ENGR. GRACE C. GERONA

Dean, College of Engineering

ENGR. MICHAEL D. FORTON

BSCE Program Chairperson

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.

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 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:

1. Preliminary Parts (Course Code, Course Title, Credit Units, Number of Hours per Week, Pre-requisite/s and Program)

2. Vision and Mission of the Institution and  Goal of the College 

3.  Program Educational Objectives (PEO)

4. Program Outcomes (PO)

5. Relationship of the Program Outcomes to the Program Educational Objectives

6. Course Description

7. Course Outcomes

8. Curricular Map (Relationship of the Course Outcomes to the Program Outcomes)

9. Course Requirements

10. Grading System

11. 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.

12. Class policies

13. References

14. Author of the Syllabi, CRRS Committee and the Dean

15. 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.

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

1. Follow the prescribed format for table of specifications (TOS). The document 

control number is DEANS-TAL-F.18, Rev.0, effective August 5, 2019.

2. Table of Specification (TOS) shall contain all prescribed topics for the term as 

reflected in the course syllabus.

3. Distribution of points per topic shall be proportionate to the number of 

hours apportioned to that topic as reflected in the course syllabus.

4. To categorize test items, refer to the Revised Bloom’s Taxonomy of 

Educational Objectives.

B. TERM EXAMINATION QUESTIONNAIRES GUIDELINES

1. Follow the prescribed format for term exam questionnaire.

2. 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).

3. For computational courses, test items pertaining to principles and theories shall 

be included.

4. Principles and guidelines on test construction shall be observed.

5. 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.

6. The questionnaire must be free from errors in grammar and mechanics in 

writing (capitalization, punctuation, and spelling).

C.  TERM EXAMINATION ANSWER KEY GUIDELINES

1. 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:

1. Is submitted on or before the deadline.

2. Uses the prescribed format of the College.

3. Is submitted with Table of Specification (TOS) containing the prescribed topics in the course syllabus.

4. Contains test formats/types appropriate for the course and program.

5. Observes the principles/guidelines in test construction.

6. Contains items requiring higher order thinking skills.

7. Provides clear and complete instructions. (where to write, how to write and point system)

8. Is free from spelling, grammatical errors, and other mechanics in writing.

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.

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.

Work Procedures (WP) are written instructions for heads of Colleges that describe the step-by-step process to properly perform routine activities.   These procedures must be followed to guarantee that the institution remains consistent with its quality policy and in compliance with regulating agencies.

The Deans of the Colleges have a set of work procedures that must be followed:

WP 1 - Assignment of Faculty Workload

WP 2 - Monitoring and Approval of Course Syllabi

WP 3 - Students' Evaluation of Faculty Teaching Performance

WP 4 - Review and Endorsement of the Curriculum for Approval

WP 5 - Signing of Clearance of Students

WP 6 - Request for Special Class

Work Procedure No. 1:  Assignment of Faculty Workload

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: 

1.  All full-time faculty members handling professional and basic engineering courses must have their appropriate graduate degrees and industry experience.

2.  Faculty members teaching professional courses must be registered engineers with valid licenses.

3. The teaching assignment of each faculty member shall be limited to the area specialization, as evidenced by specific training and field experience.

4. The maximum number of academic preparation shall be not more than four (4) different course offerings per semester.

5. The maximum academic workload of faculty shall preferably be 30 units per semester.   

 Work Procedure No. 2:  Monitoring and Approval of Course Syllabi

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.

 Work Procedure No. 3:  Students' Evaluation of Faculty Teaching Performance

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.  

 Work Procedure No. 4:  Review and Endorsement of the Curriculum for Approval

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. 

 Work Procedure No. 5:  Signing of Student Clearance

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.

 Work Procedure No. 6:  Request for Special Classes

This WP establishes the process of facilitating the need of students to enroll a course that is not offered in a given regular semester.

Work Instructions (WI) are written instructions for program chairperson.  These instructions describe the step-by-step process that must be followed by program chairs in the performance of their duties and responsibilities to guarantee that the institution remains consistent with its quality policy and in compliance with regulating agencies.

The Program Chairpersons have a set of work instructions that must be followed:

WI 1 - Faculty Evaluation (Classroom Observation)

WI 2 - Review of Examination Questionnaires

WI 3 - Screening of Students and Transferees

WI 4 - Evaluation of Students' Academic Progress

WI 5 - Review of Curriculum

WI 6 - Assignment of Program Teaching Load

WI 7 - Review and Revision of Syllabi

WI 8 - Review of Instructional Materials

 Work Instruction No. 1:  Faculty Evaluation (Classroom Observation)

This WI establishes the process in the conduct of classroom observation.  

