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Version as of February 24, 2017 CHED MEMORANDUM ORDER
No. _______ Series of 2016 SUBJECT: POLICIES, STANDARDS AND GUIDELINES FOR THE BACHELOR OF SCIENCE IN
MATERIALS ENGINEERING (BS MatE) ------------------------------------------------------------------------------------------------------------ In accordance with the pertinent provisions of Republic Act (RA) No. 7722, otherwise known as the “Higher Education Act of 1994,” in pursuance of an outcomes-based quality assurance system as advocated under CMO 46 s. 2012, and by virtue of Commission en banc Resolution No. ___________ dated __________________ following policies, standards and guidelines (PSGs) are hereby adopted and promulgated by the Commission.
ARTICLE I INTRODUCTION
Section 1 Rationale Based on CMO 37, s 2012 and the Guidelines for the Implementation of CMO 46 s 2012, this PSG has been developed for the BS Materials Engineering program and is based on learning competency-based standards/outcomes-based education. It specifies the core competencies expected of BS Materials Engineering graduates regardless of the type of HEI they graduate from. However, in recognition of the spirit of outcomes-based education and the typology of HEIs, this PSG also provides ample space for HEIs to innovate in the curriculum in line with the assessment of how best to achieve learning outcomes in their particular contexts and their respective missions.
ARTICLE II AUTHORITY TO OPERATE
Sec. 2 Government Recognition
All private higher education institutions (PHEIs) intending to offer BS Materials Engineering must first secure proper authority from the Commission in accordance with this PSG. All PHEIs with an existing BS Materials Engineering program are required to shift to an outcomes-based approach based on CMO 37, s. 2012 and guided by this PSG. State universities and colleges (SUCs), and local colleges and universities should likewise strictly adhere to the provisions in these policies and standards.
ARTICLE III
GENERAL PROVISIONS
Sec. 3 The Articles that follow give minimum standards and other requirements and guidelines. The minimum standards are expressed as a minimum set of desired program outcomes which are given in Article IV Section 6. The Technical Committee designed a curriculum to attain such outcomes. This curriculum is shown in Article V Section 9 as minimum standards. The number of units of this curriculum is here prescribed as the minimum unit requirement under Section 13 of RA 7722. To assure alignment of the curriculum with the program outcomes, the Technical Committee provided a sample curriculum map in Article V Section 10 (Details in Annex II) for the HEI to refer to in compliance with the implementing guidelines of CMO 37, s. 2012.
Using a learner-centered/outcomes-based approach as basis, the Technical Committee provided a description of Outcomes Based Teaching and Learning delivery method in Article V Section 11. A sample course syllabus is also given in Article V Section 12 as support to the outcomes-based delivery method.
Based on the curriculum and the means of its delivery, the Technical Committee determined the physical resource requirements for the library, laboratories and other facilities and the human resource requirements in terms of administration and faculty. These are provided for in Article VI.
Sec. 4 The HEIs are allowed to design curricula suited to their own contexts and missions provided that they can demonstrate that the same leads to the attainment of the required minimum set of outcomes, albeit by a different route. In the same vein, they have latitude in terms of curriculum delivery and in terms of specification and deployment of human and physical resources as long as they can show that the attainment of the program outcomes and satisfaction of program educational objectives can be assured by the alternative means they propose.
The HEIs can use the CHED Implementation Handbook for Outcomes-Based Education (OBE) and the Institutional Sustainability Assessment (ISA) as a guide in making their submissions for Sections 19 to 24 of Article VII.
These PSG is aligned with the new K-12 basic education system and the new General Education requirements, following the OBE system.
ARTICLE IV PROGRAM SPECIFICATIONS
Sec. 5 Program Description
5.1 Degree Name: Graduates of the program shall be given the Degree of Bachelor of Science in Materials Engineering (BSMatE). Existing degrees of Bachelor of Science in Materials Science and Engineering (BSMSE) offered by some schools are considered equivalent to BSMatE except for BSMSE, Major in Metallurgy programs, which shall be covered by the PSG for BSMetE.
