Bachelor Of Science In Aeronautical Engineering

The Bachelor of Science in Aeronautical Engineering (BSAE) program is designed to prepare students for careers in aviation. It is a profession that uses fundamental scientific concepts in conjunction with mathematical and advanced computational techniques and technology to assure air transportation safety and address related challenges connected with creating and sustaining civilized life on our planet. The profession includes fields of specialization such as research & development, design & manufacture, aircraft maintenance & operation, and education & training. The scope of the practice of Aeronautical Engineering is defined in prevailing Aeronautical Engineering Law, the P.D. 1570, and the existing and presently career options available in the aviation industry. The graduates of BSAE program may go into Aircraft Research & Development Engineer, Aircraft Structural Engineer, Aircraft Design Engineer, Aircraft Powerplant Engineer, Aircraft Manufacturing Engineer, Aircraft Safety Engineer, Aircraft Maintenance Engineer, Aircraft Operation/Performance Engineer, Aircraft Reliability Engineer, Aircraft Maintenance/ Production Planning Engineer, Aircraft Interior Engineer, Aircraft Systems Engineer, Aircraft Tooling Engineer, Aviation Quality Control or Assurance Engineer, Aviation Regulatory Compliance Engineer, Aircraft Weight and Balance Engineer , Airworthiness Engineer, Aviation Consultant, Aeronautical Engineering Educator, and Aviation Entrepreneur.

This four-year degree program resulted from K to 12 transitions in the educational system in the Philippines. Prior to K to 12, the program needs five years in order for the students to graduate. By the time of graduation, the students of the program shall have the ability to; apply knowledge of mathematics and science to solve complex aeronautical engineering problems; design and conduct experiments as well as to analyze and interpret data and to simulate processes; design a system, improve, innovate, and to supervise systems or processes to meet desired needs within realistic constraints, in accordance with standards; function in multi-disciplinary and multi-cultural teams; identify, formulate, and solve complex aeronautical engineering problems; understand the professional and ethical responsibility; communicate effectively aeronautical engineering activities with the engineering community and with society at large; understand the impact of aeronautical engineering solutions in global, economic, environmental, and societal context; recognize the need for, and engage in life-long learning; know contemporary issues; use techniques, skills, and modern engineering tools necessary for aeronautical engineering practice; know and understand engineering and management principles as a member and leader of a team, and to manage projects in a multidisciplinary environment; apply acquired aeronautical engineering knowledge and skills for national development. After completing the bachelor’s degree, the graduates will undergo a professional licensure examination for them to be qualified to practice as Aeronautical Engineers in the country. The board examination usually takes three (3) days and it consists of six (6) subjects. These are Aerodynamics, Powerplant, Aircraft Structures & Design, Aircraft Construction, Repair & Modification, Engineering Economics & Management, Laws & Ethics, and Mathematics.

In their 3rd year summer term, students must complete 420 hours of on-the-job training (OJT) in a company, organization, or agency that specializes in aeronautical engineering methods and procedures before entering the program's final year. The OJT program allows students to put their knowledge and skills to use in a real-world context. Students must present and submit work following their course.

Currently, All 1st year to 4th year Aeronautical Engineering students are enrolled in the four-year program under the 2018-2019 curriculum. The 2018-2019 curriculum was developed based comprehensively on the Commission on Higher Education (CHED) Memorandum Order CMO No. 93, s. 2017. Some of the institutional courses in the curriculum were specified by the University to meet its purpose of giving faithful Catholic education to its students. The technical courses in the curriculum, on the other hand, update students on the current trends and advancements in the aviation industry. The professional courses were developed with the help of the Program Advisory Council (PAC), which is made up of alumni, industry professionals, members of professional organizations, as well as program teachers and students. Inputs from tracer studies, which are conducted on a regular basis, are also taken into account. The institutional courses included in the curriculum are guided by the University's vision of providing accessible quality education that produces people of conscience, competence, and compassion.

In the first two years in the program, students will take fifteen (15) units of mathematics, eight (8) units of natural and physical sciences, and twenty-six (26) units of basic engineering science, based on the current 2018-2019 curriculum. This is to further prepare students for the sixty-seven (67) units of professional courses required at the higher year levels, such as aircraft design, aerodynamics, and basic helicopter propeller and design. Students in their third and fourth years of study take professional courses, including technical electives. In the second year, students enroll in twelve (12) units of allied courses to improve their problem-solving and analytical skills. Non-technical courses totaling forty-seven (47) units are also required, including general education, compulsory courses, physical education, and the national service training program. Like non-technical courses, institutional courses totaling to fifteen (15) units are also provided throughout the first two years. During the third-year summer term, students are obliged to complete 420 hours of on-the-job training (OJT) in order to enhance their understanding of the knowledge and skills obtained in the classroom. Similarly, in their fourth year of study, students begin working on their thesis.

