Policies, Standards and Guidelines for the Bachelor of Science in Biology (BS Bio) Program

May 18, 2017

CHED MEMORANDUM ORDER NO. 049-17

 

In accordance with the pertinent provisions of Republic Act (RA) No. 7722, otherwise known as the "Higher Education Act of 1994," in pursuance of an outcomes-based quality assurance system as advocated under CMO No. 46, s. 2012, and for the purpose of rationalizing the Biology education in the country by virtue of Commission en banc Resolution No. 231-2017 dated March 28, 2017, the following policies, standards and guidelines (PSGs) are hereby adopted and promulgated by the Commission.

ARTICLE I

Introduction

SECTION 1. Rationale. —

Based on the Guidelines for the Implementation of CMO No. 46, series of 2012, this PSG implements the "shift to learning competency-based standards/outcomes-based education." It specifies the 'core competencies' expected of BS Biology graduates "regardless of the type of HEI they graduate from." However, in "recognition of the spirit of outcomes-based education and . . . of the typology of HEIs," this PSG also provides "ample space for HEIs to innovate in the curriculum in line with the assessment of how best to achieve learning outcomes in their particular contexts and their respective missions . . . ."

ARTICLE II

Authority to Operate

SECTION 2. Government Authority. —

All private higher education institutions (PHEIs) intending to offer Bachelor of Science in Biology (BS Bio) must first secure proper authority from the Commission in accordance with this PSG. All PHEIs with existing BS Biology program are required to shift to an outcomes-based approach. State universities and colleges (SUCs), and local colleges and universities (LUCs) should likewise strictly adhere to the provisions in these policies and standards.

ARTICLE III

General Provisions

Per Section 13 of RA No. 7722, the higher education institutions shall exercise academic freedom in its curricular offerings but must comply with the minimum requirements for specific academic programs, the general education distribution requirements and the specific professional courses.

SECTION 3. The Articles that follow give minimum standards and other requirements and prescriptions. The minimum standards are expressed as a minimum set of desired program outcomes which are given in Article IV, Section 6. The CHED designed a curriculum to attain such outcomes. This curriculum is shown in Article V, Section 9 as a sample curriculum. The number of units of this curriculum is herein prescribed as the "minimum unit requirement" under Section 13 of RA 7722. In designing the curriculum the Commission employed a curriculum map which is shown in Article V, Section 10 as a sample curriculum map.

Using a learner-centered/outcomes-based approach the CHED also determined appropriate curriculum delivery methods shown in Article V, Section 11. The sample course syllabi given in Article V, Section 12 show some of these methods.

Based on the curriculum and the means of its delivery, the CHED determined the physical resource requirements for the library, laboratories and other facilities and the human resource requirements in terms of administration and faculty. See Article VI.

SECTION 4. The HEIs are allowed to design curricula suited to their own contexts and missions provided that they can demonstrate that the same leads to the attainment of the required minimum set of outcomes, albeit by a different route. In the same vein, they have latitude in terms of curriculum delivery and in terms of specification and deployment of human and physical resources as long as they can show that the attainment of the program outcomes and satisfaction of program educational objectives can be assured by the alternative means they propose.

The HEIs can use the CHED Implementation Handbook for Outcomes-Based Education (OBE) and the Institutional Sustainability Assessment (ISA) as a guide in making their submissions from sections in Article VII, Section 19. CAIHTE

ARTICLE IV

Program Specifications

SECTION 5. Program Description. —

5.1 Degree Name

The degree program described herein shall be called Bachelor of Science in Biology (BS Bio).

5.2 Nature of the Field of Study

Biology, as an academic discipline has broadened and diversified with the development of advanced laboratory equipment and sophisticated techniques in collaboration with chemists, physicists and engineers. This has led to a dynamic development of research in all levels of biological complexity from the molecules to ecosystems, where their properties and interactions are analyzed.

The original fear that education and training of biologists in such diversified specialized micro-areas of biology will create graduates unable to bridge the gap between low and high complexity levels seems to be unfounded, as long as a core program in the curriculum ensures the basic concepts of biology: structure/function; regulation; growth; development and evolution.

Biology programs offered in Philippine higher education institutions (HEIs) should be updated to integrate the latest trends in the teaching and the conduct of research in the field, and promote social responsibility. Thus it is imperative to set the minimum course requirements that all institutions nationwide offering the program must adopt to achieve this objective.

