INDUSTRIAL ENGINEERING PROGRAM

COURSE TITLE: BASIC OCCUPATIONAL SAFETY AND HEALTH (OCCUSAFETY)

2nd Semester, Curriculum Year 2018-2019

Holy Angel University VMs

Vision: To become a role-model catalyst for countryside development and one of the most influential, best-managed Catholic universities in the Asia-Pacific
region.

Mission: To offer accessible quality education that transforms students into persons of conscience, competence, and compassion.

School of Engineering and Architecture VMs

Vision

A center of excellence in engineering and architecture education imbued with Catholic mission and identity serving as a role-model catalyst for countryside
development

Mission

The School shall provide accessible quality engineering and architecture education leading to highly competent professional; continually contribute to the
advancement of knowledge and technology through research activities; and support countryside development through environmental preservation and community
involvement.

Institutional Student Learning Outcomes (ISLOs)

1. Show effective communication

2. Demonstrate appropriate value and sound ethical reasoning
3. Apply critical and creative thinking
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 4. Utilize civic and global learning
5. Use applied and collaborative learning
6. Employ aesthetic engagement
7. Show Information and Communication Technology (ICT) Literacy

Program Educational Objectives (PEOs)

Within a few years after graduation, graduates of our BS Industrial Engineering programs are expected to have:

1. Demonstrated technical competence, including design and problem-solving skills, as evidenced by:
 the sound technical designs and systems that conform with existing laws and ethical standards they produced
 the recognition and certification they received for exemplary achievement

2. Shown a commitment to life-long learning as evidenced by:

 the graduate degrees or further studies they pursue
 the professional certifications which are locally and internationally recognized they possess
 the knowledge and skills on recent technological advances in the field they continuously acquire

3. Exhibited success in their chosen profession evidenced by:

 the key level positions they hold or promotions they get in their workplace
 the good track record they possess
 the professional visibility (e.g., publications, presentations, patents, inventions, awards, etc.) they are involved with
 the international activities (e.g., participation in international conferences, collaborative research, employment abroad, etc.) they are engaged with
 the entrepreneurial activities they undertake

4. Manifested faithful stewardship as evidenced by:

 their participation in University-based community extension initiatives as alumni
 their contribution to innovations/ inventions for environmental promotion and preservation, and cultural integration
 their engagement in advocacies and volunteer works for the upliftment of the quality of life and human dignity especially the marginalized

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Relationship of the Program Educational Objectives to the Mission of the School of Engineering & Architecture:
Industrial Engineering Program Educational Objectives (PEOs): Mission
The School shall provide The School shall continually The School shall support
Within a few years after graduation, the graduates of the BS accessible quality contribute to the countryside development
Industrial Engineering program should have: engineering and architecture advancement of knowledge through environmental
education leading to high and technology through preservation and community
professional competence. research activities. involvement.
1. Demonstrated professional competence, including design and
problem solving skills as evidenced by:
 the sound technical designs and systems that conform with

existing laws and ethical standards they produced
 the recognition and certification they received for exemplary
achievement
2. Shown a commitment to life-long learning evidenced by:
 the graduate degrees or further studies they pursue
 the professional certifications which are locally and

internationally recognized they possess
 the knowledge and skills on recent technological advances in
the field they continuously acquire
3. Exhibited success in their chosen profession evidenced by:
 the key level positions they hold or promotions they get in
their workplace
 the good track record they possess
 the professional visibility (e.g., publications, presentations,
patents, inventions, awards, etc.)  
 they are involved with international activities (e.g.,
participation in international conferences, collaborative
research, employment abroad, etc.)
 they are engaged with the entrepreneurial activities they
undertake
4. Manifested faithful stewardship evidenced by: 
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  their participation in University-based community extension
initiatives as alumni
 their contribution to innovations/ inventions for environmental
promotion and preservation, and cultural integration
 their engagement in advocacies and volunteer works for the
upliftment of the quality of life and human dignity especially
the marginalized

