Policies, Standards and Guidelines for the Bachelor of Science in Chemistry (BS Chem) Program

May 17, 2017

CHED MEMORANDUM ORDER NO. 047-17

 

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, series of 2012, and for the purpose of rationalizing the chemistry education in the country with the end view of keeping apace with the demands of global competitiveness, by virtue of Commission en banc Resolution No. 231-2017 dated March 28, 2017, the following Policies and Standards are hereby adopted and promulgated by the Commission.

ARTICLE I

Introduction

SECTION 1. Rationale. —

This PSG updates the Policies and Standards for Bachelor of Science in Chemistry (BS Chem) presented in CMO No. 18, s. 2007. 1 It is aligned to the K-to-12 Basic Education Program and incorporates the New General Education Program prescribed by CMO No. 20, s. 2013. It also implements the outcomes-based education specified in CMO No. 46, s. 2012. 2

In order to ensure the employability of the graduates of the program, this PSG is harmonized with the Philippine Qualification Framework and the ASEAN Qualifications Reference Framework and other International Qualifications Framework. To guarantee quality consistent with global standards, it has been benchmarked with the American Chemical Society (ACS)-approved programs and the Chemistry Eurobachelor program. CAIHTE

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 Chemistry (BS Chem) must first secure proper authority from the Commission in accordance with these PSGs. All PHEIs with existing BS Chemistry program are required to shift to an outcomes-based approach based on this PSG. 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 R.A. 7722, the higher education institution shall exercise academic freedom in its curricular offerings but must comply with the minimum requirements for specific 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 CHED employed a curriculum map which is shown in Article V, Section 10 as a sample curriculum map. DETACa

Using an 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 13 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 as expressed in Article VI.

The objectives of the Policies and Standards are:

a. To set a minimum level of quality for the BS Chem program based on an outcomes-based approach within a life-long learning framework.

b. To enable institutions to produce chemists who can effectively participate as scientific professionals according to accepted global standards of the discipline.

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 21.

ARTICLE IV

Program Specifications

SECTION 5. Program Description. —

5.1 Degree Name

The degree program described herein shall be called Bachelor of Science in Chemistry (BS Chem). aDSIHc

5.2 Nature of the Field of Study

Chemistry is the branch of the natural sciences that studies matter, its composition, properties and reactions. It includes the "study, analysis, modification and calculations of physic-chemical or biochemical properties of matter. Chemistry includes the atomic, molecular, surface and supramolecular composition and structure of matter, properties and reactions, the changes which matter undergoes, the energy involved, and the conditions under which such changes occur" (R.A. 10657 Chemistry Profession Act of 2015). It is a broad field, which overlaps with other fields particularly biology, physics and geology. Chemistry also has a role of interconnecting other fields and has thus been described as the Central Science.

The core disciplines of chemistry are inorganic, organic, analytical, physical chemistry and biochemistry.

Chemistry is beneficial to society. It is the foundation science for many industrial and agricultural processes that produce useful products that contribute to the improvement of the quality of life. It impacts on human health — producing materials, developing methods and advancing knowledge towards improved health care, enhanced public health and safety, safe and affordable food supply, and a sustained wholesome environment. It plays a key role in the development of materials and processes for the production of sustainable renewable energy. It is indeed a science of numerous opportunities.

Chemistry engages international concern and action. It espouses collaborative efforts that span borders and cultures towards the enhancement of chemical knowledge and processes for the benefit of society and the environment. It promotes a common global standard of excellence and relevance in scientific endeavors and output. ETHIDa

Chemistry is essential for the continued development of the Philippines. Therefore, any policy designed to upgrade chemistry education at the college level should take into account the diversity of chemistry, the need for trained personnel and the significant investment needed to sustain an acceptable standard of chemistry education.

5.3 Program Goals

The program aims to:

i. Produce graduates who comply with the current qualification requirements of professional chemists for local and overseas employment and entrepreneurship.

ii. Prepare students for higher studies in chemistry and in other fields.