5.3 Program Goals

The BS Biology program is structured as a generalized framework of study with the end view of grounding students with the fundamental concepts, principles, and theories of the biological, natural and physical sciences and the conduct of research. This includes the acquisition of appropriate skills, and training in the efficient processing and presentation of information in both written and oral form.

The BS Biology program is structured to meet the needs of professional biologists who:

1. can be employed in government/private institutions and other agencies where scientists with biological expertise are needed.

2. can engage in entrepreneurial activities.

3. conduct research in the various areas of biology.

4. undertake post graduate education in Biology and allied fields.

5. pursue a career in teaching.

5.4 Specific professions/careers/occupations or trades that BS Bio graduates may go into

The biological sciences present exciting and worthwhile career opportunities. With the wide range of areas of interest offered in the discipline, the workplaces are likewise varied from universities, zoos, hospitals, government, and laboratories in tropical rainforests to ocean depths.

A graduate of BS Biology may be engaged in basic and applied research where they can be employed as research assistants or biological laboratory technicians in government agencies, museums, zoos and aquaria, and private organizations. They can also go into industrial research work involving product development, management, or inspection particularly in agriculture, biotechnology, food and nutrition, pharmaceutical and other health care related industries.

The bachelor's degree is adequate for some non-research jobs such as testing and inspection, and technical sales or service representatives. Some private and non-government organizations also hire BS Biology graduates for advocacy and communication work involving science, technology and the environment. Graduates may also be engaged in biology-based industries such as production, food science and technology, management, marketing, and bioprospecting, public lectures and workshops, writing science articles in newspaper, magazines and books, production of educational software or multimedia applications, development of educational films and television programs, and collection, preservation and sale of biological specimens.

The program qualifies one to work as a teaching assistant in a college or university. With additional courses in education and passing of the Licensure Exam for Teachers, a BS Biology graduate can also be employed as a high school biology teacher. DETACa

5.5 Allied Fields

Biology is closely related to the fields of agriculture, fisheries, forestry, nutrition, medicine, veterinary medicine, animal and plant sciences, and environmental science.

SECTION 6. Program Outcomes. —

The minimum standards for the Bachelor of Science in Biology program are expressed in the following minimum set of learning outcomes:

6.1 Common to all baccalaureate programs in all types of institutions

a) Articulate the latest developments in their specific field of practice. (PQF level 6 descriptor)

b) Effectively communicate orally and in writing using both English and Filipino languages.

c) Work effectively and independently in multi-disciplinary and multicultural teams. (PQF level 6 descriptor)

d) Demonstrate professional, social, and ethical responsibility, especially in practicing intellectual property rights and sustainable development.

e) Preserve and promote "Filipino historical and cultural heritage" (based on RA No. 7722).

6.2 Common to the Science and Mathematics Disciplines

f) Demonstrate broad and coherent knowledge and understanding in the core areas of physical and natural sciences.

g) Apply critical and problem solving skills using the scientific method.

h) Interpret relevant scientific data and make judgments that include reflection on relevant scientific and ethical issues.

i) Carry out basic mathematical and statistical computations and use appropriate technologies in (a) the analysis of data; and (b) in pattern recognition, generalization, abstraction, critical analysis and problem solving.

j) Communicate information, ideas problems and solutions, both, orally and in writing, to other scientists, decision makers and the public.

k) Relate science and mathematics to the other disciplines.

l) Design and perform safe and responsible techniques and procedures in laboratory or field practices.

m) Critically evaluate input from others.

n) Appreciate the limitations and implications of science in everyday life.

o) Commit to the integrity of data.

6.3 Specific to Bachelor of Science in Biology

p) Develop an in-depth understanding of the basic principles governing the science of life;

q) Utilize techniques/procedures relevant to biological research work in laboratory or field settings;

r) Apply basic mathematical and statistical computations and use of appropriate technologies in the analysis of biological data;

s) Extend knowledge and critically assess current views and theories in various areas of the biological sciences

6.4 Common to a horizontal type as defined in CMO No. 46, s. 2012

• For professional institutions: To promote service in one's profession

• For colleges: To participate in various types of employment, development activities, and public discourses particularly in response to the needs of the community one serves

• For universities: To participate in the generation of new knowledge or in research and development projects

Graduates of State Universities and Colleges must, in addition, have the competencies to support "national, regional and local development plans." (RA 7722)

The HEIs, at its option, may adopt mission-related program outcomes that are not included in the minimum set.

