INTRODUCTION
Dean, College of Engineering
Educational Qualification
Master in Engineering, major in Civil Engineering
October 2014
Central Philippine University, Iloilo City
Full Scholarship Grant: CHED Faculty Development Program II
Bachelor of Science in Civil Engineering
April 1992
West Negros College, Bacolod City
Cum Laude, Achievement Awardee
Regional Champion, PICE Region VI
Civil Engineering Student Quiz 1991
4th Place, PICE National Civil Engineering Student Quiz 1991
Professional License/Eligibility
Civil Engineer Licensure Examination (RA 1080)
November 1992
PRC License No. 67794 issued on September 29, 1993
Career Service Professional (PD 907) - Cum Laude
March 29, 1992
Work Experience
Dean, College of Engineering
Carlos Hilado Memorial State University
October 2019 – present
Program Chairperson, BS Civil Engineering
Carlos Hilado Memorial State University
May 2012 – July 2021
Project Engineer
A.P. Arguelles Construction
October 1998 – March 2006
April 1994 – July 1997
Senior Engineer A
National Housing Authority
September 1997 – September 1998
Office Engineer
V.C. Ponce Company, Incorporated
May 1993 - March 1994
Utility Models
Fiber-Reinforced Clay Soil Composition
October 2016
Registration Number 2-2016-000586
Method of Reinforcing Clay Soil with Polyethelyne
Terephthalate
October 2016
Registration Number 2-2016-000605
Compaction Mold for Unconfined Compression Test Samples
September 2016
Registration Number 2-2016-000611
Method of Compacting Soil Samples Using the Mold for
Unconfined Compression Test
September 2016
Registration Number 2-2016-000613
Research Presentation
Post-Consumer Polyethylene Terephthalate (PET): An Alternative Soil Reinforcement for Clay Soils
September 2014
CHMSC Research In-House Review for Faculty
BSCE Program Chairperson
Educational Background
Master of Engineering Major in Civil Engineering
March 2013
Western Institute of Technology, Iloilo City
Bachelor of Science in Civil Engineering
March 2005
West Negros College, Bacolod City
Cultural Awardee
1st Runner Up 23rd National Civil Engineering Students Quiz (NCESQ) Regional Elimination October 23, 2004
Professional License/Eligibility
Civil Engineer Licensure Examination (RA 1080)
November 2005 – Rating of 83.65%
PRC License No. 103821 issued on December 9, 2005
Work Experience
BSCE Program Chairperson
Carlos Hilado Memorial State University
August 2021 – present
Lead Auditor (Internal Audit)
Carlos Hilado Memorial State University
September 2018 – August 2022
Faculty
Carlos Hilado Memorial State University
November 2008 – present
Work Experience
Site Engineer
Homeworld Construction Corporation
October 1998 – March 2006
June 2008 – September 2008
Assistant Principal
Foothills Christian School
June 2006 – March 2007
Math and Science Teacher
Foothills Christian School
June 2005 – March 2007
The offering of the Bachelor of Science in Civil Engineering (BSCE) was approved by the Board of Trustees of Carlos Hilado Memorial State College in 1995 as per BOT Resolution No. 5, Series of 1995. However, the College preferred not to immediately offer the BSCE program because the needed books and laboratory equipment for the program had to be procured first. It was first offered in School Year 2003 – 2004 with only two sections.
The BSCE program was awarded Level II Re-accredited by the Accrediting Agency of Chartered Colleges and Universities in the Philippines (AACCUP) effective September 16, 2018, until September 15, 2022.
The BSCE program was granted the Certificate of Program Compliance (COPC) No. 095, Series of 2021 by the Commission on Higher Education (CHED) last October 29, 2021.
The average enrolment in the BSCE program for AY 2021 - 2022 is 513.
PROGRAM DESCRIPTION
The Bachelor of Science in Civil Engineering (BSCE) program of Carlos Hilado Memorial State University is designed to prepare graduates for possible civil engineering works in bridges, buildings, dams, airports and hangars, ports and harbors, highways and railways, tunnels, river and shore improvements, lighthouses, drydocks, irrigations, flood protection, drainage, water supply, and towers.
Among the five civil engineering specializations, CHMSU’s BSCE program offers only the Structural Engineering specialization.
THE BSCE CURRICULUM
The BSCE Curriculum effective AY 2021-2022 conforms with CHED Memorandum Order No. 92, Series of 2017, otherwise known as the ‘Policies, Standards and Guidelines for the Bachelor of Science in Civil Engineering (BSCE) Program Effective AY 2021-2022’.
It has a total of 183 credit units, comprising:
50 units of General Education Courses, and
133 units of technical courses.
A. WELL-DEFINED OBJECTIVES
The CHMSU Vision
"A leading GREEN (Good Governance, Research-Oriented, Extension-Driven,
Education for Sustainable Development, and Nation-Building) institution
of higher learning in the global community by 2030."
The CHMSU Mission
"We are a GREEN university committed to empower learners through
academic excellence, relevant research, active community engagement,
and good governance to build a just and sustainable world."
The Vision and Mission statements of the newly converted Carlos Hilado Memorial State University were formulated during the "Crafting of 5-Year Development Plan 2023-2027 Workshop" held on April 5 - 6, 2022 at Nature's Village Resort, Talisay City.
This strategic planning activity was attended by administrators and middle managers of this state institution.
This is the goal of the Civil Engineering Department then when the BSCE program was still under the College of Industrial Technology. This was approved by CHMSC Board of Trustees per BOT Resolution No. 78, Series of 2018.
The College of Engineering adopted this goal when it was created in October 2019.
The Program Educational Objectives (PEO) are statements that describe the expected accomplishments of graduates three to five years after graduation.
The PEO of the Bachelor of Science in Civil Engineering (BSCE) Program of Carlos Hilado Memorial State College was formulated during the Seminar-Workshop for Outcomes-Based Education (OBE) in Civil Engineering held at the Audio-Visual Room of Talisay Campus on June 28, 2016.
It was approved per BOT Resolution No. 78, Series of 2018.
The Program Objectives (PO) are statements that describe the expected outcomes in students by the time of graduation.
The first set of Program Objectives of the Bachelor of Science in Civil Engineering (BSCE) Program of Carlos Hilado Memorial State College was approved by the Board of Trustees per BOT Resolution No. 24, Series of 2014. However, CHED had issued CMO 92, Series of 2017 for the BSCE program in 2017 which resulted to the revision of the Program Objectives to conform with this new CMO. Meetings were conducted to review and revise the POs last January 30, 2018 and June 26, 2018.
The new set of Program Objectives (or Outcomes) was approved per BOT Resolution No. 78, Series of 2018.
Minutes of Meetings
BOT Resolution No. 78, S. 2018
Posting of PEO & PO
Sample Course Syllabi with Program Objectives
B. ADEQUATE AND RELEVANT PROJECTS/
ACTIVITIES TO ACHIEVE OBJECTIVES
The Review of the Curriculum is undertaken when there are new CHED Memorandum Order (CMO) issuances, DOST and other agency issuance that concerns curriculum, demands of industry/community, alignment to new VMGO and new educational paradigms.
