cs self-study questionnaire - faculty personal...

ABETComputing Accreditation Commission

SELF-STUDYQUESTIONNAIRE FOR REVIEW

of theCOMPUTER SCIENCE PROGRAM

submitted by

King Fahd University of Petroleum and MineralsInstitution

April, 2007Date

to theComputing Accreditation Commission

Primary contact: Dr. Kanaan Faisal

Telephone number:______________________ FAX number: __________________

+966 (3) 860-2175 FAX Number: +966 (3) 860-2174

Electronic mail: [email protected]

ABETComputing Accreditation Commission

111 Market Place, Suite 1050Baltimore, Maryland 21202-4012

Phone: 410-347-7700Fax: 410-625-2238

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E-mail: [email protected]: http://www.abet.org/

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Table of ContentsI. OBJECTIVES AND ASSESSMENTS.......................................................................................................................4

A. OBJECTIVES.................................................................................................................................................4B. IMPLEMENTATION OF OBJECTIVES.........................................................................................................11C. ASSESSMENTS.............................................................................................................................................13D. PROGRAM IMPROVEMENT..........................................................................................................................59E. PROGRAM EVOLUTION................................................................................................................................64F. PROGRAM CURRENT STATUS......................................................................................................................64

II. STUDENT SUPPORT...........................................................................................................................................66

A. FREQUENCY OF COURSE OFFERINGS..........................................................................................................66B. INTERACTION WITH FACULTY....................................................................................................................67C. STUDENT GUIDANCE.................................................................................................................................68D. STUDENT ADVISEMENT..............................................................................................................................68E. ACCESS TO QUALIFIED ADVISING..............................................................................................................68F. MEETING THE REQUIREMENTS....................................................................................................................69

III. FACULTY.............................................................................................................................................................70

A. FACULTY SIZE...........................................................................................................................................70B. FACULTY WITH PRIMARY COMMITMENT...............................................................................................70C. FACULTY OVERSIGHT..............................................................................................................................71D. INTERESTS, QUALIFICATIONS, SCHOLARLY CONTRIBUTIONS...............................................................71E. SCHOLARLY ACTIVITIES..........................................................................................................................72F. SUPPORT FOR ADVISING...........................................................................................................................72G. INFORMATION REGARDING FACULTY MEMBERS..................................................................................72

IV. CURRICULUM..................................................................................................................................................200

A. TITLE OF DEGREE PROGRAM................................................................................................................200B. CREDIT HOUR DEFINITION....................................................................................................................200C. PREREQUISITE FLOW CHART................................................................................................................200D. COURSE REQUIREMENTS OF CURRICULUM..........................................................................................201E. COURSE DESCRIPTIONS..........................................................................................................................212

V. LABORATORIES AND COMPUTING FACILITIES...................................................................................268

A. COMPUTING FACILITIES...........................................................................................................................268B. STUDENT ACCESS....................................................................................................................................274C. DOCUMENTATION...................................................................................................................................274D. FACULTY ACCESS...................................................................................................................................274E. SUPPORT PERSONNEL.............................................................................................................................274F. INSTRUCTIONAL ASSISTANCE...................................................................................................................275

VI. INSTITUTIONAL SUPPORT AND FINANCIAL RESOURCES................................................................276

A. FACULTY STABILITY................................................................................................................................276B. FACULTY PROFESSIONAL ACTIVITIES...................................................................................................276C. OFFICE SUPPORT....................................................................................................................................277D. TIME FOR ADMINISTRATION..................................................................................................................277E. ADEQUACY OF RESOURCES....................................................................................................................277F. LEADERSHIP.............................................................................................................................................278G. LABORATORY AND COMPUTING RESOURCES.......................................................................................278H. LIBRARY RESOURCES.............................................................................................................................278I. CONTINUITY OF INSTITUTIONAL SUPPORT............................................................................................279

VII. INSTITUTIONAL FACILITIES....................................................................................................................280

A. LIBRARY..................................................................................................................................................280

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B. CLASSROOM EQUIPMENT.......................................................................................................................281C. FACULTY OFFICES....................................................................................................................................281

APPENDIX I. INFORMATION RELATIVE TO THE ENTIRE INSTITUTION............................................282

A. GENERAL INFORMATION........................................................................................................................282B. TYPE OF CONTROL.................................................................................................................................282C. REGIONAL OR INSTITUTIONAL ACCREDITATION.................................................................................282D. ENROLLMENT..........................................................................................................................................283E. FUNDING PROCESS....................................................................................................................................283F. PROMOTION AND FACULTY TENURE........................................................................................................283

APPENDIX II. GENERAL INFORMATION ON THE UNIT RESPONSIBLE FOR THE COMPUTER SCIENCE PROGRAM.............................................................................................................................................284

A. COMPUTER SCIENCE PROGRAM UNIT...................................................................................................284B. ADMINISTRATIVE HEAD.........................................................................................................................284C. ORGANIZATION CHART..........................................................................................................................284E. COMPUTER-RELATED UNDERGRADUATE DEGREE PROGRAMS..........................................................284

APPENDIX III. FINANCES....................................................................................................................................286

A. FINANCES RELATED TO THE COMPUTER SCIENCE PROGRAM(S).......................................................286B. OPERATING AND COMPUTING EXPENDITURES.....................................................................................287C. ADDITIONAL FUNDING............................................................................................................................287

APPENDIX IV. COMPUTER SCIENCE PROGRAM PERSONNEL...............................................................288

A. TERM OF APPOINTMENT OF ADMINISTRATIVE HEAD..........................................................................288B. NUMBER OF PERSONNEL ASSOCIATED WITH PROGRAM......................................................................288C. POLICIES..................................................................................................................................................288

APPENDIX V. COMPUTER SCIENCE PROGRAM ENROLLMENT AND DEGREE DATA....................290

APPENDIX VI. ADMISSION REQUIREMENTS................................................................................................292

A. Admission of Students...........................................................................................................................292

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Introduction

The Criteria for Accrediting Computer Science Programs are divided into seven major Categories, each Criterion containing a statement of Intent and Standards. An intent statement provides the underlying principles associated with a Criterion. In order for a program to be accredited, it must meet the intent statement of every Criterion.

Standards provide descriptions of how a program can minimally meet the statements of intent. The word “must” is used within each standard to convey the expectation that the condition of the standard will be satisfied in all cases. For a program to meet the intent of a Criterion, it must either satisfy all the standards associated with that Criterion or demonstrate an alternate approach to achieving the intent of the Criterion.

For each of the following seven sections, corresponding to each of the seven Categories of the Criteria, answer all of the questions associated with the standards. If one or more standards are not satisfied, it is incumbent upon the institution to demonstrate and document clearly and unequivocally how the intent is met in some alternate fashion.

If you are having more than one program evaluated, particularly if the programs are on separate campuses, the answers to these questions may vary from one program to another. If this is the case, please use separate copies of each section for each program, and clearly delineate which program is being described.

I. Objectives and Assessments

Intent: The program has documented, measurable objectives, including expected outcomes for graduates. The program regularly assesses its progress against its objectives and used the results of the assessments to identify program improvements and to modify the program’s objectives.Standard I-1. The program must have documented, measurable objectives.Standard I-2. The program’s objectives must include expected outcomes for graduating students.

A. Objectives

Please attach items that support or precede the measurable objectives, e.g., 1. Mission statements from institution, college, department, program2. Plans (institution, college, department, etc.)3. All objectives including expected outcomes for graduates (itemize)4. Process for assessments5. Who is involved in assessment and improvement?6. Data from assessments7. Inputs from any supporting Office of Assessment

BS (Computer Science) program Objectives

Department of Information and Computer Science (ICS) offers BS (Computer Science) program. The ICS department is one of the three departments in the College of Computer Sciences and

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Engineering (CCSE). CCSE is one of the five colleges in the King Fahd University of Petroleum and Minerals (KFUPM).

Mission, vision, and values of the King Fahd University of Petroleum and Minerals are reproduced from the Strategic Plan of the university for 2006 to 2011. The plan can be accessed from the URL www.kfupm.edu.sa/dsr/about/ Strategic _ Plan _2006.html Then the CCSE mission, and its line of business are described. Details of the strategic plan for the College of Computer Sciences and Engineering is available at

http://www.ccse.kfupm.edu.sa/ccse-web/pages/page.php?page=Strategic_Plan

Finally, the ICS department mission, and the Computer Science program mission are listed. The same are documented in the KFUPM Undergraduate Bulletin 2006 – 2009. The online version of the bulletin is available at

http://www.kfupm.edu.sa/kfupm/admissions/undergrad_bulletin.pdf

The mission and vision statements of the university, the college, and the department are followed by a discussion to highlight their alignment.

