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HOLY ANGEL UNIVERSITY School of Engineering & Architecture

Architecture Program 4PRINECO

University Vision, Mission, Goals and Objectives:

Mission Statement (VMG)

We, the academic community of Holy Angel University, declare ourselves to be a Catholic University. We dedicate ourselves to our core purpose, which is to provide accessible quality education that transforms students into persons of conscience, competence, and compassion. We commit ourselves to our vision of the University as a role-model catalyst for countryside development and one of the most influential, best managed Catholic universities in the Asia-Pacific region. We will be guided by our core values of Christ-centeredness, integrity, excellence, community, and societal responsibility. All these we shall do for the greater glory of God. LAUS DEO SEMPER! College Vision, Goals and Objectives: Vision

A center of excellence in engineering and architecture education imbued with Catholic mission and identity serving as a role-model catalyst for countryside development

Mission

The School shall provide accessible quality engineering and architecture education leading to highly competent professionals; continually contribute to the advancement of knowledge and technology through research activities; and support countryside development through environmental preservation and community involvement.

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Goals

The School of Engineering and Architecture is known for its curricular programs and services, research undertakings, and community involvement that are geared to produce competitive graduates:

- who are equipped with high impact educational practices for global employability and technopreneurial opportunities;

- whose performance in national licensure examinations and certifications is consistently above national passing rates and that falls within the 75th to 90th percentile ranks; and,

- who qualify for international licensure examinations, certifications, and professional recognitions.

Objectives

In its pursuit for academic excellence and to become an authentic instrument for countryside development, the School of Engineering and Architecture aims to achieve the following objectives:

1. To provide students with fundamental knowledge and skills in the technical and social disciplines so that they may develop a sound perspective for competent engineering and architecture practice;

2. To inculcate in the students the values and discipline necessary in developing them into socially responsible and globally competitive professionals;

3. To instill in the students a sense of social commitment through involvement in meaningful community projects and services;

4. To promote the development of a sustainable environment and the improvement of the quality of life by designing technology solutions beneficial to a dynamic world;

5. To adopt a faculty development program that is responsive to the continuing development and engagement of faculty in research, technopreneurship, community service and professional development activities both in the local and international context;

6. To implement a facility development program that promotes a continuing acquisition of state of the art facilities that are at par with leading engineering and architecture schools in the Asia Pacific region; and,

7. To sustain a strong partnership and linkage with institutions, industries, and professional organizations in both national and international levels.

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Relationship of the Program Educational Objectives to the Mission of the School of Engineering & Architecture:

Architecture Program

Educational Outcomes (PEOs):

Within a few years after

graduation, the graduates of the

BS Architecture program should

have:

Mission

The School shall provide

accessible quality engineering and

architecture education leading to

highly competent professionals.

The School shall continually

contribute to the advancement

of knowledge and technology

through research activities.

The School shall support

countryside development

through environmental

preservation and community

involvement.

1. Demonstrated professional competencies in accordance with the scope of the global and local practice of architecture.

✓ ✓ ✓

2. Shown a commitment to life-long learning and receptiveness to new ideas and knowledge through scientific research.

✓

3. Shown success in their chosen profession or career.

✓ ✓

4. Directed and focused the thrust of architecture to the needs and demands of society and its integration into the social, economic, cultural and environmental aspects of nation building.

✓ ✓

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Relationship of the Architecture Program Outcomes to the Program Educational Objectives:

Architecture Engineering Program Outcomes (POs):

At the time of graduation, BS Architecture Engineering program graduates should be able to:

PEOs

1 2 3 4

(a) create architectural solutions by applying knowledge in history, theory, planning, building technology and utilities, structural concepts and professional practice

✓ ✓ ✓ ✓

(b) use concepts and principles from specialized fields and allied disciplines into various architectural problems.

✓ ✓ ✓

(c) interpret and apply relevant laws, codes, charters and standards of architecture and the built environment.

✓ ✓

(d) apply research methods to address architectural problems. ✓ ✓

(e) use various information and communication technology (ICT) media for architectural solutions, presentation, and techniques in design and construction.

✓

(f) acquire entrepreneurial and business acumen relevant to architectural practice. ✓ ✓

(g) involve themselves in the management of the construction works and building administration and preparation of contract documents, technical reports and other legal documents used in architectural practice adhering to applicable laws, standards and regulations.

✓ ✓

(h) recognize the professional, social and ethical responsibilities and the service orientation of the architectural profession.

