TABLE OF CONTENTS

Abstract…………………………………………………………………………………………..3

CHAPTER 1: Introduction, Background, and Objectives

1.1 Introduction………………………………………………………………………………...5

1.2 Curriculum Structure/ Design…………………………………………………………….7

1.3 Outcomes…………………………………………………………………………………17

1.4 Performance Indicators………………………………………………………………….19

1.5 Assessment and Evaluation…………………………………………………………….25

CHAPTER 2: Engineering Curriculum

2.1 Objective of the New ME Curriculum………………………………………………….28

2.2 Importance of the New ME Curriculum………………………………………………..29

2.3 Limitation of the new ME Curriculum…………………………………………………..30

2.4 New Curriculum Structure………………………………………………………………30

2.5 Skills Portfolio…………………………………………………………………………….32

2.6 Taught Modules………………………………………………………………………….34

2.7 Review…………………………………………………………………………………….35

CHAPTER 3: EXPECTED OUTCOMES

3. Expected Outcomes……………………………………………………………………...37

CHAPTER 4: Evaluation, Conclusion, and Recommendations

4.1 Evaluation………………………………………………………………………………...39

4.2 Conclusions………………………………………………………………………………39

4.4 Recommendations………………………………………………………………………40

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Glossary of Terms……………………………………………………………………….......41

List of Tables and Figures………………………………………………………………….43

Bibliography…………………………………………………………………………………..60

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 ABSTRACT

This paper explores the use of an industry-inspired learning methods that should

be integrated with the students’ curriculum. The curriculum is more responsible to industry

needs and provide the students with skills for employment and positive work values

needed to meet the demands of the changing industry and global environment. Current

engineering education institutions produce engineers who are excellent scientists with

understanding of engineering science, mathematics, and analytical procedures, as well

as research, but nonetheless mediocre in the design of components, processes, and

systems. Thus, conventional theoretical science and mathematics-based courses foster

an analytical approach to problem solving, but industry requires system design,

integration, and synthesis. Most universities are more focused on training the student for

the licensure examination in return, the companies in the industry are obliged to provide

a year or two of training for the new graduates to cope and fully produce skills that are

expected of them as a product of engineering education.

This paper will also cover the development of an undergraduate mechanical

engineering program that employs industry techniques to personal professional

development and problem-based learning to educate the graduates required by the

industry. In contrast to typical module-based assessment, this curriculum is examined at

the program level, allowing for early evaluation of professional competencies. This also

provides coherence across the curriculum, with lower testing burdens and higher quality.

Educators have been given the freedom to focus on broadening learners' understanding

and skills, which will enhance their long-term employability and adaptability. Moreover,

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the curriculum should be created in accordance with the needs of the industry, it should

emphasize exposure to communication skills, personality development, soft skill

development, and hands-on instruction in a variety of areas, and actual laboratory that

will help the students be prepared once they enter the field.

In conclusion, Mechanical Engineering curriculum development is critical to

achieving the growth of every student's intended outcome, which will help students to be

successful in the industry and have a positive social influence. To improve the educational

system, a concerted effort will be required. When there are changes or improvements in

the globe, the curricula of schools and colleges are influenced. They must be modified to

satisfy the needs of learners as well as the standards of an industrial field.

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 Chapter 1

Introduction, Background, and Objectives

1.1 Introduction

Over the years, technology has advanced and transformed how the world works,

there have been rapid and continuous innovations. Although, with these changes, the

engineering curriculum, specifically the Mechanical Engineering curriculum has rarely

been designed. Development of engineering education is one of the least to have

evolved. In an accelerating pace of transformations of the society, both locally and

globally, the need for change in engineering education is essential to cope with these

transformations and to maximize the skills and practices that the students are being

prepared for. Curriculum development is the process of adding new content and

supporting resources to the University or Institute’s programs. It is a unique method to

introduce students to new learning opportunities and to keep up with enormous changes

in modern technology, major revisions or reconstructions to the existing course are vital.

The curriculum is more responsible to industry needs and provides the students

with skills for employment and positive work values needed to meet the demands of the

changing industry and global environment. Current engineering education institutions

produce engineers who are excellent scientists with understanding of engineering

science, mathematics, and analytical procedures, as well as research, but nonetheless

mediocre in the design of components, processes, and systems.

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 Mechanical engineering is defined as one of the most diverse branches of

engineering. Mechanical engineers design and supervise the production of a wide variety

of items, from medical gadgets to new batteries. They create equipment that generate

energy, such as electric generators, internal combustion engines, and steam and gas

turbines, as well as machines that consume energy, such as refrigeration and air-

conditioning systems.

The American Society of Mechanical Engineers (ASME) defined mechanical

engineering as a profession that concerns itself with mechanical design, energy

conversion fuel and combustion technologies, heat transfer, materials, noise control and

acoustics, manufacturing processes, rail transportation, automatic control, product safety

and reliability, solar energy, and technological impacts to society. Mechanical engineers

study the behavior of materials when forces are applied to them, such as the motion of

solids, liquids, gases, and heating and cooling of objects and machines. Utilizing these

basic building blocks, mechanical engineers design space vehicles, computers, power

plants, intelligence machines and robots, automobiles, trains, airplanes, furnaces, and air

conditioners. Engineers work on jet engine design, submarines, hot air balloons, textiles

and new materials, medical and hospital equipment, and refrigerators and other home

appliances. Anything that is mechanical or must interact with another machine or human

being is within the scope of today and tomorrow’s mechanical engineer.

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 Moreover, the ASME Vision of 2030 stated that various constituents of engineering

education have made numerous calls for curricular change. These constituents were

assumed to be the mechanical engineering academic heads, faculty members in this

program, and the industry practitioners. Likewise, Educating the Engineer of 2020

proposes curriculum changes to broaden the context of engineering and strengthen the

status of the engineering industry and increase public understanding of engineering and

technology literacy as the undergraduate education is the main focus.