Finally, it is described how the program objectives fit into and align with the missions of the department, the college, and the university.

The University Mission

KFUPM is an institution of higher learning committed toa. Preparing professionals empowered with the knowledge, skills, values and confidence to

take a leadership role in the development of the Kingdom in the fields of science, engineering, environmental design and business.

b. Producing research that contributes to the knowledge and sustainable development of the Kingdom and region by providing innovative solutions to identified economic and technical problems and opportunities.

c. Providing a stimulating campus environment for the welfare of its students, faculty and staff, and offering outstanding professional services and out-reach programs to the society at large.

The University Vision

“To be a vibrant multicultural University of international repute focused on quality education and innovative research that prepares professionals and entrepreneurs to lead social, economic and technical development in the region.”

The University Values

The following ten core values, guided by the Islamic principles, form the foundation upon which KFUPM builds its reputation and success:

CreativityEncourage and entertain creative ideas and solutions in teaching, learning, and research, placing it at the forefront of our focus and initiatives.

Excellence

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http://www.kfupm.edu.sa/kfupm/admissions/undergrad_bulletin.pdf

http://www.ccse.kfupm.edu.sa/ccse-web/pages/page.php?page=Strategic_Plan

http://www.kfupm.edu.sa/dsr/about/Strategic_Plan_2006.html

Strive to excel in what we do by maximizing our skills and continuously improving our business processes to improve quality of our products and services.

IntegrityAdhere to ethical and professional code of conduct that encapsulates honesty, sincerity and trustworthiness.

FairnessDeal fairly and humanely with all people, respecting justice and individual rights and freedom.

DiversityAttract and develop employees and students of different nationalities seeking to promote cultural diversity through inclusion of a broad range of people and perspectives.

ResponsivenessBe responsive to our stakeholders’ requisites and demands with a strong customer focus.

TeamworkAim to create value through teamwork in our business within and outside, treating one another with respect and to help students to share the spirit of teamwork in their academic progression.

LeadershipAdvocate leadership roles that uphold professionalism, responsibility and motivation.

DisciplineFocus on a disciplined behavior, interaction and approach to our professional work.

TransparencyDeal in a transparent manner in matters of education, performance and progress of faculty, staff and students.

The College Mission

The mission of the college of Computer Sciences and Engineering is: To prepare competent professionals in the areas specified in the college line of business

who are competitive worldwide and will be the leaders in Saudi industry, academia and government.

To conduct innovative basic and applied research that advances the frontiers of knowledge and address local problems.

To provide high quality service to society in the areas of applied projects, consultation and training.

The College Line of Business

The college of Computer sciences and Engineering main lines of business are education, research and community service in the following areas:

Computer Sciences Software Engineering

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Computer Engineering Network and Communication Automation and Control Industrial Engineering

Department of Information and Computer Science (ICS) Mission

The mission of the ICS department is to provide high quality undergraduate and graduate educational programs in Computer

Science and Software Engineering, contribute significantly to the research and the discovery of new knowledge and methods

in computing, offer expertise, resources, and services to the community, and keep its faculty members current by providing opportunities for professional

development.

ICS Department Vision

The vision of the ICS department is to be a regional leader that is recognized worldwide in education, research and professional development in the areas of Computer Science and Software Engineering.

CS Program Mission

The mission of the CS program is to provide high quality education in computer science that prepares students for professional careers and lifelong learning in developing/managing computational processes and systems, with emphasis on net-centric computing, information management, and intelligent systems.

Mapping Program Outcomes and Courses

Table 2 gives a more detailed account of the learning outcomes for each related course in the CS program. These mappings clearly demonstrate that the CS program objectives have been carefully set in order to address all learning outcomes.

Table 2: A mapping of core courses to the CS program learning outcomes Outcome

Course

1 2 3 4 5 6 7 8 9 10 11 12

ICS102 X XICS201 X X X ICS202 X X X ICS233 X X X ICS251 X X ICS252 X X X ICS253 X XICS309 X X X X X X X X

ICS334/ICS324 X X X X X of 298

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ICS343/ICS432 X X X X ICS351 X X X X X X X X X X X XICS353 X X ICS381 X X X XICS399 X X X X X X X XICS411 X X X X X X X X X X X X

ICS413/SWE311 X X X X ICS431 X X

1. Indicate below or attach to this document the program’s measurable objectives. These objectives must include expected outcomes for graduates.

BS (Computer Science) Program ObjectivesGraduates of the CS program shall be able to:

1. Demonstrate a sound understanding of the main areas of the body of knowledge and the theories of computer science, with an ability to exercise critical judgment across a range of related issues.

2. Critically analyze and apply a range of concepts, principles, and practices in net-centric computing, information management, or intelligent systems; showing a range of problem solving skills and effective judgment in the selection and use of corresponding tools and techniques.

3. Demonstrate the ability to work as an individual with minimum guidance and as a leader/member of a team.

4. Follow appropriate practices within a professional, legal, and ethical framework.5. Identify mechanisms for continuing professional development and life-long learning.

1.

CS Program Learning Outcomes

The ICS department has identified the following outcomes for students graduating from the CS program:

1. Knowledge in major: Graduates will be able to demonstrate knowledge and understanding of essential facts, concepts, principles, and theories relating to computational processes and systems.

2. Modeling: Graduates will be able to use the acquired knowledge and understanding in the modeling and design of computational processes and systems in a way that demonstrates comprehension of the tradeoff involved in design choices.

3. Problem solving: Graduates will be able to identify and analyze criteria and specifications appropriate to specific problems, and plan and design strategies for their solution.

4. Critical evaluation and testing: Graduates will be able to use quality models in analyzing the extent to which a computational process or a computational system meets

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the criteria defined for its current use and future development

5. Methods and tools: Graduates will be able to employ appropriate methods and tools for the specification, design, implementation, and evaluation of computational processes and systems.

6. Professional responsibility: Graduates will be able to recognize and be guided by the social, professional, legal, and ethical issues involved in the use and development of computer technology.

7. Risk analysis: Graduates will be able to identify and assess different types of risk related to the development and management of computational processes and systems.

8. Communication: Graduates will be able to express ideas persuasively, in written and oral form.

9. Teamwork: Graduates will be able to work effectively as leader/member of a development team.

10. Self management: Graduates will be able to manage their own learning and development, including time management and organizational skills

11. Professional development: Graduates will be able to keep abreast of current developments in the discipline to continue their own professional development.

12. Computing and society: Graduates will be able to understand the impact of computing solutions in a global and societal context.

Mapping Program Objectives and Learning Outcomes

The relationship of the CS program objectives and its learning outcomes is given in Table 1. It maps every program objective mentioned above to its corresponding sought learning outcomes.

Table 1: A mapping of the CS program objectives to the CS program outcomes

Objective 1 Objective 2 Objective 3 Objective 4 Objective 5Outcome 1 X Outcome 2 X X Outcome 3 X X X X XOutcome 4 X X XOutcome 5 X X X XOutcome 6 X Outcome 7 X Outcome 8 X Outcome 9 X Outcome 10 XOutcome 11 X

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Outcome 12 X

2. Describe how the program's objectives align with your institution's mission.

The University mission statement is comprised of three parts. The first one is to prepare professionals which are empowered with the knowledge, skills, values and confidence to take a leadership role in the development of the Kingdom in the fields of science, engineering, environmental design and business. Each of the five program objectives contributes directly to the University mission. The first two objectives of the program are to empower the graduates with knowledge and skills. The objective 3 contributes to develop leadership and teamwork qualities in the graduates of the program. Overall the program prepares the graduates that can play a leadership role in the development of the Kingdom in the field of Computer Science. Program objective 4 and 5 will enable the graduates to be professionally responsible and remain current in the profession.

Note: On the following page is a table that can be filled out with pertinent information relating to objectives, their measurement, and their effect on the implementation of program improvements.

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B. Implementation of CS Program Objectives

Please complete the following table with as many objectives as needed.

Objective How measured When measured

ImprovementsIdentified

ImprovementsImplemented

Demonstrate a sound understanding of the main areas of the body of knowledge and the theories of computer science, with an ability to exercise critical judgment across a range of related issues.

