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Bachelor of Science in Electrical Engineering (BSEE) Program
As a Side Note:


We are truly impressed with the packaging of all the materials presented by the
accreditation team of the Bachelor of Science in Electronics Engineering (BSEE)
program led by its overall coordinator, Dr. the Dean of the College of Engineering
and Engr. Danilo. It made the lives of our team members easier to review the
documents because of the orderly presentation.
The members of the accreditation team in the BSEE program also noted the
enthusiastic cooperation of all counterparts especially when we needed their

Thank you to all of you.

The following are the Strengths, Areas Needed for Improvement and the
Recommendations for Area III, Curriculum and Instruction.

The present curriculum of the Bachelor of Science in Electronics Engineering

(BSEE) program exceeds the minimum requirements of the Commission on
Higher Education (CHED) and has integrated relevant core courses that respond
to the needs of the industry and challenges of the present time with regards to
climate change mitigation through the inclusion of topics on Renewable Energy
among others.


The courses of the BSEE program are sequenced logically based on the defined
pre-requisites ensuring that students are well prepared when advancing to their
higher years.


The BSEE program has strong industry immersion program for students who are
in their senior year allowing them to enrich their learning with actual experiences
in the field.


There are regular assessments or evaluations being done by the students to their
faculty members every semester on the performance of the faculty members.


Faculty evaluation is regularly done every semester especially evaluation of fellow

faculty members, evaluation of the faculty members by the department head and
the conduct of self-evaluation of the faculty members.









There are limited activities being undertaken to review and update regularly the
BSEE curriculum based on the CHED requirements, which is every three years,
and to involve the participation of students, alumni and representatives from the
industry in the review and development (A.9).
Syllabi for all subjects have different structures and are not yet updated to the
present requirements of CHED in an Outcomes-Based Education (OBE) format
(B.1). In the syllabi, there are no indications as to: (1) whether when they were
updated; (2) what prescribed textbooks should be used as the main reference
(although there are several references); and (3) the passing percentage (for most
There are limited multisensory and electronic materials and computer software
or programs used for instruction, and the program has limited electronic
hardware available to support the delivery of electronic materials (B.15)
There is only one available Instructional Material (IM) developed for the program
and is yet to be subjected for review and approved by an IM Committee (B.16).
The IM committee in the college has yet to be organized, having the responsibility
to review and evaluate IMs developed by the faculty members of the program and
the college as a whole (B.17).
There is limited evidence that there has been active review and updating of the
composition of the Universitys Instructional Materials Development Committee,
including the breadth of scope and content of the Instructional Manual
Development Policy and its Rules and Procedures (B.16 and B.17).
As there is limited activity in IMs development, there are no linkages with other
academic institutions that were established by the program (B.18).
The evaluation tools or instruments in the assessment of the students academic
performance have not been regularly reviewed and revised (i.e. every year or
every semester) (C.4.2).
The average passing percentage of the program in the professional examinations
are below the average national passing percentage in the last three years (C.8).
There is no monitoring system that has been established which is designed to
determine that there is adequate preparation by a faculty member for his classes


It is encouraged that the curriculum be regularly updated and reviewed based on

the CHED requirements and to include relevant persons in the review and
updating such as representatives from the industry, members of the alumni, and


The department head with the faculty members of the program are encouraged to
update the syllabi for all subjects to meet the requirements of CHED in an
Outcomes-Based Education (OBE) format. In the syllabi, and aside from all the
contents required by the OBE format, it is suggested to indicate: (1) the date the
syllabus were updated; and (2) the textbook used as the main reference (although
there are several references);


Faculty members are also encouraged to make use of power point presentations
and other electronic format, software or other programs in the classroom to
improve the delivery of instruction. The college is suggested to invest on
electronic devices such as additional projectors to be used in classroom


It is encouraged that the college through its faculty members will allocate
resources for the development of additional Instructional Materials for use in the
classroom instructions.


The College may also organize anew their College IM Development Committee to
promote the development of additional IMs.


The University may revisit the composition of the Instructional Materials

Development Committee including the Instructional Manual Development Policy
and its Rules and Procedures in the development of Instructional Materials and
have them officially approved by the Board of Regents. The University may
include topics in the Rules and Procedures of the IMs development such as (1)
copyright ownership of Instructional Materials developed by faculty members
using the resources of the University; (2) the application of the IMs to obtain
International Serial Book Number (ISBN); (3) Copyright registration. The
University through IM Development Committee may streamline the process in its
Rules and Procedures from the IMs development and evaluation to the
generation of ISBN and Copyright Certificate, and their distributions in the


Linkage with other universities for the exchange of Instructional Materials is also
encouraged to be one of the areas that the program can work out in the next
academic school years.


It is encouraged to review the existing evaluation tools and or instruments used

in the assessment of the students academic performance which may help
improve and maintain the results of the licensure examinations.


To improve the performance of the passing percentage of the program in the PRC
national licensure examinations, it is recommended that a thorough research
study be conducted by the program to determine the relevant factors and the root
causes that affect heavily the performance of the previous licensure
examinations. Meanwhile, it is suggested that review programs be
institutionalized for senior students in the BSEE course.


A monitoring system is encouraged to be established to determine that there is

adequate preparation by faculty members for his or her classes.