THE PROCESS OF REVISING THE BSCE CURRICULUM EFFECTIVE AY 2021-2022
Review of the BSCE Curriculum was undertaken last November 20, 2020 with the participation of BSCE faculty. A decision was made to revise the existing BSCE Curriculum in consideration of the AACCUP recommendation to adhere to the prescribed faculty-student ratio and also because of the faculty feedbacks regarding the curriculum which was implemented since AY 2018-2019, with the four-year program of study only.
The proposed revision had a total of 200 credit units, with 29 units over the 171 minimum credit units of CMO 92, S. 2017. This proposal was presented and deliberated during the virtual Local Academic Council Meeting of the College of Engineering last April 28, 2021. With the endorsement of the Local Academic Council per Resolution No. 3, Series of 2021, the same proposal was presented, deliberated and approved during the Academic Council Meeting last June 29, 2021.
However, when the proposed BSCE curriculum was submitted to CHED for their endorsement, the latter directed the College to comply with the maximum 12-unit excess. The faculty then had an emergency meeting to reduce the number of units to comply with CHED directive. As a result of the meeting, the newly revised BSCE curriculum was reduced to 183 credit units, and was then transmitted back to CHED for endorsement.
The BSCE Curriculum Effective AY 2021 - 2022, along with other programs, was approved by the CHMSC Board of Trustees per BOT Resolution No. 48, Series of 2021.
For the implementation of outcomes-based education (OBE) in the BSCE program, the College of Engineering conducted a virtual workshop on curriculum mapping last August 24, 2021.
In this workshop, the following processes were undertaken:
1. Identification of performance indicators for each program objective/outcome.
2. Identification of courses where the performance indicators (PIs) are expected to be demonstrated and assigning these courses as demonstrative courses.
3. Identification of prerequisite courses and assigning these as either enabling or introductory courses.
The linking of the PI to courses and the resulting curriculum map are shown in the attached documents.
The new BSCE Curriculum Map was implemented effective AY 2021-2022.
The course syllabus is a document that communicates information regarding the description of the course, course outcomes, relationship of the course outcomes to the program outcomes, course requirements, grading system, learning plan, goals and objectives, assessment techniques, learning outcomes, library/online resources, and class policies. The syllabus serves as a plan or a guide in delivering the course that will provide quality learning. The Curriculum, Instructional Materials and Development (CIMD) specifies the following contents in the design of the course syllabus:
Preliminary Parts (Course Code, Course Title, Credit Units, Number of Hours per Week, Pre-requisite/s and Program)
Vision and Mission of the Institution and Goal of the College
Program Educational Objectives (PEO)
Program Outcomes (PO)
Relationship of the Program Outcomes to the Program Educational Objectives
Course Description
Course Outcomes
Curricular Map (Relationship of the Course Outcomes to the Program Outcomes)
Course Requirements
Grading System
Course Learning Plan which includes the Topics and the Course Outcomes addressed by the topics, Teaching-Learning Activities (TLA), Instructional Materials (IM), Assessment Type and Assessment Tools.
Class policies
References
Author of the Syllabi, CRRS Committee and the Dean
Revision Number, Revision Date and Date of Effectivity.
In designing the syllabus, course outcomes are crafted in such a way that these outcomes will enable the students to exhibit higher-order skills and competencies expected of the course. Moreover, the crafting of the course outcomes is based in the curriculum map of the Program. The topics however, are based on the on applicable CHED Memorandum. As is the case of the 2021 curriculum, the topics are based on the minimum topics required by CMO 92, s. 2017, however, the faculty designing the syllabus is free to add topics if deemed necessary. The identified topics must be aligned with the course outcomes. Time allotment for covering the topic is decided by the faculty. In addressing the course outcomes, suggested teaching-learning activities and pedagogies are identified for each topic in order to address the attainment of the course outcome. Once the teaching-learning activities (TLA) are identified, recommended instructional materials are listed to support the instruction. Lasty, assessment types with necessary tools are planned with reference to the course requirement and ensuring that course outcomes are demonstrated in the assessments. Thus in designing the syllabus there should be alignment of the the program outcomes course outcomes, topics, teaching-learning activities, instructional materials, assessment type and tools. References may range from printed and electronic textbooks, journals, online materials, online videos and other reliable sources of information.
The purpose of the review which may result to revision is to ensure that (a) the content of the syllabus is correct and (b) that there is constructive alignment between the course outcomes, topics, teaching-learning activities and assessments. This review may be applied to existing syllabus for possible need of revision and to the new syllabus. The review is done before the start of the semester.
The Committee on the Review and Revision of the Syllabus (CRRS) is tasked to conduct the review. The committee is chaired by the BSCE Program Chair with at least two (2) regular faculty as CRRS members. The committee has the authority to gives recommendations for possible improvements and to endorse the reviewed syllabus to the Dean for approval. Currently, the CRRS is composed of Engr. Michael D. Forton as CRRS Chair; Engr. Apolonio D. Casibua and Engr. Kaj Neil E. Ta-ala as CRRS members.
The process involved in the review of the syllabus are as follows:
The Program Chair will convene with the faculty and creates the committee for the review of the syllabi.
Faculty shall submit their syllabus (existing or new syllabus) for review.
The CRRS shall then evaluate the syllabus based on the criteria.
If there is no finding or recommendation, the CRRS Chair will endorse the reviewed syllabus to the Dean for approval. However, if there are findings or recommendation, the CRRS committee shall inform or return to the faculty author of the syllabi, to take necessary actions. The faculty then resubmit the improved syllabi and the CRRS Committee shall then re-evaluate the syllabi, and if found compliant with the guidelines and recommendations, such syllabi shall then be endorsed for approval of the Dean.
As part of ensuring the quality of examination questionnaires that are given to the students, faculty members, when constructing the questionnaires is guided by the approved guideline in the preparation of examination and a review of such are being implemented.
The following are the guidelines in the preparation term examination:
A. TABLE OF SPECIFICATIONS GUIDELINES
Follow the prescribed format for table of specifications (TOS). The document
control number is DEANS-TAL-F.18, Rev.0, effective August 5, 2019.
Table of Specification (TOS) shall contain all prescribed topics for the term as
reflected in the course syllabus.
Distribution of points per topic shall be proportionate to the number of
hours apportioned to that topic as reflected in the course syllabus.
To categorize test items, refer to the Revised Bloom’s Taxonomy of
Educational Objectives.
B. TERM EXAMINATION QUESTIONNAIRES GUIDELINES
Follow the prescribed format for term exam questionnaire.
The examination questionnaire shall contain appropriate test type/s depending
on the course outcomes; test items of which shall require higher order thinking
skills. However, items must be constructed with varying levels of difficulty
(easy, moderate, and hard).
For computational courses, test items pertaining to principles and theories shall
be included.
Principles and guidelines on test construction shall be observed.
Provide clear and complete instructions such as where to write, what to write,
how to write, point system, file format of sheets (docs, pdf, jpeg if applicable), etc.
The questionnaire must be free from errors in grammar and mechanics in
writing (capitalization, punctuation, and spelling).
C. TERM EXAMINATION ANSWER KEY GUIDELINES
Provide only the correct answer corresponding to each item in the exam.
The review and approval of term examination is done by the Program Chair in accordance with the approved procedure as stipulated in PC-TAL-WI.02 (Work Instruction on the Review of Examination Questionnaire) and the set criteria . The required documents from the faculty for such review are the exam questionnaire, the table of specifications (TOS) and the course syllabus.