5.4 Specific Professions/careers/occupations or trades that BS Chem graduates may go into.

With a BS Chem degree and professional license, a graduate can be employed as laboratory chemist in industries and companies that deal with chemicals, food and beverage, cosmetics, pharmaceuticals, oil and petroleum, mineral and metals, textile, agricultural products, pulp and paper, analytical chemistry services, quality control, research among others. Graduates can also be employed in government agencies with similar lines of concern and in crime laboratories for forensic analysis.

The BS Chem degree holder can also secure non-laboratory work such as science communication, technical writing, entrepreneurship, marketing and management, product sales, chemical information services, health and safety, intellectual property, project management, etc. cSEDTC

A graduate of Chemistry program can be employed in colleges and universities. Further training (MS and PhD) would qualify graduates for tenured positions in the academe.

5.5 Allied Fields

The following fields such as: marine science, geological sciences, physics, molecular biology and biotechnology, materials science, pharmaceutical science, food science, agricultural sciences, chemical engineering, forensic sciences and environmental science, are recognized as specializations allied to chemistry. Graduates of these fields may be considered to teach non-professional or elective courses in the BS Chem program.

SECTION 6. Program Outcomes. —

The minimum standards for the BS Chem program are expressed in the following minimum set of program outcomes:

6.3 Specific to BS Chem

A graduate of the program should be able to:

A. Demonstrate a broad and coherent knowledge and understanding in the core areas of chemistry: inorganic, organic, physical, biological and analytical chemistry; and in addition the necessary background in mathematics and physics

B. Gather data using standard laboratory equipment, modern instrumentation and classical techniques

C. Identify and solve problems involving chemistry, using current disciplinary and interdisciplinary principles

D. Qualify for further study and/or for entry-level professional employment in the general workplace

E. Work effectively and independently in multi-disciplinary and multi-cultural teams SDAaTC

F. Act in recognition of professional, social, and ethical responsibility

G. Effectively communicate orally and in writing using both English and Filipino

H. Articulate and discuss the latest developments in the specific field of practice (PQF level 6 descriptor) interpret relevant scientific data and make judgments that include reflection on relevant scientific and ethical issues

I. Preserve and promote "Filipino historical and cultural heritage"

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

In line with the policies defined in CMO No. 46, s. 2012, graduates should be able to:

A. Promote service in one's profession

B. Participate in various types of employment, development activities, and public discourses particularly in response to the needs of the community one serves

C. Participate in the generation of new knowledge or in research and development projects

D. Support "national, regional and local development plans"

A HEI, as an option, may adopt mission-related program outcomes that are not included in the minimum set.

SECTION 7. Sample Performance Indicators. —

Performance indicators assist in the evaluation of student learning or the achievement of the program outcomes. These are demonstrable traits n acEHCD

The graduate of the BS Chem program is expected to possess a wide range of abilities and skills. 3 These are divided into three broad categories:

a. Chemistry-related cognitive abilities and skills, i.e., abilities and skills relating to intellectual tasks, including analysis of problems and systematic problem-solving;

b. Chemistry-related practical skills, e.g., skills relating to the conduct of laboratory work, proper use of sophisticated instrumentation, safe handling of chemicals and waste minimization; and

c. Generic skills that may be develop during the course and are applicable in many other contexts.

These competencies may be reviewed and included in the performance indicators.

Chemistry-related cognitive abilities and skills

a. Conceptual understanding and problem solving skills in the fundamental chemical sub-fields of analytical, organic, inorganic, biochemistry and physical chemistry

b. A foundation of physics and mathematics and ability to apply them to chemical problems

c. Skills in the evaluation, interpretation and synthesis of chemical information and data, and to draw conclusions from them; ability to assess primary papers critically

d. Ability to recognize and implement accurate and precise scientific measurements

e. Computational and data processing skills, relating to chemical information and data

Chemistry-related practical skills

f. Skills required in good laboratory practices including safety, waste management and record keeping. SDHTEC

g. Proper use of modern chemical instrumentation

h. Skills required for the conduct of standard laboratory procedures involved and use of instrumentation in analytical and synthetic work, in relation to both organic and inorganic systems

i. Ability to use the scientific literature effectively and evaluate technical articles critically

j. Skills in the monitoring, by observation and measurement, of chemical properties, events or changes, and the systematic and reliable recording and documentation thereof

k. Ability to evaluate and interpret data derived from laboratory observations and measurements in terms of their significance, and to relate them to appropriate theories

l. Ability to design experiments and understand the limitations of the experimental approach; ability to design suitable alternative procedures and methods