Relationship of the Institutional Student Learning Outcomes to the Program Educational Objectives:
PEO 1 PEO 2 PEO 3 PEO 4
ISLO1: Show effective communication  
ISLO2: Demonstrate appropriate value and sound ethical reasoning  
ISLO3: Apply critical and creative thinking   
ISLO4: Utilize civic and global learning  
ISLO5: Use applied and collaborative learning    
ISLO6: Employ aesthetic engagement  
ISLO7: Show Information and Communication Technology (ICT) Literacy   

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BS Industrial Engineering Program Outcomes (POs)
After finishing the program students will be able to:

a. Apply knowledge of mathematics, physical sciences, and engineering sciences to the practice of Industrial Engineering.
b. Design and conduct experiments, as well as to analyze and interpret data.
c. 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. Function on multidisciplinary teams.
e. Identify, formulate and solve engineering problems.
f. Have an understanding of professional and ethical responsibility.
g. Demonstrate and master the ability to listen, comprehend, speak, write and convey ideas clearly and effectively, in person and through electronic media to
all audiences.
h. Have 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 and to keep current of the development in the field.
j. Have knowledge of contemporary issues.
k. Use the techniques, skills, and modern engineering tools necessary for engineering practice.
l. Have knowledge and understanding of engineering and management principles as a member and leader in a team, to manage projects and in
multidisciplinary environments.
m. Engage in service-learning program for the promotion and preservation to local culture and tradition as well as to the community.
n. Design, develop, implement and improve integrated systems that include people, materials, information, equipment and energy.

Relationship of the Engineering Program Outcomes to the Program Educational Objectives:

Industrial Engineering Student Outcomes (SOs)
PEO 1 PEO 2 PEO 3 PEO 4
At the time of graduation, BS Industrial Engineering program graduates should be able to:

a. Apply knowledge of mathematics, physical sciences, and engineering sciences to the practice of

Industrial Engineering.

b. Design and conduct experiments, as well as to analyze and interpret data. 

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c. 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. Function on multidisciplinary teams. 

e. Identify, formulate and solve engineering problems. 

f. Have an understanding of professional and ethical responsibility. 

g. Demonstrate and master the ability to listen, comprehend, speak, write and convey ideas clearly

and effectively, in person and through electronic media to all audiences.

h. Have 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 and to keep current of the

development in the field.

j. Have knowledge of contemporary issues. 

k. Use the techniques, skills, and modern engineering tools necessary for engineering practice. 

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l. Have knowledge and understanding of engineering and management principles as a member and

leader in a team, to manage projects and in multidisciplinary environments.

m. Ability to design, develop, implement and improve integrated systems that include people,

materials, information, equipment and energy.

n. Engage in service-learning program for the promotion and preservation to local culture and tradition

as well as to the community.

Code Descriptor Description

I Introductory Course An introductory course to an outcome
E Enabling Course A course that strengthens the outcome
D Demonstrative Course A course demonstrating an outcome

Course Outcomes (COs)

1. Understand the concepts related to occupational safety and industrial hygiene;

2. Identify solutions for occupational safety and health problems;
3. Determine causes of occupational health problems;
4. Know OSH laws in the Philippines.

a b c d e f g h i J k l m n
CO1. Understand the concepts related to occupational safety and
E E
industrial hygiene;
CO2. Identify solutions for occupational safety and health problems; E E
CO3. Determine causes of occupational health problems; E E
CO4. Know OSH laws in the Philippines. E E

I. Course Description : Occupational Safety and Health (OSH) concepts, principles, and practices; determination of existing and potential safety and
health hazards; identification of control measures; provisions of Philippine laws that refer to occupational safety and health.