1. ICS 411 Senior project course

2. ICS 350-52 Coop course

3. In addition to all ICS core courses

Every regular semester, as the courses proceeds

Lack of some programming skills related to problem solving, since the introduction of Java as a basic programming language in the introductory programming courses ICS 102 and ICS 201

1. More emphasis on problem solving was injected in both courses

2. Less emphasis on GUI development and details in the lectures. GUI emphasis was moved to the Lab portion of both courses.

Critically analyze and apply a range of concepts, principles, and practices in net-centric computing, information management, or intelligent systems; showing a range of problem solving skills and effective judgment in the selection and use of corresponding tools and techniques.

1. ICS 411 Senior project course


3. ICS 334/324 Database Systems course

4. ICS 432/343 Computer Networks course

5. ICS 381 Artificial intelligence course

Every regular semester, as the course proceeds

Deficiency indesigncomponent wasidentified.

Course instructor and the course coordinator are required to pay special attention to the issue

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Demonstrate the ability to work as an individual with minimum guidance and as a leader/member of a team

Through the project reports and presentations in the following courses:1. ICS 411

Senior project course



1. Problems with delivery of the material in English was noticed

2. Some problems with contributing improper share by some team members was reported.

1. The first problem has been passed to the English Language Center, and more senior and junior courses emphasize communication skills.

2. Coordinator of the senior project course and other courses involving team projects were asked to conduct peer evaluation by the team members and its results are reflected in their assessment.

Follow appropriate practices within a professional, legal, and ethical framework.

Through various surveys (e.g. employer survey, ICS 350-52, and ICS 399 "Summer Training")

1. Employer Surveys: every 2-3 years

2. ICS 350-52: Fall and Spring semester of every year through the COOP employer survey

3. ICS 399: Summer

No major problems so far.

Both COOP coordinator and Summer training coordinator bring the attention of students to the importance of this point before the start of their course.

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semester of every year

Identify mechanisms for continuing professional development and life-long learning.

In many senior level courses, the students are required to learn new tools and use these for projects


No problems so far

Standard I-3. Data relative to the objectives must be routinely collected and documented, and used in program assessments.Standard I-4. The extent to which each program objective is being met must be periodically assessed.Standard I-5. The results of the program’s periodic assessment must be used to help identify opportunities for program improvement.

C. Assessments

For each instrument used to assess the extent to which each of the objectives is being met by your program, provide the following information:

1. Frequency and timing of assessments2. What data are collected (should include information on initial student placement and

subsequent professional development)3. How data are collected4. From whom data are collected (should include students and computing professionals)5. How assessment results are used and by whom

Attach copies of the actual documentation that was generated by your data collection and assessment process since the last accreditation visit, or for the past three years if this is the first visit. Include survey instruments, data summaries, analysis results, etc.

Assessment Tools and Procedures

Program assessment and improvement has been the approach of the ICS department since its inception in 1985. The process of assessment was informal rather than formal and rather than having explicit documentation and it was implicit. The ICS Curriculum committee every academic year is assigned the task to review the program taking into consideration the following factors:

1. Instructors’ comments in the course file,

2. Technological developments in the computing field,

3. Trends in computer science education as discussed in various articles published in the literature,

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4. Faculty opinion during the ICS council meetings,

5. Input from the students through department Chair and the college Dean meetings with the students at least once every semester

The department views the program improvement and revision at two levels: minor immediately needed changes and improvement every year and major program revision every five years.

As the ABET/CSAB criteria changed in 2001, the department adopted the new criteria and developed formal program assessment tools. These include

1. Graduating students exit surveys: every graduating student is required to complete survey before his clearance form can be signed by the department. Such surveys are collected every semester by the department office and passed to the curriculum committee for analysis.

2. Employer surveys

3. Alumni surveysBoth the employer and alumni surveys are conducted online through the Web page of the Deanship of Academic Development on the request of the department. These surveys were conducted during the academic year 2002-2003. These are now conducting again in 2006-2007.

Considering that all the above tools provide an indirect assessment of program objectives and outcomes, the department has explored two direct assessment tools for the program, and as mentioned later, is adopting one of them for its future assessments.

Indirect Assessment I

The ICS department considers the views of graduating students, alumni, and employers on its offered programs as a valuable source to assess the strengths and weakness of the programs. The department uses the graduating students’ surveys, alumni surveys, and employers surveys as tools to assess its programs. The department conducted the surveys twice: once during 2002 – 2003 academic year and a second time during 2006-2007. In addition, the program, after revision, was given to internal and external reviewers for their comments before it was approved and implemented in February 2007.

1. 2002 – 2003 Surveys1.1. Graduating student survey1.2. Employer Survey1.3. Alumni Survey

2. 2005 – 2006 Surveys2.1. Program review comments from Academia2.2. Program review comments from Industry

3. 2006 – 2007 Surveys3.1. Graduating student survey3.2. Employer Survey3.3. Alumni Survey

1. 2002 – 2003 Survey Results of 298

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1.1. Graduating Students Survey

During the period from September 2002 to April 2003, twenty-six graduating students participated in the survey. The results of the survey are summarized below.

Question Strongly Agree Agree Neutral Disagree Strongly

Disagree

1The work in the program is too heavy and induces a lot of pressure.

3 9 10 3 1

2The program is effective in enhancing team- working abilities.

3 13 6 4 0

3

The program administration is effective in supporting learning.

4 6 13 3 0

4

The program is effective in developing analytic and problem solving skills.

5 11 9 1 0

5The program is effective in developing independent thinking.

6 13 5 2 0

6The program is effective in developing written communication skills.

3 13 7 2 1

7The program is effective in developing planning abilities.

2 14 8 2 0

8

The mathematical content of the program is adequate for pursuing the advanced courses in the program.

3 9 8 2 0

Question 9: The co-op training experience is effective in enhancing:


Disagreea Ability to work in teams 8 7 2 0 2b Independent thinking 6 10 2 0 1c Appreciation of ethical

values 7 5 7 0 0

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d Professional Development 9 7 3 0 0

e Time management skills 9 5 5 0 0f Judgment 5 7 7 0 0g Discipline 4 5 10 0 0h The link between theory

and practice 5 9 4 0 1

1.2. Employer SurveyThe Department of Information and Computer Science conducted an employer survey during January 2003 and September 2003. 10 employers expressed their opinion on the graduates of the BS (Computer Science) program. The responses are summarized below.

I. Knowledge

Sr.# Question Excellent Very Good Good Fair Poor

1 Math, Science and Engineering Skills 5 3 1 1 0

2 Problem formulation and solving skills 2 7 1 0 0

3 Collecting and analyzing appropriate data 3 3 3 1 0

4 Ability to link theory to Practice 0 4 5 1 0

5 Ability to design a system component or process 2 3 5 0 0

6 Computer knowledge 5 4 1 0 0

II. Communicational Skills


1 Oral Communication 3 5 1 0 12 Report writing 1 4 4 1 03 Presentation skills 4 2 3 0 1

III. Interpersonal Skills


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1 Ability to work in team 7 2 0 0 12 Leadership 1 8 0 0 13 Independent thinker 4 5 0 0 14 Motivation 5 4 0 1 05 Reliability 5 4 0 1 06 Appreciation of ethical

values 6 3 1 0 0

IV. Work Skills


1 Time management skills 5 2 1 2 02 Judgment 3 3 4 0 03 Discipline 5 2 3 0 0

1.3. Alumni SurveyThe Department of Information and Computer Science conducted an alumni survey during January 2003 and September 2003. 41 alumni expressed their opinion on the BS (Computer Science) program. The responses are summarized below.

Sr.# Question Strongly Agree Agree Neutral Disagree Strongly

Disagree

7

The program is effective in developing analytic and problem solving skills.

7 26 3 3 2

8The program is effective in developing independent thinking.

6 16 12 2 5

9

The mathematical content of the program is adequate for pursuing the advanced courses in the program.

5 19 6 8 3

10

The program is effective in developing students ability to link theory to practice.

3 15 13 8 2

11 The program is effective 5 18 7 6 5

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in enhancing team- working abilities.

12

The program is effective in developing report writing skills and written communication skills, in general.

9 18 9 4 1

13The program is effective in developing oral communication skills.

4 18 9 5 5

14The program is effective in developing time management skills.

3 17 9 8 4

15The program is effective in developing time management skills.

3 10 14 11 3

Please indicate how much of each of the following groups of knowledge units you received from your BS degree in KFUPM. Also indicate how important you think those knowledge units are, as they affect your working career.