The criteria for the review of exam questionnaire are as follows:
Is submitted on or before the deadline.
Uses the prescribed format of the College.
Is submitted with Table of Specification (TOS) containing the prescribed topics in the course syllabus.
Contains test formats/types appropriate for the course and program.
Observes the principles/guidelines in test construction.
Contains items requiring higher order thinking skills.
Provides clear and complete instructions. (where to write, how to write and point system)
Is free from spelling, grammatical errors, and other mechanics in writing.
The process of the review are as follows:
1. The faculty submits the examination questionnaire and the TOS.
2. The Program Chair shall then review the examination questionnaire, TOS with reference to the syllabus and the review criteria.
3. If there are no findings or recommendations, the Program Chair will approve the reviewed exam questionnaire and TOS, to be acknowledged by the faculty concerned and shall then be endorsed to the Dean, together with the acknowledged review form, for reproduction. However, if there are findings or recommendations, the Program Chair shall inform the faculty about the findings and recommendation, have it acknowledged by the faculty. The faculty, will take necessary actions to address the findings and recommendations, then resubmit the improved exam questionnaire and TOS for re-evaluation, and if found compliant with the guidelines and recommendations, the Program Chair will approve the reviewed exam questionnaire and TOS, to be acknowledged by the faculty concerned and shall then be endorsed to the Dean, together with the acknowledged review form, for reproduction.
In CHMSU system, formative assessments are used to give students a sort of preparations and a "check" on their learning, and are designed to be able the student achieve/demonstrate the course outcomes . These assessments varies from quizzes, assignments, seatwork, laboratory works, design plates, presentations or reporting, simple programming (using spread sheets), to some extent, class participation, recitation or board work. Though "formative" in nature, outputs from these assessments are graded. The assessments are avenue where students will be able to demonstrate the course outcomes intended for each course.
As stipulated in one of the outcomes for the BSCE Program where students should be able to design and conduct experiments, and use techniques and modern engineering tools, the institution provides opportunities where they can perform necessary laboratory activities. The laboratories provided by the institution are Computer Laboratory, Soil Mechanics Laboratory, Materials Testing Laboratory, Hydraulics Laboratory, Surveying Laboratory, Chemistry Laboratory and Physics Laboratory. Reports from these activities are also required to be submitted. Students are also given the opportunity to work in teams, practice their leadership skills and time management.
Civil Engineering is greatly involved in design of structures - its components and systems. In CHMSU BSCE Programs students are trained in order for them to be able to:
1. Design a system, component, or process to meet desired needs within realistic constraints, in accordance with standards. Students enrolled in courses such as Building Systems Designs, Steel Design, Concrete Design, Earthquake Engineering are required to design a building that will meet design criteria, requirements, applicable codes, and incorporate environmental and economic constraints.
2. Prepare technical reports, structural analysis and designs and technical drawings. Students are trained and required to prepare technical documents needed for civil engineering projects.
3. Use techniques, skills, and modern engineering software. necessary for civil engineering practice. In order to aid students in the design, computer software are used such as AutoCAD and Sketch Up to prepare the drawings and MIDAS Family Software is used for structural analysis and design. Nevertheless, students are still trained to produce this documents manually.
4. Understand the impact of of their design.
Student presentation/reporting is an avenue where students can practice and demonstrate:
1. Functioning in multi-cultural teams. Since students are grouped together to prepare the presentations, distribute topics assigned, discuss and design the presentations. Being a team player is an important trait a civil engineer must possess.
2. Effective Communication. All members of the reporting group are given a time to deliver their report. As part of the rating scheme, students are being challenged to communicate their report effectively. Aside from oral reporting, students are also required to prepare materials such as handouts and presentations. These materials are prepared, organized and designed to aid in the effective delivery of the report. The faculty, improves the reports of the students by asking questions, clarify unclear ideas and adds relevant information related to the topics.
3. Self-directed Learning. Students get to study the topics they are reporting. By doing such students reporters are able to, among others and may depend course-to-course, (a) know contemporary issues related to the topics; (b) learn engineering and management principles; (c) identify, know engineering problems and may learn possible solutions to such problems; (d) realize the need for further study and research and (e) Evaluate the impact of civil current engineering solutions in a global, economic, environmental, and societal context.
The On-the-Job Training (OJT) is a course requirement in the BS Civil Engineering Program. This training program aims to provide engineering students with opportunities to apply theories, principles, and skills learned from formal education in an actual work setting. Through this training, the students shall be exposed to the realities of work that shall develop their skills and attitudes. Furthermore, the experiences that they gain in career positions shall guide them in making future career choices. The student trainees shall complete two hundred forty (240) hours of training.
As one of the requirements for graduation in the BS Civil Engineering Program, students are required conduct related academic researches or capstone projects. The students are grouped and a faculty adviser serves as their guide. Outputs are submitted in hardcopies and hardbound.
Academic consultation is provided to students whenever they need help with their lessons, assignments, projects, researches and with other queries and concerns. All faculty members have allotted schedule where they can give consultation services.
C. SYSTEMATIC AND EFFECTIVE
PROCEDURES
The Student Handbook provides information regarding student's involvement in the curricular, co-curricular and extra-curricular activities of the school. It serves as a resource document of the policies, rules and guidelines of the school for any courses of action and decisions concerning students.
This WP establishes the process in assigning the teaching load of the faculty. As outlined in the procedure, it is the program chairperson who initially assigns the teaching loads of faculty. The dean checks that these load assignments are in compliance with established guidelines and CMOS.
In the case of the BSCE program, the Dean ensures that both CMO 86, S. 2017 (Policies, Standards and Guidelines for Requirements Common to all Bachelor of Science in Engineering and Bachelor of Engineering Technology Programs) and CMO 92, S. 2017 (Policies, Standards and Guidelines for the Bachelor of Science in Civil Engineering Program Effective AY 2018-2019) are complied.
The above CMOs contain the following guidelines for teaching assignment:
All full-time faculty members handling professional and basic engineering courses must have their appropriate graduate degrees and industry experience.
Faculty members teaching professional courses must be registered engineers with valid licenses.
The teaching assignment of each faculty member shall be limited to the area specialization, as evidenced by specific training and field experience.
The maximum number of academic preparation shall be not more than four (4) different course offerings per semester.
The maximum academic workload of faculty shall preferably be 30 units per semester.
This WP establishes the process of monitoring and approval of the course syllabi.
The faculty upon notification of their teaching assignments for the Semester, prepares their course syllabus and submits the same to the Program Chair at least a week before the opening of classes. Then the Committee on Review and Revision of Syllabi (CRRS), headed by the Program Chair, convenes to review and evaluate the submitted syllabi based on the set criteria.
If there are no findings or recommendations, the CRRS Chair will endorse the reviewed syllabus to the Dean for approval. However, if there are findings or recommendation, the CRRS committee shall return to the faculty author of the syllabus to take necessary actions on the recommendations. The faculty then resubmits the improved syllabus to the CRRS for re-evaluation. If found compliant with the recommendations, such syllabus shall then be endorsed for approval of the Dean.
This WP establishes the process in evaluating faculty teaching performance by the students.
The instrument used in the evaluation is based on the National Budget Circular (NBC) No. 461 instrument for evaluating teaching effectiveness. In addition, a section on professionalism is used.
