4. The BSEE program shall define its PEOs consistent to the
vision and mission statements of the HEI.
PEOs are broad statements that describe the career and
professional accomplishments that the program is
preparing graduates to achieve within three to five years
from graduation. PEOs are based on the needs of the
program’s constituencies and these shall be determined,
articulated, and disseminated to the general public, via the
HEI or department website and academic manuals by the
unit or department of the HEI offering the program. The
PEOs shall be assessed and evaluated periodically for
continuous quality improvement.
5. As per CMO 37 s. 2012, program outcomes specify
what students are expected to know and be able to
do by the time of graduation. These relate to the
skills, knowledge, and behaviors that the students
have acquired and developed as they progress
through the program.
The minimum standards for the BSEE program are
expressed in the following minimum set of
institutional and program outcomes.
6. a) Graduates of professional institutions shall be able to demonstrate a
service orientation in one’s profession;
b) Graduates of colleges shall be able to 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 shall be able to participate in the generation
of new knowledge or in research and development projects;
d) Graduates of state universities and colleges shall, in addition, have the
competencies to support “national, regional and local development
plans.” (RA 7722); and
e) Graduates of higher educational institutions (HEIs) shall preserve and
promote the Filipino historical and cultural heritage.
7. Graduates of the BSEE program shall have developed the ability
to:
a) Apply knowledge of mathematics and sciences to solve
engineering problems;
b) Conduct appropriate experimentation, analyze and interpret
data, and use engineering judgment to draw conclusions;
c) Apply both analysis and synthesis in the engineering design
process, resulting in designs that meet desired needs within
realistic constraints such as economic, environmental, social,
political, ethical, health and safety, manufacturability, and
sustainability, in accordance with standards;
8. d) Function effectively on multidisciplinary teams that establish
goals, plan tasks, meet deadlines, and analyze risk and
uncertainty;
e) Identify, formulate and solve complex problems in electrical
engineering;
f) Recognize ethical and professional responsibilities in
engineering situations;
g) Communicate effectively with a range of audiences;
h) Understand the impact of engineering solutions in a global,
economic, environmental, and societal context;
i) Recognize the need for additional knowledge and locate,
evaluate, integrate, and apply this knowledge appropriately;
9. j) Articulate and discuss the latest developments
in the field of electrical engineering;
k) Apply techniques, skills, and modern
engineering tools necessary for engineering
practice; and
l) Demonstrate knowledge and understanding of
engineering and management principles as a
member and/or leader in a team to manage
projects in multidisciplinary environments.
10. Performance Indicators are specific,
measurable statements identifying the
performance(s) required to meet the outcome;
confirmable through evidence(s).
11. Program Outcome Sample Performance Indicators
e
Identify, formulate and
solve complex problems
in electrical engineering.
e.1
Identify and discuss the characteristics of various
faults that may occur in an electrical
transmission system.
e.2
Devise possible strategies to determine and
analyze the effects of faults in an electrical power
system.
e.3
Obtain possible solutions to fault analysis
problems using appropriate and/or applicable
principles of engineering and mathematics.
e.4
Check the accuracy and validity of the solution
results.
Table 1. Sample Performance Indicators of a Program Outcome
12. 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 evidences 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 for continuous improvement of the program.
All HEIs are encouraged to form a Consultative Body,
represented by the stakeholders, to be part of the
assessment and evaluation processes.
13. The Assessment and Evaluation of PEOs may
include, among others, feedback from the
stakeholders of the program through surveys or
focus group discussions to obtain data on the
extent of achievement of the PEOs.
14. In the case of program outcomes assessment, the
defined performance indicators shall be connected
to key courses (usually the Demonstrating or “D”
courses in the curriculum map), and appropriate
assessment methods 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/her peers.
15. Performance Indicators Key Course(s) Assessment Methods
e.1
Identify and discuss various faults that
may occur in an electrical transmission
system.
Power System
Analysis
Recitation; exams
e.2
Devise possible strategies to determine
and analyze the effects of faults in an
electrical power system.
Power System
Analysis
Case study; homework;
exams
e.3
Obtain possible solutions to fault
analysis problems using appropriate
and/or applicable principles of
engineering and mathematics.
Power System
Analysis
Long-hand computations;
computer simulation;
Final exam
e.4
Check the accuracy and validity of the
solution results.