5.2 Nature of the Field of Study
Materials Engineering is that field of study which deals with the synthesis and use of both fundamental and empirical knowledge about materials (in particular, how the properties of a material are related to composition, structure and processing) in order to develop, prepare, modify and apply them to specific needs. Many technological developments would not be possible were it not for the breakthroughs in materials engineering. To address the ever-changing demands of modern society for better products, materials must be constantly developed and reinvented. Materials engineering provides the tools necessary to improve the properties, processing, and performance of materials such as polymers, ceramics, semiconductors, metals and composites for a wide variety of applications. Such innovations pave the way for technological progress in the country.
5.3 Program Educational Objectives (PEOs)
Program Educational Objectives (PEOs) are broad statements that describe the career and professional accomplishments that the program is preparing graduates to achieve within a few years of graduation. PEOs are based on the needs of the program’s constituencies and these shall be determined, articulated and disseminated to the general public by the unit or department of the HEI offering the BSMatE program. The PEOs should also be reviewed periodically for continuing improvement.
5.4 Specific Professions/Careers/Occupations for graduates
Graduates of BSMatE may be involved in any of the following activities as part of their professions/careers/occupations:
(1) Developing, modifying or creating new materials or combinations thereof to achieve a desired combination of material properties;
(2) Failure analyses and root-cause determination of material-related failures and recommendation of corrective and preventive actions;
(3) Development or use of existing testing and characterization methods for materials;
(4) Development and improvement of new materials processing techniques; (5) Evaluation of material performance in relation to its intended application; (6) Creation, design, or simulation of materials and composites using
appropriate technologies; (7) Research and development leading to utilization of materials for different
applications; (8) Teaching of materials engineering subjects in academic and professional
institutions; (9) Employment in government or private companies as a materials engineer
if the nature and character of the work requires professional knowledge of materials engineering;
(10) Consultation valuation and management services requiring materials engineering skills and know-how;
(11) Review of existing standards and formulation of standards for new materials.
5.5 Allied Fields
The BSMatE allied programs are Metallurgical Engineering, Ceramic Engineering,
Mechanical Engineering, Electrical and Electronics Engineering, Civil Engineering,
Chemical Engineering, Chemistry and Physics.
Sec. 6 Institutional Program Outcomes
The minimum standards for the BS Materials Engineering program are expressed in the following minimum set of institutional and discipline-based program outcomes. 6.1 Institutional Outcomes
a) Graduates of professional institutions demonstrate a service orientation in one’s profession,
b) Graduates of colleges participate in various types of employment, development activities, and public discourses, particularly in response to the needs of the communities one serves
c) Graduates of universities participate in the generation of new knowledge or in research and development projects
d) Graduates of State Universities and Colleges must, in addition, have the competencies to support “national, regional and local development plans.” (RA 7722).
e) A PHEI, at its option, may adopt mission-related program outcomes that are not included in the minimum set.
f) Graduates of higher educational institutions must preserve and promote the Filipino historical and cultural heritage.
6.2 BSMatE Program Outcomes By the time of graduation, the students of the program shall have the
ability to:
a) apply knowledge of mathematics and science to solve engineering problems relevant to Materials Engineering practice;
b) design and conduct experiments in Materials Engineering, as well as to analyze and interpret data;
c) design a system, component, or process relevant to Materials Engineering practice to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability, in accordance with standards;
d) function in multidisciplinary as well as multi-cultural teams e) identify, formulate and solve complex engineering problems in the realm
of Materials Engineering;
f) understand professional and ethical responsibility; g) communicate effectively using appropriate media; h) understand the impact of Materials Engineering in a global, economic,
environmental and societal context; i) recognize the need for, and engage in life-long learning; j) know contemporary issues; k) use techniques, skill and modern engineering tools necessary for
Materials Engineering practice; l) know and understand engineering and management principles as a
member and leader in a team, to manage projects in multidisciplinary environments
Sec. 7 Sample Performance Indicators Performance indicators are specific, measurable statements identifying the
performance(s) required to meet the outcome; confirmable through evidence.