Before the COVID-19 pandemic, the evaluation is scheduled by the Dean and administered in their classes. However during the pandemic when all classes were conducted online, the students' evaluation of teaching performance was also conducted online. A Google form for this purpose was prepared and the link were given to students.
This WP establishes the process in the review, revision and endorsement of the Curriculum for approval.
The Review of the Curriculum is undertaken when there are new CHED Memorandum Order (CMO) issuances, DOST and other agency issuance that concerns curriculum, demands of industry/community, alignment to new VMGO and new educational paradigms.
When there is a need to revise the curriculum, the following steps are undertaken:
Drafting of the proposal
Local Academic Council review and endorsement
Review for finalization by the Institutional Curriculum Committee
Presentation of the proposed curriculum to the Academic Council
Presentation to the Administrative Council
Submission to CHED for endorsement
Submission to Board of Trustees (or Regents) for approval
This WP establishes the process of clearing students of accountabilities and property responsibility for the semester.
The Dean ensures that the student is free from accountabilities and responsibilities before signing the clearance.
This WP establishes the process of facilitating the need of students to enroll a course that is not offered in a given regular semester.
This WI establishes the process in the conduct of classroom observation.
The faculty is evaluated based on the following criteria:
Lesson
whether the coverage of the lesson is adherent to course contents as indicated in the course syllabus;
whether there is congruence between objectives and teaching procedure;
whether the lesson is presented in logical sequence.
Content
whether the teacher demonstrates in-depth knowledge of the subject matter;
whether the table is able to relate lesson to actual life situations;
whether the teacher is abreast with new ideas and developments in the field;
whether the teacher gives sufficient and concrete examples to create meaningful learning experiences;
Teaching Methods
whether the methods used are suited to the needs and capabilities of the students;
whether the teacher is creative to adapt his method to the students' capabilities;
whether the teacher uses appropriate media to illustrate and facilitate lesson presentation.
Classroom Management
whether the teacher recognizes appropriate behavior through praise and reward;
whether order and discipline is observed in the learning environment;
whether the teacher checks the presence or attention of the students from time to time.
Questioning skills
whether the teacher's questioning skills stimulate discussion in different ways, such as: probing for learner's understanding; helping students articulate their ideas and thinking process; facilitating factual recall; encouraging convergent and divergent thinking; stimulating curiosity; and helping students to ask questions.
The numerical rating scale used is 1 to 5, with one as poor and 5 as outstanding.
This WI establishes the process in reviewing examination questionnaires and table of specifications (TOS).
To ensure the quality of examination questionnaires, faculty members are guided by the approved guidelines in the preparation of examination. These examination questionnaires, together with TOS and answer key, are submitted for review and approval prior to the conduct of the examinations.
The following guidelines must be followed:
A. For Table of Specifications (TOS)
Follow the prescribed format for table of specifications (TOS). The document control number is DEANS-TAL-F.18, Rev.0, effective August 5, 2019.
Table of Specification (TOS) shall contain all prescribed topics for the term as reflected in the course syllabus.
Distribution of points per topic shall be proportionate to the number of hours allotted to that topic as reflected in the course syllabus.
To categorize test items, refer to the Revised Bloom’s Taxonomy of Educational Objectives.
B. For Examination Questionnaire and Answer Key
Follow the prescribed format for term exam questionnaire.
The examination questionnaire shall contain appropriate test type/s depending on the course outcomes; test items shall require higher-order thinking skills. However, items must be constructed with varying levels of difficulty (easy, moderate, and hard).
For computational courses, test items pertaining to principles and theories shall be included.
Principles and guidelines on test construction shall be observed.
Provide clear and complete instructions such as where to write, what to write, how to write, point system, file format of sheets (for online administration).
The questionnaire must be free from errors in grammar and mechanics in writing (capitalization, punctuation, and spelling).
In the answer key, provide only the correct answer for each item in the examination.
The criteria for the review of exam questionnaire are as follows:
Is submitted on or before the deadline.
Uses the prescribed format of the College.
Is submitted with Table of Specification (TOS) containing the prescribed topics in the course syllabus.
Contains test formats/types appropriate for the course and program.
Observes the principles/guidelines in test construction.
Contains items requiring higher order thinking skills.
Provides clear and complete instructions. (where to write, how to write and point system)
Is free from spelling, grammatical errors, and other mechanics in writing.
This WI establishes the process in screening applicants and transferees for the undergraduate programs.
In the midst of the pandemic, the screening processes for the BS Civil Engineering (BSCE) program for the three (3) academic years were different.
For AY 2020-2021, high school graduates or transferees who obtained a stanine score five (5) or better were qualified to apply for admission to the BSCE program. Copy of the entrance exam result and high school report card or transcript of records were submitted through any of the specified channels. The applicants were then ranked according the following screening criteria: College Entrance Exam (60%), HS General Average or General Weighted Average for transferees (40%), and Plus Factor on Fitness for Engineering Education based on HS track/strand (0 or 2). The BSCE program was able to admit only 119 applicants when some qualifiers did not enroll.
For AY 2021-2022, some applicants took the entrance examination while some were not able to take the exam because entrance examination was suspended due to the increasing COVID-19 cases in the province. With this situation, the College proposes two (2) different screening criteria. For those who have examination result, the screening and admission guidelines set by the VPAA was followed. For applicants who were not able to take the entrance examination, they were ranked according to four (4) criteria: Senior HS Grade 12 General Average (50%), Senior HS Grade 11 General Average (10%), Senior HS Average in selected Core Subjects (30%), and Fitness for Engineering Education (10%). Out of the 120 slots, 80 slots were allotted for those who have exam result, while only 40 slots were allotted for those who were not able to take the entrance exam.
For AY 2022-2023, only applicants from Senior HS or transferees that have a General Weight Average (GWA) of 90 were accepted for screening. They were then ranked according to their GWA and Fitness for Engineering Education (based on track/strand or previous degree program for transferees). The top 500 applicants were subjected to virtual pre-interview testing and interview process. In the pre-interview, they were given two (2) tests: Reading and Comprehension Test and Engineering Mathematics Preparedness Test. Also in the pre-interview, an online survey was conducted to determine 1st generation students among the applicants.
Applicants who had undergone the pre-interview tests and the interview process were then ranked according to these criteria: GWA (60%), Interview with integrated scores from pre-interview testing (30%), and Fitness for engineering education (10%). One hundred slots were allotted to non-1st- generation students and 20 slot for 1st-generation students.
This WI establishes the process in evaluating and updating students' academic records.
This academic process is done prior to every enrolment. The updated students' academic records aid the Program Chairperson and Dean in approving academic loads or courses in the loading slip that students wish to enroll.
This WI establishes the process that must be followed in the review of the curriculum.
The Review of the Curriculum is undertaken when there are new CHED Memorandum Order (CMO) issuances, DOST and other agency issuance that concerns curriculum, demands of industry/community, alignment to new VMGO and new educational paradigms.
This WI establishes the process in assigning teaching loads to faculty in the undergraduate programs.
In the BS Civil Engineering (BSCE) program, the Dean and the Program Chairperson ensure that both CMO 86, S. 2017 (PSG for Requirements Common to all Bachelor of Science in Engineering and Bachelor of Engineering Technology Programs) and CMO 92, S. 2017 (PSG for the Bachelor of Science in Civil Engineering Program Effective AY 2018-2019) are complied.