✓ ✓ ✓ ✓

(i) effectively communicate orally and in writing using English or Filipino. ✓ ✓ ✓ ✓

(j) perform effectively and efficiently in multi-disciplinary and multi-cultural teams in diverse fields of practice.

✓ ✓ ✓

(k) participate in the generation of new knowledge such as pioneering concepts and ideas of site and building design beyond the regular physical and location boundaries and contexts.

✓ ✓

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(l) engage in service-learning program for the promotion and preservation to local culture and tradition as well as to community and pastoral initiatives.

✓

(m) participate in various types of employment, development activities, and public discourses particularly in response to the needs of the communities one serves.

✓ ✓ ✓ ✓

Relationship of the Program Educational Objectives to the Vision-Mission of the University and the College of Engineering & Architecture:

Architecture Program Educational Outcomes (PEOs):

Within a few years of graduation, our graduates of the BS Architecture program should have:

Vision-Mission

Christ-Centeredness

Integrity Excellence Community Societal

Responsibility

1. Practiced their profession ✓ ✓ ✓ ✓ ✓

2. Shown a commitment to life-long learning ✓ ✓ ✓ ✓ ✓

3. Manifested faithful stewardship ✓ ✓ ✓ ✓ ✓

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COURSE SYLLABUS

Course Title PRINCPLES OF ECONOMICS WITH LAND REFORM & TAXATION

Course Code 4PRINECO

Course Credit Lecture – 3 Units Year Level 5th Year

Pre-requisite: None Course Calendar 2nd Semester

Course Description: This is an introductory course designed to provide an overview of the basic concepts, principles and theories in Economics. It covers the two main branches of Economics, namely, microeconomics and macroeconomics. It equips students with the tools of economic analysis necessary in understanding everyday economic problems and issues that individuals, business groups and society in general deal with.

Course Outcomes (COs): After completing this course, the students should be able to:

Relationship to the Program Outcomes:

a b C d e f g h i j k l m n o p q

1) Acquire an overview of the field of Economics, by employing basic concepts and principles of economics on man’s daily encounters such as the dynamics of prices of goods and services and money. D I

2) Learn better decision making skills by applying the economic principles such as scarcity and opportunity cost.

D

I

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3) Construct and explain demand and supply curves and measure elasticity values

D

I

4) Understand the behavior of individual economic unit as well as the economy as a whole, as a consideration in decision making.

D

I

5) Grasp the interrelatedness of macroeconomic variables such as price, growth and employment in achieving a desirable level of economic development.

D

I

6) Form sound judgment on business, social and economic problems using economic principles.

D

I

7) Be aware and appreciate economic issues in order to foster a sense of responsibility as a student who is an economic being.

D

I

8) Make a personal analysis of the present agrarian reform program and its issues.

D

I

9) Perform calculations involving demand and supply, production, cost, and revenue concepts and gross national product accounting.

D

I

10) Acquire an overview of taxation principles, its purpose and objectives.

D

I

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COURSE ORGANIZATION

Time Frame

Hours Course Outcomes Course Topics HAU Core

Values

Specific Expression of

Value

Teaching / Learning Activities

Assessment Tasks

Resources

Week 1

3

Course policies exams, grading system, books and reading materials/ references, assignments, projects and group tasks Studying strategies and time management

Integrity Inculcate the value of time management discipline, perseverance, and professionalism

Interactive discussion of classroom rules and expectations Group dynamics on students expectations on the course/subject, on the teacher and on other students

Course outline presented and furnished to students Group written output

Student Manual Course Outline

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Week 2

3

Acquire an

overview of the field of

Economics, by employing basic

concepts and principles of

economics on man’s daily

encounters such as the dynamics

of prices of goods and services and

money.

Economics as a science -Meaning -History -Importance

Integrity

Excellence

Impress upon students the value of fairness in economic dealings both as a producer and a seller.

Introduce the students recent innovative economic principles and practices

-lecture -question and answer -brainstorming and debate on “current economic issues” e.g. Economics of Phil Politics , jueteng, OFWS -Seatwork/ exercises

- Comparative matrix on Economics as a Science - Types of economic analysis - Inventory of current issues

Manapat , C.L. & Pedrosa, F.R. (2014). Economics, Taxation and Land Reform. Quezon City : C & E Publishing, Chapter 1 pp. 1-6

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Week 3

3

Acquire an overview of the field of Economics, by employing basic concepts and principles of economics on man’s daily encounters such as the dynamics of prices of goods and services and money. Learn better decision making skills by applying the economic principles such as scarcity and opportunity cost.