Program Outcomes
Performance Indicators
a
Apply knowledge of mathematics and science to solve materials engineering
problems
1 Solve problems on materials structures
and properties using principles of
mathematics and science
2 Solve problems on manufacturing of
products of different types of
engineering materials using principles of
mathematics and science 3 Determine value-adding and innovative
practices in materials engineering such
as upgrading of raw materials for metals,
ceramics, polymers and composites
4 Illustrate the application of theory in the
field of materials engineering by citing
actual examples observed in industry
Sec. 8 Program Assessment and Evaluation
Program Assessment refers to one or more processes that identify, collect, and prepare data to evaluate the attainment of Program Outcomes and Program Educational Objectives.
Program Evaluation pertains to one or more processes for interpreting the data and
evidence accumulated from the assessment. Evaluation determines the extent at which the Program Outcomes and the Program Educational Objectives are achieved by comparing actual achievement versus set targets and standards. Evaluation results in decisions and actions regarding the continuous improvement of the program.
All HEIs are encouraged to form a Consultative Body to be part of the assessment and
evaluation processes to be represented by the stakeholders. 8.1 Assessment and Evaluation of PEOs The Assessment of Program Educational Objectives may include the following: the
stakeholders of the program have to be contacted through survey or focus group discussion to obtain feedback data on the extent of the achievement of the PEOs.
8.2 Assessment and Evaluation of POs In case of Program Outcomes Assessment, the defined Performance Indicators shall be
connected to Key Courses (usually the Demonstrating or “D”), and appropriate Assessment Methods (AM) may be applied. These methods may be direct or indirect depending on whether the demonstration of learning was measured by actual observation and authentic work of the student or through gathered opinions from the student or his peers. Refer to the sample matrix connecting performance indicators with key courses and assessment which is provided below.
Table 2. Sample Matrix Connecting Performance Indicators with Key Courses and Assessment
Performance Indicators
Key Courses
Assessment Methods
1 Solve problems on material
structures and properties
using principles of
mathematics and science
Structure-Property
Relationships in Materials 1
Final Examination
2 Solve problems on
manufacturing of materials
products using principles of
mathematics and science
Materials Selection and
Design
Design Project Report
3 Determine value-adding
and innovative practices in
materials engineering such
as upgrading of raw
materials
Synthesis of Materials
Technical Study Report
4 Illustrate the application of
theory in the field of
materials engineering by
citing actual examples
observed in industry
On-the-Job Training
OJT Report
For the Assessment of Program Educational Objectives, the stakeholders of the program have to be contacted through surveys or focus group discussion to obtain feedback data on the extent of the achievement of the PEOs. Program Evaluation pertains to one or more processes for interpreting the data and evidence accumulated from the assessment. Evaluation determines the extent at which the Program Outcomes and the Program Educational Objectives are achieved by comparing actual achievement results versus set targets and standards. Evaluation results in decisions and actions regarding the continuous improvement of the program.
Key Courses
Assessment Methods
Targets and Standards
Structure-Property Relationships in Materials 1
Final Examination 60% of the students get a rating of at least 60%
Synthesis and Processing of Materials
Final Examination 60% of the students get a rating of at least 60%
Forensic Engineering Technical Study Report 70% of the students get a rating of at least 60%
On-the-Job Training OJT Report 75% of the students get a rating of at least 60%
Sec. 9 Continuous Quality Improvement There must be a documented process for the assessment and evaluation of program
educational objectives and program outcomes. The comparison of achieved performance indicators with declared targets or standards
of performance should serve as basis for the priority projects or programs for improving the weak performance indicators. Such projects and programs shall be documented as well as the results of its implementation. The regular cycle of documentation of projects, programs for remediation and their successful implementation shall serve as the evidence for Continuous Quality Improvement.
ARTICLE V CURRICULUM
Sec. 10 Curriculum Description
10.1 The BS Materials Engineering program has a total of 154 credit units. The program is
comprised of the general education, basic engineering courses, professional courses,
and allied courses.
10.2. The general education courses are in accordance with CHED Memorandum Order
No. 59, s. 1996 “The New General Education Curriculum (GEC)”.
10.3 The technical courses include Mathematics with a total of 12 units, Physical Sciences
with a total of 8 units, and the Basic Engineering Sciences with a total of 17 units.
10.4 There are 20 professional courses with a total of 54 credit units and an additional
minimum of 240 hours of summer on-the-job training.