Based on the above CMOs, the assignment of teaching load must adhere to the following guidelines:
All full-time faculty members handling professional and basic engineering courses must have their appropriate graduate degrees and industry experience.
Faculty members teaching professional courses must be registered engineers with valid licenses.
The teaching assignment of each faculty member shall be limited to the area specialization, as evidenced by specific training and field experience.
The maximum number of academic preparation shall be not more than four (4) different course offerings per semester.
The maximum academic workload of faculty shall preferably be 30 units per semester.
This WI establishes the process involved in the review and revision of syllabi.
The process involved in the review of the syllabus are as follows:
The Program Chair will convene with the faculty and creates the committee for the review of the syllabi.
Faculty shall submit their syllabus (existing or new syllabus) for review.
The CRRS shall then evaluate the syllabus based on the criteria.
If there is no findings or recommendation, the CRRS Chair will endorse the reviewed syllabus to the Dean for approval. However, if there are findings or recommendation, the CRRS committee shall inform or return to the faculty author of the syllabi, to take necessary actions. The faculty then resubmit the improved syllabi and the CRRS Committee shall then re-evaluate the syllabi, and if found compliant with the guidelines and recommendations, such syllabi shall then be endorsed for approval of the Dean.
This work instruction establishes the process in reviewing instructional materials prepared by faculty.
However, there was a memorandum in September 2021 from the Curriculum and Instructional Materials Development (CIMD) Office to utilize unreviewed instructional materials due to time constraints.
In the BSCE program, all classes are conducted online and synchronous. There was really no need for modules, mostly digital visual aids or PowerPoint presentations were utilized in classes.
For students with stable internet connection, full online delivery (either synchronous or asynchronous);
For students with limited internet access, a combination of online and offline modular delivery; and
For students with no internet access, full offline modular delivery
Also, carousel scheduling scheme was employed wherein courses were scheduled in 3 group of courses:
Courses scheduled for the first 6 weeks of classes;
Courses scheduled for week 7 to week 18; and
Courses scheduled for the entire semester (week 1 to week 18).
Finally, a flexible weighting scheme was employed for formative assessments.
For the 2nd Semester of AY 2020-2021, the program continued with the flexible learning scheme. However, the flexible grading system was replaced by the old system due to feedbacks from teachers. Also, the offline modular delivery was suspended because students opted for the online delivery.
Effective AY 2021 - 2022, all classes in the BSCE program were conducted online and synchronous.
D. REASONABLE BUDGET
The University provides a reasonable budget for the Bachelor of Science in Civil Engineering program since it was established in 2003 under the College of Industrial Technology. The budget requirement of the program has been incorporated into the College of Industrial Technology budget until 2019.
In the fiscal year 2020, the University allocates a total budget of Php 5, 012, 825.95 for the newly established College of Engineering. The program expenses exceeded 64.52% of its allocated funding to support its instructional delivery and purchase of state-of-the-art laboratory equipment.
In the middle of the pandemic, the fiscal year 2021 was challenging for the College of Engineering to secure the Certificate of Program Compliance (COPC) for the Bachelor of Science in Civil Engineering. The University allocates the total budget of Php 15, 967,929.26 to support its instructional requirement and purchase technical and scientific equipment for laboratory courses. This budget includes the Institutional Grant of Php 10,000,000.00 of the Commission on Higher Education (CHED).
This fiscal year 2022, the University allocation for the College of Engineering is Php 6,087,000.00 to support its quality instructional delivery, operation, and ICT equipment.
The total amount of Php 27,067,755.18 allocated by the University budget from both GAA and income for the College of Engineering for the past two years and the current year indicates that the University provides reasonable funding for the BSCE program.
Budget for FY 2020, 2021, and 2022
E. PROVISION OF MATERIALS AND OTHER
RESOURCES
THE FACULTY
There are a total of fourteen (15) faculty in the Bachelor of Science in Civil Engineering (BSCE) program of Carlos Hilado Memorial State College; eight (8) of which are permanent faculty and seven (7) are part-time faculty. Four (4) faculty have doctorate degrees, and the eleven (11) have master's degree. All are registered engineers with valid PRC licenses. They also have relevant field/industry experiences.
Credentials of Permanent Faculty
THE LABORATORY ASSISTANT
The College of Engineering has one (1) laboratory assistant who takes care of laboratory concerns. The laboratory assistant is a registered Civil Engineer with trainings on the use/operation of laboratory equipment and apparatus.
Laboratory Assistant Documents
Instructional materials act as a tool to facilitate the teaching and learning processes. For the Bachelor of Science in Civil Engineering program of CHMSU, a variety of instructional materials are utilized for the effective delivery of instruction.
COURSE SYLLABI
The course syllabus is a document that communicates information regarding the description of the course, course requirements, grading system, learning plan, assessment techniques, library/online resources, and class policies. It also contains the vision and mission statements of the institution. It also provides the link of the program objectives or outcomes to long-term program educational objectives. Also, the syllabi show the relationship of the course outcomes to the program outcomes.
The faculty uses the course syllabi as their guide in the classroom. They must ensure that the course content are covered for the semester.
DIGITAL MEDIA TEACHING AIDS
When the delivery of instruction shifted from the traditional classroom instruction to off-campus distance learning due to the pandemic, faculty were constrained to use digital media teaching aids.
Digital media teaching aids are instructional materials in electronic format. These teaching materials use computer and Internet to aid instruction. Most of these digital media teaching aids are downloadable and can used by students while they study offline.
These instructional materials can be in the form of
Electronic handouts,
PowerPoint presentations,
Narrated presentations or lecture recordings
Video clips to provide examples of concepts
Video recordings of instructors
Learner-created video materials or presentations
PRINTED AND ELECTRONIC TEXTBOOKS
Textbooks are considered as reliable tools in providing information that supports and enhances students’ understanding of concepts and principles.
For each undergraduate and graduate program offering, the library provides at least five (5) relevant book titles for each major subject published within the last five (5) years, in combination of print and purchased electronic formats. However, there are subjects/courses that do not have current editions of books, but the library continuously search for new editions that may out for circulation.
Also, the library has subscription to electronic resources such as e-journals, e-magazines, e-books, and e-databases (computer software) that can be accessed onsite and online. These resources are great support and supplemental to the printed resources of the library, especially now that there is a shift on the mode of teaching-learning approach. Presently, the library is actively subscribing to Philippine E-journals, ProQuest, and IGI Infosci Journals. Also, there is a subscribed e-book with perpetual model from IG Publishing. Electronic databases like Grammarly, NVivo, Destiny Library Manager, Attendance Monitoring System software.
Based on the summary and matrix of collection for the BSCE program, it is inferred that CHMSU library provides sufficient resources that are aligned to the curricular offering and unique information needs of faculty and students.
LABORATORY EQUIPMENT, APPARATUS AND TOOLS
The College of Engineering is committed to continuously acquire and update laboratory equipment, apparatus and tools for the hands-on learning experiences of students.
There are four (4) professional laboratories for the Bachelor of Science in Civil Engineering: Surveying Laboratory, Soil Mechanics Laboratory, Materials Testing Laboratory, and Hydraulics Laboratory. Each of these laboratory is equipped with functional equipment, apparatus and tools.