1.2 Curriculum Structure/ Design

According to the Commission on Higher Education (CHED) in one of its

memorandums, the definition of ASME is comprehensive and some elements mentioned

in their definition may be discussed and enveloped in the undergraduate curriculum. The

researchers then analyzed two sets of curricula provided by the CHED. One of which is

from CHED memorandum order (CMO) No. 09, series of 2008. Another CMO was

analyzed, it was the latest CMO that is being utilized by universities and institutions. CMO

No. 97, series of 2017.

The Philippines implemented the K-12 program last 2016 and due to that rapid

transformation, it was only then that the curriculum was adjusted. For the CMO series of

2008, the Task Force in Mechanical Engineering designed a broad-based curriculum

which emphasizes the fundamental knowledge and skills of mechanical engineering

graduates and introduces them to new emerging areas in the discipline. This CMO’s

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Policies and Standards have been reviewed in light of industry demands, current trends,

and technological advancements in the field of mechanical engineering.

On the other hand, the CMO series of 2017 shifted to an outcome-based education

(OBE) resulting in competency-based standards. This curriculum design specifies the

core competencies that are expected of BS in mechanical engineering graduates

regardless of the type of higher education institution (HEI) from which they graduate. It

was also mentioned that the HEI’s have substantial space to enhance the curriculum in

accordance with their respective missions.

Table 1.1: Curriculum Outline of CMO, series 2017

Minimum Hours/ week Minimum

Classification/ Field / Course Lecture Laboratory Credit Units
I. TECHNICAL COURSES
A. Mathematics
Calculus 1 3 0 3
Calculus 2 3 0 3
Differential Equations 3 0 3
Engineering Data Analysis 3 0 3
Sub-Total 12 0 12
B. Natural/ Physical Sciences
Chemistry for Engineers 3 3 4
Physics for Engineers 3 3 4
Sub-Total 6 6 8

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C. Basic Engineering Sciences

Engineering Drawing 0 3 1
Computer – Aided Drafting 0 3 1
Computer Fundamentals & 0 3 1
Programming
Statics of Rigid Bodies 3 0 3
Dynamics of Rigid Bodies 2 0 2
Mechanics of Deformable Bodies 3 0 3
Engineering Economics 3 0 3
Engineering Management 3 0 3
Technopreneurship 101 2 0 2
Sub-Total 16 9 19
D. Allied Courses
Basic Electrical Engineering 2 3 3
Basic Electronics 2 3 3
DC and AC Machinery 2 3 3
Sub-Total 6 9 9
E. Fundamental Mechanical
Engineering Courses
Mechanical Engineering Orientation 1 0 0
Advanced Mathematics for ME 3 0 3
Fluid Mechanics 3 0 3
Machine Elements 2 3 3
Materials Science and Engineering 2 3 3
for ME
Thermodynamics 1 3 0 3
Thermodynamics 2 3 0 3
Combustion Engineering 2 0 2

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Heat Transfer 2 0 2
ME Laboratory 1 0 3 1
ME Laboratory 2 0 6 2
Manufacturing and Industrial 1 3 2
Processes with Plant Visits
Basic Occupational Safety and 3 0 3
Health
Workshop Theory and Practice 0 3 1
Machine Shop Theory 0 6 2
Control Engineering 2 3 3
Fluid Machineries 3 0 3
Refrigeration Systems 3 0 3
Air-conditioning and Ventilation 3 0 3
Systems
Vibration Engineering 2 0 2
Computer Applications for ME 0 3 1
Sub-Total 39 33 50
F. Professional Mechanical
Engineering Courses
Machine Design 1 3 0 3
Machine Design 2 2 3 3
ME Laboratory 3 0 6 2
Industrial Plant Engineering 3 3 4
Power Plant Design with Renewable 3 3 4
Energy
ME Laws, Ethics, Codes and 2 0 2
Standards
ME Project Study 1 0 3 1
ME Project Study 2 0 3 1

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 Sub-Total 13 21 20
G. Elective Courses
ME Electives 4 0 4
Sub-Total 4 0 4
TOTAL TECHNICAL COURSES 96 78 122
II. NON-TECHNICAL COURSES
A. General Education Courses
Purposive Communication 3 0 3
Mathematics in the Modern World 3 0 3
Understand the Self 3 0 3
Art Appreciation 3 0 3
Ethics 3 0 3
Readings in Philippine History 3 0 3
The Contemporary World 3 0 3
Science, Technology and Society 3 0 3
Sub-Total 24 0 24
B. General Education Elective
and Mandated Courses
G.E. Elective 1 3 0 3
G.E. Elective 2 3 0 3
G.E. Elective 2 3 0 3
Life and Works of Rizal 3 0 3
Sub-Total 12 0 12
C. Physical Education
P.E. 1, 2, 3, 4 (2 units each) 8
Sub-Total 8
D. National Service Training
Program

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 NSTP 1 & 2 6
Sub-Total 6
TOTAL NON-TECHNICAL 36 0 50
COURSES
GRAND TOTAL 172
*OJT may be substituted for Plant Visits

Table 1.1 above presented that the CMO No. 97, series 2017 BS Mechanical

Engineering has a total of 172 credit units. The curriculum included general education,

technical, allied, fundamental, professional, and technical electives.