10.5 There are 3 allied courses with a total of 11 units.
10.6 Monitoring of the OJT in conformity with course objective will be the responsibility
of the department.
Sec. 11 Sample 4-Year Curriculum with Minimum CHED Requirements
11.1. Components The components of the 4-year curriculum are courses falling under the following
categories: General Education, Professional Courses, Allied Courses, Engineering Sciences, Mathematics and Natural Sciences.
Classification/ Field / Course Minimum No. of Hours Total No. of
Units Lecture Laboratory
I. TECHNICAL COURSES
A. Mathematics
Calculus 1 (Differential Calculus) 3 0 3
Calculus 2 (Integral Calculus) 3 0 3
Differential Equations 3 0 3
Engineering Data Analysis 3 0 3
Sub-Total 12 0 12
Classification/ Field / Course Minimum No. of Hours
Total No. of Units
Lecture Laboratory
B. Natural/Physical Sciences
Chemistry for Engineers 3 3 4
Physics for Engineers 3 3 4
Sub-Total: 6 6 8
C. Basic Engineering Sciences
Computer–Aided Drawing and Drafting 0 6 2
Mechanics of Rigid Bodies 1 (Statics) 3 0 3
Mechanics of Rigid Bodies 2 (Dynamics) 2 0 2
Mechanics of Deformable Bodies 3 0 3
Mechanics of Fluids
2 0 2
Engineering Economy 3 0 3
Engineering Management 2 0 2
Sub-Total: 15 6 17
Classification/ Field / Course Minimum No. of Hours
Total No. of Units
Lecture Laboratory
D. Allied Courses
Basic Electrical Engineering 3/2 0/3 3
Analytical Chemistry 2 6 4
Organic Chemistry 3 3 4
Sub-Total: 8/7 9/12 11
E. Professional Courses
Computer Applications in Materials Engineering 0 6 2
Materials Engineering as a Profession 1 0 1
Structure-Property Relationships in Materials 1 3 0 3
Structure-Property Relationships in Materials 2 3 0 3
Thermodynamics of Materials 3 0 3
Kinetics of Materials and Processes 3 0 3
Thermodynamics and Kinetics Laboratory 0 3 1
Synthesis and Processing of Materials 3 0 3
Analytical Techniques in Materials Engineering 3 3 4
Theory of Solids/Physics of Solids 3 0 3
Elective 1 Elective 2 Select from: Polymer Materials (lecture and lab) Ceramic Materials (lecture and lab) Electronic Materials (lecture and lab) Composite Materials (lecture and lab) Metals and Alloys (lecture and lab)
3 3
3 3
4 4
Quality Assurance 1 0 1
Degradation of Materials 2 3 3
Materials Selection and Plant Design 3 3 4
Forensic Engineering/Failure Analysis 3 0 3
Design and Analysis of Experiments 3 0 3
Special Topics 3 0 3
Materials Research Project (or Undergraduate Thesis) 0 6 2
Seminars and Plant Visits 0 3 1
On-the-Job Training (minimum of 240 hours), Equivalent to 2 units lab
-- -- 2
Sub-Total: 43 33 56
II NON-TECHNICAL COURSES
A. General Education Courses
Mathematics in the Modern World 3 0 3
Contemporary World 3 0 3
Understanding the Self 3 0 3
Readings in Philippine History 3 0 3
Purposive Communication 3 0 3
Science, Technology, Engineering and Society 3 0 3
Art Appreciation: The Art of Engineering 3 0 3
Engineering Ethics and Laws 3 0 3
Sub-Total: 24 0 24
B. Mandated Courses
Environmental Science and Engineering (with Safety) 3 0 3
Technopreneurship 3 0 3
Life and Works of Rizal 3 0 3
GEC Free Elective 3 0 3
Sub-Total: 12 0 12
C. Physical Education
P.E. 1 2
P.E. 2 2
P.E. 3 2
P.E. 4 2
Sub-Total: 8
D. National Service Training Program
NSTP 1 3
NSTP 2 3
Sub-Total: 6
GRAND TOTAL 154
Note:
* If course has laboratory component the minimum number of lecture hours is 2 per week. ** If course has no laboratory component the minimum number of lecture hours is 3 per week. ***OJT is considered equivalent to 2 units laboratory but must have a minimum duration of 240
hours.