SECTION 7. Sample Performance Indicators. —

Performance indicators (PIs) assist in the evaluation of student learning or the achievement of the program outcomes. These are demonstrable traits developed not only through the core or discipline-specific courses but more importantly through their collective experiences.

To achieve the program outcomes, graduates of the BS Biology program are expected to possess a wide range of knowledge, skills and values as follows:

Table 1. Program Outcomes for a BS Biology graduate with corresponding sample performance indicator/s.

 

Program Outcomes	Performance Indicators
a) Articulate the latest developments in their specific field of practice	• Participate in continuing education and professional development in the specific field of practice
b) Effectively communicate orally and in writing using both the English/Filipino language.	• Demonstrate effective oral and written communication using both English and Filipino languages. • Exhibit adequate technical writing and oral communication abilities.
c) Work effectively in multi-disciplinary and multi-cultural teams.	• Work effectively as a member of multi-disciplinary & multi-cultural teams. • Display good judgment of people, actions and ideas and communicate them efficiently. • Demonstrate effective leadership, coordination and decision-making skills. • Demonstrate productive project management skills.
d) Demonstrate professional, social, and ethical responsibility, especially in practicing intellectual property rights.	• Articulate the contribution of one's profession to society and nation building. • Articulate the responsibilities of a Filipino citizen in relation to the rest of the world • Demonstrate respect for intellectual property rights • Explain professional knowledge and ethical responsibilities in the biological sciences
e) Preserve and promote Filipino historical and cultural heritage based on RA 7722.	• Articulate one's possible contributions to society and nation building
f) Demonstrate broad and coherent knowledge and understanding in the core areas of the statistical theory and statistical modeling.	• Discuss extensive and articulate information in the core areas of Science and Mathematics.
g) Apply analytical, critical and problem solving skills using the Scientific Method.	• Employ problem solving skills using the Scientific Method; • Demonstrate critical thinking skills in solving problems; • Apply scientific reasoning analyzing biology-related issues
h) Interpret scientific data and reflect on relevant scientific and ethical issues.	• Recognize the importance of relevant scientific data. • Summarize information using reflection on important scientific and ethical issues.
i) Carry out basic mathematical and statistical computations and use appropriate technologies in (a) the analysis of data; and (b) In pattern recognition, generalization, abstraction, critical analysis and problem solving	• Perform appropriate suitable mathematical and statistical computations in data analysis • Utilize applicable technologies in all scientific processes
j) Communicate information, ideas problems and solutions both, orally and in writing, to other scientists, decision makers and the public.	• Demonstrate technical writing and public speaking abilities • Disseminate information, ideas, problems & solutions to fellow scientists, decision makers and the public. • Participate actively in scientific forum and public discussions.
k) Connect science and math to the other disciplines.	• Apply scientific advancements in ways that are deeply meaningful to other disciplines. • Propose solutions to biological problems based on interdisciplinary knowledge
l) Design and perform techniques and procedures following safe and responsible laboratory or field practices.	• Design suitable and appropriate experimental methods and protocols • Practice responsible laboratory & field practices that follow proper techniques & procedures. • Demonstrate precision in making observations and in distinguishing differences between samples and events • Employ appropriate and correct experimental design • Demonstrate proper animal handling practices etc. • Follow industry standards and national laws
m) Accepts and critically evaluates input from others.	• Discern significant inputs from other disciplines. • Critically evaluate data and information.
n) Appreciate the limitations and implications of science in everyday life	• Acknowledge scientific facts as part of everyday life.
o) Commit to the integrity of data.	• Adhere to data integrity. • Report results and data as honestly as possible.
p) Develop an in-depth understanding of the basic principles governing the science of life.	• Explain key concepts and theories in biology specifically in morpho-anatomy, physiology, systematic biology, developmental biology, genetics, ecology, microbiology and cell and molecular biology
q) Utilize techniques/procedures relevant to laboratory or field work research settings.	• Make an accurate and precise observations • Design proper/correct experiments for particular tasks. • Perform proper animal handling practices etc. • Knowledgeable and compliant of national laws and industry standards regarding laboratory work.
r) Carry out basic mathematical and statistical computations and use of appropriate technologies in the analysis of biological data	• Perform statistical techniques commonly used for analyzing biological data (e.g., T-test, ANOVA, std deviation, uncertainty of measurement) • Choose appropriate statistical tests for a given dataset.
s) Extend knowledge and critically assess current views and theories in selected areas of the biological science.	• Develop an objective viewpoint for discerning information. • Participate in scientific conferences and/or meetings of professional organizations