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Table 1.2: Curriculum Outline of CMO, series 2008

Minimum Hours/week
Minimum
Credit Units
Classification/Field/Course Lecture Laboratory

I.TECHNICAL COURSES

A. Mathematics
College Algebra 3 0 3
Advanced Algebra 2 0 2
Plane and Spherical Trigonometry 3 0 3

Analytic Geometry 2 0 2

Solid Mensuration 2 0 2

Differential Calculus 4 0 4

Integral Calculus 4 0 4

Differential Equations 3 0 3

Probability and Statistics 3 0 3

Sub-Total 26 0 26

B. Natural/Physical Sciences

General Chemistry 3 3 4

Physics 1 3 3 4

Physics 2 3 3 4

Sub-Total 9 9 12

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 C. Basic Engineering Sciences

Engineering Drawing 0 3 1
Computer Fundamentals and 0 6 2
Programming
Computer-Aided Drafting 0 3 1

Statics od Rigid Bodies 3 0 3

Dynamics of Rigid Bodies 2 0 2

Mechanics of Deformable Bodies 3 0 3
Engineering Economy 3 0 3
Engineering Management 3 0 3
Environmental Engineering 2 0 2
Safety Management 1 0 1
Sub-Total 17 12 21
D. Allied Courses
Basic Electrical Engineering 2 3 3
Basic Electronics 2 3 3
DC and AC Machinery 3 3 4
Sub-Total 7 9 10
E. Fundamental Mechanical Engineering
Courses
Orientation to ME 1 0 1
Advanced Engineering Mathematics for 3 0 3
ME
Methods of Research for ME 1 0 1
Fluid Mechanics 3 0 3
Machine Elements 1 2 3 3
Machine Elements 2 2 3 3
Materials Engineering 3 3 4

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 Thermodynamics 1 3 0 3
Thermodynamics 2 3 0 3
Combustion Engineering 2 0 2
Heat Transfer 2 0 2
ME Laboratory 1 0 6 2
ME Laboratory 2 0 6 2
Industrial Processes 2 0 2
Safety Engineering for ME 2 0 2
Workshop Theory and Practice 0 6 2
Machine Shop Theory 0 6 2
Instrumentation and Control Engineering 2 3 3
Fluid Machinery 3 0 3
Refrigeration Systems 3 0 3
Airconditioning and Ventilation Systems 2 3 3
Vibration Engineering 2 0 2
Sub-Total 41 39 54
F. Professional Mechanical Engineering
Courses
Machine Design 1 3 0 3
Machine Design 2 3 0 3
ME Laboratory 3 0 6 2
Industrial Plant Engineering 3 0 3
Power Plant Engineering 4 3 5
ME Laws, Ethics, Codes and Standards 3 0 3
Plant Visit/OJT 0 6 2
ME Project Study 1 0 3 1
ME Project Study 2 0 3 1
Sub-Total 16 21 23

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G. Elective Courses
ME Electives 12 0 12
Sub-Total 12 0 12
II.NON-TECHNICAL COURSES
A. Social Sciences
Social Sciences 1 3 0 3
Social Sciences 2 3 0 3
Social Sciences 3 3 0 3
Social Sciences 4 3 0 3
Sub-Total 12 0 12
B. Humanities
Humanities 1 3 0 3
Humanities 2 3 0 3
Humanities 3 3 0 3
Sub-Total 9 0 9
C. Languages
English 1 3 0 3
English 2 3 0 3
English 3(Technical Communication) 3 0 3
Pilipino 1 3 0 3
Pilipino 2 3 0 3
Sub-Total 15 0 15
D. Mandated Courses
Life and works of Rizal 3 0 3
Sub-Total 3 0 3
E. Physical Education
P.E. 1,2,3,4 (2 units each) 8

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 Sub-Total 8
F. National Training Service Program
NSTP 1 3
NSTP 2 3
Sub-Total 6
GRAND TOTAL 167 90 211

Table 1.2 above presented that the CMO No. 09, series 2008 BS Mechanical

Engineering has a total of 172 credit units. The curriculum included general education,

technical, allied, fundamental, professional, and technical electives and plant visits or OJT.

1.3 Outcomes

To come up with a new curriculum structure which will be discussed in the following

chapter, the researchers briefly analyzed and integrated the program outcomes of two CMOs

for the program, BS in Mechanical Engineering that was already used in the discussion in the

previous content. Before proceeding with the program outcomes, it is essential to mention the

curriculum's program educational objectives (PEOs) as follows:

CHED Memorandum Order No. 09, Series 2008:

• To provide quality Mechanical Engineering education for global competitiveness.

CHED Memorandum Order No. 97, Series 2017:

• HEIs’ department or unit shall be the one to articulate the program educational

objectives to the general public based on their constituencies’ needs to prepare

graduates to achieve career and professional accomplishments within a few years after

graduation.

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By the time of graduation, the students of BSME program shall have the ability to:

a. Apply knowledge of mathematics, science, and engineering to solve complex

mechanical engineering problems;

b. Design and conduct experiments, as well as to analyze and interpret data;

c. Design a system, component, or process to meet desired needs within realistic

constraints in accordance with standards;

d. Function in multidisciplinary and multi-cultural teams;

e. Identify, formulate, and solve complex mechanical engineering problems;

f. Understand professional and ethical responsibility;

g. Communicate effectively;

h. An understanding of the impact of engineering solutions in a global and societal

context.

Institutional outcomes were also expressed as part of the minimum standards for the BS

Mechanical Engineering program. These outcomes are as follows:

• Graduates of professional institutions must demonstrate a service orientation in one’s

profession;

• Graduates of colleges must participate in various types of employment, development

activities, and public discourses, particularly in response to the needs of the

communities one serves;

• Graduates of Universities must participate in the generation of new knowledge or in

research and development projects;

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 • Graduates of State Universities and Colleges must, in addition, have the competencies

to support “National, Regional and Local development plans; as stated in Republic Act

7722.

• Graduates of higher educational institutions must preserve and promote the Filipino

historical and cultural heritage.