Sr.# Knowledge Units

How much of these you Received in your BS? How important do you believe

Too much

Too little

Just right

Don’t know

Very import

ant

Not import

ant

Moderate

important

Don’t Know

aBasic programming and programming languages skills

11 7 23 0 34 1 6 0

b Theory - Algorithms and mathematics related courses 9 9 23 0 22 3 14 2

c Databases 10 12 18 1 35 0 4 2

d Computer networks and networking related skills 2 28 9 2 30 1 10 0

e Project management, team work related matters 1 29 10 1 38 0 3 0

fKnowledge of computer systems - operating systems, computer architecture and related skills

3 18 19 1 26 3 12 0

2. 2005 – 2006 Surveys of 298

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2.1. Program reviewers’ comments from Academia

Question a b c d e blankHow would you rate the strategic importance of the Computer Science field for the Kingdom of Saudi Arabia and the Gulf region?

5 1 0 0 0 0

The demand for the new program graduates is expected to be high both nationally and internationally

4 2 0 0 0 0

The proposed changes in the program are justifiable 3 3 0 0 0 0

Does the presented need analysis justify the approval of the program 5 1 0 0 0 0

The objectives of the program are 5 1 0 0 0 0The program outcomes are 3 3 0 0 0 0Do the outcomes of the program support program objectives? 2 3 1 0 0 0

Do the program course requirements support the program’s outcomes? 3 2 1 0 0 0

Do the program course requirements provide the depth and breadth needed for the proposed degree?

3 2 0 0 0 1

Is the design component of the program adequate? 4 0 0 0 0 2

Is the analysis component of the program adequate? 6 0 0 0 0 0

Is the laboratory component of the program adequate? 5 1 0 0 0 0

Is the computer usage of the program adequate? 4 1 0 0 0 1

Are the resources (manpower, space, laboratories, etc) adequate to support the program?

2 1 0 0 0 3

In comparison to similar reputable programs, how do you rate the proposed program? 1 4 0 0 0 1

How would you rate the overall quality of the revised program? 2 4 0 0 0 0

2.2. Program reviewers’ comments from Industry

Question blankHow would you rate the strategic importance of the Computer Science field for the Kingdom of Saudi Arabia and the Gulf region?

6 1 0 0 0 0

The demand for the program graduates is expected to be high both nationally and internationally

5 2 0 0 0 0

The objectives of the program are in agreement with industry needs 1 5 0 1 0 0

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The outcomes of the program are in agreement with industry needs 2 4 0 1 0 0

Do the program course requirements support the program’s outcomes? 2 2 3 0 0 0

Do the proposed curriculum courses cover all important Computer Science areas needed at your organization?

2 4 0 0 0 1

Do the program course requirements provide the depth and breadth needed for the proposed degree?

0 4 2 1 0 0

The proposed changes in the program are justifiable 3 3 0 0 1 0

The revised program has unique merits than other similar existing programs in KSA universities

2 3 0 0 2 0

How would you rate the overall quality of the revised program? 1 5 1 0 0 0

3. 2006 – 2007 Surveys3.1. Graduating Students Survey

During the period from January 2007 to July 2007, forty four graduating students participated in the survey. The results of the survey are summarized below.

Knowledge and Skills


DisagreeMath, Science and Engineering /Management 8 26 10 0 0

Analytical and problem solving 14 21 9 0 0

Data collection, analysis and interpretation 16 19 8 1 0

Ability to link theory to practice 9 24 3 4 3

Computer knowledge and skills 24 13 3 3 1

Written communication 13 18 7 4 2Independent thinking 23 8 9 2 2Oral Communication 10 15 12 4 3Team-working abilities 19 16 7 1 1Design abilities 17 18 5 3 1Professional ethics 15 15 8 4 1Life-long learning 16 21 2 5 0Safety awareness 12 9 11 4 7Impact of ( Engineering / Management ) solutions in global and societal context

9 16 10 6 2

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Soft Skills


DisagreeAbility to work in teams 16 12 5 3 6Communication skills 23 13 4 2 0Independent thinking 22 12 6 2 0Understanding of ethical values 23 13 4 2 0Professional development 17 18 6 1 0Time management skills 13 21 5 2 1Discipline 21 12 8 0 0The link between theory and practice 12 23 5 1 1Safety awareness 20 13 5 0 3

Departmental Facilities, Services, and Resources


DisagreeDepartment's laboratories 13 23 3 2 1Lab.manuals 6 23 9 3 0Safety in the laboratories 12 19 6 2 3Equipment 9 25 8 0 0Software 16 23 2 1 0Technical supports 10 21 9 1 1Administrative support 11 21 8 1 1

University Facilities, Services, and Resources


DisagreeThe registration processes 12 20 7 2 0Classrooms 11 26 2 1 1Counseling and advising services 7 19 6 5 4Library service 11 27 1 0 2Internet access 15 16 9 1 0Local networking service 20 15 5 0 0Sports facilities 13 23 1 0 4Housing 9 18 7 0 6Food services 5 17 7 9 3Medical Services 7 25 4 2 3Parking services 4 10 8 17 1Safety & security services 5 16 13 7 0Recreation facilities 4 22 8 1 5

3.2. Employer SurveyThe Department of Information and Computer Science conducted an employer survey during January 2007 and July 2007. 18 employers expressed their opinion on the graduates of the BS (Computer Science) program. The responses are summarized below.

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I. Knowledge


1 Math, Science and Engineering Skills 4 4 7 2 0

2 Problem formulation and solving skills 7 5 4 2 0

3 Collecting and analyzing appropriate data 7 7 4 0 0

4 Ability to link theory to Practice 6 6 3 3 0

5 Ability to design a system component or process 6 5 5 0 2

6 Computer knowledge 10 6 2 0 0



4 Oral Communication 6 5 6 0 15 Report writing 3 9 3 1 26 Presentation skills 2 6 6 3 1



1 Ability to work in team 6 9 3 0 02 Leadership 4 7 4 2 13 Independent thinker 5 8 2 3 04 Motivation 6 7 4 1 05 Reliability 9 6 2 1 06 Appreciation of ethical

values 7 9 1 1 0

7 Adaptable to new technologies/environment 10 4 3 1 0

IV. Work Skills

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1 Administrative capability 4 7 6 1 02 Time management 6 5 3 2 23 Discipline 7 6 2 3 04 Safety awareness 4 5 5 4 05 Professional ethics 5 9 3 1 0

3.3. Alumni SurveyThe Department of Information and Computer Science conducted an alumni survey during January 2007 and July 2007. 35 alumni expressed their opinion on how they did after graduation. 13 of which have graduated during the year 2005-2006. The responses are summarized below.

I. Knowledge


1 Math, Science and Engineering /Management 9 14 9 2 1

2 Data collection, analysis and interpretation 11 15 7 2 0

3 System, component and/or process design to meet desired need

11 17 4 2 1

4 Analytical and problem solving 13 14 8 0 05 Linking theory to practice 6 8 10 10 16 Understanding the impact of

Engineering/ Management solutions in a global and societal context

8 8 7 6 6

7 Recognizing the need for life-long learning 9 14 7 3 2

8 The ability to engage in the life-long learning 7 16 8 4 0

9 Effective use of computer knowledge and skills 16 16 3 0 0



1 Oral Communication 12 13 5 3 22 Written Communication 15 14 5 1 03 Presentation skills 9 16 6 2 2


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1 Ability to work in team 12 16 2 5 02 Leadership 7 12 8 5 3

3 Motivation and inspirational abilities 6 12 10 4 3

4 Reliability 10 14 6 5 05 Independent Thinking 14 14 4 0 3

6 Ability to adapt to new technologies / environment 14 12 4 4 1

IV. Work Skills


6 Administrative capability 8 11 11 3 27 Time management 4 17 8 5 18 Discipline 7 20 7 1 09 Safety awareness 4 11 10 3 5

10 Professional ethics 7 7 10 6 5

Summary and Analysis of the Data

The chart below shows the average response for the same issues in the graduating surveys of 2002-2003 and 2006-2007 (the surveys had different questions). The average was computed by multiplying 4 with the number of responses in the first column, 3 with the number of responses in the second column, ...etc. and then dividing by the number of responses.