II. Course Credit : 3 Units

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III. Prerequisite : 3rd Year Standing

IV. Textbook : DOLE (2005-2016). Occupational Safety and Health Standards – Philippines. (Including Amendments)
http://www.oshc.dole.gov.ph/images/Files/OSH%20Standards%202017%202.pdf

V. Requirements : Seatworks
Assignments
Boardwork
Critiques
Case Studies
Written Exam
Final Output (Research Proposal)

VI. Learning Outline

CO Core values Evaluation/

Week/ Student
Code Learning Output Topics / Course Content and Methodology Learning
Hours Output
Link Sub values Assessment

Wk 1 At the end of course OCCUSAFETY Subject Christ-  Subject orientation

1 hour or topic the student Orientation centeredness conducted by
will be able to:  Course outcomes Indicators: teacher.
 Learn the  Obedience and
importance of Classroom policies prayerfulness
subject through the  Attendance
course outcomes  Assignments Excellence
 Recognize the  Quizzes and major Indicators:
different classroom examinations  Competence,
policies  Case studies expertise,
 Get familiarized with  Critique analytical, and
and use the online  Subject final output logical
learning platforms to requirement
be used in class  Grading System Societal
 Academic Dishonesty responsibility
Indicators:
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 Online Learning Platform  Commitment
 Canvas LMS and
 Zoom Cloud Meetings Involvement

Wk 1 CO1 At the end of course  Seatwork 1. Introductory Concepts Christ-  Media-supported  Answer Key
2 hours or topic the student  Assignment centeredness lecture/ PowerPoint
will be able to:  Written exam Indicators: presentation  Assessment
 Learn the important  Obedience and  Class discussions by Rubric is to
concepts in prayerfulness teachers and be used for
occupational safety students (face-to- the
and health Excellence face/online) evaluation of
Indicators:  Interactive student- the
 Competence, centered activities classroom
expertise, like Think-Pair-Share, activities
analytical, and Brainstorming, Buzz
logical Session etc.
 Hands-on
Community demonstrations and
Indicators: exercises/ problem
 Solidarity and sets
Respect for  Coaching (special
others assistance provided
for students learning
Integrity difficulty in the
Indicators: course)
 Accountability,  Recitation
 Transparency  Written examinations
and Honesty  Alternative
summative
Societal assessments
responsibility (reflection papers/
Indicators: critical analysis)
 Commitment  Asynchronous
and teaching and learning
Involvement using Canvas LMS

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 Platform in providing
offline content
resources (readings,
lecture notes,
recorded lectures,
detailed guides, etc.,
in print or digital
format) and other
activities.
 Synchronous
teaching and learning
through webinars,
live broadcasts, chats
and teleconferences
for real-time teacher-
student engagement.

Wk 2-3 CO1 At the end of course  Seatwork 2. Occupational Safety and Christ-  Media-supported  Answer Key
6 hours CO2 or topic the student  Assignment Health Principles centeredness lecture/ PowerPoint
CO3 will be able to:  Written exam Indicators: presentation  Assessment
 Learn and  Obedience and  Class discussions by Rubric is to
understand the prayerfulness teachers and be used for
different students (face-to- the
Occupational Safety Excellence face/online) evaluation of
and Health Indicators:  Interactive student- the
Principles  Competence, centered activities classroom
expertise, like Think-Pair-Share, activities
analytical, and Brainstorming, Buzz
logical Session etc.
 Hands-on
Community demonstrations and
Indicators: exercises/ problem
 Solidarity and sets
Respect for  Coaching (special
others assistance provided

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 for students learning
Integrity difficulty in the
Indicators: course)
 Accountability,  Recitation
 Transparency  Written examinations
and Honesty  Alternative
summative
Societal assessments
responsibility (reflection papers/
Indicators: critical analysis)
 Commitment  Asynchronous
and teaching and learning
Involvement using Canvas LMS
Platform in providing
offline content
resources (readings,
lecture notes,
recorded lectures,
detailed guides, etc.,
in print or digital
format) and other
activities.
 Synchronous
teaching and learning
through webinars,
live broadcasts, chats
and teleconferences
for real-time teacher-
student engagement.