1.4 Performance Indicators

Indicators of performance are specific, measurable statements that identify the

performance(s) required to meet the outcome; they are confirmed through evidence. Sample

of performance indicator for each outcome is presented in a table below:

Table 1.3. Performance Indicators of a Program Outcome

Program Outcomes Performance Indicators

Apply concepts of advanced engineering

mathematics to solve complex mechanical

1
engineering problems
a Apply knowledge of mathematics
Apply chemical and physical principles in
and science to solve complex
solving problems involving energy and
mechanical engineering problems 2
mass balance

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 Apply the laws of thermodynamics in

analyzing problems
3

Evaluate efficiencies of thermal and

mechanical systems
4

Design and conduct 'Development

Experiments' using engineering and

1
mathematical skills.
Design and conduct experiments,

as well as to analyze and interpret

b Apply methods of research for ME in
data
analyzing and interpreting data.
2

Utilizing methods done in ME Laboratories

to apply substantive and/or theoretical

3
arguments.

Apply the scientific method in analyzing

data given.
4

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 Apply the foundations of designing the

most often used machine components,

c Design a system, component, or 1
elements, and units
process to meet desired needs

within realistic constraints in Apply concepts of mechanical device

accordance with standards principles, create design, and the machine

2
can be manufactured.

Apply concepts of equipment and

machinery, often developing innovative

3
approaches and solutions to ME Project

Study and issues

Apply the understand and respond to the

challenges associated with cultural and

d Function in multidisciplinary and 1
religious team.
multi-cultural teams

Understand organization, culture and

situational leadership
2

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 Communicate proficiently the technical

report writing and documentation

3

Apply the entrepreneur subject the most

important to demonstrate verbal, written

4
and other form of communication

Applying concepts of Machine Design to

solve and formulate solutions to complex

e Identify, formulate, and solve 1
problems.
complex mechanical engineering

problems
Applying power plant engineering to

identify mechanical equipment and system

2
performance by examining the results of

condition-monitoring devices.

Evaluate efficiencies of thermal and

mechanical systems.
3

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 Applying chemical and physical principles

in solving problems involving energy and

4
mass balance.

Apply the ME Laws, Ethics, Contracts,

Codes, and Standards involving the

f Understand professional and 1
responsibilities of a Mechanical Engineer.
ethical responsibility

Apply theories and concepts of social

sciences subjects relating to ethics and

2
personal development.

Apply concepts and theories of non-

technical courses such as the purposive

g Communicate effectively 1
communication.

Present research paper in Methods of

Research for ME to be able to enhance

2
communication skills.

An understanding of the impact of Apply problem solving concepts of

engineering solutions in a global Engineering Economy to relate impact of

h 1
and societal context. engineering solutions to the economy.

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 Embody orientation to ME to understand

the background and scope of Mechanical

2
Engineering in a society.

Apply ME Laws, Ethics, Codes, and

Standards to better understand the role of

3
engineering in the society.

Apply concepts of engineering electives

such as Environmental Engineering to have

4
a wider scope of how engineering can have

an impact to the environment and society.

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1.5 Assessment and Evaluation

The Commission on Higher Education (CHED) defined the term Program

Assessment as one or more processes that identify, collect, and prepare data to evaluate the

attainment of Program outcomes and objectives. On the other hand, CHED refers to Program

Evaluation as one or more processes for interpreting the data and evidence accumulated

from the assessment. This determines the extent at which the Program outcomes and

educational objectives are achieved.

In the context of a Program Outcomes Assessment, the established performance indicators

shall be linked to Key Courses and appropriate Assessment Methods.

Table 1.4: Sample Matrix Linking Performance Indicators with Key Courses and

Assessment Methods.

Performance Indicators Key Courses Assessment Methods

1 Apply concepts of

advanced engineering Industrial Plant Design Project

mathematics to solve Engineering

complex mechanical

engineering problems

Apply chemical and

2 physical principles in Power Plant Engineering Technical Report

solving problems

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 involving energy and

mass balance

Apply the laws of

3 thermodynamics in Air-Conditioning and Final Examination

analyzing problems Ventilation Systems

Evaluate efficiencies of

4 thermal and Fluid Machineries Final Examination

mechanical systems

Design and conduct

'Development ME Project Study 1 & 2 Thesis Output

5 Experiments' using

engineering and

mathematical skills.

Apply methods of

6 research for ME in ME Laboratory Laboratory Reports

analyzing and

interpreting data.

Apply the foundations

of designing the most Machine shop Theory Final Project Output

7 often used machine

components,

elements, and units

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 Apply concepts of

mechanical device

principles, create Instrumentation and Technical Report

8 design, and the Control Engineering

machine can be

manufactured.

Apply concepts of

equipment and

machinery, often Machine Design Final Examination

10 developing innovative

approaches and

solutions to ME Project

Study and issues

Table 1.4 above presented a sample of matrix that relates the Performance Indicators

with Key Courses in Mechanical Engineering and an appropriate Assessment Method that

will help with the attainment of the outcomes.

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 Chapter 2

Engineering Curriculum

2.1 Objective of the New ME Curriculum

The New ME Curriculum's Mechanical Engineering Program is aimed to equip

students for successful jobs in industry that have a good societal impact. The following

are the objectives of the New ME Curriculum:

• To Apply their technical knowledge, critical thinking, creativity, and problem-

solving skills in professional engineering practice or non-engineering professions

like law, medicine, or business with integrity and inclusion.

• For graduate school, professional development classes, self-directed study, and

or on-the-job training and experience are all options for continuing their intellectual

development.

• To be competent and ethical engineers practicing in a diverse range of current and

emerging activities.

• To encourage personal and professional improvement through mechanical

engineering education.

• To be acknowledged for their skill, creativity, leadership, and knowledge

application

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• To be autonomous and collaborative critical thinkers who identify problems and

develop effective solutions.

2.2 Importance of the New ME Curriculum

The education of mechanical engineers has traditionally been taught in a

way that is very different from the new curriculum that is detailed. Although the

new program maintains the strong emphasis on engineering science that was

characteristic of an earlier program (one that was offered by the Department), the

new program places a significantly increased formal emphasis on critical thinking,

communication, teamwork, creativity, and hands-on experience.

In light of the new curriculum, it is now possible to construct dual degrees

with other engineering programs in the college. With the use of a common core

and free electives, a variety of programs have been developed, including those in

the fields of aeronautics, electrical engineering, and manufacturing.