 

Table 2. Abilities and Skills of BS Biology Graduates with Corresponding Assessment Mechanisms

 

Abilities and Skills	Sample Assessment
Biology-related Cognitive Abilities and Skills
• Conceptual understanding of the fundamentals of biology and chemistry, earth science, mathematics and physics     • Critical Thinking and complex problem solving skills     • Mathematical Skills and Reasoning	• Diagnostic Exam, Post-Test • Written reports and essays • Problem Solving Exercises • Examinations   • Journal review • Problem Solving Exercises • Examinations on Experimental Design   • Problem Solving Exercises • Examinations on Experimental Design
Biology-related Practical Skills	• Capstone/special project • Presentations • Thesis • Portfolio of student work • Publication or short communications
• Biological Laboratory Skills         • Preparation of basic biological specimens, including handling and processing	• Practical laboratory exams • Field work • Research Projects • Practicum/OJT   • Practical laboratory exams • Field work • Research Projects
• Proper use of biological and chemical instrumentation     • Basic laboratory and field research procedures and safety practices       • Sampling design, procedures and processing techniques       • Experimental Design and testing       • Data and Information gathering, processing and assessment         • Basic monitoring by observation and measurement of biological characteristics	• Practical laboratory exams • Field work • Research Projects   • Practical laboratory exams • Field work • Research Projects • Practicum/OJT   • Practical exams • Field work • Research Projects • Practicum/OJT   • Research Proposal Writing • Research Projects • Practicum/OJT   • Field work • Practicum/OJT • Research Projects • Thesis • Manuscript writing   • Field work • Practicum/OJT • Research Projects • Thesis
General Skills
• Communication and comprehension skills both oral and written         • Interpersonal and organizational skills       • Administrative and Management Skills (Leadership and Decision-Making)   • Quality Assurance and Assessment   • ICT Utilization	• Public Performance or presentation • videotaped or audio taped performance • written reports • manuscript publication   • Active participation in group projects • Membership in academic organizations   • Active participation in group projects
• Continuing Professional Development/Lifelong Learning   • Ethical principles	• Participation in scientific conferences   • Involvement in socially relevant projects • Appropriate citations in written manuscript

ARTICLE V

Curriculum

SECTION 8. Curriculum Description. —

The curriculum below presents a balanced treatment of all branches of biology with the inclusion of recent advances in biology such molecular biology. It does not emphasize a particular specialty such as those in ecology, microbiology, zoology or botany. Institutions may opt to implement a specialty when resources are available. aDSIHc

SECTION 9. Sample Curriculum. —

9.1 Curriculum Components

The components of the BS Biology curriculum are listed in Table 3 together with the minimum number of units in each component.

Table 3. Components of the BS Bio curriculum and their corresponding units

 

COMPONENTS	UNITS
a. General Education Curriculum	36
b. Biology Tool Courses	18
c. Fundamental Courses	50
d. Specialization Courses	25
e. Free Electives	6
f. Undergraduate Thesis	6
g. Practicum or On-The-Job Training or equivalence or apprenticeship	3
h. Physical Education (PE)	8
i. National Service Training Program (NSTP)	6
Total	158

9.1.1 General Education (GE) Courses

The GE is based on CHED Memorandum Order No. 20 series of 2013, entitled "General Education Curriculum: Holistic Understandings, Intellectual and Civic Competencies" and has a minimum of thirty six (36) units. Listed in Table 4 are the general education courses and their corresponding units.

Table 4. General Education courses per CMO No. 20, series of 2013

 

Core courses (24 units)
1. Understanding the Self (Nature of identity)	3 units
2. Readings in Philippine History	3 units
3. Mathematics in the Modern World (application of mathematics in daily life)	3 units
4. Purposive Communication (Writing, speaking and presenting to different audiences)	3 units
5. Art Appreciation	3 units
6. Science, Technology and Society	3 units
7. Ethics	3 units
8. The Contemporary World (Globalization and its impact on individuals, communities and nations)	3 units
Elective courses (9 units)	3 units
9. Mathematics, Science and Technology (e.g., Environmental Science)	3 units
10. Arts and Humanities (e.g., Great Books)	3 units
11. Social Sciences and Philosophy (e.g., Entrepreneurship)	3 units
Rizal course (3 units)	(3 units)
TOTAL	36 units

 

9.1.2 Biology Tool Courses (18 units)

The biology tool courses component has a total of 18 units. These are courses in other basic science fields needed to enhance the understanding of biology concepts.