Wk 4-5 CO1 At the end of course  Seatwork 3. Industrial Hygiene Christ-  Media-supported  Answer Key
6 hours CO2 or topic the student  Assignment 3.1. Workplace Hazards centeredness lecture/ PowerPoint
CO3 will be able to:  Written exam 3.2. Type of Controls Indicators: presentation  Assessment
 Appreciate and  Case Study  Obedience and  Class discussions by Rubric is to
understand the prayerfulness teachers and be used for

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 importance of students (face-to- the
industrial hygiene Excellence face/online) evaluation of
 Identify different Indicators:  Interactive student- the
workplace hazards  Competence, centered activities classroom
 Identify the different expertise, like Think-Pair-Share, activities
types of controls analytical, and Brainstorming, Buzz
logical Session etc.
 Hands-on
Community demonstrations and
Indicators: exercises/ problem
 Solidarity and sets
Respect for  Coaching (special
others assistance provided
for students learning
Integrity difficulty in the
Indicators: course)
 Accountability,  Recitation
 Transparency  Written examinations
and Honesty  Alternative
summative
Societal assessments
responsibility (reflection papers/
Indicators: critical analysis)
 Commitment  Asynchronous
and teaching and learning
Involvement using Canvas LMS
Platform in providing
offline content
resources (readings,
lecture notes,
recorded lectures,
detailed guides, etc.,
in print or digital
format) and other
activities.
 Synchronous

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 teaching and learning
through webinars,
live broadcasts, chats
and teleconferences
for real-time teacher-
student engagement.

6 PRELIM EXAMINATION

Wk 7-8 CO1 At the end of course  Seatwork 4. Government Legislations Christ-  Media-supported  Answer Key
6 hours CO2 or topic the student  Assignment centeredness lecture/ PowerPoint
CO3 will be able to:  Written exam Indicators: presentation  Assessment
CO4  Learn and  Obedience and  Class discussions by Rubric is to
understand the prayerfulness teachers and be used for
different government students (face-to- the
legislations Excellence face/online) evaluation of
Indicators:  Interactive student- the
 Competence, centered activities classroom
expertise, like Think-Pair-Share, activities
analytical, and Brainstorming, Buzz
logical Session etc.
 Hands-on
Community demonstrations and
Indicators: exercises/ problem
 Solidarity and sets
Respect for  Coaching (special
others assistance provided
for students learning
Integrity difficulty in the
Indicators: course)
 Accountability,  Recitation
 Transparency  Written examinations
and Honesty  Alternative
summative
Societal assessments
responsibility (reflection papers/
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 Indicators: critical analysis)
 Commitment  Asynchronous
and teaching and learning
Involvement using Canvas LMS
Platform in providing
offline content
resources (readings,
lecture notes,
recorded lectures,
detailed guides, etc.,
in print or digital
format) and other
activities.
 Synchronous
teaching and learning
through webinars,
live broadcasts, chats
and teleconferences
for real-time teacher-
student engagement.

Wk 9 CO1 At the end of course  Seatwork 5. Preventive and Protective Christ-  Media-supported  Answer Key
3 hours CO2 or topic the student  Assignment Measures centeredness lecture/ PowerPoint
CO3 will be able to:  Written exam 5.1. Engineering Controls Indicators: presentation  Assessment
 Identify different 5.2. Administrative Controls  Obedience and  Class discussions by Rubric is to
preventive and 5.3. PPE prayerfulness teachers and be used for
protective measures students (face-to- the
in the workplace Excellence face/online) evaluation of
 Identify engineering Indicators:  Interactive student- the
controls,  Competence, centered activities classroom
administrative expertise, like Think-Pair-Share, activities
Controls and PPE analytical, and Brainstorming, Buzz
logical Session etc.
 Hands-on
Community demonstrations and