Generic skills

m. Communication skills, covering both written and oral communication. This includes the ability to present scientific information in a clear and concise manner and to discuss them intelligently, both in writing and orally

n. Ability to dissect a problem into its key features; Problem-solving skills, relating to qualitative and quantitative information

o. Numeracy and calculation skills, including such aspects as error analysis, order-of-magnitude estimations, and correct use of units

p. Ability to use information technology in information-retrieval, evaluation, and dissemination

q. Interpersonal skills relating to the ability to interact with other people and to work in a team; ability to collaborate with other researchers AScHCD

r. Study and self-development skills needed for continuing professional development and life-long learning

s. Ability to exercise ethical principles and social responsibility in their professional and personal endeavors

A sample map can be found in Annex A1.

ARTICLE V

Curriculum

SECTION 8. Curriculum Description. —

Chemistry is a central and essential science and is a fundamental part of many other disciplines. Therefore, the curriculum for BS Chem should be built around a well-defined core of subjects that covers the fundamental aspects in sufficient depth and at the same time allow for flexibility to cover areas and applications in the allied disciplines. The curriculum should also provide the necessary background in mathematics, physics, biology, information and computational sciences to prepare Chemistry graduates for higher levels of technical expertise.

The purpose of this is to ensure a common minimum standard for the BS Chem degree. However, the individual Chemistry institutions are given the flexibility to offer courses and topics of their preference beyond the minimum standards. It should be also emphasized that flexibility is allowed as long as the basic topics are covered.

The curriculum should cover the following main aspects of chemistry in order to significantly achieve the program outcomes. 4

a. Major aspects of chemical terminology, nomenclature, conventions and units

b. The structure and reactivity of the major classes of organic and inorganic compounds

c. The major types of chemical reactions and the main characteristics associated with them AcICHD

d. The principles and procedures used in basic types of classical and instrumental chemical analysis

e. Proper handling of numerical data, error, precision, estimation of error; principles of sampling

f. The principal techniques of structural determination by spectroscopic techniques

g. The characteristics of the different states of matter and the theories used to describe them

h. The principles of quantum mechanics and their application to the description of the structure and properties of atoms and molecules

i. The principles of thermodynamics and their applications to chemistry

j. The kinetics of chemical change, including catalysis; the mechanistic interpretation of chemical reactions

k. The characteristic properties of elements and their compounds, including group relationships and trends within the Periodic Table

l. The structural features of chemical elements and their compounds, including stereochemistry

m. The properties and chemical reactivity of organic functional groups

n. Basic synthetic strategies in organic chemistry, including catalysis

o. The relation between bulk properties and the properties of individual atoms and molecules, including macromolecules (both natural and synthetic), polymers and other related materials

p. Molecular basis of physical and biological phenomena TAIaHE

q. Challenges and ethical issues in science, in general, and Chemistry, in particular

r. Chemical safety and waste management

s. New developments in chemistry and chemical techniques

SECTION 9. Sample Curriculum. —

9.1 Curriculum Components

The components of the BS Chem curriculum are listed in Table 1 together with the minimum number of units in each component.

Table 1. Components of the BS Chemistry curriculum and their corresponding units

COMPONENTS	UNITS
a. General Education Curriculum	36
b. Core Courses
Ancillary Courses	14
Chemistry*	54
c. Electives*	6
d. Thesis and Professional Engagement*	6
e. Physical Education (PE)	8
f. National Service Training Program (NSTP)	6
Total	130

*Counted towards the 60-unit course requirement of the R.A. 10657, Chemistry Profession Act of 2015

General Education Courses (36 units)

The general education and legislated courses will follow the CHED Memorandum No. 20 series of 2013 (36 units). The list of GE courses is in Table 2.