The changing demands placed on students who are about to enter the

workforce as well as the more diverse backgrounds of students who are entering

engineering programs are the driving forces behind the changes that are being

outlined. In addition to better preparing students for careers in engineering, the

increased emphasis on non-science aspects of mechanical engineering may also

encourage more students to select a BS degree in engineering as a preparation

for a career in a field other than engineering, such as a career in law or medicine.

This could be a result of the fact that the increased emphasis on non-science

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 aspects of mechanical engineering prepares students better for engineering

careers.

2.3 Limitation of the new ME Curriculum

This research paper serves as a proposal for the structure of the Mechanical

Engineering curriculum, moving from a problem-based curriculum to an industry-

based curriculum. Industry-based curricula will not fully replace the existing

curriculum but it will serve as a new curriculum design, an approach that will be

applied to the current outlines of curriculum. It may add the laboratory units that

will determine the assessment from the lecture. The major courses that will be

having additional units for laboratories and assessment added are: Industrial Plant

Engineering, Power Plant Engineering, Air-Conditioning and Ventilation Systems,

Fluid Machineries, ME Project Study 1 & 2, ME Laboratory, Machine Shop Theory,

Instrumentation and Control Engineering, and Machine Design.

Student learning is enhanced given that of the specification of expected outcomes

and continuous feedbacks, Quality of assessment and teaching improves.

2.4 New Curriculum Structure

The proposed new curriculum design focuses primarily on integrating

industry approaches to key courses in the mechanical engineering program. The

new curriculum, inspired by industry approaches, focused on the second and third

years of the undergraduate program. These are the years when students will be

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taking key and major courses as well as introductory courses in allied engineering

disciplines. During the first year of the program, students have a good

understanding of what mechanical engineering is. They also have a strong

mathematical foundation from courses like Calculus, Physics, and Chemistry.

In the second year, the student will be introduced to core technical allied courses

(Basic electrical engineering, basic electronics, computer fundamentals and

programming). They will also dive into deeper discussion of courses that is

essential to the program. These are the courses like Thermodynamics 1 and 2,

Statics and Dynamics of Rigid Bodies, Engineering Data Analysis, and so on.

In the third and fourth year, technical knowledge becomes deeper and

specific where the students will specialize in industry applications of core modules

and trainings by workshops, laboratories, plant visits, and alike. Personal

reflection, time management, and individual skills training from the portfolio should

have helped students make the most of their individual research projects, optional

modules, and the increasing difficulty of group projects. Students should be able

to get the most out of their years on the course if professional practice is embedded

in the early years. Hence the incorporation of industry approaches to courses. It

also important to take note that the goal of both the institution and the commission

boards is to provide the students quality education that will guarantee that the

course satisfies industry needs and maintains a strong relation to industry

developments.

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2.5 Skills Portfolio

The world outside the educational institution requires not only technical

skills such as mathematical, drawing skills etc., but also demands core skills

across engineering disciplines and soft skills. A student's ability to gain skills

should be defined by their career goals and aptitude. For example, some students

may want to enhance their drawing and design skills where other students may be

more fascinated in pursuing analytical, computational techniques. Another

example, some students may want to develop more skills on a mechanical

engineering elective like Mechatronics Engineering while others are aligned more

with Automotive Engineering.

Table 2 is an example of a skills portfolio session which may be presented

to students. Throughout the semester or academic year, students choose which

workshops they will take on a twice-weekly basis. Although the viability of pursuing

the chosen workshop will be determined by the student population in a certain

workshop course, a single workshop must be limited to 40 students. Students'

alternatives and choices are not arbitrary; they must be rationalized by the student,

which reflects on the students' skill development.

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Table 2: Example of skills portfolio workshops offered through 2nd year and 3rd years

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 The portfolio also contains core competencies that are valuable across fields. Even

more so for a mechanical engineering program whose scope is wide and broad enough

that makes it relevant in other disciplines. Workshops like the ones presented provide

excellent chances for industry to engage in the course. Having professors embedding

industry approaches, professional skills, and such, exposes the students to actual

engineering projects, activities, in the field. Thus, giving them a greater opportunity to

mold the education of students.

The portfolio, therefore, is where those professional abilities traits are honed. By

navigating the workshop options, students are beginning to develop the characteristics

that institutions value, and justify those in terms of personal reflection and development.

(Turnbull, 2019).

2.6 Taught Modules

The taught modules will cover the key technical courses of the mechanical

engineering program like, Fluid Mechanics, Thermodynamics 1 and 2, Heat

transfer, Advanced Mathematics for ME, Fluid Machineries, Refrigeration systems

and so on. These fundamentals are assessed through an outcome-based standard

assessment and an advanced exam paper which consists of problem-based exam

questions that test multiple modules within each problem. The use of direct or

indirect metrics to assess students' mastery of student learning outcomes is

referred to as outcome-based assessment. Pre-tests, post-tests, thesis, writing

assignments, capstone projects, and so on are examples of this.

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 The goal of integrating an evaluation or exam, as described in the preceding

paragraph, is to encourage students to view their modules as a whole, creating a

better culture of practice throughout the year, preventing the students from

cramming. The advanced exam paper also challenges students with problem-

based questions that evaluate the high-level skills of navigating new and uncertain

problems and synthesizing information from a broad basis.

2.7 Review

The New ME Curriculum's Mechanical Engineering Program aims to equip

students for successful jobs in industry that have a good societal impact. Students

are expected to apply their technical knowledge, critical thinking, creativity, and

problem-solving skills in professional engineering practice or non-engineering

professions. New mechanical engineering curriculum places increased emphasis

on critical thinking, teamwork, creativity, and hands-on experience. Dual degrees

can now be constructed in a variety of engineering fields, including aeronautics,

electrical engineering, and manufacturing. Increased emphasis on non-science

aspects of mechanical engineering may encourage more students to select a BS

degree in engineering for a career in a field other than engineering.