Q1 Team-working abilitiesQ2 Administrative support Q3 Analytical and problem solvingQ4 Independent thinkingQ5 Written communicationQ6 Math, Science and Engineering

/Management

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It is obvious that our graduating students of 2006-2007 scored better, on average, in all six aspects. With regard to analyzing the data among the two options in the CS program, Cooperative work option and the summer training option, in the 2006-2007 survey, it is obvious that students with the summer training options felt more technically capable than those of the Coop option. On the other hand, Coop students felt more confident and capable than summer training students with respect to most soft skills. The reason for this is that the COOP experience of some students is not as rich, technically, as it should be, especially when the employers fail to assign worthy projects to the students. It is true that the department ensures that each student carries out a project during his COOP, it may be that the students do not put their hearts into the assigned projects, as they feel they are alien to the working environment they are in. However, COOP students through a 7-month work experience master a lot of soft skills that summer training students may not do, during their 8-week summer training period.With regard to the overall results, we notice a slight lack of "Safety Awareness" by our graduates since it scored less than 2.5. Another issue is that of counseling and advising services. It is worth mentioning, though, that the university adopted new registration procedures starting 062 by which students cannot complete their early registration before meeting the advisor and discussing their progress towards their degrees. We, therefore, believe that in the next three years, this issue will be resolved and the graduating students will reflect that in the survey. As a department, we cannot comment much on "Food services", "Safety and security services", and "recreation facilities". However, with respect to "Parking services", which got an average below 2.0, it is, in our opinion, a direct consequence of the fact that students do not have access to "covered" parking spaces, especially that temperatures average above 35 Celsius for more than five months per year.

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I. Knowledge and Skills

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Regarding the employer surveys, Most of the questions are similar in the 2002-2003 and 2006-2007 surveys. Below is the table showing the common questions among the two surveys, followed by comparing the average responses of both surveys:

1 Math, Science and Engineering Skills2 Problem formulation and solving skills3 Collecting and analyzing appropriate data

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4 Ability to link theory to Practice5 Ability to design a system component or

process6 Computer knowledge7 Oral Communication8 Report writing9 Presentation skills10 Ability to work in team11 Leadership12 Independent thinker13 Motivation14 Reliability15 Appreciation of ethical values16 Time management skills17 Discipline

Employer Survey

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We notice that the employers in 2006-2007 are generally less satisfied than the ones surveyed in 2002-2003. One justification is that the number of employers surveyed increased 80% (from 10 in 2003 to 18 in 2007). Another possible reason is that the department did not have an industrial advisory board until the year 2006. In addition, some of the valid comments that we received from employers, whether those employing our graduates or those employing our COOP students, have not been addressed in our curriculum due to certain limitations. In particular, employers wanted students to learn some form of "Web Development". Although the department offers such a course, but it is elective and a 400-level course. However, this will change in our planned

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minor revision of the program as mentioned under the planned changes section. Below, we find the results for the 2006-2007 survey.

Employer Survey 2006-2007

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The only values that went below 2.5 are Question 9: "Presentation Capabilities" and Question 20: "Safety Awareness". With regard to presentation capabilities, the department is vigorously instilling presentation tasks in many junior and senior level courses. In addition, the English Language Center has been contacted regarding this issue. As for safety awareness, this may not be of direct impact on Computer Science graduates.

With respect to the Alumni surveys, below are the 8 common questions between the 2002-2003 and 2006-2007 Alumni surveys. Following the table are the average response results to these questions in both surveys.

1 The program is effective in developing analytic and problem solving skills.2 The program is effective in developing independent thinking.3 The mathematical content of the program is adequate for pursuing the advanced

courses in the program.4 The program is effective in developing students ability to link theory to practice.5 The program is effective in enhancing team- working abilities.6 The program is effective in developing report writing skills and written

communication skills, in general.7 The program is effective in developing oral communication skills.8 The program is effective in developing time management skills.

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Alumni Survey

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It is obvious from the chart that our recent Alumni's feel better equipped in most skills than earlier alumni students. In the 2006-2007 Alumni survey, we differentiate between 2005-2006 graduates and previous graduates. Looking into the figures below, we notice the following:

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Alumni Survey: Knowledge Skills

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2005-2006Prior 2005Overall

Technically speaking, 2005-2006 graduates seem less "fully-equipped" than prior graduates. This is due to the new requirements of most recent graduates. These requirements were mainly fulfilled with the new CS program that took effect in February 2007. So, we do hope that the responses will improve in subsequent years. Understanding the impact of Engineering and/or Management solutions in a global and societal context received the lowest ranking among 2005-2006 respondents. The department needs to pay close attention in the senior project course, the cooperative work, and summer training courses to emphasize this issue. Another low-ranked skill was that of linking theory to practice. This has been, hopefully, emphasized in the new CS program.

Regarding communication skills, there is not much difference between the average response values of 2005-2006 graduates and other graduates, all of them having a score of greater than 2.5.

With respect to interpersonal skills, leadership and motivation scored the least. This is being dealt with through adopting active learning techniques. Two workshops have been offered for KFUPM faculty on this topic last year and this year. The department will recommend its faculty to adopt and instill some of these techniques in CS courses, especially junior and senior level courses.

Finally, with regard to work skills, other than "Discipline" it was evident that our alumni scored less or around 2.5 on issues like "Administrative Capabilities", "Time Management", "Safety Awareness", and "Professional Ethics" need to become more explicit in the Curriculum. The department did respond by introducing a "Computers and Society" course that touches upon

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safety awareness and professional ethics in the new program. The university also introduced a professional ethics course. We hope that this will remedy these issues with our graduates.

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Indirect Assessment II

One tool of assessment that has been introduced in the academic year 2006-2007 based on the recommendations of the University's ABET steering committee is the use of soliciting students' input on the coverage of the learning outcomes of core courses while taking those courses. For each course, assessment of the course learning outcomes, in addition to input concerning how to improve the course offerings were solicited. Each course learning outcome has been mapped to one program outcome. The only exceptions to this include ICS 351, the coop training course, ICS 411, the senior project course, ICS 309, the Computing and Society course, and ICS 399, the summer training course. For ICS 351 and ICS 411, a course learning outcome may map to more than one program outcome. ICS 399 was not assessed in 2005-2006 as it was prior to the introduction of this way of assessment. ICS 309 in 062 was not assessed by its instructor. However, it does not affect the assessment much as its outcomes are covered in other courses. The survey students were asked to fill had the following format for each course learning outcome: "After taking this course, I am able to ....." with five options: Strongly Agree, Agree, Neutral, Disagree, and Strongly Disagree. Each of these options was given a weight, from 4 down to zero. The reason for using this scale is to compare it to the direct assessment results as shown in the next section. The number of responses for each category was counted and a corresponding weighted average was computed for each course learning outcome. These outcome values were used to produce the level of achievement of each program outcome corresponding to their mappings. Detailed results for each course can be found in their corresponding course assessment report that will be available in the course display. The

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following tables show the mapping between course learning outcomes and program outcomes for 061 and 062, respectively.

Mapping of course learning outcomes to program outcomes in 061 for core coursesProgramOutcome #1 #2 #3 #4 #5 #6 #7 #8 #9 #10 #11 #12

ICS 102 1 2

ICS 201 2,3,4 1 5

ICS 202 1 3 2,4

ICS 251 4,5,6,7 1,2,3

ICS 252 3,4 1 2

ICS 313 1,2,3 4

ICS 334 1 2 3 4 5 ICS 351 5 5 3 3,4 3,4 1,2,6 7 8 1 1 4 7ICS 353 2, 4 3 1, 5 ICS 381 1, 5 2 3 4 ICS 399 ICS 411 2 1 3 2 1 1 5,6 4 7 7 1ICS 413 3,4 1,2 5 6

ICS 431 1, 2, 3, 5,

6 4, 7

ICS 432 1, 2 3 4, 5, 6 7

Mapping of course learning outcomes to program outcomes in 062 for core courses ProgramOutcome #1 #2 #3 #4 #5 #6 #7 #8 #9 #10 #11 #12

ICS 102 1,4,5,6 2,3,7

ICS 201 2,3,4 1 5

ICS 202 1 3 2,4 ICS 233 2,4 1,3 5 ICS 251 4,5 1,2,3 ICS 252 3 1 2 ICS 253 3 1,2 ICS 309 ICS 324 1 2 3 4 5 ICS 343 1, 2 3 4, 5, 6 7 ICS 351 5 5 3 3,4 3,4 1,2,6 7 8 1 1 4 7