Table 2. GE courses and corresponding units

 

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
7. Ethics	3 units
8. The Contemporary World (Globalization and its impact on individuals, communities and nations)	3 units

Elective courses (9 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)

Core Courses (68 units)

Ancillary courses (14 Units)

The BS Chem program requires 14 units of ancillary courses. Table 3 lists the ancillary courses that should be taken by students in the program. The minimum number of required units per area is also given in the table below. TCAScE

Table 3. List of ancillary courses and corresponding units

Non-chemistry core courses (14 units)

1. Math Analysis 1	3 units
2. Math Analysis 2	3 units
3. Physics 1	4 units
4. Physics 2	4 units

Core Chemistry Courses (54 Units)

The core chemistry courses are listed in Table 4 and their corresponding minimum number of units. An equivalent combination of lecture and laboratory courses may be offered provided the basic topics and skills in each core area are covered.

Table 4. List of Chemistry core courses

 

Level 1 chemistry core courses (22 units)

1. Principles of Chemistry	5 units
2. Inorganic Chemistry 1	3 units
3. Organic Chemistry 1	5 units
4. Physical Chemistry 1	4 units
5. Analytical Chemistry 1	5 units

Level 2 courses (22 units)

1. Inorganic Chemistry 2	3 units
2. Organic Chemistry 2	5 units
3. Physical Chemistry 2	4 units
4. Biochemistry 1	5 units
5. Analytical Chemistry 2	5 units

Level 3 courses (10 units)

1. Analytical Chemistry 3	4 units
2. Physical Chemistry 3	3 units
3. Biochemistry 2	3 units

 

Electives (6 units)

The BS Chem curriculum includes electives. The Chemistry department may wish to emphasize special areas of Chemistry through the electives. A list of suggested electives is shown in Table 5 cTDaEH

Table 5. List of suggested electives

 

Elective courses (6 units)

1. Advanced Organic Chemistry	3 units
2. Materials Chemistry	3 units
3. Environmental Chemistry	3 units
4. General Industrial Chemistry	3 units
5. Food Chemistry	3 units
6. Molecular Spectroscopy	3 units
7. Biotechnology/Microbiology	3 units
8. Nanotechnology	3 units
9. Biomolecules	3 units
10. Entrepreneurship	3 units
11. Special Topics in Chemistry	1-3 units

Thesis or Research and Professional Engagement (6 units)

Students should work on a thesis and undertake professional engagement in various settings such as laboratories, research institutions, scientific organizations, and policy making bodies in government, industry and academe. HEIs shall have the prerogative to choose a mode of implementing this requirement based on the available resources within the institution and opportunities for collaboration with suitable outside organizations.

Professional engagement should be in accordance with CMO Nos. 23 and 24 series of 2009.

Table 6.Thesis and Professional Engagement Courses*

1. Thesis	3-6 units
2. Professional Engagement	0-3 units
* should have a combined total of 6 units

9.2 Program of Study

A sample program of study and the recommended sequence of courses is given in Table 7 below. Institutions may modify the curriculum to suit their particular requirements and thrusts. Institutions may choose to offer certain courses during the summer. cSaATC

Table 7. Sample program of study and recommended sequence of courses

SEMESTER 1

SEMESTER 2

Gen. Ed. 1	3 units	Gen. Ed. 3	3 units
Gen. Ed. 2	3 units	Gen. Ed. 4	3 units
Math Analysis 1	3 units	Physics 1	4 units
Principles of Chemistry	5 units	Math Analysis 2	3 units
PE	2 units	Inorganic Chemistry 1	3 units
NSTP	3 units	PE	2 units
		NSTP	3 units
TOTAL	19 units	TOTAL	21 units

SEMESTER 3

SEMESTER 4

Gen. Ed. 5	3 units	Gen. Ed. 9	3 units
Gen. Ed. 6	3 units	Gen. Ed. 10	3 units
Physics 2	4 units	Organic Chemistry 2	5 units
Analytical Chemistry 1	5 units	Physical Chemistry 1	4 units
Organic Chemistry 1	5 units	Analytical Chemistry 2	5 units
PE	2 units	PE	2 units
TOTAL	22 units	TOTAL	22 units

SEMESTER 5

SEMESTER 6

Gen. Ed. 7	3 units	Physical Chemistry 3	3 units
Biochemistry 1	5 units	Elective 1	3 units
Physical Chemistry 2	4 units	Rizal	3 units
Analytical Chemistry 3	4 units	Biochemistry 2	3 units
		Thesis 1	1 unit
TOTAL	16 units	TOTAL	13 units

SEMESTER 7

SEMESTER 8

Gen. Ed. 8	3 units	Thesis 3	1 unit
Gen. Ed. 11	3 units	Professional Engagement	3 units
Elective 2	3 units
Inorganic Chemistry 2	3 units
Thesis 2	1 unit
TOTAL	13 units	TOTAL	4 units

TOTAL NUMBER OF UNITS

130

 

SECTION 10. Sample Curriculum Map. —

The Curriculum map presents where the learning outcomes are addressed and it provides a means to determine the achievement of the program outcomes.

