Republic of the Philippines

BATANGAS STATE UNIVERSITY

Alangilan Campus
Alangilan, Batangas City

COLLEGE OF ENGINEERING, ARCHITECTURE AND FINE ARTS

BACHELOR OF SCIENCE IN CIVIL ENGINEERING

COURSE INFORMATION SYLLABUS (CIS)

Vision A premier national university that develops leaders in the global knowledge economy.
Mission A university committed to producing leaders by providing a 21st century learning environment through
innovations in education, multidisciplinary research, and community and industry partnerships in order to
nurture the spirit of nationhood, propel the national economy and engage the world for sustainable
development.
Course Title Introduction to Engineering Course Code ENGG 401
Course Category Core Pre-requisite(s) None
Semester/Year First Sem, 1st year Credit Hours 1 (3 hrs lab)
Course Instructor None
Engr. Honorata L. de Guzman Reference CMO
Licenses: CE and LET / Education: BSCE Date Prepared August 16, 2021
[email protected] Revision No.: 0
Period of Study 18 weeks Revision Date:
Course Rationale Introduction to Engineering is a course designed to teach students about the different engineering fields
and Description and expose them to research opportunities, career possibilities, and coursework that will challenge and
engage them. Engineers must be problem solvers, creative thinkers, and leaders in order to be successful
in the profession. For this to happen, students need to stay in engineering programs, be pleased with their
choice of major, and develop engineering identity. This introductory course provides a framework for the
practice of engineering. This framework is a broad outline of the tasks and responsibilities of an
engineer, and the use of disciplinary knowledge in executing those tasks. Further, this course aims to
stimulate students' interest and strengthen their motivation for, the field of engineering by focusing on the
application of relevant core engineering disciplines. The course also includes personal and interpersonal
skills knowledge, skills, and attitudes that are essential at the start of a program to prepare students for
more advanced product, process, and system building experiences.
Contact Hours 3 hrs laboratory

Criteria for 45% Group Project

Assessment 20% Midterm Exam
10% Self and Peer Assessment
25% Experiential Learning Activities
Teaching, Teaching and Learning Strategies
Learning, and
Assessment For effective learning and teaching, this course will be delivered using both synchronous and
Strategies asycnhronous mode. Google classroom with google meet will be the venue for synchronous learning. For
asynchronous learning, materials can be accessed thru google classroom and course website. An e-
learning week will be provided to allow students to do group study learning session and accomplishment
of other deliverables. The course instructor will also be available for consultations if needed. Details of
assessment activities (scope, week, and feedback mechanism) is available in the TLA below.

Assessment Strategies

Midterm Exam
There will be one (1) summative examination to be conducted online using google form. The examination
will cover the topics discussed for the given period but may include some topics from the preceding
period due to the continuity of concepts. The exam will be given in synchronous mode.
Group Project
The Introduction to Engineering Project is a semester project wherein students come together in groups of
not more than five members and plan a project during the semester. Students will make use of different
online collaboration tools.The project work includes the planning of a project, including several periodic
and a final presentation as well as the preparation of project documentation. This experience will help
teach the students critical engineering skills such as familiarity with tools and processes needed to
practically apply the engineering techniques, the steps of the Engineering Design Process, the essentials
of public speaking and engineering communication, and teamwork and the challenges of working with
different personalities. The course facilitator will provide further details of the project through the Project
Brief document.
Group Project is divided into following criteria which will cover cognitive, psychomotor and affective
domains of learning:
(1) Written report - project documentation including the project planning, review and milestone
report
(2) Presentation - video presentation of the proponents explaining the project done
(3) Project output - 3-d models or simulation of the concept of the proposed project or prototype
for presentation online (through the video)
(4) Viewers feedback - all project will be collated and presented through online platform -
perception
Self of the
and Peer viewers as to acceptance and interest on the concept, the delivery and the presentation of
Assessment
Self and peer assessments, where students assess each other and themselves, can encourage students to
take greater responsibility for their learning. Through this, students can learn from their previous
mistakes, identify their strengths and weaknesses and learn to target their learning accordingly. Getting
students more actively involved in their assessment can make assessment itself a means by which they can
learn and develop. It enables students to independently assess their own and other students’ progress with
confidence rather than always relying on teacher judgment. When students self and peer assess, they are
actively involved in the learning process and their independence and motivation is improved. In this
course, peer and self-assessments will be used as a component of summative assessment. The course
facilitator will provide the rubric thru google classroom for self and peer assessments and will explicitly
discuss assessment expectations and objectives. It is strongly encouraged that students provide their peers
positive and constructive feedback that is productive and professional.
Intended ILO Upon completion of this course, the students should be able to:
Learning ILO1 Develop professional behavior and code of ethics in areas like project management,
Outcomes (ILO) teamwork and leadership.
ILO2 Acquire knowledge and understanding in design thinking and engineering design
process through a simple prototype product that addresses realistic constraints and
system requirements, while using basic project management techniques.
ILO3 Apply appropriate design process, prototyping and modern engineering tools in activity
/ project building.
 ILO4
ILO5
ILO6
ILO7