Power System
Analysis
Interpretation of answers
to long-hand calculations
or computer-aided
simulation results
Table 2. Sample Matrix Linking Performance Indicators with Key
Courses and Assessment Methods
16. Key Course(s) Assessment Methods Targets and Standards
Power System
Analysis
Recitation; exams
90% of the class gets a rating
of at least 70%
Power System
Analysis
Case study; homework; exams
90% of the class gets a rating
of at least 70%
Power System
Analysis
Long-hand computations;
computer simulation; final exam
75% of the class gets a rating
of at least 70%
Power System
Analysis
Interpretation of answers to
long-hand computations or
computer-aided simulation
results
75% of the class gets a rating
of at least 70%
Table 3. Sample Matrix Linking Assessment Methods with Set Targets
and Standards
17. There shall 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 shall 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 their implementation. This regular cycle of
documentation of projects, programs for remediation and their
successful implementation shall serve as the evidence for
Continuous Quality Improvement.
18. The curriculum shall develop electrical engineers who have a background
in mathematics, natural, physical and allied sciences. As such the
curriculum contains courses in college-level mathematics, physics,
chemistry, materials and environmental sciences with emphasis on the
development of analytical and creative abilities. The curriculum also
contains mandated general education and elective courses as connected to
the desired program outcomes. This is to ensure that the electrical
engineering graduates can understand and articulate the nature of their
special role in society and the impact of their work on the environment.
The curriculum is designed to guarantee a certain breadth of knowledge of
the Electrical Engineering discipline through a set of core courses and to
ensure depth and focus in certain specializations through track elective
courses. A minimum of 240 hours of immersion in electrical engineering
activities outside the institution and a capstone design project or a
research project in electrical engineering are the final requirements of the
curriculum.
19. Classification/ Field / Course
Minimum No. of Hours/Week
Minimum Credit
Units
Lecture
Lab/Field/Design or
Drafting
I. Technical Courses
A. Mathematics 12 0 12
B. Natural Sciences 6 6 8
C. Engineering Sciences 8 3 9
D. Allied Courses 26 18 32
E. Professional Courses 34 48 50
F. Electives 9 0 9
TOTAL (TECHNICAL) 95 75 120
II. Non-Technical Courses
A. Core Courses 24 0 24
B. Electives 9 0 9
C. Mandated Course 3 0 3
Physical Education (8) (8)
NSTP (6) (6)
TOTAL (NON-TECHNICAL) 50 50
GRAND TOTAL 144 72 170
20. GE Core Courses Lecture
Lab/Field
Design/Drafting
Credit Units
Science, Technology and Society 3 0 3
Contemporary World 3 0 3
Readings in Philippine History 3 0 3
Understanding the Self 3 0 3
Art Appreciation 3 0 3
Purposive Communication 3 0 3
Mathematics in the Modern World 3 0 3
Ethics 3 0 3
Electives / Mandated Course Lecture
Lab/Field
Design/Drafting
Credit Units
Technopreneurship 3 0 3
Free Elective - Environmental Science and Engineering
(recommended)
3 0 3
Free Elective - Information Technology
(recommended)
3 0 3
Life and Works of Rizal 3 0 3
Physical Education 1, 2, 3, 4 (2 units each) (8) (8)
National Service Training Program 1 & 2 (3 units each) (6) (6)
Sub-total (Non-technical Courses) 50 50
New General Education Curriculum (GEC): Non-Technical Courses
21. Mathematics Lecture
Lab/Field
Design/Drafting
Credit Units
Calculus 1 3 0 3
Calculus 2 3 0 3
Engineering Data Analysis 3 0 3
Differential Equations 3 0 3
Sub – total (Mathematics) 12 0 12
Natural/Physical Sciences
Chemistry for Engineers 3 3 4
Physics for Engineers 3 3 4
Sub – total (Natural/Physical Sciences) 6 6 8
Engineering Sciences Lecture
Lab/Field
Design/Drafting
Credit Units
Computer-aided Drafting 0 3 1
Engineering Mechanics 3 0 3
Engineering Economics 3 0 3
Engineering Management 2 0 2
Technical Courses
22. Allied Courses Lecture
Lab/Field
Design/Drafting
Credit
Units
Fundamentals of Deformable Bodies 2 0 2
Numerical Methods and Analysis 2 3 3
Electronic Circuits: Devices and Analysis 3 3 4
Basic Thermodynamics 2 0 2
Industrial Electronics 3 3 4
Electromagnetics 2 0 2
Fluid Mechanics 2 0 2
Fundamentals of Electronic
Communications
3 0 3
Logic Circuits and Switching Theory 2 3 3
Microprocessor Systems 2 3 3
Computer Programming 0 3 1
Basic Occupational Safety and Health 3 0 3
Sub - total (Allied Courses) 26 18 32
23. Professional Courses Lecture
Lab/Field
Design/Drafting
Credit Units
EE Law, Codes, and Professional Ethics 2 0 2
Electrical Standards and Practices 0 3 1
Electrical Circuits 1 3 3 4
Electrical Circuits 2 3 3 4
Electrical Apparatus and Devices 2 3 3
Electrical Machines 1 2 3 3
Electrical Machines 2 3 3 4
Engineering Mathematics for EE 3 0 3
Electrical Systems Design 3 6 5
Power System Analysis 3 6 5
Research Methods 1 3 2
Research Project or Capstone Design Project 0 6 2
Instrumentation and Control 3 3 4
Feedback Control Systems 3 3 4
Seminars/Colloquia 0 3 1
On-the-job Training 3 (240 hours) 3
ELECTIVES 1, 2, 3 9 0 9
Sub – total (Professional Courses) 43 48 59
GRAND TOTAL 145 75 170
24. The institution may enrich the sample model of
program of study depending on the institutional
outcomes and the needs of the industry, provided that
the minimum curricular requirements are met and
pre-requisites and co-requisites are complied with.