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Indicators: exercises/ problem
 Solidarity and sets
Respect for  Coaching (special
others assistance provided
for students learning
Integrity difficulty in the
Indicators: course)
 Accountability,  Recitation
 Transparency  Written examinations
and Honesty  Alternative
summative
Societal assessments
responsibility (reflection papers/
Indicators: critical analysis)
 Commitment  Asynchronous
and teaching and learning
Involvement using Canvas LMS
Platform in providing
offline content
resources (readings,
lecture notes,
recorded lectures,
detailed guides, etc.,
in print or digital
format) and other
activities.
 Synchronous
teaching and learning
through webinars,
live broadcasts, chats
and teleconferences
for real-time teacher-
student engagement.

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Wk 10-11 CO1 At the end of course  Seatwork 6. Management of OSH Christ-  Media-supported  Answer Key
6 hours CO2 or topic the student  Assignment 6.1. Worker Participation centeredness lecture/ PowerPoint
CO3 will be able to:  Written exam 6.2. Training Indicators: presentation  Assessment
 Understand the  Case Study 6.3. Key Performance  Obedience and  Class discussions by Rubric is to
management of  Critique Indicators prayerfulness teachers and be used for
OSH, the role of students (face-to- the
workers in the Excellence face/online) evaluation of
implementation of Indicators:  Interactive student- the
OSH, and the Key  Competence, centered activities classroom
performance expertise, like Think-Pair-Share, activities
indicators in analytical, and Brainstorming, Buzz
evaluating it. logical Session etc.
 Hands-on
Community demonstrations and
Indicators: exercises/ problem
 Solidarity and sets
Respect for  Coaching (special
others assistance provided
for students learning
Integrity difficulty in the
Indicators: course)
 Accountability,  Recitation
 Transparency  Written examinations
and Honesty  Alternative
summative
Societal assessments
responsibility (reflection papers/
Indicators: critical analysis)
 Commitment  Asynchronous
and teaching and learning
Involvement using Canvas LMS
Platform in providing
offline content
resources (readings,
lecture notes,

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 recorded lectures,
detailed guides, etc.,
in print or digital
format) and other
activities.
 Synchronous
teaching and learning
through webinars,
live broadcasts, chats
and teleconferences
for real-time teacher-
student engagement.

12 MIDTERM EXAMINATION

Wk 13-14 CO1 At the end of course  Seatwork 7. Health Promotion, Christ-  Media-supported  Answer Key
6 hours CO2 or topic the student  Assignment Education, and Training centeredness lecture/ PowerPoint
CO3 will be able to:  Written exam Indicators: presentation  Assessment
CO4  Understand and  Case Study  Obedience and  Class discussions by Rubric is to
appreciate health  Critique prayerfulness teachers and be used for
Promotion, students (face-to- the
Education, and Excellence face/online) evaluation of
Training in the Indicators:  Interactive student- the
context of OSH  Competence, centered activities classroom
expertise, like Think-Pair-Share, activities
analytical, and Brainstorming, Buzz
logical Session etc.
 Hands-on
Community demonstrations and
Indicators: exercises/ problem
 Solidarity and sets
Respect for  Coaching (special
others assistance provided
for students learning
Integrity difficulty in the
Indicators: course)
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  Accountability,  Recitation
 Transparency  Written examinations
and Honesty  Alternative
summative
Societal assessments
responsibility (reflection papers/
Indicators: critical analysis)
 Commitment  Asynchronous
and teaching and learning
Involvement using Canvas LMS
Platform in providing
offline content
resources (readings,
lecture notes,
recorded lectures,
detailed guides, etc.,
in print or digital
format) and other
activities.
 Synchronous
teaching and learning
through webinars,
live broadcasts, chats
and teleconferences
for real-time teacher-
student engagement.