Assessment Assessment Tasks (AT) Distribution Intended Learning Outcomes Domains

Method and Code Assessment Tasks I/R/ (%) 1 2 3 4 5 6 7 C P
Distribution Map GP Group Project D 45 30 50 20 50 50
ME Midterm Exam I 20 100 100
SPA Self and Peer Review I 10 100
ELAExperiential Learning Activity R 25 50 50 40 40

Total 100
Note: All internal assessments with feedback will be made available within 2 week after each
assessment submission except Final Examination.
References/ Role of engineers in Nation Building. (2016, May 8). Study Moose.
Other Books and 1 https://studymoose.com/role-of-engineers-in-nation-building-essay
Articles Moaveni, S. (2010). Engineering Fundamentals: An Introduction to Engineering.
2 Cengage Learning.
Gerd Waloszek (2012), Introduction to Design Thinking,
3 https://experience.sap.com/skillup/introduction-to-design-thinking
Design Thinking: The Beginner’s Guide, Retrieved July 31, 2020, from
4 https://www.interaction-design.org/courses/design-thinking-the-beginner-s-guide
The Engineering Design Process. Science Buddies. Retrieved July 18, 2020, from
https://www.sciencebuddies.org/science-fair-projects/engineering-design-
5 process/engineering-design-process-steps
Engineering Design Process. Teach Engineering. Retrieved July 26, 2020, from
6 https://www.teachengineering.org/design/designprocess
Dam, R. F., & Siang, T. Y. Prototyping: Learn Eight Common Methods and Best
7 Practices. Retrieved August 8, 2020, from https://www.interaction-
Berkun, S. (2005, February). How To Pitch an Idea. Scott Berkun.
8 https://scottberkun.com/essays/38-how-to-pitch-an-idea/
Business Pitch: Definition, Types & Importance. (2017, October 27). Study.com.
9 https://study.com/academy/lesson/business-pitch-definition-types-importance.html
GNU Octave (version 5.2.0). Retrieved August 9, 2020, from
10 https://octave.org/doc/v5.2.0/index.html#SEC_Contents
Long, P. J. G. (2005). Introduction to Octave. https://www-
11 mdp.eng.cam.ac.uk/web/CD/engapps/octave/octavetut.pdf
Institutional IGA Institutional Graduate Attributes (IGA) Statements
Graduate IGA1 Knowledge Competence
Attributes (IGA) Demonstrate a mastery of the fundamental knowledge and skills required for functioning
effectively as a professional in the discipline, and an ability to integrate and apply them
effectively to practice in the workplace.
IGA2 Creativity and Innovation
Experiment with new approaches, challenge existing knowledge boundaries and design novel
solutions to solve problems.
IGA3 Critical and Systems
Identify, define, and deal with complex problems pertinent to the future professional practice or
daily life through logical, analytical and critical thinking.
IGA4 Communication
Communicate effectively (both orally and in writing) with a wide range of audiences, across a
range of professional and personal contexts, in English and Pilipino.
 IGA5 Lifelong Learning
Identify own learning needs for professional or personal development; demonstrate an eagerness
to take up opportunities for learning new things as well as the ability to learn effectively on their
own.
IGA6 Leadership, teamwork, and Interpersonal Skills
Function effectively both as a leader and as a member of a team; motivate and lead a team to work
towards goal; work collaboratively with other team members; as well as connect and interact
socially and effectively with diverse culture.
IGA7 Global Outlook
Demonstrate an awareness and understanding of global issues and willingness to work, interact
effectively and show sensitivity to cultural diversity.
IGA8 Social and National Responsibility
Demonstrate an awareness of their social and national responsibility; engage in activities that
contribute to the betterment of the society; and behave ethically and responsibly in social,
professional and work environments.
Student SO Student Outcomes (SO) Statements
Outcomes (SO) SO1 Discipline Knowledge
Ability to apply mathematics, sciences and principles of engineering to solve complex engineering
problems;
SO2 Investigation
Ability to develop and conduct appropriate experimentation, analyze and interpret data, and use
engineering judgment to draw conclusions;
SO3 Design/Development of Solutions
Design solution, system, components, processes, exhibiting improvements/innovations, that meet
specified needs with appropriate consideration for public health and safety, cultural, societal,
economical, ethical, environmental and sustainability issues.
SO4 Leadership and Teamwork
Function effectively as a member of a leader on a diverse team whose members together provide
leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet
objectives.
SO5 Problem Analysis
Identify, formulate, and solve complex engineering problems by applying principles of
engineering, science, and mathematics;
SO6 Ethics and Professionalism
Apply ethical principles and professional responsibilities in engineering situations and make
informed judgments, which must consider the impact of engineering solutions in global,
environmental, and societal contexts.