The proposed new curriculum design focuses primarily on integrating

industry approaches to key courses in the mechanical engineering program. The

new curriculum, inspired by industry approaches, focused on the second and third

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years of the undergraduate program. Students will be taking key and major

courses as well as introductory courses in allied engineering disciplines.

Courses like fluid mechanics, fluid machineries, Materials science and

engineering for ME, Thermodynamics 2, Combustion engineering, refrigeration

systems, air-conditioning and ventilating systems, vibration engineering,

powerplant design with renewable energy, heat transfer, machine design,

machine elements, and industrial plant engineering will incorporate industry

applications of topics for the students to better understand the concept in the field.

Fluid mechanics, fluid machineries, Thermodynamics 2, Combustion engineering,

refrigeration systems, air-conditioning and ventilating systems, vibration

engineering, powerplant design with renewable energy, heat transfer, and

machine design courses will be having laboratory exercises for the application of

particular lectures.

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 Chapter 3

Expected Outcomes

Robert Stauffer mentioned that the conventional theoretical science and

mathematics-based courses foster an analytical approach to problem solving, but industry

requires system design, integration, and synthesis. Most universities are more focused

on training the student for the licensure examination in return, the companies in the

industry are obliged to provide a year or two of training for the new graduates to cope and

fully produce skills that are expected of them as a product of engineering education.

Furthermore, many of the methods and objectives of academia are often considered to

be different from those of industry. (Duston et. al)

The expected outcomes of the study are to propose an industry-inspired curriculum

design that will shape the mechanical engineering students with core competencies both

academically and professionally that they need to achieve what the industry needs.

The curriculum should emphasize exposure to communication skills, personality

development, soft skill development, and hands-on instruction in a variety of areas, and

actual laboratory that will help the students be prepared once they enter the field.

Employers are increasingly looking for a wide range of abilities, including those that

graduates may require in a few years that have yet to be imagined.

For the new mechanical engineering curriculum, the students are expected of the

following outcomes:

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• To be able to identify, formulate, and solve complex engineering problems by

applying principles of engineering, science, and mathematics with industry-based

approaches during the lecture proper.

• Be able to apply engineering design to produce engineering solutions to meet the

needs of the industry.

• Be able to communicate effectively with a range of audiences.

• An understanding of ethical and professional duties in engineering circumstances,

as well as the ability to make educated decisions that take into account the

influence of engineering solutions in global, economic, environmental, and

societal contexts.

• The capacity to work effectively as a team in which members contribute

leadership, foster a collaborative and inclusive environment, set goals, schedule

tasks, and fulfill objectives.

• The capacity to design and carry out relevant experiments, analyze and interpret

data, and derive engineering conclusions.

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 Chapter 4

Evaluation, Conclusion, and Recommendations

4.1 Evaluation

Engineers analyze designs for effectiveness to determine whether they address

the issues they were meant to solve, consistency to ensure that the design works the

same way every time, and efficiency to ensure that the problem is solved in the simplest

way feasible without any unnecessary processes or parts.

Furthermore, it is typically easier to develop answers than it is to study and comprehend

them. Another reason to prioritize evaluation and decision making is that new solutions

are frequently overlooked in favor of old ones, because it is more difficult to analyze new

innovative solutions/technologies than older, well-known answers. More effective review

techniques may make it easier to use new and innovative designs.

4.2 Conclusions

The new program emphasizes critical thinking, communication, teamwork,

creativity, and practical experience. As a result, dual degrees with other engineering

programs at the college are now possible. This will provide students with the skills and

morality need to be good engineers working in a variety of current and emerging sectors.

The study's projected objectives lighten the curriculum, allowing students to be more

competent and ethical when it comes to industrial employment and other countries when

seeking to pursue a profession outside of the Philippines.

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 In conclusion, Mechanical Engineering curriculum development is critical to

achieving the growth of every student's intended outcome, which will help students to be

successful in the industry and have a positive social influence. To improve the educational

system, a concerted effort will be required. When there are changes or improvements in

the globe, the curricula of schools and colleges are influenced. They must be modified to

satisfy the needs of learners as well as the standards of an industrial field.

4.4 Recommendations

Based on the conclusions drawn from the study, the following recommendations

were made:

1. The HEI’s or the Commission on Higher Education (CHED) may include faculty

development plan.

2. Include more laboratory and electives in the curriculum and lessen general courses

if possible.

3. Include Mechanical-Electrical synced subjects.

4. Include more site visits in key courses of Mechanical Engineering program.

5. Future researchers may consider gathering an assessment data from the students

taking up mechanical engineering to assess the effectiveness of the current

curriculum being applied and formulate a better solution and modifications.

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 GLOSSARY OF TERMS

Analytical approach

an approach to problem-solving that entails reasoning using facts and logic.

Previous experience or unsubstantiated views are disregarded.

ASME

American Society of Mechanical Engineers

CHED

Commission on Higher Education

CMO

CHED Memorandum Order

Development Experiment

The process through which a college or institution develops or accepts a

curriculum plan.

Engineering science

The branches of science that deal with the physical and mathematical

foundations of engineering and machine technology.

HEI

Higher Education Institutions

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Outcome-based learning

also called Competency-based learning,emphasizes comprehension rather than

memorizing of ideas, leading to mastery of both skills and information.

PEO

Program Educational Objectives

Problem-based learning

A teaching approach in which a group of students solves real-world problems

using ideas and situations.

Program evaluation

The process of ascertaining or judging the curriculum to assess the expected

outcomes by use of a standard appraisal includes assessment of students by learning

outcomes.

Technical knowledge

The form of applied knowledge that usually incorporates physical and intellectual

abilities, as well as tool usage and other secondary knowledge.