Table 5. Biology Tool Courses

 

AREA	COURSES	Lec	Lab	Units
Chemical Biology	Chemical Biology I (Organic Molecules)	2	1	3
	Chemical Biology II (Analytical Methods for Biology)	2	1	3
	Chemical Biology III (Biomolecules)	3	2	5
Biophysics	Biophysics	2	2	4
Biostatistics	Statistical Biology	2	1	3
	TOTAL			18

 

9.1.3 Fundamental Courses (50 units)

The fundamental courses are the basic, foundation courses in biology covering essential topics. Laboratory is required in all courses.

Table 6. Fundamental Courses

 

COURSES	Units
General Botany	5
General Zoology	5
General Ecology	5
General Physiology	5
Systematics	5
Developmental Biology (Plants and Animals)	5
Genetics	5
Evolutionary Biology	5
Microbiology	5
Cell and Molecular Biology
Total Units	50

9.1.4 Specialization Courses (25 units)

Specialization courses are the courses that provide in-depth knowledge in various branches of biology and may concentrate on specific themes that the HEI may choose. Below is a list of suggested areas of study where HEIs may choose to offer as their specialization. Other areas of biology may be included.

Table 7. List of suggested specialization courses.

(Number of lecture and laboratory units totaling 25 units shall be left to the discretion of the institution.)

 

Field of specialization	Suggested courses
Cellular and Molecular Biology	Immunology Recombination DNA Techniques Radiation Biology Molecular Genetics Molecular Systematics Bioinformatics Genomics and Proteomics
Medical Biology	Medical Entomology Medical Parasitology Human Anatomy and Physiology Epidemiology Immunology Medical Histology Medical Microbiology Radiation Biology Human Genetics BioSocial Genetics
Microbiology	Virology Microbial Taxonomy Microbial Physiology Microbial Ecology Microbial Genetics Industrial Microbiology Food Microbiology Pathology Epidemiology
Plant Biology	Mosses, Hepatics, Ferns Ethnobotany Economic Botany Plant Physiology Plant Morphoanatomy Plant Growth and Development Taxonomy of Higher Vascular Plants
Systematic Biology	Molecular Systematics Phylogenetics Population Genetics Bioinformatics Evolutionary Systematics
Developmental Biology	Animal Development Plant Development Cellular Physiology Developmental Genetics Reproductive Biology
Ecology	Population Ecology Behavioral Ecology Community Ecology Freshwater Ecology Marine Ecology Terrestrial Ecology Biological Resource Management
Biotechnology	Health Biotechnology Agricultural Biotechnology Industrial Biotechnology Food Biotechnology Molecular Genetics Bioprocessing Tissue Culture Bioinformatics Genomics and Proteomics
Animal Biology	Comparative Vertebrate Anatomy Developmental Zoology Animal Physiology Invertebrate Zoology Protozoology Herminthology Nematology Entomology Malacology Acarology Parasitology
Genetics	Cytogenetics Molecular Genetics Human Genetics Microbial Genetics Population and Quantitative Genetics Developmental Genetics Biosocial Genetics

HEIs may offer majors and courses depending on their areas of strength and available resources

 

9.1.5 Free Electives (6 units)

The number of units assigned to the electives is left to the discretion of the institution. May include but not limited to Education, BioEntrepreneurship, and Management courses.

9.1.6 Undergraduate Thesis (6 units)

Thesis includes a seminar course which shall be offered in any term during the last two years of the program. Undergraduate seminar may either be a presentation of the students' Thesis proposal or a progress report of their Thesis work.

9.1.7 Practicum or On-The-Job Training or Equivalent or Apprenticeship (3 units)

Minimum of 150 hours and may be offered during Summer before Senior Level. ETHIDa

9.2 Sample Program of Study

The program of study herein is only an example. HEIs may use this sample and modify it according to its needs. They may also add other preferred courses.