SO7 Communication
Communicate effectively on complex engineering activities with the community, and the society
at large, such as being able to comprehend and write effective reports and design documentation,
make effective presentations, and give and receive clear instructions;
SO8 Environment and Sustainability
Recognize the impact of professional engineering solutions in societal, global, and environmental
contexts and demonstrate knowledge of and need for sustainable development;
SO9 Lifelong Learning
Recognize the need for, and ability to engage in independent and life-long learning in the broadest
context of technological change.
SO10 The Engineer and Society
Apply reasoning based on contextual knowledge to assess societal, health, safety, legal, cultural,
contemporary issues, and the consequent responsibilities relevant to professional engineering
practices.
SO11 Modern Tool Usage
Apply appropriate techniques, skills, and modern engineering and IT tools to complex
engineering activities;
 SO12 Project Management and Finance
Demonstrate knowledge and understanding of engineering management and financial principles as
member or a leader of a team to manage projects in multidisciplinary settings, and identify
opportunities of entrepreneurship.
SO13 Social and National Responsibility
Apply acquired engineering knowlegde and skills in addressing community problems that
contributes to national development.
CDIO CDIO CDIO Skills
Framework Skills CDIO Disciplinary Knowledge & Reasoning
1 Knowledge of underlying mathematics and sciences, core engineering fundamental knowledge,
advanced engineering fundamental knowledge, methods and tools
CDIO Personal and Professional Skills & Attributes
2 Analytical reasoning and problem solving; experimentation , investigation and knowledge
discovery; system thinking; attitudes, thoughts and learning; ethics, equity and other
CDIO responsibilities
Interpersonal Skills: Teamwork & Communication
3 Teamwork, communications, communication in a foreign language
CDIO Conceiving, Designing, Implementing & Operating Systems
4 External, societal and environmental context, enterprise and business context, conceiving, systems
engineering and management, designing, implementing, operating
Sustainable SDG SDG Skills
Development SDG1 Envisioning
Goals Skills Establish a link between long-term goals and and immediate actions, and motivate people to take
action by harnessing their deep aspirations.
SDG2 Critical Thinking and Reflection
Examine economic, environmental, social and cultural structures in the context of sustainable
development, and challenges people to examine and question the underlying assumptions that
influence their world views by having them reflect on unsustainable practices.
SDG3 Systemic Thinking
Recognise that the whole is more than the sum of its parts, and it is a better way to understand and
manage complex situations.
SDG4 Building Partnerships
Promote dialogue and negotiation, learning to work together, so as to strengthen ownership of and
commitment to sustainable action through education and learning.
SDG5 Participation in Decision Making
Empower oneself and others through involvement in joint analysis, planning and control of local
decisions.
COURSE POLICIES
A. GRADING SYSTEM
The grading system adopted by this course is as follows:
Excellent 1.00 98 - 100
Superior 1.25 94 - 97
Very Good 1.5 90 - 93
Good 1.75 88 - 89
Meritorious 2.00 85 - 87
Very Satisfactory 2.25 83 - 84
Satisfactory 2.50 80 - 82
Fairly 2.75 78 - 79
Passing 3.00 75 - 77
Failure 5.00 Below 70
Incomplete INC
*Students who got a computed grade of 70-74 will be given an appropriate remedial activity in which the
final grade should be either passing (3.0) or failure (5.0).
B. CLASS POLICY
B.
Prompt and regular attendance of students is required. Total unexcused absences shall not exceed ten (10)
percent of the maximum number of hours required per course per semester (or per summer term). A
semester has 18 weeks.
MISSED EXAMINATIONS
Students who failed to take the exam during the schedule date can be given a special exam provided he/she
has valid reason. If it is health reason, he/she should provide the faculty with the medical certificate signed
by the attending Physician. Other reasons shall be assessed first by the faculty to determine its validity.
ACADEMIC DISHONESTY
Academic dishonesty includes acts such as cheating during examinations or plagiarism in connection with
any academic work. Such acts are considered major offenses and will be dealt with according to the
University’s Student Norms of Conduct.
DROPPING
Dropping must be made official by accomplishing a dropping form and submitting it at the Registrar’s
Office before the midterm examination. Students who officially drop out of class shall be marked
“Dropped” whether he took the preliminary examination or not and irrespective of their preliminary grades.
A student who unofficially drops out of class shall be given a mark of “5.0” by the instructor.

