL USING ULS
CLMS

Asynchronous: 
Objective quiz. The
Instructional texts and
students were asked to:
teacher-made modules
 Draw and
 Draw and provide will be uploaded at
an appropriate  Geometric deign ULS-CLMS. Students develop a
design of a for railways will follow the given suitable
railway project including cross examples for every railway project Acharya, A., & Nepal,
based from the sections, based on the
Week 11 topic, and answer posted A.
current traffic horizontal and
demand, road vertical
guide questions. existing TRANSPORTATION
section and alignments, super demand, route ENGINEERING-I.
alignment needed elevation and Synchronous: and alignment
for a certain earthworks. Face to face class to required for a
railway project. further discuss the
specific
lesson, share ideas and
allow students to
railway
interact in a dynamic project.
learning environment.

CBL:
No CBL Students
Week 12
Midterm Exam
Week 13  Conduct a  Structural Design ODL USING ULS Objective quiz. The Findley, D. J., Schroeder,
structural analysis of pavements CLMS students were asked to: B., Cunningham, C. M., &
of a road project  Perform a Brown Jr, T. H. (2015).
based from the Asynchronous:  Highway engineering:
structural planning, design, and
traffic demand
load of the project study of a road operations. Butterworth-
Instructional texts and
and provide an project based Heinemann.
teacher-made modules
appropriate
will be uploaded at on the project
design. demand load, Kilareski, W. P.,
ULS-CLMS. Students Washburn, S. S., &
will follow the given and propose a Mannering, F. L. (2004).
examples for every suitable Principles of Highway
 topic, and answer posted
guide questions.

Synchronous:
Face to face class to
further discuss the
Engineering and Traffic
lesson, share ideas and layout. Analysis. Wiley.
allow students to
interact in a dynamic
learning environment.

CBL:
No CBL Students
ODL USING ULS
CLMS

Asynchronous: 

Instructional texts and

Objective quiz. The
teacher-made modules
will be uploaded at students were asked to:
 Conduct a
ULS-CLMS. Students
structural analysis
of a railway will follow the given
project based examples for every
Week 14 from the traffic  Structural Design topic, and answer posted
demand load of of railways guide questions.
the project and
provide an Synchronous:
appropriate Face to face class to
design.
further discuss the
lesson, share ideas and
allow students to
interact in a dynamic
learning environment.
Findley, D. J., Schroeder,
B., Cunningham, C. M., &
Brown Jr, T. H. (2015).
 Perform a
Highway engineering:
structural planning, design, and
study of a rail operations. Butterworth-
project based Heinemann.
on the project
demand load, Kilareski, W. P.,
Washburn, S. S., &
and propose a Mannering, F. L. (2004).
suitable Principles of Highway
layout. Engineering and Traffic
Analysis. Wiley.

CBL:
No CBL Students
Week 15  Assess a certain  Failures of ODL USING ULS Objective quiz. The Parajuli, P. M. (1999).
road project for transportation CLMS students were asked to: Course Manual of
possible failures infrastructure.  Find and Transportation
that may require Asynchronous:  Engineering-I. IOE,
assess a
replacement Pulchowk Campus,
project. certain road
Instructional texts and Lalitpur, Nepal.
project for
teacher-made modules
will be uploaded at possible
 ULS-CLMS. Students
will follow the given
examples for every
topic, and answer posted
guide questions.

Synchronous: Rogers, M., &

failures that
Face to face class to Enright, B. (2016).
further discuss the may require
Highway engineering.
lesson, share ideas and replacement.
John Wiley & Sons.
allow students to
interact in a dynamic
learning environment.

CBL:
No CBL Students
ODL USING ULS
CLMS

Asynchronous: 

Instructional texts and

teacher-made modules Parajuli, P. M. (1999).
will be uploaded at Objective quiz. The
students were asked to: Course Manual of
ULS-CLMS. Students Transportation
will follow the given  Find and
 Assess a certain Engineering-I. IOE,
road project for examples for every assess a
 Rehabilitation of Pulchowk Campus,
Week 16 possible failures topic, and answer posted certain road Lalitpur, Nepal.
transportation
that may require
infrastructure.
guide questions. project for
rehabilitation possible
project. Rogers, M., &
Synchronous: failures that
Face to face class to Enright, B. (2016).
may require Highway engineering.
further discuss the
rehabilitation. John Wiley & Sons.
lesson, share ideas and
allow students to
interact in a dynamic
learning environment.