The sample program of study given below is meant
for HEIs operating on a semestral system. HEIs with
CHED-approved trimester or quarter systems may
adjust their courses and course specifications
accordingly to fit their delivery system, as long as the
minimum curricular and prerequisite requirements
are satisfied.
25. Courses/Subjects
No. of Hours
Total units Pre-Requisite
Lecture L/F/D
Calculus 1 3 0 3
Chemistry for Engineers 3 3 4
Computer-aided Drafting 0 3 1
Mathematics for Engineers 3 0 3
Understanding the Self 3 0 3
Readings in Philippine History 3 0 3
NSTP 1 3 0 3
PE 1 2 0 2
SUB-TOTAL 20 6 22
FIRST YEAR
First Year - First Semester
Note: L/F/D stands for Laboratory, Field Work, Design or Drafting
26. Courses/Subjects
No. of Hours
Total Units Pre-Requisite
Lecture L/F/D
Calculus 2 3 0 3
Calculus 1
Engineering Data Analysis 3 0 3
Physics for Engineers 3 3 4
Calculus 1
Purposive Communication 3 0 3
Contemporary World 3 0 3
NSTP 2 3 0 3
PE 2 2 0 2
SUB-TOTAL 20 3 21
First Year - Second Semester
27. Courses/Subjects
No. of Hours Total
Units
Prerequisite
Lecture L/F/D
Differential Equations 3 0 3 Calculus 2
Electrical Circuits 1 3 3 4 Physics for Engineers; Calculus 2
Engineering Mechanics 3 0 3 Physics for Engineers; Calculus 2
Art Appreciation 3 0 3
Science, Technology and
Society
3 0 3
Basic Thermodynamics 2 0 2 Physics for Engineers
Computer Programming 0 3 1
PE 3 2 0 2
SUB-TOTAL 19 6 21
SECOND YEAR
Second Year - First Semester
28. Courses/Subjects
No. of Hours Total
Units
Prerequisite
Lecture L/F/D
Engineering Math for EE 3 0 3 Differential Equations
Fundamentals of
Deformable Bodies
2 0 2 Engineering Mechanics
Electrical Circuits 2 3 3 4 Electrical Circuits 1
Electronic Circuits: Devices
and Analysis
3 3 4 Electrical Circuits 1
Fluid Mechanics 2 0 2 Physics for Engineers
Information Technology 3 0 3
Electromagnetics 2 0 2
Physics for Engineers; Differential
Equations
PE 4 2 0 2
SUB-TOTAL 20 6 22
Second Year - Second Semester
29. Courses/Subjects
No. of Hours Total
Units
Pre-Requisite
Lecture L/F/D
Numerical Methods and
Analysis
2 3 3 Engineering Math for EE
Logic Circuits and
Switching Theory
2 3 3
Electronic Circuits: Devices and
Analysis
Engineering Economics 3 0 3 3rd year standing
Industrial Electronics 3 3 4
Electronic Circuits: Devices and
Analysis
Fundamentals of Electronic
Communications 3 0 3
Electronic Circuits: Devices and
Analysis
Electrical Machines 1 2 3 3
Electromagnetics; Electrical
Circuits 2
Ethics 3 0 3
SUB-TOTAL 18 12 22
THIRD YEAR
Third Year - First Semester
30. Courses/Subjects
No. of Hours Total
Units
Pre-Requisite
Lecture L/F/D
Microprocessor Systems
2 3 3
Logic Circuits and Switching Theory
Electrical Apparatus and Devices 2 3 3 Electrical Circuits 2
Electrical Machines 2 3 3 4 Electrical Machines 1
Basic Occupational Safety and
Health
3 0 3 Ethics
Environmental Science and
Engineering
3 0 3
EE Law, Codes, and Professional
Ethics
2 0 2 Ethics
Feedback Control Systems
3 3 4
Engineering Math for EE; Electronic
Circuits: Devices and Analysis
SUB-TOTAL 18 12 22
SUMMER
On-the-JobTraining 3 240 hrs 3 3rd year standing
Third Year - Second Semester
31. Minimum Hours Pre-Requisite
Subjects Lecture L/F/D Units
Electrical Standards and
Practices
0 3 1
EE Law, Codes, and Professional
Ethics
Electrical Systems Design 3 6 5 Electrical Machines 2
EE Elective 1 3 0 3 4th year standing
Engineering Management 2 0 2 Engineering Economics
Research Methods 1 3 2 Engineering Data Analysis
Instrumentation and Control 3 3 4 Feedback Control Systems
Life and Works of Rizal 3 0 3
SUB-TOTAL 15 15 20
FOURTH YEAR
Fourth Year - First Semester
32. Subjects
No. of Hours
Units
Pre-Requisite
Lec L/F/D
Power Systems Analysis 3 6 5