Based on the required minimum set of program outcomes, the Commission 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 is shown in Annex A. It is a matrix of all courses and the minimum set of program outcomes showing which outcome each course addresses. 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.

SECTION 11. Curriculum Delivery. —

The mode of delivery of each course is indicated in the course syllabi discussed above. A variety of instruction methods can be employed by the teachers and include innovations in the strategies. cHDAIS

Some sample delivery/methods/activities include:

• Lectures

• Laboratory experiments

• Demonstration

• Visualization exercise

• Concept maps

• Film showing

• Class and group discussions

• Problem solving exercises

• Computer modeling

• Field trip

• Tutorials

SECTION 12. Assessment. —

The assessment of the achievement of the students should reflect the objectives, knowledge, skills and abilities identified in the program outcome.

Some means of assessment include:

• formal examinations

• laboratory reports and skills

• problem-solving exercises

• oral presentations/recitation ISHCcT

• planning, conduct and reporting of project work

Some additional means of assessment include:

• Essay assignments

• Portfolio on chemical activities undertaken

• Literature surveys and evaluations

• Collaborative project work

• Preparation and displays of 'posters' reporting project work

• Reports on external placements (where appropriate)

SECTION 13. Sample Syllabi for Core Chemistry Courses. —

The course specifications provided in this CMO in Annex B apply only to the core courses and indicate the minimum course outcomes to be achieved by the students at the end of each course.

There are five (5) core courses for the BS Chem program with varying designated number of units: Inorganic Chemistry, Analytical Chemistry, Organic Chemistry, Biochemistry and Physical Chemistry. In addition, the program requires a minimum total of six (6) units of undergraduate thesis and professional engagement. There are six (6) units of elective courses.

It is suggested that the introductory and/or concluding part of each Chemistry course present an informative survey of advances and prospects in this area in order to elicit more interest from the student. While the course must continue to impart skills to the student, it should also try to sustain or increase the interest of the student in Chemistry. CAacTH

The HEIs shall formulate the syllabus for all the courses in their respective programs.

ARTICLE VI

Required Resources

SECTION 14. Instructional Standards. —

HEIs shall at all times maintain a high standard of instruction through:

a. Periodic evaluation (including teaching competence, research capabilities, scholarly outputs, dedication to work and integrity, community engagement) of the teachers by students, peers and the chairman of the department;

b. Provision and maintenance of adequate laboratory facilities;

c. Provision of at least one laboratory instructor for every 25 students;

d. Keeping the number of students in a regular lecture class to not more than forty (40) except when provisions are made for a larger class;

e. Adoption of textbooks and other instructional materials that are up to date (ideally not older than 5 years) in content and not in violation of any Philippine laws;

f. Use of modern techniques and technology for improving teaching and learning quality;

g. Periodic evaluation of the chemistry curriculum at least every 5 years;

h. Definite and valid system of evaluating student class performance; and

i. System of awards and recognition for outstanding faculty and student performance.

SECTION 15. Administration. —

The BS Chem Program shall be administered by a Chemistry department or institute headed by its own chair or director and having its own set of full-time faculty.

A higher education institution offering a science program shall have a full-time Dean or Department Chair.

15.1 Dean of the unit/college

The dean of the college administering the BS Chem program must possess a master's degree in a discipline offered within the college.

15.2 Head of the chemistry unit/department

The head of the Chemistry department or institute offering a BS Chem program must at least be a MS Chemistry degree (with thesis) holder or allied fields (with thesis) and a registered chemist.