Table 8. Sample program of study and recommended sequence of courses

 

Year	Course (First Semester)	Units	Year	Course (Second Semester)	Units
1	General Botany	5	1	Systematics	5
	General Zoology	5		Chemical Biology I (Organic Molecules)	3
	GE 1 (Understanding the Self)	3		Statistical Biology	3
	GE 2 (Readings in Philippine History)	3		GE 4 (Purposive Communication)	3
	GE 3 (Mathematics in the Modern World)	3		GE 5 (Art Appreciation)	3
	Physical Education I	2		Physical Education II	2
	NSTP I	3		NSTP II	3
	Total	24		Total	22
2	Microbiology	5	2	Chemical Biology III (Biomolecules)	5
	General Ecology	5		Evolutionary Biology	5
	Chemical Biology II	3		Genetics	5
	(Analytical Methods for Biology)			GE 8 (The Contemporary World)	3
	GE 6 (STS)	3		Physical Education IV	2
	GE 7 (Ethics)	3
	Physical Education III	2		Total	20
	Total	21
3	Cell and Molecular Biology	5	3	Biophysics	4
	General Physiology	5		Developmental Biology	5
	GE 9 (MST)	3		Specialization Course I	5
	GE 10 (Arts and Humanities)	3		GE 11 (Social Sciences and Philosophy)	3
	Rizal Course	3		Thesis I	2
	Total	19		Total	19

SUMMER Practicum 3 units

4	Specialization Course II	5	4	Specialization Course IV	5
	Specialization Course III	5		Specialization Course V	5
	Thesis II	2		Thesis III	2
	Free Elective I	3		Free Elective II	3
	Total	15		Total	15

 

SECTION 10. Curriculum Map and Course Map. —

Based on the required minimum set of program outcomes, the CHED has determined a program of study that leads to the attainment of the outcomes. This program of study specifies a set of courses sequenced based on flow of content, with each course having a specified title, description, course outcome and credit unit. For this purpose, a sample curriculum map (Annex A) is included as part of the PSGs. It is a matrix of all courses and the minimum set of program outcomes showing which outcome each course addresses and in what way. The map also determines whether the outcomes are aligned with the curriculum.

Higher education institutions shall formulate its curriculum map based on its own set of program outcomes and courses. A sample curriculum map can be found in Annex A.

SECTION 11. Sample Means of Curriculum Delivery. —

The department can employ a range of instructional methods that are particularly suited to the biological sciences. Use of variety of appropriate teaching/learning methods and strategies based on learning objectives, learner characteristics, involvement of community, time requirements, community dynamics and policies, available resources and instructional setting should be considered.

Some sample delivery schemes/learning methods which can also become means of assessing outcomes include:

• Selection of relevant biological topics and issues

• Fieldwork: hands-on observation and discovery in the environment

• Community-based action research and problem solving

• Simulations and models

• Case studies

• Classroom discussion of current environmental issues

• Capstone/Special projects

• Journal Review

• Written Report/Essays

• Thesis

• Practicum or on-the job training,

• Public performance or presentation: written report, videotaped or audio taped performances

• Participation in scientific conferences

• Field work

SECTION 12. Sample Syllabi for Core Biology Courses. —

The course specifications provided in this CMO in Annex B apply only to the core courses and indicate the minimum topics to be covered in each area. The HEIs shall formulate the syllabus for all the courses in their respective BS Biology program.

HEIs may follow their own course specifications in the implementation of the program but must not be less than those specified for the major courses.

It is suggested that the introductory and/or concluding part of each course present an informative survey of advances and prospects in this area in order to elicit more interest from the student. The course must continue to impart skills to the student through field work or hands on experience.

ARTICLE VI

Required Resources

SECTION 13. Administration. —

The minimum qualifications of the head of the unit that implements the degree program are the following: cSEDTC

13.1 Dean of the unit/college

The dean of a unit/college must be at least a Ph.D. holder in the sciences and mathematics disciplines for which the unit/college offers a program; and a holder of a valid certificate of registration and professional license, where applicable.

13.2 Head of the biology unit/department

The head of the unit/department must have, at least, a Master of Science degree in Biology or a post graduate degree in an allied program identified in the policies and standards; and a holder of a valid certificate of registration and professional license, where applicable.

SECTION 14. Faculty. —

14.1 General Requirements

a. As a rule, a master's degree in the discipline or its equivalent is required for teaching in the tertiary level.

b. At least 50% of the full-time faculty must have a Master's degree in the discipline or its equivalent.

14.2 Qualification of faculty

Faculty teaching in a BS Biology program must have an appropriate master's degree in Biology or in any of the allied fields in Article IV Section 5.5.

14.3 Full time faculty members

The institution shall maintain 50% of the faculty members teaching in the BS Biology program as full time.