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 LIST OF TABLES AND FIGURES
Table 1.1: Curriculum Outline of CMO, series 2017
Minimum Hours/ week Minimum
Classification/ Field / Course Lecture Laboratory Credit Units

III. TECHNICAL COURSES

H. Mathematics
Calculus 1 3 0 3
Calculus 2 3 0 3
Differential Equations 3 0 3
Engineering Data Analysis 3 0 3
Sub-Total 12 0 12
I. Natural/ Physical Sciences
Chemistry for Engineers 3 3 4
Physics for Engineers 3 3 4
Sub-Total 6 6 8

J. Basic Engineering Sciences

Engineering Drawing 0 3 1
Computer – Aided Drafting 0 3 1
Computer Fundamentals & 0 3 1
Programming
Statics of Rigid Bodies 3 0 3
Dynamics of Rigid Bodies 2 0 2
Mechanics of Deformable Bodies 3 0 3
Engineering Economics 3 0 3
Engineering Management 3 0 3
Technopreneurship 101 2 0 2
Sub-Total 16 9 19

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 K. Allied Courses
Basic Electrical Engineering 2 3 3
Basic Electronics 2 3 3
DC and AC Machinery 2 3 3
Sub-Total 6 9 9
L. Fundamental Mechanical
Engineering Courses
Mechanical Engineering Orientation 1 0 0
Advanced Mathematics for ME 3 0 3
Fluid Mechanics 3 0 3
Machine Elements 2 3 3
Materials Science and Engineering 2 3 3
for ME
Thermodynamics 1 3 0 3
Thermodynamics 2 3 0 3
Combustion Engineering 2 0 2
Heat Transfer 2 0 2
ME Laboratory 1 0 3 1
ME Laboratory 2 0 6 2
Manufacturing and Industrial 1 3 2
Processes with Plant Visits
Basic Occupational Safety and 3 0 3
Health
Workshop Theory and Practice 0 3 1
Machine Shop Theory 0 6 2
Control Engineering 2 3 3
Fluid Machineries 3 0 3
Refrigeration Systems 3 0 3

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Air-conditioning and Ventilation 3 0 3
Systems
Vibration Engineering 2 0 2
Computer Applications for ME 0 3 1
Sub-Total 39 33 50
M. Professional Mechanical
Engineering Courses
Machine Design 1 3 0 3
Machine Design 2 2 3 3
ME Laboratory 3 0 6 2
Industrial Plant Engineering 3 3 4
Power Plant Design with Renewable 3 3 4
Energy
ME Laws, Ethics, Codes and 2 0 2
Standards
ME Project Study 1 0 3 1
ME Project Study 2 0 3 1
Sub-Total 13 21 20
N. Elective Courses
ME Electives 4 0 4
Sub-Total 4 0 4
TOTAL TECHNICAL COURSES 96 78 122
IV. NON-TECHNICAL COURSES
E. General Education Courses
Purposive Communication 3 0 3
Mathematics in the Modern World 3 0 3
Understand the Self 3 0 3
Art Appreciation 3 0 3
Ethics 3 0 3

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Readings in Philippine History 3 0 3
The Contemporary World 3 0 3
Science, Technology and Society 3 0 3
Sub-Total 24 0 24
F. General Education Elective
and Mandated Courses
G.E. Elective 1 3 0 3
G.E. Elective 2 3 0 3
G.E. Elective 2 3 0 3
Life and Works of Rizal 3 0 3
Sub-Total 12 0 12
G. Physical Education
P.E. 1, 2, 3, 4 (2 units each) 8
Sub-Total 8
H. National Service Training
Program
NSTP 1 & 2 6
Sub-Total 6
TOTAL NON-TECHNICAL 36 0 50
COURSES
GRAND TOTAL 172
*OJT may be substituted for Plant Visits

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Table 1.2: Curriculum Outline of CMO, series 2008

Minimum Hours/week
Minimum
Credit Units
Classification/Field/Course Lecture Laboratory

I.TECHNICAL COURSES

B. Mathematics
College Algebra 3 0 3
Advanced Algebra 2 0 2
Plane and Spherical Trigonometry 3 0 3

Analytic Geometry 2 0 2

Solid Mensuration 2 0 2

Differential Calculus 4 0 4

Integral Calculus 4 0 4

Differential Equations 3 0 3

Probability and Statistics 3 0 3

Sub-Total 26 0 26

B. Natural/Physical Sciences

General Chemistry 3 3 4

Physics 1 3 3 4

Physics 2 3 3 4

Sub-Total 9 9 12

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 C. Basic Engineering Sciences

Engineering Drawing 0 3 1
Computer Fundamentals and 0 6 2
Programming
Computer-Aided Drafting 0 3 1

Statics od Rigid Bodies 3 0 3

Dynamics of Rigid Bodies 2 0 2

Mechanics of Deformable Bodies 3 0 3
Engineering Economy 3 0 3
Engineering Management 3 0 3
Environmental Engineering 2 0 2
Safety Management 1 0 1
Sub-Total 17 12 21
D. Allied Courses
Basic Electrical Engineering 2 3 3
Basic Electronics 2 3 3
DC and AC Machinery 3 3 4
Sub-Total 7 9 10
E. Fundamental Mechanical Engineering
Courses
Orientation to ME 1 0 1
Advanced Engineering Mathematics for 3 0 3
ME
Methods of Research for ME 1 0 1
Fluid Mechanics 3 0 3
Machine Elements 1 2 3 3
Machine Elements 2 2 3 3
Materials Engineering 3 3 4