C. POLICY ON EXAMINATIONS
a. Student should ensure that they have a stable, uninterrupted internet (data) connection for the exam. If the internet
access fails during the exam, students should notify the course facilitator immediately.
b. Exams will be given in synchronous mode, passkey for the exam will be given in Google Classroom and students
have to use their G Suite account in taking the exam.

Teaching, Learning, and Assessment (TLA) Activities

Ch. Topics / Reading List Wks Topic Outcomes ILO SO Delivery Method
1 Orientation and Introduction 1 Presentation of Syllabus, Discussion
Reading List: University Catalog, Student Class Rules
Handbook
ELA 0
2 Engineering Careers and Professions 2 Describe the important 1 9 Industry
The Nature of Engineering traits of successful practitioner
Definition of Engineering engineers talks, power
Engineering Careers and Professions point
Impact and contribution of Engineering in Discuss the meaning of presentations,
the Real World engineering as a case studies,
discipline and a career discussion
Reading List: 1 - 2
Give examples of
Homework (ungraded)
products and services that
Quiz 1 (ungraded)
engineers design that
ELA 0 (ungraded)
makes our lives better

Explain the importance of

engineering profession in
the development of a
community and in nation
3 Design Thinking 3-5 Operate the five stages of 2,3 3 Presentations,
Design Thinking Process workshops,
Empathy : Empathize, Define, videos, case
Ideate, Prototype, Test studies, Team
Lecture, ELA,
Describe the Design quiz,
Thinking process as Jamboard,
 3-5 Operate the five stages of 2,3 3 Presentations,
Design Thinking Process workshops,
: Empathize, Define, videos, case
Reading List: 3 - 4 Ideate, Prototype, Test studies, Team
ELA 0A - 0B (ungraded) Lecture, ELA,
ELA 1 - 2 (graded) Describe the Design quiz,
Quiz 2 (ungraded) Thinking process as Jamboard,
applied in project tinkercad
execution

Demonstrate the design

thinking processes in
developing practical and
innovative solutions to
4 Engineering Design Process 6-8 real-world
Express theproblems
general 2,3 3 Presentations,
components and workshops,
What is Engineering Design Process procedures in engineering videos, case
Steps in engineering design process design studies, Team
Reading List: 5 - 6 Lecture, ELA
ELA 3 -4 (graded) Evaluate additional
Quiz 3 (ungraded) design considerations
such as sustainability,
economics and material
selection