The Surveying Laboratory is equipped with modern engineering tools, such as total stations and global positioning system (GPS) for use of faculty and students. Aside from this, the College had acquired a RoadEng Civil Engineer Software for computer-aided instruction.
The Soil Mechanics Laboratory is a home to the newly acquired equipment, such as triaxial testing equipment with complete setup, direct shear testing machine, bench oedometer for consolidation testing, multi-speed compression tester that has accessories for unconfined compression test and California bearing ratio (CBR) test. The College also has acquired a standard penetration test (SPT) set. These are just additions to the existing equipment and apparatus in the laboratory.
The Materials Testing Laboratory has a universal testing machine (UTM) that can perform a variety of tests. In addition, laboratory contains the newly-acquired Los Angeles (L.A.) abrasion machine, Marshall test accessories that can be used with multi-speed compression to perform Marshall testing.
The Hydraulics Laboratory houses the newly-acquired tilting flume with model dam and spillway, and water hammer testing set in addition to the existing hydraulic bench, flow measurement apparatus, metacentric height apparatus and weir set. The College had just recently conducted the procurement process for Reynolds apparatus, pipe network apparatus, hydrostatic pressure apparatus, and additional hydraulic bench and metacentric height apparatus.
LICENSED COMPUTER SOFTWARES
The College of Engineering has also acquired licensed computer softwares for its computer-aided instruction.
RoadEng Civil Engineer Software
The College had acquired one (1) educational license and network academic license for 100 units of the RoadEng Civil Engineer Software by Softree Technical Systems, Inc. This computer software is specifically intended for the CHED requirements on (1) determination of volumes with prismoidal correction using a computer software, and (2) preparation of mass diagram using a computer software in Fundamentals of Surveying.
The Software includes the following functions/modules:
Survey/Map Module: survey adjustments, working with GPS, and working with laser rangefinder;
Terrain module: basic mapping and drafting, working with images and maps, digital terrain modeling, working with traverse data;
Location module: horizontal alignment and basic curves, vertical alignment, mass haul diagram, alignment design and volume balancing, vertical curve detailing, materials and stripping templates, culverts labels, multi-plot outputs, composite surfaces, calculating as-built volumes, multiple horizontal alignments
Midas Structural Analysis and Design Software
The University purchased an academic license from Midas IT Philippines for the Integrated Design System for Buildings and General Structures (Midas), featuring an intuitive user interface, advanced analysis features, accurate and practical results, and design capabilities.
The University is one of the higher institutions in the country that uses MidasGen in instruction, especially in CASTAN 414- Computer–Aided Structural Analysis and DESTEL 403- Design of Steel Structures.
It enables students to prepare Structural Analysis and Design of reinforced concrete, steel, and steel-reinforced concrete building and non-building structures using state-of-the-art tools. Students can define the static and dynamic loading, model structural elements, use boundary conditions, perform structural analysis, define design codes, run the structural design, and optimize the design for the economy and safety.
Licenses
Midas Gen 2021
Midas Design+ 2021
Midas NGen
Midas Drawing
Training Certificates
LABORATORY MANUALS
A laboratory manual is an instructional material that plays a major role in defining the goals and procedures for laboratory activities. It serves as a primary reference for both teachers and students in performing laboratory tasks.
The BS Civil Engineering (BSCE) has one laboratory manual for each of the four (4) professional laboratory of the program. These are:
Surveying Laboratory Manual contains instructions for students' field exercises, such as:
Pacing,
Taping,
Determination of area of a rectilinear field by taping,
Differential leveling,
Profile leveling,
Open compass traverse,
Azimuth traverse,
Determining stadia interval factor,
Inclined stadia sights,
Stadia leveling,
Topographic survey of CHMSC field,
Azimuth by solar observation,
Hydrographic survey, and
Laying out a simple surve using a tape.
Soil Mechanics Laboratory Manual contains instructions for students' laboratory exercises, such as:
Soil sampling and preparation of soil sample,
Determination of particle size by sieve analysis,
Determination of moisture content of soils,
Determination of liquid limit of soil,
Determination of plastic limit and plasticity index,
Determination of specific gravity of soil,
Field density test,
Soil permeability test,
Compaction test,
Unconfined compression test,
California Bearing Ratio (CBR) determination,
Consolidation test,
Direct shear test,
Standard penetration test, and
Triaxial test
Materials Testing Laboratory Manual contains instructions for students' laboratory exercises, such as:
Reducing field sample of aggregates
Sieve analysis of coarse and fine aggregates,
Determination of specific gravity and water absorption of aggregates,
Determination of density of aggregates,
Determination of moisture content of aggregates,
Making and curing of concrete test specimens,
Determination of compressive strength of cylindrical concrete specimen,
Determination of setting time of hydraulic cement,
Determination of penetration of bituminous materials,
Determination of modulus of rupture of concrete beam,
Determination of tensile strength of concrete cylinder,
Determination of static bending of wood,
Determination of compressive strength of wood parallel to grain,
Determination of shear stress of wood parallel to grain,
Determination of moisture content of wood,
Determination of compressive strength of concrete hollow blocks,
Los Angeles abrasion test,
Marshall test of asphalt, and
Tensile test of steel bars
Hydraulics Laboratory Manual contains instructions for students' laboratory experiments, such as:
Determination of discharge using volumetric tank,
Discharge measurement of a rectangular weir,
Discharge measurement of a triangular weir,
Discharge measurement of a trapezoidal weir,
Discharge measurement,
Discharge measurement in an open channel,
Measurement of water hammer,
Measurement of hydraulic jump,
Determination of metacenter of a body,
Velocity measurement using the Pitot tube,
Determination of center of pressure in a gate,
Pipe network analysis using a computer software,
Demonstration of seepage
In addition to the above professional laboratory manuals, the College of Engineering has manuals for Chemistry for Engineers and Physics for Engineers (Volume 1 and 2).
The Chemistry for Engineers Laboratory Manual contains instructions for laboratory experiments in:
Calorimetry: Specific heat of metals by methods of mixtures,
Combustion of alcohol,
Corrosion of metals,
Chemistry for engineering materials,
Water: Its properties and purification,
Dissolved oxygen,
Something to fume about: Cigarette smoke
Nuclear reaction, binding energy and rate of decay, and
Crystal lattice and unit cells
The Physics for Engineers Laboratory Manual - Volume 1 contains experiments on the following topics:
Scientific measurement,
Graphical and analytical methods,
Rectilinear motion,
Projectile motion,
Torque: Demonstration balance
Newton's Second Law of Motion
Friction: Static and kinetic
Impact: Coefficient of restitution,
Mechanical advantage of simple machine,
Uniform circular motion
Rotational inertia
Density of solids and liquids
Vibrating air column pipes
The Physics for Engineers Laboratory Manual - Volume 2 contains experiments on the following topics:
Measuring temperature,
Heat and temperature,
Linear expansion,
Specific heat of metals by method of mixtures,
Heat of infusion of ice,
Heat vaporization of water,
Mechanical equivalent of heat,
Static electricity,
Magnetic fields and lines of force,
Batteries and bulbs,
Cells in series and in parallel,
Ohm's Law,
Resistors in series and in parallel,
Kirchhoff's Laws, and
Joule's Law
The learning facilities impact the overall university experience of students and faculty. It affects the health, behavior, and engagement of the students. Thus, adequate facilities make it easier for the university to deliver better education.