-Economic resources -Economic wants, needs, problems -Economic systems -Scarcity and opportunity costs

Societal Responsibility

Impress upon students the value of stewardship and prudent allocation of resources.

-lecture -question and answer -brainstorming and debate on “current economic issues” e.g. Economics of Phil Politics, jueteng, OFWS -Seatwork/ exercises

Comparative matrix on Opportunity cost and trade-off Inventory of current issues

Manapat , C.L. & Pedrosa, F.R. (2014). Economics, Taxation and Land Reform. Quezon City : C & E Publishing, Chapter 1 p. 5 Reference no. 6: Chapter 2 pp. 12-17 Reference no. 3: Chapter 3 pp. 22-27

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Week 4, 5 &

6

9

Acquire an overview of the field of Economics, by employing basic concepts and principles of economics on man’s daily encounters such as the dynamics of prices of goods and services and money. Construct and explain demand and supply curves and measure elasticity values

-Demand and Supply (3hrs)

A. Law of Demand B. Demand Schedule and Curve C. Determinants of demand

(3hrs) D. Law of Supply E. Supply Schedule and Curve F. Determinants of Supply

(3hrs) G. Concept of Market Equilibrium H. Shifts and Movement in the Demand and Supply Curve

I. Price Elasticity of Demand & Supply

J. Types of Elasticity

Excellence

Teach students to arrive at wise economic decisions on consumerism and production.

Lecture Discussion Exercises Assignments Group Dynamics

Given some problem sets students able to identify, differentiate and graph supply, demand and market behavior Given some problem sets students are able to compute and determine the price elasticity

Faculty prepared problem sets (regularly updated) Manapat , C.L. & Pedrosa, F.R. (2014). Economics, Taxation and Land Reform. Quezon City : C & E Publishing, Chapter 2 pp. 16-23

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Week 7

3

Understand the behavior of individual economic unit as well as the economy as a whole, as a consideration in decision making. Grasp the interrelatedness of macroeconomic variables such as price, growth and employment in achieving a desirable level of economic development.

A. Markets & Competition

B. Types of Market Structures

C. The Circular Flow of Goods and Services and Money

Integrity

Community

Impress upon the students fair and honest market dealings and competitions

Enlighten students on their individual roles as an economic being

and their relationship to the whole economic development.

Lecture Discussion Exercises Assignments Group Dynamics

Manapat , C.L. & Pedrosa, F.R. (2014). Economics, Taxation and Land Reform. Quezon City : C & E Publishing, Chapter 3 pp. 31-41

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Week 8

3

-Let the class answer the following question: “How effective is the market system in determining prices?” - Question and answer - Deepen the discussion by allowing the students to describe and assess the market features of a local industry that specializes in the distribution of water. -End with a synthesis.

-Administer a 30-point test on the different types of market structures. - Case studies on the market structure reforms in the Philippines; for example, in the telecommunication sector, food and beverage, and medicine industry.

Manapat , C.L. & Pedrosa, F.R. (2014). Economics, Taxation and Land Reform. Quezon City : C & E Publishing, Chapter 7 pp. 89-92 Reference no. 2: Chapter 8 pp. 103-118 Reference no. 8

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Week 9

3

-The circular flow model is presented and discussed through an input discussion. - “How does the demand side of economics differ from the supply side in measuring the total output of the economy?” - Sharing and processing of responses. - End with a synthesis.

-Students will be asked to interpret the circular flow model working cooperatively in groups. -Tests and examinations -Research, investigation and articulation in class

Manapat , C.L. & Pedrosa, F.R. (2014). Economics, Taxation and Land Reform. Quezon City : C & E Publishing, Chapter 8 pp. 99-100 Reference no. 8

MIDTERM EXAMINATION

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Week 10 &

11

6

Grasp the interrelatedness of macroeconomic variables such as price, growth and employment in achieving a desirable level of economic development. Be aware and appreciate economic issues in order to foster a sense of responsibility as a student who is an economic being.

A. National Income Analysis [Gross National Product (GNP) & Gross Domestic Product (GDP) ]

B. Methods of Measuring GNP

Community

Societal Responsibility

Teach students how each of the economic sector contribute to economic development.

Impress upon students awareness on economic issues and introduce possible engagement activities.

-Begin by presenting the economy’s GNP in the last five years. - Graph analysis -Demonstrate or illustrate the different methods in computing GNP/GDP. - Board exercises -Analysis and synthesis.