CBL:
No CBL Students
Week 17  Assess a certain  Rehabilitation of ODL USING ULS Objective quiz. The Parajuli, P. M. (1999).
road project for transportation CLMS students were asked to: Course Manual of
possible failures infrastructure.  Find and Transportation
that may require Asynchronous:  Engineering-I. IOE,
repair of a road
assess a
 Instructional texts and
teacher-made modules
will be uploaded at
ULS-CLMS. Students
will follow the given
examples for every
topic, and answer posted certain road Pulchowk Campus,
guide questions. project for Lalitpur, Nepal.
possible
project Synchronous: failures that Rogers, M., &
Face to face class to may require Enright, B. (2016).
further discuss the repair of a Highway engineering.
lesson, share ideas and road plan. John Wiley & Sons.
allow students to
interact in a dynamic
learning environment.

CBL:
No CBL Students
Week 18
Final Exam

RUBRICS FOR ESSAY

APPROACHING
ADVANCED PROFICIENT PROFICIENCY BEGINNING
CRITERIA 100-90 89-80 79-70 69-60

FOCUS Sharp, distinct controlling Apparent point made No apparent point but Minimal evidence of a
point made about a single about a single topic evidence of a specific topic.
The single controlling
topic with evident with sufficient topic.
point made with an
awareness of task. awareness of task.
awareness of a about a
specific topic.

CONTENT Substantial, specific Sufficiently developed Limited content with Superficial and/or
and/or illustrative content content with adequate inadequate elaboration or minimal content.
The presence of ideas
demonstrating strong elaboration or explanation.
developed acts development and explanation.
examples anecdotes, sophisticated ideas.
details opinions,
statistics, reasons,
and/or explanations.

ORGANIZATION Sophisticated Functional arrangement Confused or inconsistent Minimal control of

arrangement of content of content that sustains a arrangement of content content arrangement.
The order developed
with evident and/or logical order with some with or without attempt at
and sustained within
subtle transitions. evidence of transitions. transition
and across paragraphs
using transitional
devices and including
introduction and
conclusion.

STYLE Precise, illustrative use of Generic use of a variety Limited word choice and Minimal variety in
a variety of words and of words and sentence control of sentence word choice and
The choice, use and
sentence structures to structures that may or structures that inhibit minimal control of
arrangement of words
create consistent writer's may not create writer's voice and tone. sentence structures.
and sentence structures
voice and tone voice and tone
that create tone and
voice. appropriate to audience. appropriate to audience

CONVENTIONS Evident control of Sufficient control of Limited control of Minimal control of

grammar, mechanics. grammar, mechanics, grammar, mechanics, grammar, mechanics.
Grammar, mechanics,
spelling usage and spelling. usage and spelling usage and spelling usage and
Spelling, usage and
sentence formation. sentence formation sentence formation. sentence formation
sentence formation.
RUBRICS FOR ORAL PRESENTATION:

APPROACHING
PROFICIENCY
CRITERIA ADVANCED PROFICIENT BEGINNING
79-70
100-90 89-80 69-60

Project includes all Project includes most Project is missing more Project is lacking
material needed to gain a material needed to gain a than two key elements. several key
comfortable comfortable elements and has
EFFECTIVENESS understanding of the understanding of the inaccuracies.
topic. topic but is lacking one or
two key elements.

Content is accurate and Content is accurate and Content is questionable Content is inaccurate
relevant and information relevant but some and information is not and irrelevant there is
is presented in a logical information is not presented in a logical no clear plan for the
CONTENT AND order. presented in a logical order making it difficult to organization of
SEQUENCE order but it is still easy to follow. information.
follow.

Presentation has no Presentation has 1-2 Presentation has 1-2 Presentation has more
misspellings or misspellings, but no grammatical errors but no than 2 grammatical
SPELLING AND
grammatical errors. grammatical errors. misspellings. and/or spelling errors.
GRAMMAR

The voice is very clear The voice is not clear and The voice is not clear and The voice is not clear
and loud and no mistakes loud enough to be easily loud and more than 4 and loud and many
are made during the understood, and a few mistakes are made during mistakes are made
presentation. Ideas are mistakes are made during the presentation. Ideas are during the
logical. the presentation. Ideas not logical enough. presentation. Ideas are
SPEECH DELIVERS are logical. not logical at all.

PowerPoint contains

PowerPoint contains a PowerPoint contains a PowerPoint contains fewer than 8 slides

minimum of 8 slides. All minimum of 8 slides. fewer than 8 slides, or and is missing several
 parts of the task are
completed fully and
support the
ORGANIZATION theme/content of the
presentation.
All parts of the task are
completed partially and
support the
theme/content of the
presentation.
some slides do not parts of the task.
support the Slides designed do
theme/content of the not support the
presentation. theme/content of the
presentation.