A. Science Laboratories
The University provides an adequate number of accessible science laboratories that house laboratory equipment to conduct meaningful demonstrations and experiments and maintain safety measures to protect students and faculty.
Chemistry and Physics laboratories on the Left Wing of Library Science and Academic Building (LSAB- Leff Wing) are utilized for the courses Chemistry for Engineers and Physics for Engineers of the BS Civil Engineering (BSCE) program. The Chemistry laboratory comprises a lecture and working area, a storage room with adequate chemical supplies, an emergency shower and eyewash area, safety signages, and a staff office.
B. Professional Laboratories
The Bachelor of Science in Civil Engineering (BSCE) program utilizes four (4) professional laboratories to support the laboratory and research needs of students and faculty.
The Surveying Laboratory is equipped with modern engineering tools, such as total stations and global positioning system (GPS) for use of faculty and students. Aside from this, the College had acquired a RoadEng Civil Engineer Software for computer-aided instruction.
The Soil Mechanics Laboratory is a home to the newly acquired equipment, such as triaxial testing equipment with complete setup, direct shear testing machine, bench oedometer for consolidation testing, multi-speed compression tester that has accessories for unconfined compression test and California bearing ratio (CBR) test. The College also has acquired a standard penetration test (SPT) set. These are just additions to the existing equipment and apparatus in the laboratory.
The Materials Testing Laboratory has a universal testing machine (UTM) that can perform a variety of tests. In addition, laboratory contains the newly-acquired Los Angeles (L.A.) abrasion machine, Marshall test accessories that can be used with multi-speed compression to perform Marshall testing.
The Hydraulics Laboratory houses the newly-acquired tilting flume with model dam and spillway, and water hammer testing set in addition to the existing hydraulic bench, flow measurement apparatus, metacentric height apparatus and weir set. The College had just recently conducted the procurement process for Reynolds apparatus, pipe network apparatus, hydrostatic pressure apparatus, and additional hydraulic bench and metacentric height apparatus.
C. Computer Laboratory, Internet Laboratory, and Drafting Room
The Computer Laboratory is located at the 3rd Floor of LSAB – Right Wing. The room is air-conditioned and equipped with thirty (30) well-maintained computer units and a high-speed internet connection.
The Internet Laboratory on the Ground Floor of LSAB- Right Wing has thirty computer units, each unit is connected with high –speed internet connection, and the room is equipped with 24-hour security CCTV camera.
The Drafting Room on the 3rd Floor of LSAB- Right Wing has a seating capacity of thirty students, each with a separate drafting table to work on during manual drawing works in ENDRAW 111 (Engineering Drawing).
D. Classrooms
The classroom is the main venue for instruction and student learning.
The Bachelor of Science in Civil Engineering (BSCE) is utilizing for classroom instruction Rooms 121, 122, 412 to 414 at LSAB Building, Rooms 203 and 204 at the 2nd Floor of Engineering & Technology Green Building (ETGB). Each room has a seating capacity of 40 with adequate lighting and ventilation system.
E. Library
The library at Talisay Campus is strategically located at the Library, Sciences and Academic Building (LSAB). The Audio-Visual Room is on the ground floor; the main library is on the second floor, while the AFLEx Spaces (Learning Common) is on the third floor. The site is accessible to all because it is situated in the main academic building of the university, where the majority of the classrooms, faculty rooms, and academic offices are located. The site is also besides the administration building.
The library has a total floor area of one thousand seven hundred two square meters (1,702 sq.m). Considering the 1.5 sq.m standard space allocation per student, the reading areas of 1,008 square meters can accommodate 672 students at a time which is 11.14% of the 6,030 population. Hence, the CHMSU Main Campus library complies with the space requirement stipulated in CHED Memorandum No. 22, Series of 2021 and AACCUP Instrument, which is to accommodate the 5% and 10% of the population in a setting, respectively. Moreover, the library has dedicated space for print, non-print, and electronic resources. Also, it has accessible facilities like the Reading Area, Discussion Room, Audio-visual room, Workstations, AFLEx Spaces (Learning Common), Technical Area, Alfresco (Lobby Area), Staff Lounge, Student Lounge, Stock Room, Music Room, Exhibit Area, and Comfort Rooms. Furthermore, LSAB is equipped with ramps and elevators for physically disabled library users. For future expansion, the construction of the five-story library building, one of the administration's priorities under the Capital Outlay, is anticipated.
A. Audi- Visual Room (AVR)
The Audio-Visual Room has a maximum seating capacity of 100 persons and is located on the Ground Floor of LSAB- Leftwing. This support facility is used for symposiums, training, and in-house reviews.
B. Canteen
The canteen is owned and managed by the Business Affairs Office and is the favorite place of the employee. The canteen provides clean, delicious, and nutritious foods for students, faculty, and university staff.
C. Gazebo and Study Benches
A gazebo is a place that students can use as a reading nook or an outdoor classroom. The place promotes camaraderie among students, discussion and exchanging of ideas, and socialization. The university has installed gazebo and study benches in front of the LSAB Building.
D. Gymnasium
Most of the student and faculty activities, such as cultural presentations and sports events, are performed at the University Gymnasium. It can accommodate one thousand persons and is furnished with adequate indoor lighting, sound system, ventilation, stage, basketball court, and comfort rooms.
E. Student Center
The student center is located beside the Gymnasium of the Main Campus. Houses the Office of the Director of the Student Affairs, Office of the Scholarship, Cultural Office, Dental Clinic, Medical Clinic, Sports Affairs Office, Physical Fitness, and the Offices of the various Student Organizations. It provided a strategic location for student assistance.
Student Center
Student Center
F. Multi-Purpose Hall
The multi-purpose hall is on the 3rd Floor of the ETGB Building, well ventilated and airconditioned, and has a total seating capacity of four hundred persons. Available service elevators are provided for a person with a disability and senior citizens. The place is ideal for University training, conferences & seminar, and other academic-related activities.
G. Open Field
Both academic and sports activities are performed in an open field ( Foot Ball Field) of the University. It is located fronting LSAB and Administration Building and beside the ETGB –East Wing. The open field can accommodate a standard size of a foot ball field and can cater for a local, regional and national games. The open field is designated as an evacuation area for emergency response in case of Earthquakes and fire.
Multi-Purpose Hall
Open Field
F. PARTICIPATION OF SIGNIFICANT NUMBER OF FACULTY
Faculty trainings, seminars, workshops and conferences are grouped into two categories: in-house/institutional and external.
A. IN-HOUSE TRAININGS, SEMINARS AND WORKSHOPS
In-house or institutional trainings, seminars and workshops are conducted to achieve various objectives:
Use/operation of laboratory equipment and software
Professional development
Instructional enhancement
Research and extension capability building and IP development
Enhancement of performance/delivery of functions/designations
Environment-related
Mental/psychological well-being
The training on the use and operation of laboratory equipment and software were organized by the College of Engineering specifically intended for training of faculty in the Bachelor of Science in Civil Engineering.
B. EXTERNAL TRAININGS, SEMINARS, WORKSHOPS, AND CONFERENCES
The faculty have also participated in external trainings, seminars, workshops, and conferences.