-Quizzes and long tests.

Manapat , C.L. & Pedrosa, F.R. (2014). Economics, Taxation and Land Reform. Quezon City : C & E Publishing, Chapter 8 pp. 100-112 Reference no. 7: Chapter 6

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Week 12

3

Understand the behavior of individual economic unit as well as the economy as a whole, as a consideration in decision making. Form sound judgment on business, social and economic problems using economic principles.

A. Labor and Employment Structure

B. Unemployment and Underemployment

Integrity

Teach students how to be economically productive and a contributory factor to the economy.

-Begin by asking the class with the following: “Why is it that despite a high economic growth, government has failed to address the high rate of unemployment in the country?” -Sharing of opinions and responses. -Discussion. -Analysis and synthesis.

- a reflection paper at which -Students are to inquire into possible employment opportunities in their chosen field and how they see themselves in a workplace ten years from now.

Manapat , C.L. & Pedrosa, F.R. (2014). Economics, Taxation and Land Reform. Quezon City : C & E Publishing, Chapter 10 pp. 123-126 Reference no. 11: readings on Philippine Industrial Relations pp. 68-77

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Week 13

3

Understand the behavior of individual economic unit as well as the economy as a whole, as a consideration in decision making. Form sound judgment on business, social and economic problems using economic principles.

Consumer Price Index (CPI) Inflation and Its Effects to the National Economy

Excellence

Impress upon students causes and effects of inflation and how to avoid and minimize through economic interventions.

-Discuss CPI as the most commonly used method of measuring inflation. -An operational definition of inflation is discussed in class - Comparative analysis of inflation rates as shown in tables or graphs -Students explain the different theories on inflation - “Why is it that when there is an increase in inflation, the cost of living also increases?” - “How does the government

-Make a research showing the latest statistics on the CPIs under the present administration. -Seatwork on the computation of CPI. -Students formulate their own examples to describe and explain inflation. -Acquiring and exchanging economic information and ideas

Manapat , C.L. & Pedrosa, F.R. (2014). Economics, Taxation and Land Reform. Quezon City : C & E Publishing, Chapter 10 p. 126

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attempt to solve inflation in the economy?” - Sharing of answers. -Analysis and synthesis.

through working cooperatively in groups. -Analyzing statistical and graphical data. -Quizzes

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Week 14

3

Grasp the interrelatedness of macroeconomic variables such as price, growth and employment in achieving a desirable level of economic development. Be aware and appreciate economic issues in order to foster a sense of responsibility as a student who is an economic being.

Human Development Index (HDI)

Excellence

Introduce recent measures of economic growth and development that focuses on human capital different from the traditional GNP measurements.

-Input discussion - Comparative analysis of HDIs in tables or graphs - Discussion and analysis. - End with a synthesis.

-Students answer a questionnaire by analyzing statistical and graphical data.

HDI UNDP 2016 Annual Report

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Week 15

6 Grasp the interrelatedness of macroeconomic variables such as price, growth and employment in achieving a desirable level of economic development. Acquire an overview of taxation principles, its purpose and objectives.

MACROECONOMICS

I. Aggregate

Supply and Demand

II. Measuring Economic Activity

A.GNP and GNP

B. Approaches to GNP Accounting C. Nominal and Real GNP/GDP

Excellence Teach the various approaches in GNP accounting and importantly identify critical areas of development.

- Input discussion - Discussion and analysis. - End with a synthesis.

Lecture/Discussion Diagram Analysis Research on Current Trends and Issues on Economics

Manapat, C.L. & Pedrosa, F.R. (2014). Economics, Taxation and Land Reform. Quezon City : C & E Publishing, Chapter 8 pp. 99-112

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Week 16

3 Understand the behavior of individual economic unit as well as the economy as a whole, as a consideration in decision making. Grasp the interrelatedness of macroeconomic variables such as price, growth and employment in achieving a desirable level of economic development. Form sound judgment on business, social and economic problems using economic principles. Be aware and appreciate economic issues in order to foster a sense of responsibility as a student who is an economic being. Acquire an overview of taxation principles, its purpose and objectives.

III. Economic policy and Institutions

A. Fiscal Policy B. Monetary

Policy b.1. Money, banking and financial markets

C. Trade Policy

c.1. Balance of payments

IV. Economic

Growth & development

A. Meaning B. Measure

ment and Economic Development

C. Ensuring Development

Integrity

Community

Impress upon the value of sound decision/policy making based on fairness, equity and inclusive growth.