SUMMARY OF THE 4-YEAR BSMatE CURRICULUM
Classification/ Field Total No. of Hours Total No. of
Units Lecture Laboratory
I. TECHNICAL COURSES
A. Mathematics 12 0 12
B. Natural/Physical Sciences 6 6 8
C. Basic Engineering Sciences 15 6 17
D. Allied Courses 8/7 9/12 11
E. Professional Courses 43 33 54
OJT – 240 hrs minimum -- -- 2
Sub- Total 84/83 54/57 104
II. NON- TECHNICAL
A. General Education 24 0 24
B. Mandated Courses 12 0 12
C. Physical Education 8
D. NSTP 6
Sub-Total 50
154
11.2. Program of Study The sample 4-year curriculum with minimum CHED requirements for BSMatE
program is given below. The institution may enrich the minimum program of study depending on the needs of the industry and the mission of the institution, provided that all prescribed courses required in the curriculum outline are offered and pre-requisite and co-requisite requirements are observed.
FIRST YEAR
1st Year – First Semester
Subjects No. of Hours Units Pre-requisites Lec. Lab
Calculus 1 (Differential Calculus)
3 0 3 None
Mathematics in the Modern World
3 0 3 None
Chemistry for Engineers 3 3 4 None
Materials Engineering as a Profession
1 0 1 None
Computer-Aided Drawing and Drafting
0 6 2 None
Contemporary World 3 0 3 None
Understanding the Self 3 0 3 None
PE 1 2 None
NSTP 1 3 None TOTAL 16 9 24
1st Year – Second Semester
Subjects No. of Hours Units Pre-requisites
Lec. Lab Calculus 2 (Integral Calculus)
3 0 3 Calculus 1
Analytical Chemistry 2 6 4 Chemistry for Engineers
Readings in Philippine History
3 0 3 None
Purposive Communication 3 0 3 None
Structure-Property Relationships in Materials 1
3 0 3 Chemistry for Engineers
Physics for Engineers 3 3 4 Calculus 1
PE 2 2 None NSTP 2 3 NSTP 1
TOTAL 17 9 25
SECOND YEAR
2ndYear – First Semester
Subjects No. of Hours Units Pre-requisites
Lec. Lab Engineering Data Analysis 3 0 3 Calculus 2
Mechanics of Rigid Bodies 1 3 0 3 Physics for Engineers Calculus 2
Structure-Property Relationships in Materials 2
3 0 3 Structure-Property Relationships in Materials 1
Thermodynamics of Materials
3 0 3 Chemistry for Engineers
Analytical Techniques in Materials Engineering
3 3 4 Analytical Chemistry
Theory of Solids/Physics of Solids
3 0 3 Structure-Property Relationships in Materials 1
Computer Applications in Materials Engineering
0 6 2 2nd Year Standing
PE 3 2 None TOTAL 18 9 23
2nd Year – Second Semester
Subjects No. of Hours Units Pre-requisites
Lec. Lab
Mechanics of Rigid Bodies 2 2 0 2 Mechanics of Rigid Bodies 1
Differential Equations 3 0 3 Calculus 2 Environmental Science and Engineering
3 0 3 Chemistry for Engineers
Kinetics of Materials and Processes
3 0 3 Thermodynamics of Materials
Organic Chemistry 3 3 4 Analytical Chemistry
PE 4 2 None TOTAL 14 3 17
THIRD YEAR
3rd Year – First Semester
Subjects No. of Hours Units Pre-requisites
Lec. Lab
Engineering Economy 3 0 3 Third year standing Basic Electrical Engineering 3/2 0/3 3 Physics for Engineers
Mechanics of Deformable Bodies
3 0 3 Mechanics of Rigid Bodies 1
Thermodynamics and Kinetics Lab
0 3 1 Kinetics of Materials and Processes
Elective 1 3 3 4 Structure Property Relationships in Materials 2
Synthesis and Processing of Materials
3 0 3 Kinetics of Materials and Processes, Mechanics of Deformable Bodies
Design and Analysis of Experiments in Materials Engineering
3 0 3 Mathematics for Engineers
TOTAL 18/17 6/9 20
3rd Year – Second Semester
Subjects No. of Hours Units Pre-requisites
Lec. Lab
Materials Selection and Plant Design
3 3 4 Structure-Property Relationships in Materials 2, Mechanics of Deformable Bodies
Degradation of Materials 2 3 3 Structure-Property Relationships in Materials 2
Technopreneurship 3 0 3 Engineering Economy