Possible changes to the curriculum are considered through various inputs coming from different sources like stakeholders, such as the aviation industry, alumni, faculty, and students, which are initially reviewed through the IAC (Institutional Advisory Council), PAC (Program Advisory Council), and semestral departmental faculty meetings. The Dean and the Vice President for Academic Affairs are consulted about these possible curriculum modifications. The changes with the curriculum are then communicated with the Commission on Higher Education (CHED) by the University Registrar once finalized.

The 13 program learning outcomes (PLOs) for the Bachelor of Science in Aeronautical Engineering (BSAE) degree program are expected to be demonstrated by students upon graduation. The PLOs are based on the CHED's recommended list as well as the University's Vision, Mission, Goals and Objectives (VMGO). They are linked to the four program educational objectives (PEOs), which describe the program's graduates' professional and career achievements, as well as the desired performances and skills. The 13 PLOs are also in line with the University's seven Institutional Student Learning Outcomes (ISLOs). These seven ISLOs (Show Effective Communication, Demonstrate appropriate Value and Sound Ethical Reasoning, Apply Critical and Creative Thinking, Utilize Civic and Global Learning, Use Applied and Collaborative Learning, Employ Aesthetic Engagement, and Show Information and Communication Technology Literacy) serves as the foundation of the HAU educational experience and are extended to serve as general student learning outcomes in the area of broad and unify knowledge across all degree programs.

All AE faculty members teaching professional courses in the BS in Aeronautical Engineering program must have a BS Aeronautical Engineering degree, at least 3 years of relevant industry training or experience, and master’s degree units. All faculty members teaching technical elective courses in the program must be a holder of a BS Aeronautical Engineering degree with specialization aligned to the technical elective or equivalent industry experience. All other full-time faculty of the program, including those teaching mathematics, sciences, professional general education courses, must possess at least a master's degree relevant to the courses being taught and a research specialization. The faculty must sustain active participation in professional development in the areas of research, scholarly work, and professional practice in the field of aeronautical engineering.

A number of faculty in the Aeronautical Engineering program is involved as investigators and technical staff in the implementation of a research project funded by the Commission of Higher Education (CHED). The Aeronautical Engineers actually lead in the system integration of the weather rocket system which is a multidisciplinary undertaking with the electronics, computer, industrial and mechanical engineering professionals. The aeronautical team is particularly responsible for the design, development and construction of the structure and propulsion of the rocket, and one assumes as the Chief Engineer in the constituted Integrated Product Team. The project is a grant worth P15M titled "Development of a Weather Rocket for Environmental, Atmospheric and Weather Observation" which is due to be completed in 2021.

As part of the 2018-2019 curriculum, students must complete either Project Feasibility Study or Research Methods and Application in order to graduate.

The Research Methods and Application RMA-AE course allows students to perform research projects. At the end of the first semester, a research project is completed and presented in a student colloquium of the School of Engineering and Architecture. Students receive on-the-job training in the summer term prior to entering their fourth year of undergraduate study, which requires them to be exposed to aviation industry skills and tools in order to provide answers to problems faced by various airline industries.

The AE program is furnished with adequate laboratory facilities to aid in fulfilling the requirements of its courses. These facilities are housed in the 1) AE Workshop Laboratory for Aircraft Materials, Construction and Repair, Aircraft Production, Maintenance, Planning and Control, and Powerplant Engineering Courses; 2) AE Wind Tunnel Laboratory dedicated for Flow Simulation such as Aerodynamics, and Aircraft Structures and Design Courses; 3) Chemistry Laboratory for Engineering Chemistry course; 4) Physics Laboratory for Physics Course and 5) Computer Laboratories for Computer Aided Design Courses.

For three years in a row, from SY 2013-14 to SY 2015-20, BSAE graduates of the University passed the Aeronautical Engineering Board Examination with a perfect score of 100 percent, with 15 alumni placing second, fourth, sixth, seventh, eighth, ninth, and tenth.

The program received Level 1 accreditation from the Philippine Association of Colleges and Universities Commission on Accreditation (PACUCOA) in August 2019 and it is the only university in the Philippines to have a 100% board exam passing rate for three years in a row and to have consistently produced board topnotchers since the program began in 2009.

Members of the AE faculty had a mix of industry and academic backgrounds and were currently employed in prominent positions. Their industry experience, combined with their academic credentials, helped the program maintain its status as one of the best aeronautical engineering programs in the Philippines. All full-time faculty members will now be required to have a master's or doctorate degree as part of the curriculum and the CMO 93s.2017.

Notwithstanding the program’s involvement in a number of institutional, government-funded research projects, much remains to be done in the other aspects of the research milieu. The program, for instance, finds the need to encourage its faculty and students to have their scholarly works published in reputable journals. The University provides a package of incentives for research outputs and publication under its University Research Incentives Program (URIP).

On March 11, 2009, CHED gave HAU University Autonomous Status in honor of its accomplishments, adherence to quality assurance, and commitment to public responsibility as a higher educational institution, a status that HAU maintains to this day.