Upgrading of Yonson (Castellano)-Macasilao-Minapasok Road Phase II, Calatrava, Negros Occidental;
Construction of Murcia-Canlandog Provincial Road, Murcia, Negros Occidental;
Upgrading of Isabela-Cansalongon Provincial Road, Phase II, Isabela, Negros Occidental;
Construction of Narawis-Sibucao-Camalobalo Provincial Road, San Enrique, Negros Occidental; and
Upgrading of Tuyom-Camalandaan Provincial Road, Cauayan, Negros Occidental.
Extension activities of the Bachelor of Science in Civil Engineering (BSCE) program are:
Bottle-Net Life
Bottle-Net Life Jacket: A Lifeline from Floating Waste (Scaling up Project)
Enviro-Blocks as Soil Retaining Structure (Research-based extension project)
The Bottle-Net Life Jacket and Bottle-Net Life Jacket: A Lifeline from Floating Waste (Scaling Up project) are projects for Brgy. Zone 3, Talisay City. The project leader of these two projects is Engr. Rey A. Ramos, the extension coordinator of the College of Engineering.
The Enviro-Blocks are Soil Retaining Structure is a research-based extension project for Gervacio Elementary School in the Municipality of Murcia, Negros Occidental.
G. AWARDS OF DISTINCTION AND ACHIEVEMENT
AND GRANTS OF THE PROGRAM, BEST PRACTICES
Through the years, the BS Civil Engineering Program boasts itself in terms of the performance of its graduates in the Civil Engineers licensure exam (CELE). As shown in the graph, CHMSU BSCE has passing percentage way above the national passing percentage besting other colleges and universities here in Philippines.
During the November 2008 where the first batch of graduates of the Program took the licensure exam, all of the 8 examinees passed the exam giving a passing percentage of 100% for CHMSU. Moreover, two of the examinees placed in the Top 10 examinees - Engr. Jeshurun D. Severo in the 2nd Place having a rating of 98.95% and Engr. Janean P. Labaosas in the 4th Place having a rating of 97.55%
In the November 2009, 16 graduates makes up the second batch took the licensure exam and of the 16 examinees passed the exam giving a passing percentage of 100% which makes CHMSU recognized by the Professional Regulation Commission (PRC) and the Board of Civil Engineering as the 1st Place Top Performing School (with 10 or more examinees) in the country.
After the November 2009 examination the criteria for the Top Performing School was changed from a minimum of 10 examinees to a minimum of 50 examinees with at least 80% passing percentage, CHMSC did not make it to the Top Performing School until the November 2018.
In the November 2018 exam, 49 out 51 examinees passed giving a passing percentage of 96.08%.
CHMSC was recognized by the Professional Regulation Commission (PRC) and the Board of Civil Engineering as 2nd Place Top Performing School in the country. Additionally, Engr. Sherwin Y. Alipio was awarded for being in the Top 6 examinee with a rating of 94.65%.
In recognition for being the 2nd Place Top Performing School in the November 2018 CE Licensure Examination, the Philippine Institute of Civil Engineers, Inc., Negros Occidental Chapter awarded CHMSU a Plaque of Excellence given in the 19th day of December 2018 at Golden Royale, Goldenfields, Negros Occidental.
As the culture of excellence continues, just the following year CHMSU was awarded by the PRC and the Board of Civil Engineering as 1st Place Top Performing School in the November 2019 licensure examination where 49 out of 50 examinees successfully passed the licensure exam.
And in February 7, 2020 through the Pasidungog Award 2020 Program of the City of Talisay in connection with the city's 22nd Charter Anniversary Celebration, CHMSU Civil Engineering Program was awarded Special Citation in the Field of Academic Excellence.
In the November 2021 Civil Engineer Licensure Examination, 40 out of 41 (97.56%) passed the examination and one of the examinee, Engr. Sirgie Lowell A. Rufo ranked as Top 6 having a rating of 91.50%.
Other recognitions given to CHMSU in participating in the National Civil Engineering Students Quiz.
The Commission on Higher Education (CHED) through Commission en Banc Resolution No.: RO65-2019 (Annex A) approved the project titled "Improving the Teaching and Learning of Engineering an Technology Programs Through Upgrading of Facilities to Produce Graduates with Technical Skills and Competencies Aligned with the Requirements of Industry 4.0: Civil Engineering Professional Laboratories of Carlos Hilado Memorial State College" amounting to Php 10,000,000.00 for implementation by the University.
Best practices always equate to best results. The BSCE Program of CHMSU identifies the following as its best practices:
1. Functional Systems and Processes. As mentioned in the preceding sections, adhering to these processes ensures quality outputs. From screening of incoming first year students and transferees, evaluating students academic progress, assigning faculty workload, review and revision of syllabi, review of term examination ensuring topics per course are covered, review of instructional materials, monitoring of performance of faculty, classroom observation and visits. With the integration of ISO Accreditation, CHMSU's systems and processes are required to be efficient and effective.
2. Strict Implementation of the Curriculum and High Quality Instruction. Students deserve to learn what they should learn. Classes are conducted by faculty with the aim of covering all the topics included in the syllabus with in-depth discussion. Civil Engineering is quite a challenging course, and as expressed by the students, classes are conducted in asynchronous mode - meetings are conducted as per schedule.
3. Hiring Qualified, Competent, Dedicated and Committed Faculty. Faculty in the BSCE Program are at least Master's Degree holders and have sufficient experience in the industry and in the academe. Part-time faculty members are also qualified in terms of educational qualifications and are employed in various civil engineering field and in academe. An equally important factor in the success of the BSCE Program are the untiring dedication and commitment of the faculty to teach its students. Indeed, teaching is a noble profession that it really requires a sincere heart for the students. In the BSCE Program, it is not just the technicalities of the civil engineering profession are being but also good values. This claim can be verified by the student evaluation results.
4. Faculty Development. Faculty members is kept abreast and relevant by attending to seminars, trainings and workshop.
5. Sufficient Instructional Materials made by Faculty. Faculty members meticulously make instructional materials such as presentations, handouts and solution to sample problems for the students to read, study and review upon. Copy of these materials are given to students for free. This makes knowledge to be accessible to students.
6. Provision of Laboratory. To augment the learning of principles in engineering laboratories are provided with required laboratories containing standard and modern equipment and apparatus, licensed computer software (MIDAS Family software and RoadEng Civil Engineer Software) where they can manually perform experiments and activities to enhance their learning.
INTERNET CONNECTIVITY RESOURCES
The Talisay Campus is provided with 400 Mbps bandwidth allocation, 300 Mpbs of which is provided by PLDT and the remaining 100 Mbps from Globe Telecom.
In addition, faculty are provided with laptop and pocket wifi that they can use for their online class. Also, every regular faculty is provided with an internet connectivity allowance of Php 500.00 using the internet service provider they prefer.
LEARNING MANAGEMENT SYSTEM (LMS)
In its effort to provide the best learning experiences to student, the University has acquired a one-year subscription of NEO Learning Management System (LMS) by CypherLearning. The NEO LMS is an all-in-one LMS that helps institution deliver efficient teaching and engage student with interactive classes.
With NEO, faculty can easily create engaging learning content for students that will keep them motivated and make the overall experience more enjoyable. They can create their own personalized learning pathways, and design a learning environment adapted to the students' learning styles to encourage them to achieve their academic goals.