Electrical Standards and
Practices
EE Elective 2 3 0 3 EE Elective 1
EE Elective 3 3 0 3 EE Elective 1
Research Project or
Capstone Design Project
0 6 2 Research Methods
Seminars/Colloquia 0 3 1 Graduating
Technopreneurship 3 0 3
SUB-TOTAL 12 15 17
Fourth Year - Second Semester
33. Research Project or Capstone Design Project – shall focus on the established
program research agenda of the HEI and may involve, among others, any of the
following areas:
1. Alternative Energy Resources
2. Innovative Electrical Equipment Design
3. Development of software for Electrical Circuit Analysis and Design, Electrical
Systems Analysis and Design, and Power System Analysis and Design
4. Design of means of transportation using electricity
5. Development of low-cost sustainable eco-materials for electrical installations
6. Other projects related to the practice of the Electrical Engineering profession
.
34. On-the-job-training / practicum – shall require a minimum of 240
hours. At the discretion of the HEIs, industry immersion may be
substituted with student projects that will enhance, modernize, and
elevate the level of effectiveness and relevance of electrical engineering
education.
Seminars/Colloquia – seminars shall involve relevant topics and latest
developments in the electrical engineering field; attendance in colloquia
and/or presentation of student research project or capstone design
project.
35. The BSEE Department under the College of Engineering shall be administered by
a Program Chair/Department Head with the following qualifications:
1. Holder of a BSEE degree;
2. Holder of a MSEE degree or a master’s degree in engineering education,
management, or a master’s degree in engineering major in EE;
3. Registered Electrical Engineer with valid PRC ID;
4. With at least three years of teaching experience; and preferably with at least
three years of experience in industry or academic administration.
The college dean may serve as concurrent department or program chair of his
discipline in extreme cases of low enrolment in the program.
The Program Chair shall be allowed a maximum academic load of 50 % of a full-
time teacher’s teaching load. He shall provide leadership and active involvement
in curriculum development and coordination of curricular offerings; syllabi
review and revision; program assessment and evaluation procedures; research
and related activities of the department; recruitment, placement, and
professional development of faculty members and staff of the department; and
budgeting, allocations and requisitions.
36. The library services and other learning resources shall be
adequate to support the scholarly and professional activities of
the students and faculty. A progressive development plan and
implementation report shall be periodically prepared as
evidence in this regard.
The library collection and other learning resources shall be
adequate and regularly updated to support the achievement of
all program and course outcomes.
There shall be a functional library orientation program for all
new students at the start of the semester.
The library shall have a system of announcing all new
acquisitions, a system for the use of library resources/materials
and available access to INTERNET.
37. Classrooms, offices, laboratories and associated equipment
and facilities shall be adequate to provide an atmosphere
conducive to learning and to support the attainment of the
program outcomes. Modern tools, equipment, computing
resources and laboratories appropriate to the program shall
be made available, accessible, systematically upgraded and
regularly maintained to support the program needs and to
enable the achievement of the program outcomes.