Project includes all material Project includes most Project is missing more than Project is lacking
needed to gain a material needed to two key elements. several key elements
comfortable understanding gain a comfortable and has inaccuracies.
EFFECTIVENESS of the topic. understanding of the
topic but is lacking one
or two key elements.

RUBRICS FOR RECITATION:

APPROACHING

CRITERIA ADVANCED PROFICIENT PROFICIENCY BEGINNING

100- 89- 79- 69-

90 80 70 60

Speaks clearly and Speaks clearly and Speaks clearly and distinctly Often mumbles or
distinctly all (100- 95%) the distinctly all (100- 95%) the most (94-85%) of the time. cannot be understood
time, and mispronounces time, but mispronounces Mispronounces no more OR mispronounces
SPEAKS CLEARLY no words. one word. than one word. more than one word.

Volume is loud enough Volume is loud enough to Volume is loud enough to Volume often too soft
to be heard by all be heard by all audience be heard by all audience to be heard by all
audience members members at least 90% of members at least 80% of audience members.
VOLUME throughout the the time. the time.
recitation.

Stands up straight, looks Stands up straight and Sometimes stands up Slouches and/or
 relaxed and confident. establishes eye contact straight and establishes eye does not look at
Establishes eye contact with everyone in the room contact. people during the
POSTURE AND EYE with everyone in the room during the recitation. recitation.
CONTACT during the recitation.

Student is completely Student seems pretty The student is somewhat Student does not seem
prepared and has prepared but might have prepared, but it is clear at all prepared to
obviously rehearsed. needed a couple more that rehearsal was present.
PREPAREDNESS rehearsals. lacking.

Listens intently. Does not Listens intently but has Sometimes does not Sometimes does not
make distracting noises or one distracting noise or appear to be listening but appear to be listening
movements. movement. is not distracting. and has distracting
LISTENS TO OTHER noises or movements
RECITATIONS

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

GRADING SYSTEM:

The student’s grade is composed of:

a. CLASS STANDING which includes quizzes, assignments, recitations, laboratory exercises, seat works and requirements.
b. PERIODICAL EXAMINATIONS refer to PRELIMINARY, MIDTERM or FINAL EXAMINATIONS.

The PRELIM GRADE is computed as:

PRELIM GRADE = 2/3 of CLASS STANDING + 1/3 of PERIODICAL EXAM

The MIDTERM GRADE is computed as:

MIDTERM GRADE = 2/3 of CLASS STANDING + 1/3 of PERIODICAL EXAM

 CUMULATIVE MIDTERM GRADE = 2/3 of MIDTERM GRADE and 1/3 of PRELIM GRADE

The FINAL GRADE is computed as:

FINAL GRADE = 2/3 of CLASS STANDING + 1/3 of PERIODICAL EXAM

CUMULATIVE FINAL GRADE = 2/3 of FINAL GRADE + 1/3 of CUMULATIVE MIDTERM GRADE

The percentage equivalent of PERIODICAL EXAMINATION and the different components of the CLASS STANDING is computed as:

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

Passing Mark is 75% and above.

Failing Mark is below 75%.

Incomplete 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.

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

COURSE REQUIREMENTS:

1. Submission of activities and accomplish readings.

2. Passed all Examination (major exam and quizzes).

CONSULTATION HOURS:
Tuesday and Thursday 3:00 – 4:30 pm

REFERENCES:

 Acharya, A., & Nepal, A. TRANSPORTATION ENGINEERING-I.

 Findley, D. J., Schroeder, B., Cunningham, C. M., & Brown Jr, T. H. (2015). Highway engineering: planning, design, and operations. Butterworth-Heinemann.
 Kilareski, W. P., Washburn, S. S., & Mannering, F. L. (2004). Principles of Highway Engineering and Traffic Analysis. Wiley.
 Parajuli, P. M. (1999). Course Manual of Transportation Engineering-I. IOE, Pulchowk Campus, Lalitpur, Nepal.
 Rogers, M., & Enright, B. (2016). Highway engineering. John Wiley & Sons.
REVISION AND APPROVAL NOTATION

NAME POSITION/DESIGNATION SIGNATURE DATE

Last Revised by
Engr. Godfrey A. Esperanza Instructor, College of Engineering and Architecture
Last Updated
by
Reviewed by Engr. Claudette Mine Lumibao 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