16-18 CO1 At the end of course  Seatwork 8. Plant Visit Simulation Christ-  Media-supported  Answer Key
15 hours CO2 or topic the student  Assignment centeredness lecture/ PowerPoint
CO3 will be able to:  Written exam Indicators: presentation  Assessment
CO4  Visit plants and  Case Study  Obedience and  Class discussions by Rubric is to
identify workplace  Final Paper prayerfulness teachers and be used for
hazards.  Oral students (face-to- the
 Be exposed to real presentation Excellence face/online) evaluation of
working environment Indicators:  Interactive student- the

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 Competence, centered activities classroom
expertise, like Think-Pair-Share, activities
analytical, and Brainstorming, Buzz
logical Session etc.
 Hands-on
Community demonstrations and
Indicators: exercises/ problem
 Solidarity and sets
Respect for  Coaching (special
others assistance provided
for students learning
Integrity difficulty in the
Indicators: course)
 Accountability,  Recitation
 Transparency  Written examinations
and Honesty  Alternative
summative
Societal assessments
responsibility (reflection papers/
Indicators: critical analysis)
 Commitment  Asynchronous
and teaching and learning
Involvement using Canvas LMS
Platform in providing
offline content
resources (readings,
lecture notes,
recorded lectures,
detailed guides, etc.,
in print or digital
format) and other
activities.
 Synchronous
teaching and learning
through webinars,
live broadcasts, chats

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 and teleconferences
for real-time teacher-
student engagement.

18 FINAL EXAMINATION

Rubric for Assessment

Rubric for Assessment
Criteria Excellent (100%) Good (75%) Satisfactory (50%) Needs Improvement (25%)
Content and In depth and insightful Logical sequencing of Logical sequencing of Information presented with little organization
Organization discussion information throughout information most of the
(40 pts) time Most of the details are irrelevant
Logical sequencing of Sufficient supporting
information throughout details Details are given but Concluding paragraph not clear
inadequate to support the
Sufficient supporting Clear and effective topic
details concluding paragraph
Clear concluding
Clear and effective paragraph but lacks
concluding paragraph effectiveness
Grammar No error Between one to two Between three to four More than four errors
(20 pts) errors errors
Oral Presentation Presented the topic well, Presented the topic well Not very well presented Not well presented and disorganized
(30 pts) and in an organized way but a little bit disorganized and a little bit
disorganized Answers are not clear
Complete and logical Some of the questions
sequencing of information were not answered clearly Majority of the questions Majority used Tagalog language
were not answered clearly
Answered all questions Used English/Tagalog
clearly language Majority used Tagalog
language
Used English language

References All resources cited One resource not cited Two resources not cited More than 3 resources not cited
(10 pts)

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References:

Friis, R. (2018). Occupational health and safety : for the 21st century. Burlington, MA: Jones & Bartlett Learning
Fuller, T. (2019). Global occupational safety and health management handbook. Boca Raton: CRC Press
Gullo, L. (2018). Design for safety. Hoboken, NJ: John Wiley
Hunt, G. (2018). Health and safety pocket book 2nd ed. London: Routledge
James. P. (2019). Handbook of industrial hazards and safety. New York: Clanrye International
Mansdorf, S. (2019). Handbook of occupational safety and health 3rd ed. Hoboken, NJ: John Wiley
Schneid, T. (2019). Human resources and change management and safety professionals. Boca Raton, FL: CRC Press

Online References:

HAU Books 24x7

AccessEngineering
EBSCO

E-book:

Dekker, S. (2016). Just Culture : Balancing Safety and Accountability Second edition. Retrieved from eBook Collection (EBSCOhost)
database.
Foster, J. & Barnetson, B. (2016). Health and Safety in Canadian Workplaces. Retrieved from eBook Collection (EBSCOhost)
database.
Stranks, J. (2016). Health and Safety at Work : An Essential Guide for Managers Tenth edition. Retrieved from eBook Collection
(EBSCOhost) database.
Saad, A. (2015). Occupational Safety and Health Management. Retrieved from eBook Collection (EBSCOhost) database.
Schonfeld, I. (2017). Occupational Health Psychology. Retrieved from eBook Collection (EBSCOhost) database.