Contextualize the integral concept of economic growth and development.

- Input discussion - Discussion and analysis. - End with a synthesis.

Mathematical Computations Lecture/Discussion Critical thinking Preparation of simulated consumption and investment functions Computation of income tax Board work Case Analysis Lecture / Discussion

Manapat, C.L. & Pedrosa, F.R. (2014). Economics, Taxation and Land Reform. Quezon City : C & E Publishing, Chapters 11 & 12 pp. 133-148

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Week 17

3 Understand the behavior of individual economic unit as well as the economy as a whole, as a consideration in decision making. Grasp the interrelatedness of macroeconomic variables such as price, growth and employment in achieving a desirable level of economic development. Form sound judgment on business, social and economic problems using economic principles. Be aware and appreciate economic issues in order to foster a sense of responsibility as a student who is an economic being. Acquire an overview of taxation principles, its purpose and objectives.

Taxation

Meaning, nature, and importance

Basic principles and classification

Income tax computation

Integrity

Community

Acquaint students on a fair and honest revenue generation through taxation.

Impress upon students the importance of sound taxation policies to the economic well-being of the country.

- Ask students about their idea on taxation. - Input discussion - Discussion and analysis. - End with a

synthesis. - Ask students to do a research to compare the TRAIN with the preceding taxation law.

Mathematical Computations Lecture/Discussion Critical thinking Preparation of simulated consumption and investment functions Computation of income tax Board work Case Analysis Lecture /

Manapat, C.L. & Pedrosa, F.R. (2014). Economics, Taxation and Land Reform. Quezon City : C & E Publishing, Chapters13-15 pp. 155-192 Reference no. 1: Chapter 12-20 pp. 95-169 Reference no. 6: Chapter 16 pp. 194-205

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Discussion Reference no. 7: Chapter 8

Week 18

3 Understand the behavior of individual economic unit as well as the economy as a whole, as a consideration in decision making. Grasp the interrelatedness of macroeconomic variables such as price, growth and employment in achieving a desirable level of economic development. Form sound judgment on business, social and economic problems using economic principles. Be aware and appreciate economic issues in order to foster a sense of responsibility as a student who is an economic being.

Land Reform

Meaning, nature, and history

Importance, aspects and components

1987 Comprehensive Agrarian Reform Program

2014 CARPER Law

Integrity

Societal Responsibility

Enlighten students on the moral foundation of land reform

Impress upon students the concept of stewardship and one’s responsibility to God-given resources.

- Ask students to what extend they understand land reform. - Input discussion - Discussion and analysis. - End with a synthesis.

Mathematical Computations Lecture/Discussion Critical thinking Preparation of simulated consumption and investment functions Computation of income tax Board work

Manapat , C.L. & Pedrosa, F.R. (2014). Economics, Taxation and Land Reform. Quezon City : C & E Publishing, Chapter 16-18 pp. 201-249 Reference no. 6 pp. 178-190 Reference no. 7: Chapter 7

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Acquire an overview of taxation principles, its purpose and objectives.

Case Analysis Lecture/ Discussion

FINAL EXAMINATION

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Course References:

Textbook: Manapat , C.L. & Pedrosa, F.R. (2014). Economics, Taxation and Land Reform . Quezon City : C & E Publishing

1) Arcilla –Serapio, Ma.P.(2012). Economics , Land Reform and Taxation. Intramuros, Manila : Purelybooks Trading and Publishing Incorporated

2) Bautista, C.M., et.al. (2013) Economics and Society. Quezon City: C & E Publishing inc. 3) Bello, A.L., et.al. (2007) Economics: An Introduction. Quezon City: C & E Publishing, inc. 4) Case , Karl E. (2007) An Introduction to Principles of Economics. Singapore : Pearson Publications 5) Case , Karl E. (2012) Principles of Economics. Boston : Pearson Education 6) Gabay, B.K.G., et.al. (2012) Economics: Concepts and Principles (with Agrarian Reform and Taxation). Manila: Rex Book Store. 7) Leaño , Jr., R.D. , &Corpuz , R.M. (2012) . Fundamentals of Economics with Agrarian Reform , Taxation and Cooperatives : A

modular approach . Intramuros , Manila : Mindshapers Company Incorporated 8) Mankiw , N. Gregory. (2012) Principles of Economics . Australia : South-Westwern Cengage Learning 9) McConnell Campbell R. (2008) Economics : Principles , Problems and Policies . Boston : McGraw- Hill 10) Medalla , F.M. (ed.( (2010) Issues , problems and progress in Filipino economic development . Quezon City : University of the