ICS 353 3,4,5 1,2

ICS 381 1, 5 2 3 4 ICS 399

ICS 410 1,2,3 4

ICS 411 2 1 3 2 1 1 5,6 4 7 7 1 of 298

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ICS 431 1, 2, 3, 5,

6 4, 7

SWE 311 3,4 1,2 5 6

There are two reasons for including two tables. The first one is that some courses have fine tuned their course learning outcomes and hence the mapping changed, e.g., ICS 102, ICS 251, ICS 252, etc. Another reason is the introduction of new courses, e.g. ICS 233, and the renumbering of courses in the new program, e.g. ICS 334 in 061 is the same as ICS 324 in 062. The details of these changes are listed under the "Program assessment and improvement history" section in this document. In order to assess the achievement of program outcomes, seven area groups were formed in order to provide feedback on the importance and quantity of contribution of each course outcome to its corresponding program outcome. The seven area groups are as follows:

Programming Principles (ICS 102, ICS 201)

Computer Science Foundations (ICS 251, ICS 252, ICS 253, ICS 254, ICS 313, ICS 410)

Data Structures and Algorithms (ICS 202, ICS 353)

Software Engineering (ICS 351, SWE 311, ICS 413, ICS 411)

Systems and Applications (ICS 334, ICS 324, ICS 381, ICS 432, ICS 343, ICS 431)

Hardware (ICS 233)

Computing and Society (ICS 309)

The curriculum committee took these recommendations and developed a global weighing scheme for each course learning outcome consisting of three levels: Low "L", Medium "M", and High "H". An "H" value was given "three" shares, an "M" value was given "two" shares, and an "L" value was given "one" share in contributing to the program outcome. The following two tables show the global weight for each course learning outcome.

Weight contribution of course outcomes to each program outcome for 061

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Weight contribution of course outcomes to each program outcome for 062 ProgramOutcome #1 #2 #3 #4 #5 #6 #7 #8 #9 #10 #11 #12

ICS 102 L L ICS 201 H L L ICS 202 L L M ICS 233 M L M ICS 251 H M ICS 252 L M M ICS 253 H M ICS 309 ICS 324 L H H H M ICS 343 H M H M ICS 351 L H H H H H H H H H H HICS 353 H H ICS 381 H L L L ICS 399 ICS 410 H M ICS 411 H H H H H H H H H H HICS 431 H M SWE 311 H H H M

Note that when more than one course learning outcome maps to a program outcome, the average value was taken before it was considered for the global outcome value. The individual values for course outcomes and their mapping to their corresponding program outcomes for 061 and 062 are shown in the following tables below.

Course outcome indirect measure values for core courses in 061 PO1 PO2 PO3 PO4 PO5 PO6

ICS 102 2.82 ICS 201 2.80 3.47 2.75 3.20 2.60

ProgramOutcome #1 #2 #3 #4 #5 #6 #7 #8 #9 #10 #11 #12

ICS 102 L L ICS 201 H L L ICS 202 L L M ICS 251 H M ICS 252 L M M ICS 313 H M ICS 334 L H H H M ICS 351 L H H H H H H H H H H HICS 353 H L M ICS 381 H L L L ICS 399 ICS 411 H H H H H H H H H H HICS 413 H H H M ICS 431 H M ICS 432 H M H M

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ICS 202 3.00 2.92 3.17 2.95 ICS 251 2.88 2.80 2.88 3.12 2.88 2.48 2.24 ICS 252 3.47 2.71 2.88 2.72 ICS 313 3.39 3.26 2.89 3.42 ICS 334 2.25 3.56 2.61 1.21 ICS 351 3.30 3.30 3.60 3.60 3.60 3.60 3.60 3.20 3.40 3.40ICS 353 3.44 3.06 3.11 3.04 2.53 ICS 381 3.30 2.80 3.20 2.90 2.85 ICS 399 ICS 411 3.49 3.56 3.42 3.49 3.56 ICS 413 2.96 3.60 3.12 3.36 2.88 ICS 431 3.41 3.51 3.16 3.25 3.16 3.30 3.24

ICS 432 3.44 3.68 3.20 2.88 3.04 3.04

Course outcome indirect measure values for core courses in 061 (Cont.) PO7 PO8 PO9 PO10 PO11 PO12

ICS 102 3.00 ICS 201 ICS 202 ICS 251 ICS 252 ICS 313 ICS 334 0.00 ICS 351 3.20 3.30 3.20 3.20 3.60 3.20ICS 353 ICS 381 ICS 399 ICS 411 3.56 3.78 3.71 3.71 3.93 3.93 3.56ICS 413 3.44 ICS 431

ICS 432 2.64

Course outcome indirect measure values for core courses in 062 PO1 PO2 PO3 PO4 PO5

ICS 102 3.08 2.50 2.18 2.09 2.59 2.90 2.43

ICS 201 2.51 3.29 2.75 2.84 2.56

ICS 202 3.33 3.12 3.13 2.46

ICS 233 3.30 2.73 3.46 2.83 3.30

ICS 251 3.67 2.67 3.56 3.11 3.22

ICS 252 2.60 3.20 2.70

ICS 253 3.25 3.00 2.64

ICS 309

ICS 324 3.38 3.77 3.44 3.21

ICS 343 3.65 3.59 3.25 3.09 3.26 2.96

ICS 351 3.70 3.70 3.70 3.70 3.40 3.70 3.40

ICS 353 2.88 3.00 2.94 3.41 2.88

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ICS 381 3.41 2.72 3.21 3.07 3.00

ICS 399

ICS 410 3.31 3.09 3.31 3.54

ICS 411 3.47 3.24 3.41 3.47

ICS 431 3.51 3.55 3.32 3.20 3.03 3.05 3.05

SWE 311 2.90 3.60 3.28 3.09 2.78

Course outcome indirect measure values for core courses in 062 (Cont.) PO6 PO7 PO8 PO9 PO10 PO11 PO12

ICS 102

ICS 201

ICS 202

ICS 233

ICS 251

ICS 252

ICS 253

ICS 309

ICS 324 3.51

ICS 343 2.78

ICS 351 3.60 3.70 3.60 3.40 3.10 3.60 3.60 3.40 3.40

ICS 353

ICS 381

ICS 399

ICS 410

ICS 411 3.24 3.24 3.47 3.24 3.59 3.18 3.18 3.24

ICS 431

SWE 311 3.25

The program outcome indirect measure value results for 061 and 062 are shown in the following figure:

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Figure: Indirect measure values for each program learning outcome based on students survey

It is evident from the above figure that according to the students, all program outcomes have been achieved with a minimum value of 3 in 062. The only exceptions for 061 include Program outcome 5 and Program outcome 9. The reason for the low values in Program outcomes 5 and 9 in 061 was due to Course ICS 334, where its course outcome 4, mapping to program outcome 5, had a low ranking by the students as it seems it has not been well-covered. The course learning outcome in question is "Understand the basics of query processing and optimization, concurrency controls and database recovery". This has been mended in 062. As for course outcome 5 mapping to program outcome 9, it has a zero value as this learning outcome was not surveyed by the instructors. Hence, there is no action taken in this regard, except for ensuring its evaluation by students in 062.

Direct Assessment

The ICS department has conducted two types of direct assessment. The first one relies on the points and grades accumulated by students in all core courses. This has been first advocated by the ABET steering Committee at KFUPM in 061. It has been carried out for both, 061 and 062 semesters. The second one relies on developing a set of rubrics for one or more courses that covers all program learning outcomes. This type of assessment was advocated by the ABET steering committee starting from the second half of 062. However, we were able to carry out the assessment for 061 since all needed documents were available in the department. These assessments are discussed in more details below.

Direct Assessment I: Grade-based Assessment of 298

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In grade-based assessment, similar to the Indirect assessment of core courses discussed earlier, each course learning outcome is evaluated based on the assessment methods outlined in each course. Faculty members were required to keep a record of how much each learning outcome has been assessed in the course. This information was explicitly mandated in the course assessment report submitted by the instructor at the end of the semester. Below is an example of this information for ICS 353, Sections 3 and 4 in 062.

