Engr.

CESAR CORONADO
November 16, 2018
 General Issues
1. Transition from High School to College – Mindset of the SHS
Graduates
2. Readiness of Grade 12 Graduates
a.Preparedness of the Grade 12 – STEM Graduates for an
Engineering Program
b.Preparedness of the Grade 12 – non-STEM Graduates for
an Engineering Program
3. Qualifications of the Faculty Handling the Mathematics
courses in the SHS program – STEM strand
 General Issues
4. Effectiveness of the Bridging Program
- Uniformity of Bridging Programs Offered by HEIs
5. Extensive Understanding of OBE by the Faculty and the
Students:
- Program Educational Objectives (PEOs);
- Program/Student Outcomes (POs/SOs)
6. Teaching Strategies vs Learning Styles
7. Developmental Program for “low achievers”
Questions that a SHS graduate wants to have definite
answers:

1. Do I really want to take up engineering?

2. What is engineering and what do engineers do?
3. What are the different engineering disciplines and what are
the areas of specialization in engineering?
4. How will I know that I have selected the best engineering
field for me?
5. Will the demand be high when I graduate four to five years
from now?
Things that a SHS graduate should consider to ensure success
in pursuing a college degree in engineering:

➢ Budgeting time – creation of a weekly schedule, daily

monitoring of how the schedule is being followed, making
changes/adjustments as necessary
➢ Changing study habits and strategies – attending classes
regularly, availing of consultation time with the faculty,
taking good notes, selecting a good study area, forming
study groups, preparing for the exams
➢ Getting involved with an engineering organization – knowing
the benefits of joining an engineering organization, visiting
websites of these organizations, being an active member
➢ Graduation plan – knowing the curriculum, planning how to
complete the program in four years or less
➢ Other considerations:
1. Doing volunteer work – be involved in community
outreach activities; develop communication, management,
or supervisory skills
2. Exercising civic duties such as voting in elections and
playing an active role in the community
3. Knowing one’s classmates
4. Getting to know engineering students in the upper year
level – get information about their experiences and campus
social issues
➢ Are diagnostic exams given to SHS graduates before they
are actually admitted into the engineering program? Who
validates these exams for reliability and effectiveness?
➢ If the graduates fail the diagnostic exams, what remedial
measures are being undertaken by the HEIs?
➢ Aside from the diagnostic exams, what other assessment
tools are used to determine the readiness of SHS
graduates for an engineering program?
➢ What measures are undertaken to develop the
communication skills of the freshmen students?
➢ How are the freshmen assessed and evaluated in terms of
their ability to use mathematics, and natural sciences in
solving problems?
➢ What means are established to develop in freshmen
students the following? - time management and analytical
skills, creativity, teamwork, oral and written
communication skills, and the use of modern engineering
tools necessary for engineering practice
➢ Faculty profile of the SHS Math and Science teachers;
what trainings/workshops had been established and
implemented to ensure that the SHS faculty are properly
equipped to handle the technical courses in the SHS
program?
➢ Syllabi of the SHS math and science courses; who
validates these syllabi?
➢ How are the course outcomes, especially for the math and
science courses in SHS, assessed and evaluated? How are
the results used for continuous improvement of the SHS
program?
➢ What courses are offered in the bridging program?
➢ How are these courses assessed and evaluated for validity,
reliability, and effectiveness?
➢ Do all HEIs offering engineering programs provide the
“same/similar” bridging programs for non-STEM Grade 12
graduates?
➢ What measures are undertaken if the bridging program
proves to be unreliable or ineffective, as shown by many
students failing in Calculus, Physics, and/or Chemistry?
➢ How are the faculty members oriented about OBE, PEOs,
and PO/SOs? How do they cascade these to the students?
➢ How do the faculty members assessed and evaluate the
degree of understanding/comprehension of these
outcomes by the students?
➢ Does the faculty/department have the following plans in
place? If Yes, how are these plans implemented and
monitored?
a. course assessment and evaluation plan
b. program assessment and evaluation plan
➢ Are recommendations implemented for continuous
improvement of the program?
➢ Are the teachers aware of the learning styles of their
students?
➢ How do teachers adjust their teaching methodologies to
the learning styles of the students? or
➢ How do the students adjust their learning styles to the
teaching methodologies of their teachers?
➢ How do teachers assess and evaluate the effectiveness
and efficiency of their teaching approaches?
➢ Are learning modules developed for the benefit of the “low
achievers”?
➢ What “remedial” programs are being implemented to
assist the so-called “low achievers”?

➢ Is student advising a required function/responsibility of

the faculty? If yes, how is this implemented and
monitored?
a. Explaining the significance of the engineering profession
in today’s world and pointing out the role that engineers
will play in society for the next 25 years or so
b. Emphasizing that engineers, computer specialists, and
systems analysts are among the fastest-growing
occupations globally
c. Discuss the future/career opportunities for engineers

Reference: Moaveni, Saeed, Engineering Fundamentals:

An Introduction to Engineering, 5th ed., Cengage
Learning, 2016