Philippines Press 11) Sibal, J.V. (2009) Theories in Industrial Relations. Quezon City: Central Book Supply, inc. 12) Sta. Ana III , F.S. (ed.) (2010) Philippine Institutions : Growth and prosperity for all. Quezon City : Action for Economic Reforms

Incorporated 13) Venida , V.(ed.) (2012) . Global financial crisis in the Asian context: Repurcussions and responses . Quezn City : Ateneo Center for

Asian Studies

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Course Requirements

1) Quizzes, Major Exam 2) Library research, Oral Presentation 3) Active participation in group and individual discussions, exercise, workshop 4) Active participation in film showings, lecture, forum

Classroom Policies:

1. Attendance and Punctuality. Regular attendance is expected of all students. The student must attend every class meeting on time and

prepared.

2. Active class participation. The student must participate actively in class recitations, discussions, and other activities as the case may be. He/She must be responsible for his/her own learning and performance in class. Please refer also to Expectations from Students below.

3. Group work requirements. The student is expected harmoniously collaborate other students and/or groupmates through group

presentations, study groups or peer discussions and contribute significantly to the preparation of their group work.

4. Peer group evaluation. Members of the team would evaluate/assess the work of each team member by providing honest feedback.

Expectations from students:

It is the student’s responsibility to attend every class meeting prepared and on time. The student should participate actively in discussions, recitations, small-group work and presentations. He/She is expected to complete and submit assignments and take all examinations at a designated time. It is his/her responsibility to ask the faculty

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concerned for an exam he/she failed to take. A student who fails to take a major written exam should present a valid excuse slip (noted by the Department Chairperson) prepared by the student’s parent/ guardian.

ACADEMIC INTEGRITY: All students are expected to be academically honest and persons of integrity. They should embody the scholastic attitude adhering to the holistic development of their character through the following: 1. To be truthful at all times in all academic dealings and transactions with teachers and co-learners; 2. To observe proper decorum in learning engagement inside and outside the classroom and the university; 3. To be respectful and sensitive to the needs of others at all times; 4. To be considerate in the use of common resources; 5. To practice punctuality in coming to class and in submitting requirements; 6. To be judicious in their preparations for major examinations and all academic requirements; 7. To create outputs of original contents in respect to ethical standards. Acts contrary to academic integrity will be subjected to sanctions in accordance with existing rules and policies stipulated in the College Student Handbook. POLICY on ABSENCES:

The maximum number of absences allowed for students, based on the College Student Handbook is as follows: for subjects held once a week is 3; subjects held twice a week is 7; for subjects held 3x a week is 10; subjects held 4x a week is 14; and for subjects held 5x a week is 18. Request for excused absences or waiver of absences must be presented upon reporting back to class. Special examinations will be allowed only in special cases, such as prolonged illness. It is the responsibility of the student to monitor his/her own tardy incidents and absences that might be accumulated leading to a grade of “FA.” It is also his/her responsibility to consult with the teacher, chair or dean should the case be of special nature.

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Grading System: Passing Grade (50%)

CAMPUS++ COLLEGE ONLINE GRADING SYSTEM Legend: (All Items in Percent) CSA Class Standing Average for All Performance Items (Cumulative) M Midterm Examination Score F Final Examination Score MEA Major Exam Average MCA Midterm Computed Average FCA Final Computed Average

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Class Standing. : Quizzes, Written Works (70%)

Major Exams : (30%)

Passing Grade (50%)

CAMPUS++ COLLEGE ONLINE GRADING SYSTEM Legend: (All Items in Percent) CSA Class Standing Average for All Performance Items (Cumulative) M Midterm Examination Score F Final Examination Score MEA Major Exam Average MCA Midterm Computed Average FCA Final Computed Average Note: For purposes of illustration, the sharing between CSA and MEA is shown below as 70% and 30%, respectively, when computing the Computed Average for each Grading Period. Depending on the grading parameters set for a subject the sharing may be 65%-35%, 60%-40%, or other possible combinations.

Computation of Midterm Computed Average (MCA) CSA =

Note: A student's Computed Average is a consolidation of Class Standing Percent Average and Major Exam Percent Average.

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Computerized Grading System ( College Level) of the University. The computation is as follows:

Midterms = CSx2 +ME Finals = CSx2+FE MG+FG = FCG

2 2 3 CONSULTATION HOURS:

Days Time Room