Elective 2 3 3 4 Structure-Property Relations in Materials 2
Mechanics of Fluids
2 0 2 Mechanics of Rigid Bodies 2
TOTAL 13 9 16
Summer On-the-Job Training (min. 240 hrs), equivalent to 2 units laboratory
FOURTH YEAR
4th Year – First Semester
Subjects No. of Hours Units Pre-requisites
Lec. Lab
Forensic Engineering/Failure Analysis
3 0 3 Degradation of Materials
Life and Works of Rizal 3 0 3 None
Seminars and Plant Visits 0 3 1 4th year standing Engineering Ethics and Laws 3 0 3 4th year standing
Engineering Management 2 0 2 Engineering Economy
Art Appreciation: The Art of Engineering
3 0 3 None
TOTAL 14 3 15
4th Year – Second Semester
Subjects No. of Hours Units Pre-requisites
Lec. Lab
Materials Research Project (or Undergraduate Thesis)
0 6 2 Design and Analysis of Experiments
Special Topics 3 0 3 Structure-Property Relationships in Materials 2
GEC Free Elective
3 0 3 None
Quality Assurance 1 0 1 Engineering Data Analysis
Science Technology Engineering and Society
3 0 3 3rd yr standing
TOTAL 10 6 12
Sec. 12 Sample Curriculum Map
Refer to Annex II for the Minimum Program Outcomes and Curriculum Map Template.
Sec. 13 Description of Outcomes Based Teaching and Learning Outcomes-based teaching and learning (OBTL) is an approach where teaching and
learning activities are developed to support the learning outcomes (University of Hong Kong, 2007). It is a student-centered approach for the delivery of educational programs where the curriculum topics in a program and the courses contained in it are expressed as the intended outcomes for students to learn. It is an approach in which teachers facilitate and students find themselves actively engaged in their learning.
Its primary focus is the clear statement of what students should be able to do after
taking a course, known as the Intended Learning Outcomes (ILOs). The ILOs describe what the learners will be able to do when they have completed their course or program. These are statements, written from the student’s perspective, indicating the level of understanding and performance they are expected to achieve as a result of engaging in teaching and learning experience (Biggs and Tang, 2007). Once the ILOs have been determined, the next step in OBTL is to design the Teaching/Learning Activities (TLAs) which require students to actively participate in the construction of their new knowledge and abilities. A TLA is any activity which stimulates, encourages or facilitates learning of one or more intended learning outcome. The final OBTL component is the Assessment Tasks (ATs), which measure how well students can use their new abilities to solve real-world problems, design, demonstrate creativity, and communicate effectively, among others. An AT can be any method of assessing how well a set of ILO has been achieved.
A key component of course design using OBTL is the constructive alignment of
ILOs, TAs, and ATs. This design methodology requires the Intended Learning Outcomes to be developed first, and then the Teaching/Learning Activities and Assessment Tasks are developed based on the ILOs. (Biggs, 1999).
“Constructive” refers to the idea that students construct meaning through relevant
learning activities; “alignment” refers to the situation when teaching and learning activities, and assessment tasks, are aligned to the Intended Learning Outcomes by using the verbs stipulated in the ILOs. Constructive alignment provides the “how-to” by stating that the TLAs and the assessment tasks activate the same verbs as in the ILOs. (Biggs and Tang, 1999)
The OBTL approach shall be reflected in the Course Syllabus to be implemented by
the faculty.