SECTION 16. Faculty. —

16.1 Qualification of faculty

a. All faculty teaching in the BS Chem program must have the minimum of a Master's degree in chemistry or any allied field cited in Section 5.5. CTIEac

b. All faculty members handling professional chemistry courses must be registered chemists.

c. The expertise of the faculty members must represent the major fields of chemistry.

16.2 Full time faculty members

a. At least 50% of the teaching staff in the BS Chem program must be full-time faculty members.

b. At least one of the full-time faculty must have an earned doctorate in chemistry.

16.3 Teaching Load

Teaching load requirements for faculty members teaching in the BS Chem program shall be as follows:

a. Full time faculty members should not be assigned more than four (4) different courses within a semester.

b. In no instance should the aggregate teaching load of a faculty member exceed 30 units per semester (inclusive of overload and teaching loads in other schools).

c. Teaching hours per day should not exceed the equivalent of 6 lecture hours.

16.4 Faculty academic load

The regular fulltime load of a chemistry faculty member shall be defined as the total academic load, which is an aggregation or combination of teaching, research and administration

The regular academic load of PhD/MS Faculty should include research and/or development projects and community engagement. SaCIDT

The allotment of a research load to the faculty with corresponding compensation is highly encouraged.

Only faculty members with graduate degrees by research should be assigned as thesis advisers.

16.5 Faculty Development

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

a. pursue further studies or post-graduate training;

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; and

e. be active members of professional organizations.

The institution must provide opportunities and incentives such as:

a. financial support for advanced studies;

b. study leave with pay;

c. reduced teaching load to complete a thesis or to carry out research activities;

d. travel grants which could include conference registration, accommodation and transportation for academic development activities such as special skills training and attendance in national/international conferences, symposia and seminars; and

e. awards & recognition.

SECTION 17. Library. —

Library personnel, facilities and holdings should conform to existing CHED requirements for libraries which are embodied in a separate CHED issuance. The library must maintain a collection of updated and appropriate/suitable textbooks and references used for the core courses in the curriculum. Library resources should complement curriculum delivery to optimize the achievement of the program outcomes for the BS Chem program. cHECAS

The HEI is likewise encouraged to maintain journals and other non-print materials relevant to chemistry education to aid the faculty and students in their academic work. Electronic resources could complement a library's book collection but should not be considered as a replacement for the same.

Internet access is encouraged but should not be made a substitute for book holdings and/or on-line subscription to books and journals.

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

SECTION 18. Laboratory and 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.

18.1 Laboratory Requirements

Laboratories should conform to existing requirements as specified by law (RA 6541, "The National Building Code of the Philippines," RA 10657, "Chemistry Profession Act" and Presidential Decree 856, "Code of Sanitation of the Philippines").

Table 8. List of Required and Recommended Equipment for the Laboratory Courses

Instrument

Analyzer, Voltammetric	Pipettors
Autoclave	Polarimeter
Balance, analytical/electronic	Polymerase Chain Reaction
Balance, top loading/electronic	apparatus
Barometer	Pump, vacuum
Constant volume calorimeter	Refractometer
Centrifuge	Rotary evaporator
Chromatograph, GC/LC	Shaker, temperature-controlled
Electrophoresis apparatus	water bath
Fume hood	Soxhlet Extractor
Furnace	Spectrometer, Atomic
Hot plate	Absorption
Melting point apparatus	Spectrometer, Fourier
Meter, conductivity	Transform Infrared
Meter, multi	Spectrometer, Ultraviolet
Microscope	Visible
Mixer, vortex	Tensiometer
Oven, laboratory	Ultraviolet lamp
Ph meter, bench top	Viscometer

Adequate instrumentation and support facilities are crucial to the quality of the BS Chem program. The proper training of the Chemistry student requires that the essential equipment is available in the laboratory. AHDacC

Table 9. Lists of support facilities required for the laboratory courses.

 

Support facility

Fume hood/Cupboard

Safety shower

Eyewash

First-aid cabinet and medicines

Fire Extinguisher

The following points should be emphasized:

• The Chemistry department must see to it that the condition in the laboratory considers human safety such as proper ventilation, access to emergency and first aid equipment, among others.

• The list of instruments is intended for undergraduate BS Chem laboratory courses. As such, the purpose of the instruments is mainly instructional. In general, the simpler, more robust models are preferred.