Students, faculty members and laboratory staff should be
provided with adequate training and guidance regarding the
safe and proper operation of laboratory equipment and
facilities.
38. As per CMO 37 s. 2012, a curriculum map is “a
matrix relating all the courses listed in the
program curriculum with one or more of the
declared student/program outcomes.”
Each course/subject in the curriculum is defined
as a formative (introductory or practiced with
supervision) or summative (practiced without or
with very minimal supervision)
39. ANNEX II - Sample BSEE Curriculum Mapping
Key: I – Introductory E – Enabling D – Demonstrated
Graduates of the BSEE program shall have developed the ability to:
a) Apply knowledge of mathematics and sciences to solve engineering problems;
b) Conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw
conclusions;
c) Apply both analysis and synthesis in the engineering design process, resulting in designs that 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 effectively on multidisciplinary teams that establish goals, plan tasks, meet deadlines, and analyze risk
and uncertainty;
e) Identify, formulate and solve complex problems in electrical engineering;
f) Recognize ethical and professional responsibilities in engineering situations;
g) Communicate effectively with a range of audiences;
h) Understand the impact of engineering solutions in a global, economic, environmental, and societal context;
i) Recognize the need for additional knowledge and locate, evaluate, integrate, and apply this knowledge
appropriately;
j) Articulate and discuss the latest developments in the field of electrical engineering;
k) Apply techniques, skills, and modern engineering tools necessary for engineering practice; and
l) Demonstrate knowledge and understanding of engineering and management principles as a member and/or
leader in a team to manage projects in multidisciplinary environments;
40. Courses
Program Outcomes
a b c d e f g h i j k l
Mathematics
Calculus 1 I I
Calculus 2 I I
Engineering Data Analysis I I I I
Differential Equations E E
Physical Sciences
Chemistry for Engineers I I
Physics for Engineers I I
41. Engineering Sciences
Computer-aided Drafting I E I
Engineering Mechanics I I
Engineering Economics I I I E I
Engineering Management I I E E
Allied Courses
Engineering Mathematics for EE E E E
Fundamentals of Deformable Bodies I I
Numerical Methods and Analysis E E E
Electronic Circuits: Devices and Analysis E I E
Basic Thermodynamics I I
Industrial Electronics E E E
Electromagnetics I E
Fluid Mechanics I I
Fundamentals of Electronic Communications E
Logic Circuits and Switching Theory E I E
Microprocessor Systems E I E I
Computer Programming I I I I
Basic Occupational Safety and Health I D E D I I
42. Professional Courses
Engineering Mathematics for EE E E E
Feedback Control Systems I E E I
EE Law, Codes, and Professional Ethics I I D E I I
Electrical Standards and Practices I I D E I I I
Electrical Circuits 1 E E I E E
Electrical Circuits 2 E E I E E
Electrical Apparatus and Devices E E I E E
Electrical Machines 1 E E I E E
Electrical Machines 2 E E I E E
Electrical Systems Design D D I D E D E E E
Power Systems Analysis D D I D E D E E E
Research Methods I D
Research Project or Capstone Design Project D D D D D D E E E E
Instrumentation and Control D I I E I I
Seminars/Colloquia E D D E E I
On-the-job Training D E D D D E E E D
ELECTIVES 1, 2, 3 E E E D E E E E
43. Courses
Program Outcomes
a b c d e f g h i j k L
Non-Technical Courses
Science, Technology and Society
Contemporary World
Readings in Philippine History
Understanding the Self
Art Appreciation
Purposive Communication
Mathematics in the Modern World
Ethics
Environmental Science and Engineering
Technopreneurship
Information Technology
Life and Works of Rizal
Physical Education
NSTP
44. 1. If Filipino 1 and 2 (additional 6 units) were to
be imposed, one elective course shall be
removed and OJT shall be a one or two-unit
field course;
2. When additional units are applied to certain
courses, the course description/specification
must be adjusted to reflect the increase in the
units;
3. This PSG for BSEE does not impose a
maximum ceiling; however, justification for
increase beyond 192 total units shall be
submitted to CHED.
Editor's Notes
Courses/Subjects
No. of Hours
Total Units
Pre-Requisite
Lec
L/F/D
Calculus 2
3
0
3
Calculus 1
Engineering Data Analysis
3
0
3
Physics for Engineers
3
3
4
Calculus 1
Purposive Communication
3
0
3
Contemporary World
3
0
3
NSTP 2
3
0
3
PE 2
2
0
2
SUB-TOTAL
20
3
21