The faculty is evaluated based on the following criteria:

1. 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.

2. 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;

3. 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.

4. 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.

5. 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.   

 Work Instruction No. 2:  Review of Examination Questionnaires

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)

1. Follow the prescribed format for table of specifications (TOS). The document control number is DEANS-TAL-F.18, Rev.0, effective August 5, 2019.

2. Table of Specification (TOS) shall contain all prescribed topics for the term as reflected in the course syllabus.

3. Distribution of points per topic shall be proportionate to the number of hours allotted to that topic as reflected in the course syllabus.

4. To categorize test items, refer to the Revised Bloom’s Taxonomy of Educational Objectives.

B. For Examination Questionnaire and Answer Key

1. Follow the prescribed format for term exam questionnaire.

2. 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).

3. For computational courses, test items pertaining to principles and theories shall be included.

4. Principles and guidelines on test construction shall be observed.

5. 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).

6. The questionnaire must be free from errors in grammar and mechanics in writing (capitalization, punctuation, and spelling).

7. 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:

1. Is submitted on or before the deadline.

2. Uses the prescribed format of the College.

3. Is submitted with Table of Specification (TOS) containing the prescribed topics in the course syllabus.

4. Contains test formats/types appropriate for the course and program.

5. Observes the principles/guidelines in test construction.

6. Contains items requiring higher order thinking skills.

7. Provides clear and complete instructions. (where to write, how to write and point system)

8. Is free from spelling, grammatical errors, and other mechanics in writing.

 Work Instruction No. 3:  Screening of Students and Transferees

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.

 Work Instruction No. 4:  Evaluation of Students' Academic Progress

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.   

 Work Instruction No. 5:  Review of Curriculum

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. 

 Work Instruction No. 6:  Assignment of Program Teaching Load

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: 

1.  All full-time faculty members handling professional and basic engineering courses must have their appropriate graduate degrees and industry experience.

2.  Faculty members teaching professional courses must be registered engineers with valid licenses.

3. The teaching assignment of each faculty member shall be limited to the area specialization, as evidenced by specific training and field experience.

4. The maximum number of academic preparation shall be not more than four (4) different course offerings per semester.

5. The maximum academic workload of faculty shall preferably be 30 units per semester.   

 Work Instruction No. 7:  Review and Revision of Syllabi 

This WI establishes the process involved in the review and revision of syllabi.  

 Work Instruction No. 8:  Review of Instructional Materials

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.  

The BS Civil Engineering implemented a flexible learning scheme for AY 2020 - 2021 because on the threat of the COVID-19 pandemic.  

First, the College launched an online survey to determine the students' available resources at home for use in distance learning.  This also ascertained their internet accessibility.  From the result of the survey, students were grouped into 3 groups with different flexible mode of instructional delivery:  

1. For students with stable internet connection, full online delivery (either synchronous or asynchronous);

2. For students with limited internet access, a combination of online and offline modular delivery; and

3. 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: 

1. Courses scheduled for the first 6 weeks of classes;

2. Courses scheduled for week 7 to week 18; and

3. 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.

The customer's level of satisfaction is determined by employing the Citizen/Client Satisfaction Survey (CCSS).  This is a survey research mechanism found to be efficient in revealing the level of satisfaction of customers.  

In this methodology, all service providers display the survey instrument at the counter and encourage clients to use it for their feedback.  After the transaction, the clients or customers drop the accomplished instrument in the sealed box provided for every service unit.  The filled-up instruments are gathered weekly and processed.  Results of the feedbacks are provided to the service units for information and to serve as basis for improvement.  For Fiduciary and other fees, budget allocation is done by the end users and is based on past expenditure patterns. Other major activities which are calendared like Seniors AIM High program, RIPPLES (leadership training camp), Job fair, graduation ceremony, trainings and development, enrolment, intramurals, sports and cultural fests.  

The sources of funds of the University are the General  Appropriations Act or better known as GAA and the tuition and miscellaneous fees known as STF. With the Free Higher Education Act,  collection of fees shifted from students to UNIFAST.

The Finance Division has established mandatory and recurring operating expenses, chargeable to tuition fees. Priority projects are then identified in coordination with the Vice Presidents and the Physical Plant Development and Management (PPDM) and are included in the five year BOR-approved Strategic Plan.

For Fiduciary and other fees, budget allocation is done by the end users and is based on past expenditure patterns. Other major activities which are calendared like Seniors AIM High program, RIPPLES (leadership training camp), Job fair, graduation ceremony, trainings and development, enrolment, intramurals, sports and cultural fests.  

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