Apply the engineering

design process in a
specific projects/activities
5 Midterm Exam 9 2 Online Exam
6 Prototyping, Rapid Prototyping, 10 Differentiate types of 3 3 Presentations,
Prototyping, LoFi HiFi prototyping and its videos, case
application studies
Reading List: 7 - 8
Quiz 4 (ungraded) Apply common
techniques employed in
LoFi and HiFi Prototyping

7 Idea Pitching based on agreed upon 11 Express idea in a 3 7 Team lectures,

themes or problems multimedia presentation videos, power
to develop oral point
communication skills. presentations,
Reading List: 9 -10 modules,
Define and clarify the hands-on
ELA 5 (graded)
Quiz 5 (ungraded) concept of the mini training
project related to their
field of specialization.
8 E-Learning Week ### Utilize several learning Group
activities in the Discussions,
conceptualization of use of
project being carried out. collaboration
tools
Generate plan,
approaches or strategies,
and decide on the
deliverables
 8 ### Utilize several learning Group
activities in the Discussions,
Inquiry-based activity
conceptualization of use of
project being carried out. collaboration
tools
Generate plan,
approaches or strategies,
and decide on the
deliverables
9 Project Milestone Reporting 14 Write a project report to 3 7 Presentation
develop written
Milestone Report communication skills.

Assess progress in
accordance to the
prepared schedule and
timeline.

Develop project
management skills.
10 Technology tools and Capability Building 15- Recognize technology 3 11 Lecture,
17 tools and their use and presentation,
Octave
functions. discussion,
Discipline- Specific Tools
Octave / Scilab
Demonstrate the / MATLAB
Reading List: 11 - 12
utilization of different Program
Quiz 4 (ungraded)
technology tools Specific
technology tools in Software
carrying out a project

Determine and develop

skills and capabilities,
11 E-Gallery Walk 18 and appreciate
Utilize potentials
several learning 1-3 3,7 Written Report
Group Project activities in the and Final
Self and Peer Assessment conceptualization of Presentation
project being carried out. (Video)

Generate plan,
approaches or strategies,
and decide on the
deliverables
Assessment Schedule Week No.
Distribution 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
Assessment
Method

Group Project x x
Midterm Exam x
Self and Peer Assessment x x
Experiental Learning Activity
x x x x x

STUDENT OUTCOMES (SO): Mapping of Assessment Tasks (AT)

ILOs SO3 SO6 SO11 C P A
ILO-SO and ILO-
CPA Mapping

ILO1 ELA, GP GP ME, GP ELA

ILO-SO and ILO-
CPA Mapping
ILO2 ELA, GP ME, SPA ELA, GP SPA
ILO3 ELA, GP ELA, GP ELA, GP ELA, GP
ILO4
ILO5
ILO6
ILO7

INSTITUTIONAL GRADUATE ATTRIBUTES (IGA): Mapping of Assessment Tasks (AT)

ILOs IGA2 IGA3 IGA4 IGA6 IGA8
ILO-IGA Mapping

GP, ELA,
GP, ELA
ILO1 SPA
ILO2 ELA ME, GP
ILO3 GP, ELA GP, ELA GP, ELA GP, ELA
ILO4
ILO5
ILO6
ILO7

CDIO SKILLS SDG Skills

ILO-CDIO and ILO-

ILOs CDIO2 CDIO3 CDIO4 SDG4 SDG5

SDG Mapping

GP, ELA,
SPA
ILO1 SPA GP, ELA GP, ELA
GP, ELA,
ILO2 SPA ME, GP GP
ILO4
ILO6
ILO7

Prepared by: Reviewed by: Approved by:

Engr HONORATA DE GUZMAN

ENGR. OLIVER S. DIMAILIG DR. REYNATO A. GAMBOA

Faculty Program Chairperson College Dean/ Head, Academic
Date: Date: Date:
Remarks:
1 The syllabus is to be distributed to the students in the first week of the semester.
2 Any changes to the syllabus shall be communicated (in writing) to the Program Chair and
the approved revised version must be communicated to the students.
3 The course instructor may set a more stringent similarity percentage (minimum 20%) for their
respective courses pertaining to student's submissions. However, it must be communicated in
writing to the respective Program Chair and the approved revised version must be communicated to the
students.
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presentations,
case studies,
discussion

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workshops,
videos, case
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