Task Outcome 1 Outcome 2 Outcome 3 Outcome 4 Outcome 5HW 1 1.67 HW 2 1.67 HW 3 1.67 HW 4 1.67 HW 5 HW 6 1.67 Quiz 1 3.00 Quiz 2 3.00 Quiz 3 3.00 Quiz 4 Quiz 5 3.00

PopQuizzes Q1,2,3&5 of Major 1 12.00

Q4 of Major 1 3.00 Q1 of Major 2 2.50

Q2&3 of Major 2 7.50 Q4i&ii of Major 2 2.50

Q4iii&iv of Major 2 2.50 Q1 of Final

Q2.i of Final 3.41 Q2.ii of Final 4.77 Q3 of Final 6.82 Q4 of Final 5.45Q5 of Final 4.09

Project 5.00Total 22.74 31.11 11.48 4.09 10.45

Notes: 1. HW 5 has not been included in the assessment since the grader of the course failed to grade it and gave it to me after the end of

classes. Therefore, a full mark was given to all students who submitted this homework.2. Quiz 4 was not included in the assessment since two different outcomes with differing weights have been given to each

section. It was, therefore, omitted. 3. Although Quiz 5 addresses more than one outcome, it was mapped to the one with dominating points (14 to 6 out of 20).4. Pop Quizzes and Q1 of the final have not been used in the assessment as they address more than one outcome and it was very

difficult to keep track of them. 5. Hence, the total points out of 100 which has been used in the assessment is equal to 79.88.

Figure: Sample assessment methods to course learning outcomes mapping for ICS 353: Design and Analysis of Algorithms Course

Note that although the total of the assessment should come to 100, it was evaluated out of 79.88 due to various reasons, as can be seen in the notes section. Many of our faculty felt a lot of apprehension towards this way of assessment as it requires keeping the detailed grades of work

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submitted by students that may reflect more than one course learning outcome. The department pushed its faculty to adopting this model hard. Still some faculty were not able to do it for various reasons. Those faculty were, then, directed to use the method preached by the ABET steering committee in which the lump-summed work is mapped through percentages to course learning outcomes depending on "how much assessment" each such work addresses. An example showing use of this methodology in one of the sections of ICS 353 is shown below.

CO-01 CO-02 CO-03 CO-04 CO-05Homeworks 20.0 70.0 0.0 0.0 0.0

Quizzes 30.0 0.0 0.0 0.0 0.0All Exams 50.0 30.0 10.0 0.0 0.0

Labs 0.0 0.0 0.0 0.0 0.0 100.0 100.0 10.0 0.0 0.0

Figure: Sample "lump-summed" assessment of total student work to course learning outcomes for an other section of ICS 353.

It is obvious that this way is much easier than the aforementioned detailed method. However, the big disadvantage of which is that one can barely call it a good approximation, if any, reflecting students' achievements in each individual course learning outcome. That is why this method was not advocated by the department and was made the exception to be used in case detailed information was not collected by the faculty member.

An additional measure that was taken by the department which was not advocated by the ABET steering committee is that after the averages for each course learning outcome were calculated and normalized to be out of 100, the faculty member will look at his grade scale and will assign the letter grade to each average course learning outcome value that corresponds to the letter grade given to students within this range at the end of the course. The objective of this is to reduce the variation in teaching styles. Therefore, low average course learning outcomes of instructors giving relatively tough exams, projects, etc., who follow a "lenient" curve in assigning letter grades to students will not be misrepresented with others giving "standard" assignments and exams and following the "standard" grading scale. In order to make the calculations simple, we used five letter grade scale, A, B, C, D and F. Therefore, A+ and A were assumed to be A with 4 points, B+ and B were assumed to be B with 3 points, and so on. Below shows an example from ICS 201 in 061.

Grade A+,A B+,B C+,C D+,D FRange 76 65 50 40 < 40Value 4 3 2 1 0

O1 O2 O3 O4 O5Average Outcome 52.04 50.23 48.17 53.45 49.39Letter Grade C C D D DDirect Value 2 2 1 1 1

Figure: Sample computation of the direct measures of course learning outcomes of ICS 201 in 061. The above table shows the grading scale in which the students have been assigned

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letter grades at the end of the semester and the lower table shows the assignment of letter grades and their corresponding values to the average course learning outcomes.

In multi-section tightly coordinated courses, where exams and assignments are common and with one grading scale, were treated as a big single section course. In multi-section loosely-coordinated courses, letter grades were computed for each section, and then a weighted average based on the number of students in each section is taken to compute the final direct measure value for each course learning outcome. Once these values were computed, the course learning outcomes were mapped to the program learning outcomes in exactly the same manner outlined in Section "Indirect Assessment II". The values of the direct measure of program outcomes for 061 and 062 are shown in the two tables below.

Course outcome direct measure values for core courses in 061 PO1 PO2 PO3 PO4 PO5 PO6

ICS 102 1.00

ICS 201 2.00 1.00 1.00 2.00 1.00

ICS 202 3.00 2.00 2.00 3.00

ICS 251 2.00 2.00 2.00 2.00 3.00 2.00 2.00

ICS 252 1.65 2.35 2.00 1.29

ICS 313 3.00 2.00 2.22 2.00

ICS 334 1.33 3.00 2.00 0.67

ICS 351 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 4.00 3.00

ICS 353 2.00 1.77 2.00 2.00 1.54

ICS 381 2.00 3.00 2.00 2.00 2.00

ICS 399ICS 411 4.00 4.00 3.00 4.00 4.00

ICS 413 2.00 2.00 2.00 2.00 2.00

ICS 431 2.24 2.00 2.04 1.72 2.28 1.72 1.53

ICS 432 2.00 2.00 2.00 2.00 2.00 2.00

Course outcome direct measure values for core courses in 061 (Cont.) PO7 PO8 PO9 PO10 PO11 PO12

ICS 102 2.00

ICS 201 ICS 202 ICS 251 ICS 252 ICS 313 ICS 334 0.00

ICS 351 3.00 3.00 3.00 3.00 3.00 3.00

ICS 353 ICS 381 ICS 399ICS 411 4.00 3.00 3.00 3.00 3.00 3.00 4.00

ICS 413 2.00

ICS 431

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ICS 432 2.00

Course outcome direct measure values for core courses in 062 PO1 PO2 PO3 PO4 PO5

ICS 102 2.00 2.00 2.00 2.00 2.00 2.00 2.00 ICS 201 2.00 2.00 1.43 2.57 1.87 ICS 202 3.00 2.00 2.00 3.00 ICS 233 2.00 3.00 3.00 1.00 3.00 ICS 251 3.00 3.00 3.00 3.00 3.00 ICS 252 2.00 2.00 2.00 ICS 253 3.00 3.00 2.00 ICS 309 ICS 324 2.07 1.53 1.47 2.53 ICS 343 2.00 2.00 2.00 3.00 3.00 2.00ICS 351 3.00 3.00 4.00 4.00 3.00 4.00 3.00 ICS 353 2.37 0.00 1.58 2.67 2.37 ICS 381 2.00 3.00 2.00 3.00 3.00 ICS 399 ICS 410 3.00 2.00 2.00 1.00 ICS 411 4.00 4.00 3.00 4.00 ICS 431 2.00 2.00 2.42 2.18 2.00 2.00 1.33

SWE 311 2.43 2.43 2.00 2.43 2.00

Course outcome direct measure values for core courses in 062 (Cont.) PO6 PO7 PO8 PO9 PO10 PO11 PO12

ICS 102 ICS 201 ICS 202 ICS 233 ICS 251 ICS 252 ICS 253 ICS 309 ICS 324 0.00 ICS 343 2.00 ICS 351 3.00 4.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00ICS 353 ICS 381 ICS 399 ICS 410 ICS 411 4.00 4.00 4.00 3.00 3.00 4.00 4.00 4.00ICS 431

SWE 311 2.00

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The program outcome direct measure value results for 061 and 062 are shown in the following figure:

0

0.5

1

1.5

2

2.5

3

3.5

4

1 2 3 4 5 6 7 8 9 10 11 12

Program Outcome

Valu

e 6162

Figure: Direct measure values for each program learning outcome based on grade-based assessment

One can clearly see that with the exception of Program outcome 2, performance has improved from 061 to 062. However, Program outcomes 1 and 9 are less than 2.5, whereas Program outcomes 6, 7, 8, 10, 11, and 12 are greater than or equal to 3. According to these values, the program may need more attention to "Knowledge in Major" and "Team Work" program outcomes. In fact, one reason Team Work was ranked low could be related to the fact that measuring it in an objective way is difficult. Otherwise it seems we are doing fine with the rest of the program outcomes.