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 Thermodynamics 1 3 0 3
Thermodynamics 2 3 0 3
Combustion Engineering 2 0 2
Heat Transfer 2 0 2
ME Laboratory 1 0 6 2
ME Laboratory 2 0 6 2
Industrial Processes 2 0 2
Safety Engineering for ME 2 0 2
Workshop Theory and Practice 0 6 2
Machine Shop Theory 0 6 2
Instrumentation and Control Engineering 2 3 3
Fluid Machinery 3 0 3
Refrigeration Systems 3 0 3
Airconditioning and Ventilation Systems 2 3 3
Vibration Engineering 2 0 2
Sub-Total 41 39 54
F. Professional Mechanical Engineering
Courses
Machine Design 1 3 0 3
Machine Design 2 3 0 3
ME Laboratory 3 0 6 2
Industrial Plant Engineering 3 0 3
Power Plant Engineering 4 3 5
ME Laws, Ethics, Codes and Standards 3 0 3
Plant Visit/OJT 0 6 2
ME Project Study 1 0 3 1
ME Project Study 2 0 3 1
Sub-Total 16 21 23

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G. Elective Courses
ME Electives 12 0 12
Sub-Total 12 0 12
II.NON-TECHNICAL COURSES
G. Social Sciences
Social Sciences 1 3 0 3
Social Sciences 2 3 0 3
Social Sciences 3 3 0 3
Social Sciences 4 3 0 3
Sub-Total 12 0 12
H. Humanities
Humanities 1 3 0 3
Humanities 2 3 0 3
Humanities 3 3 0 3
Sub-Total 9 0 9
I. Languages
English 1 3 0 3
English 2 3 0 3
English 3(Technical Communication) 3 0 3
Pilipino 1 3 0 3
Pilipino 2 3 0 3
Sub-Total 15 0 15
J. Mandated Courses
Life and works of Rizal 3 0 3
Sub-Total 3 0 3
K. Physical Education
P.E. 1,2,3,4 (2 units each) 8

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 Sub-Total 8
L. National Training Service Program
NSTP 1 3
NSTP 2 3
Sub-Total 6
GRAND TOTAL 167 90 211

Table 1.3. Performance Indicators of a Program Outcome

Program Outcomes Performance Indicators

Apply concepts of advanced engineering

mathematics to solve complex mechanical

1
engineering problems
a Apply knowledge of mathematics
Apply chemical and physical principles in
and science to solve complex
solving problems involving energy and
mechanical engineering problems 2
mass balance

Apply the laws of thermodynamics in

analyzing problems
3

Evaluate efficiencies of thermal and

mechanical systems
4

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 Design and conduct 'Development

Experiments' using engineering and

1
mathematical skills.
Design and conduct experiments,

as well as to analyze and interpret

b Apply methods of research for ME in
data
analyzing and interpreting data.
2

Utilizing methods done in ME Laboratories

to apply substantive and/or theoretical

3
arguments.

Apply the scientific method in analyzing

data given.
4

Apply the foundations of designing the

most often used machine components,

c Design a system, component, or 1
elements, and units
process to meet desired needs

within realistic constraints in Apply concepts of mechanical device

accordance with standards principles, create design, and the machine

2
can be manufactured.

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 Apply concepts of equipment and

machinery, often developing innovative

3
approaches and solutions to ME Project

Study and issues

Apply the understand and respond to the

challenges associated with cultural and

d Function in multidisciplinary and 1
religious team.
multi-cultural teams

Understand organization, culture and

situational leadership
2

Communicate proficiently the technical

report writing and documentation

3

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 Apply the entrepreneur subject the most

important to demonstrate verbal, written

4
and other form of communication

Applying concepts of Machine Design to

solve and formulate solutions to complex

e Identify, formulate, and solve 1
problems.
complex mechanical engineering

problems
Applying power plant engineering to

identify mechanical equipment and system

2
performance by examining the results of

condition-monitoring devices.

Evaluate efficiencies of thermal and

mechanical systems.
3

Applying chemical and physical principles

in solving problems involving energy and

4
mass balance.

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 Apply the ME Laws, Ethics, Contracts,

Codes, and Standards involving the

f Understand professional and 1
responsibilities of a Mechanical Engineer.
ethical responsibility

Apply theories and concepts of social

sciences subjects relating to ethics and

2
personal development.

Apply concepts and theories of non-

technical courses such as the purposive

g Communicate effectively 1
communication.

Present research paper in Methods of

Research for ME to be able to enhance

2
communication skills.

An understanding of the impact of Apply problem solving concepts of

engineering solutions in a global Engineering Economy to relate impact of

h 1
and societal context. engineering solutions to the economy.

Embody orientation to ME to understand

the background and scope of Mechanical

2
Engineering in a society.

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 Apply ME Laws, Ethics, Codes, and

Standards to better understand the role of

3
engineering in the society.

Apply concepts of engineering electives

such as Environmental Engineering to have

4
a wider scope of how engineering can have

an impact to the environment and society.

Table 1.4: Sample Matrix Linking Performance Indicators with Key Courses and

Assessment Methods.

Performance Indicators Key Courses Assessment Methods

1 Apply concepts of

advanced engineering Industrial Plant Design Project

mathematics to solve Engineering

complex mechanical

engineering problems

Apply chemical and

2 physical principles in Power Plant Engineering Technical Report

solving problems

involving energy and

mass balance

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 Apply the laws of

3 thermodynamics in Air-Conditioning and Final Examination

analyzing problems Ventilation Systems

Evaluate efficiencies of

4 thermal and Fluid Machineries Final Examination

mechanical systems

Design and conduct

'Development ME Project Study 1 & 2 Thesis Output

5 Experiments' using

engineering and

mathematical skills.

Apply methods of

6 research for ME in ME Laboratory Laboratory Reports

analyzing and

interpreting data.

Apply the foundations

of designing the most Machine shop Theory Final Project Output

7 often used machine

components,

elements, and units

Apply concepts of

mechanical device

principles, create Technical Report

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8 design, and the Instrumentation and

machine can be Control Engineering

manufactured.

Apply concepts of

equipment and

machinery, often Machine Design Final Examination

10 developing innovative

approaches and

solutions to ME Project

Study and issues

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Table 2: Example of skills portfolio workshops offered through 2nd year and 3rd

years

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 BIBLIOGRAPHY

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