14.4 Teaching Load

A faculty for the BS Biology program should not be assigned more than four (4) different courses/subjects within a semester.

14.5 Faculty Development

The institution must have a system of faculty development. It should encourage the faculty to:

a. pursue graduate studies

b. undertake research activities and publish their research output

c. give lectures and present papers in national/international conferences, symposia and seminars

d. attend seminars, symposia and conferences for continuing education

The institution must provide opportunities and incentives such as:

a. tuition subsidy for graduate studies

b. study leave with pay

c. deloading to finish a thesis or to carry out research activities/extension services

d. travel grants for academic development activities such as special skills training and attendance in national/international conferences, symposia and seminars.

e. awards & recognition.

SECTION 15. Library. —

Library personnel, facilities and holdings should conform to existing requirements for libraries which are embodied in a separate CHED issuance.

The HEI is likewise encouraged to maintain periodicals and other non-print materials relevant to environmental science to aid the faculty and students in their academic work. CD-ROMs could complement a library's book collection but should otherwise not be considered as replacement for the same.

Internet access is encouraged but should not be made a substitute for book holdings (hard or soft copies) and/or on-line subscription of books and journals.

Libraries shall participate in inter-institutional activities and cooperative programs whereby resource sharing is encouraged.

SECTION 16. Laboratory and Physical Facilities. —

HEIs should provide the appropriate facilities and equipment to ensure the effective delivery of the courses and achievement of program outcomes. There should be a system of updating and enhancing the needed facilities, computing software and equipment to be provided to the students.

ARTICLE VII

Quality Assurance

SECTION 17. Assessment and Evaluation. —

The institution/department shall have in place a program assessment and evaluation system. The HEI must show this in their syllabi and catalogue. Institutions may refer to the CHED Implementation Handbook for Outcome-Based Education (OBE) and the Institutional Sustainability Assessment (ISA) for guidance.

SECTION 18. Continuous Quality Improvement (CQI) Systems. —

The HEI shall maintain at all times a high standard of instruction and delivery through the establishment of a program level Continuous Quality Improvement system. Institution/department must show organizational and process plans, and implementation strategies. Institutions may refer to the CHED Implementation Handbook for Outcome-Based Education (OBE) and the Institutional Sustainability Assessment (ISA) for guidance. SDAaTC

SECTION 19. CHED Monitoring and Evaluation. —

The CHED, in harmony with existing guidelines on monitoring and evaluation, shall conduct regular monitoring on the compliance of respective HEIs to this PSG. An outcomes-based assessment instrument shall be used during the conduct of monitoring and evaluation.

Using the CHED Implementation Handbook for OBE and ISA as reference, an HEI shall develop the following items which will be submitted to CHED when they apply for a permit for a new program:

1. The complete set of program outcomes, including its proposed additional program outcomes.

2. Its proposed curriculum and its justification including a curriculum map.

3. Proposed performance indicators for each outcome. Proposed measurement system for the level of attainment of each indicator.

4. Proposed outcomes-based syllabus for each course.

5. Proposed system of program assessment and evaluation.

6. Proposed system of program Continuous Quality Improvement (CQI).

ARTICLE VIII

Transitory, Repealing and Effectivity Provisions

SECTION 20. Transitory Provision. —

All private HEIs, state universities and colleges (SUCs) and local universities and colleges (LUCs) with existing authorization to operate the Bachelor of Science in Biology program are hereby given a period of three (3) years from the effectivity thereof to fully comply with the requirements in this CMO. However, the prescribed minimum curricular requirements in this CMO shall be implemented starting Academic Year 2018-2019.

SECTION 21. Repealing Clause. —

All CHED issuances, rules and regulations or parts thereof, which are inconsistent with the provisions of this CMO, are hereby repealed.

SECTION 22. Effectivity Clause. —

This CMO shall take effect fifteen (15) days after its publication in the Official Gazette, or in a newspaper of general circulation. This CMO shall be implemented beginning Academic Year 2018-2019.

SECTION 23. References. —

These policies, standards and guidelines for the BS Biology program were in reference to CHED Memorandum Order Number 24 Series 2005.

Quezon City, Philippines, May 18, 2017.

For the Commission:

(SGD.) PATRICIA B. LICUANAN, Ph.D.Chairperson

ANNEX A

Curriculum Mapping-BS Biology

ANNEX B

Course Specifications