• The Chemistry department must see to it that the conditions for proper operation and maintenance of the instrument are adequate, in particular: stability of electricity, protection from dust, heat and other inappropriate conditions.

• There should be faculty and/or staff who are adequately trained and knowledgeable in the principles, operation and maintenance of the equipment.

• The students should be properly trained in the principles and operation of various equipments. Students should have reasonable access to the instruments. IDSEAH

• Students should be properly trained/informed about proper disposal of chemical waste.

18.2 Laboratory Staff

a. Each department shall have a full-time registered chemist to supervise laboratory operations.

b. Each department shall have a full-time registered chemical technician to maintain laboratory facilities. The chemical technician must be supervised by a registered chemist.

c. Each department with laboratory/ies shall assign at least one personnel as the laboratory safety officer/chemical waste manager available at all times to respond to emergencies such as fire, chemical accidents, first aid needs, earthquakes, and other exigencies.

18.3 Safety

18.3.1 Staff

The HEI should appoint safety officer/s to take charge of the following:

a. Chemical safety

b. Maintenance of equipment and other chemistry facilities

c. Chemical inventory

d. First aid

e. Emergency measures, including fire, earthquake, and others

f. Security aCIHcD

g. Chemical waste disposal

The safety officer shall be properly trained, instructed and equipped to oversee the various safety measures including waste disposal system. Schools shall ensure that safety officers undergo regular retraining and upgrading.

Laboratory safety officers shall be familiar with the emergency features of the laboratory and shall know the emergency procedures in cases of fires, accidents, earthquakes, and chemical spills. They shall be familiar with basic first aid procedures.

18.3.2 Safety and emergency fixtures and equipment

The Chemistry department must see to it that appropriate safety and emergency fixtures and equipment are available, easily accessed when needed and maintained regularly.

18.3.3 Staff training

The Chemistry department should hold special training and instruction for the staff and students and periodically hold drills involving staff and students.

18.3.4 Safety practices and measures

The Chemistry Department must implement at all times safety practices and measures in the laboratory. The department must document safety policies and procedures in a Safety Manual.

Chemical should be stored appropriately and in accordance with local environmental laws and regulations.

Chemical waste must be disposed properly and in accordance with local and/or Department of Environmental and Natural Resources (DENR) environmental laws and regulations.

ARTICLE VII

Quality Assurance

SECTION 19. 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. cHaCAS

SECTION 20. 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.

SECTION 21. 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 these policies and standards. 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 references, the HEIs 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 22. 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 Chemistry 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. DACcIH

SECTION 23. Repealing Clause. —

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

SECTION 24. 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.

Quezon City, Philippines, May 17, 2017.

For the Commission:

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

Chairperson

ANNEX A

Curriculum Mapping — BS Chemistry

ANNEX A1

BS Chemistry Program Outcomes and Performance Indicators Map

ANNEX B

Course Specifications

ANNEX C

Safety Measures n

Footnotes

1.The 2007 Policies, Standards and Guidelines for the Bachelor of Science in Chemistry program, per CHED Memorandum Order (CMO) No. 18, series of 2007, was preceded by a set of Policies and Standards for the Basic Sciences — B.S. Chemistry program per DECS Order No. 111, series of 1989, which was promulgated in 1989 by the Bureau of Higher Education, BHE (the predecessor of the Commission on Higher Education, CHED). The 1989 BHE document underwent review and updating after the creation of CHED in 1994, and a proposed PSG was presented in a Public Hearing in 1999. Further revision was undertaken in the succeeding years, and the final version became the draft of the 2007 PSG.

2.The curriculum described in the 2007 PSG was revised in 2014 to conform with the shift to learning competency-based standards/outcomes-based education specified in CMO 46 s. 2012.

3.Adapted from the Chemistry Eurobachelor program, a framework developed by European Chemistry Thematic Network. (www.cpefr.fi/ectn/tuning%20eurobachelor.htm).

4.Adapted from the Chemistry Eurobachelor program, a framework developed by European Chemistry Thematic Network, (www.cpefr.fr/ectn/tuning%20eurobachelor.htm).

n Note from the Publisher: Copied verbatim from the official copy.

n Note from the Publisher: Copied verbatim from the official copy.