Sec. 14 Sample Syllabi for Selected Core Courses
To Course Syllabus must contain at least the following components: 14.1 General Course Information (Title, Description, Code, Credit Units, Prerequisites) 14.2 Links to Program Outcomes 14.3 Course Outcomes 14.4 Course Outline (Including Unit Outcomes) 14.5 Teaching and Learning Activities 14.6 Assessment Methods 14.7 Final Grade Evaluation 14.8 Learning Resources 14.9 Course Policies and Standards 14.10 Effectivity and Revision Information See Annex III for sample syllabus for selected core courses
ARTICLE VI
REQUIRED RESOURCES
Sec. 15 Administration There must be full-time Department or Program Chair who will lead in the
curriculum planning, implementation, monitoring, review and evaluation of the BS Materials Engineering program. The college dean may serve as concurrent department or Program Chair when appropriate.
The B.S. Materials Engineering Department under the College of Engineering shall
be administered by a Department or Program Chair/Head/Coordinator who shall have the following qualifications: a) Holder of a B.S. Materials Engineering or BS Materials Science and Engineering
degree; b) Holder of a Master’s degree in Materials Engineering/Materials Science and
Engineering/Metallurgical Engineering/Ceramic Engineering or its allied degrees, and
c) With at least three (3) years of tertiary level teaching experience
The Department/Program Chair shall be allowed a maximum teaching load of 12 hours a week.
Sec. 16 Faculty There must be adequate number of competent and qualified faculty to teach all the curricular areas of the Materials Engineering/Materials Science and
Engineering program and appropriate student-faculty ratio to effectively implement dynamic minimum requirements set by CHED. The faculty must sustain active participation in professional development in the areas of research, scholarly work, and/or professional practice in the field of Materials Engineering/Materials Science and Engineering. The faculty must be involved in the curriculum review, decision-making and implementation of the academic program. The faculty must also contribute to program assessment and evaluation.
Sec. 17 Library and Other Learning Resources The library services and other learning resources must be adequate to support the scholarly and professional activities of the students and faculty. A progressive development plan and implementation report must be periodically prepared to provide evidence in this regard.
Sec. 18 Laboratory and Physical Facilities Classrooms, offices, laboratories, and associated equipment must be adequate to support attainment of the student outcomes and to provide an atmosphere conducive to learning. Modern tools, equipment, computing resources, and laboratories appropriate to the program must be available, accessible, and systematically maintained and upgraded to enable students to attain the student outcomes and to support program needs. Students must be provided appropriate guidance regarding the use of the tools, equipment, computing resources, and laboratories available to the program.
ARTICLE VII COMPLIANCE OF HEIs
Using the CHED Implementation Handbook for OBE and ISA as reference, a HEI shall develop the following items which will be submitted to CHED when they apply for a permit for a new program or the approval of the transformation of existing programs to outcomes-based framework:
Sec. 19 The complete set of Program Outcomes, including its proposed additional institutional outcomes.
Sec. 20 Its proposed curriculum, and its justification including a curriculum map.
Sec. 21 Proposed Performance Indicators for each outcome. Proposed measurement system for the level of attainment of each indicator.
Sec. 22 Proposed Outcomes-based Syllabus for each course.
Sec. 23 Proposed system of Program Assessment and Evaluation.
Sec. 24 Proposed system of program Continuous Quality Improvement (CQI). Monitoring forms to provide evidence of compliance shall be provided to the concerned HEIs for their completion and submission within a prescribed period.
ARTICLE VIII
TRANSITORY, REPEALING and EFFECTIVITY PROVISIONS Sec. 25 Transitory Provision
HEIs that have been granted permit or recognition for the Bachelor of Science in Materials Engineering program are hereby given a non-extendable period of four (4) years from the date of effectivity hereof, within which to fully comply. State University and Colleges (SUCs) and Local Colleges and Universities (LCUs) shall also comply with the requirements herein set forth. Students currently enrolled in the Bachelor of Science in Materials Engineering program shall be allowed to graduate under the old curriculum. However, students enrolling for the abovementioned program beginning schoolyear 2018-2019 shall be covered by this CMO.
Sec. 26 Repealing Clause
All issuance including but not limited to CMO No. 25, s. 2005, and CMO 11, s. 2008 and/or any part thereof inconsistent herewith, are deemed repealed or modified accordingly.
Sec. 27 Effectivity Clause This CMO shall take effect starting 1st Semester of AY 2018-2019, after publication in an official gazette or in a newspaper of general circulation. An HEI applying to offer the new BSMatE program shall likewise comply with all the provisions of this CMO.