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Expectations from Students

Students are held responsible for meeting the standards of performance established for each course. Their performance and compliance with other course
requirements are the bases for passing or failing in each course, subject to the rules of the University. The students are expected to take all examinations on the
date scheduled, read the assigned topics prior to class, submit and comply with all the requirements of the subject as scheduled, attend each class on time and
participate actively in the discussions.

Furthermore, assignments such as reports, reaction papers and the like shall be submitted on the set deadline as scheduled by the faculty. Extension of
submission is approved for students with valid reasons like death in the family, hospitalization and other unforeseen events. Hence, certificates are needed for
official documentation. Students assigned by the University in extracurricular activities (Choral, Dance Troupe and Athletes) are excused from attending the class,
however, said students are not excused from classroom activities that coincide the said University activities. Special quiz is given to students with valid reasons
like death in the family, hospitalization and other unforeseen events. Hence, certificates are needed for official documentation. Likewise, special major examination
is given to students with the same reasons above. Attendance shall be checked every meeting. Students shall be expected to be punctual in their classes. And
observance of classroom decorum is hereby required as prescribed by student’s handbook.

Academic Integrity

It is the mission of the University to train its students in the highest levels of professionalism and integrity. In support of this, academic integrity is highly valued and
violations are considered serious offenses. Examples of violations of academic integrity include, but are not limited to, the following:

1. Plagiarism – using ideas, data or language of another without specific or proper acknowledgment. Example: Copying text from the Web site without quoting or
properly citing the page URL, using crib sheet during examination. For a clear description of what constitutes plagiarism as well as strategies for avoiding it,
students may refer to the HAU Student Handbook 2019-2020, Table of Offenses and Corresponding Sanctions B.7. For citation styles, students may refer to
APA Style 6th Edition.

2. Cheating – using or attempting to use unauthorized assistance, materials, or study aids during examination or other academic work. Examples: using a cheat
sheet in a quiz or exam, altering a grade exam and resubmitting it for a better grade. For the Policy in Cheating, students may refer to the HAU Student
Handbook 2019-2020, Appendix I.

3. Fabrication – submitting contrived or improperly altered information in any academic requirements. Examples: making up data for a research project, changing
data to bias its interpretation, citing nonexistent articles, contriving sources. Student may refer to HAU Student Handbook 2019-2020, Table of Offenses and
Corresponding Sanctions B.7.

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Policy on Absences

1. Students should not incur absences of more than 20% of the required total number of class and laboratory periods in a given semester.
a. The maximum absences allowed per semester are:
For subjects held 1x a week, a maximum of 3 absences;
For subjects held 2x a week, a maximum of 7 absences; and
For subjects held 3x a week, a maximum of 10 absences.
2. A student who incurs more than the allowed number of absences in any subject shall be given a mark of “FA” as his final rating for the semester, regardless
of his performance in the class.
3. Attendance is counted from the first official day of regular classes regardless of the date of enrolment.

Other Policies

 Departmentalized when it comes to major exams such as Prelim, Midterms and Finals.
 Minimum of two (2) quizzes for every one (1) unit course will be given per semester.
 Drills, Exercises, Seat works, Projects, Recitation/Role playing will be given to the students and will be graded as part of class standing.
 Homework Policy will be given at the discretion of the faculty and will be graded as part of class standing.

Grading System (Campus ++):

Class Standing: 60%

 Recitation
 Homework
 Quizzes

Major Exams: 40%

Date Date
Prepared By: Reviewed By: Checked By: Certified By: Approved By:
Prepared: Effectivity:

Engr. Ruselle Engr. Ruselle Melani B. Cabrera, PIE Dr. Bonifacio V. Ramos Dr. Filipina I. De Guzman
May 2020 May 2020 Andrew P. Manalang Andrew P. Manalang Chairperson, Industrial Director, Dean, School of Engineering
Faculty OBE Facilitator Engineering Program University Library and Architecture

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