Direct Assessment II: Rubrics-based Assessment

Rubrics-based assessment was introduced late in 062 as an alternative to grade-based assessment. The department, as well as the University, felt that using grade-based assessment may not be the best option for the following reasons:

1. It incurs a lot of overhead on the faculty member, having to record more than one mark for a single work that assesses more than one course learning outcome. This overhead was the reason that some faculty gave up on it and used the "exception" method of direct assessment, as defined by our department. This complexity hinders the continuity and

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sustainability of applying grade-based assessment in subsequent semesters. Assessment should be simple enough to be carried out consistently.

2. A lot of faculty complained about not being able to formulate questions as they used to, due to the grade-based assessment. For example, they would think a lot before putting questions with subparts that assess different course learning outcomes.

3. The administrative overhead of following any changes in course learning outcomes and their mapping to program outcomes proves to be too complicated. A good example is the difference in 061 and 062 course to program outcomes mapping.

4. Grade-based assessment cannot be considered an "independent" assessment of outcomes, as they are being carried out by the same faculty members teaching the students. Having an independent evaluation provides more insight, despite being less accurate/qualitative.

5. The CS program consists of two options: Summer Training option and a Cooperative Work option. The grade-based assessment could not clearly evaluate the outcomes of each option

6. Grade-based assessment provides "local" performance indicator of achieving program outcomes. By concentrating on individual core courses and mapping their outcomes to the program, one may loose the "big picture" of interrelating students' performance in the program.

By the end of 062, the department developed its first set of rubrics to evaluate the program outcomes. Since the CS program consists of two options, the following courses were chosen to evaluate the program outcomes:

1. CS Program with Summer Training option:

a. ICS 411: Senior Project

b. ICS 399: Summer Training

2. CS Program with Cooperative Work option:

a. ICS 351: Cooperative Work

In addition, the final exams for 6 core courses in 061 have been chosen to evaluate the first program outcome: "Knowledge in Major". These courses include ICS 201: Introduction to Computer Science, ICS 251: Foundations of Computer Science, ICS 313: Fundamentals of Programming Languages, ICS 381: Introduction to Artificial Intelligence, ICS 431: Operating Systems, and ICS 432: Computer Network Systems.

The same set of rubrics were used to evaluate most program outcomes for both options. For students under the summer training option, the final report of the senior project course "ICS 411", its final oral presentations and the summer training course were used. For students under the Cooperative work option, the final report of the Cooperative Work course "ICS 351" was used. We could not include the final oral presentations for ICS 351 as they were conducted early in 062, before rubrics were finalized.

This will enable us to compare and contrast the performance of students in each option in most program outcomes. Such data will be very useful in evaluating each option separately, in order to

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identify weaknesses and strengths within each option, so that they can be developed in a better and a much more focused manner.

Rubrics Description and Method of Evaluation

Program Outcome 1: Knowledge in Major

This outcome was evaluated based on the final exam results for the six core courses mentioned earlier. We are aware that this may not be the best way of "independently" evaluating this outcome, however, we do cannot do much about it. Currently there are no standardized national test exams that our students can take and hence use their scores as independent evaluation of the outcome. However, we heard that the University might be working on exit exams. Until that comes to light, we will continue using this method. Since all program outcomes have been evaluated on a scale of 1..4, Program Outcome #1 is no exception. We decided to follow the following scale for evaluation based on the average score of the final exam out of 100:

Avg Score in Final Exam 80 - 100 70 - 80 50 - 70 0 - 50

Value 4 3 2 1

Program Outcomes 6, 9, and 10: Professional responsibility, Teamwork, and Self Management, respectively

The final employer survey carried out for students in both options, in ICS 351: Cooperative Work and ICS 399: Summer Training, is used to evaluate these outcomes. The form is identical for both courses, which makes it easy to compare. Below is a sample form, where we have added numbers to each question in order to easily refer to them in our discussion below:

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First, after we calculated the average score for each question, the average value was mapped to a number between 1 and 4 according to the following table below:

Avg Score for a question 9 - 10 7 - 8 5 - 6 0 - 5

Value 4 3 2 1

Each program outcome was calculated as follows. For Program outcome 6, we first compute what we call the "Relative Professional Satisfaction". The idea behind this measure is to identify students who were technically ranked higher than "professionally". In particular, students who averaged in Questions 1 through 9 more than their average in Questions 10 and 11, were considered "professionally not satisfying to their employers". Our premise is that students who were punctual and had a great attendance history should score at least as good as the other questions. A lower score, according to our interpretation, is an alarming indication of the lack of "Professional Responsibility", which is Program Outcome 6. Once the average is calculated, the relative professional satisfaction is calculated, on a scale from 1 to 4, as follows:

Relative Professional Satisfaction (RPS) = [(# students whose Avg(10,11) < Avg(1..9))*1 + (# students whose Avg(10,11) >= Avg(1..9))*4]/ Total # of students

The value for Program Outcome 6 is then calculated as the average of (Q4 Value , Q5 Value , RPS)

Program Outcome #9, Teamwork, is calculated as the average of (Q7 Value , Q8 Value)

Program Outcome #10, Self Management, is calculated as the average of (Q1 Value , Q2 Value, Q6 Value)

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Rest of the Program Outcomes:

A set of rubrics were developed for the rest of program outcomes, as they can be more "technically" observed than the previous "soft" skills. These were developed by the ICS Programs Assessment Standing Committee and are currently under evaluation and reconsideration in order to refine them to better reflect the program outcome and make the evaluation more objective and accurate.

Once the rubrics were in place, a random selection of final reports for the senior project course, ICS 411, and the Cooperative Work Course, ICS 351, were chosen from the two semesters. The sample represents approximately half the total number of reports for each course, which is a good sample. For future evaluations, we plan to carry out the assessment on all reports. The reason we resorted to half of the reports is the lack of time and faculty. This exercise was carried out during summer where the number of faculty members available was low. Each report was given to two faculty members who were not involved in teaching and/or coordinating the corresponding course for evaluation. Each criteria is given a number between 1 and 4, corresponding to poor, to excellent. If the evaluations were at most at a difference of 1, the average value is taken. Otherwise, the report would have been given to a third evaluator. If the third evaluation was closer to one evaluation from the other, the average of the two close evaluations was taken. Otherwise, the average of the three evaluations is taken.

Below is the list of rubrics used for evaluating the corresponding Program Outcome. All of them are based on the final report in the corresponding course, except for the Oral communication skills that were assessed during the final presentations of all the senior project students in 062. Also, the Oral Communications Skill value was computed based on the average of the responses received from faculty attending those presentations, as it is not possible to apply to it what the procedure followed for evaluating the final reports.

Program Outcomes 2: Modeling

4 3 2 1 Overall architecture

present and well defined

The design of the system, broken into modules, is present and consistent

Details of each module are present and seem accurate

Overall architecture present and well defined

The design of the system, broken into modules, is present and mostly consistent

Details of 50% of modules are not present but seem accurate

Overall architecture present and well defined

The design of the system, broken into modules, is present but not complete or has inconsistencies.

Details of modules seem not to be accurate nor complete

The overall architecture may be present but the design of the system is either missing or lacking major components with little or no details

Program Outcome 3: Problem solving

4 3 2 1 Requirements are

present, well defined and classified into functional and non-

Most requirements are present and well defined and classified into functional and

Most requirements are present, but some are not well defined and classified into

Some major requirements are missing and some are either not classified

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functional All actors of the

system have been identified along with their responsibilities.

The software process and the phases of the project are clearly identified

Design, implementation, testing, and deployment phases are well presented.

non-functional Most actors of the

system have been identified and the responsibility of identified actors have been explicitly mentioned

The software process and phases of the project are clearly identified.

The design, implementation, testing, and deployment phases are presented.

functional and non-functional

Some actors of the system have been identified and detailed responsibility of identified actors may be missing.

The software process and phases of the project are identified.

The design, implementation, testing, and deployment phases are vaguely presented.

into functional and non-functional or had wrong classification

Most actors of the system have been missing or responsibilities of actors are missing

The software process and the phases of the project are not identified

The solution to the design, implementation, testing, and deployment is not clearly presented or parts are missing.

Program Outcome 4: Critical evaluation and testing

4 3 2 1 Methods of evaluating

some aspects (design, data structures, algorithm, tools or programming language) of system / tool / project are clearly mentioned and explained

Methods of testing the system/tool/project are clearly mentioned and explained.

Methods of evaluating some aspects partially mentioned

Methods of testing the system/tool/project are clearly mentioned and explained.

Methods of evaluating some aspects partially mentioned

Methods of testing the system/tool/project are partially/vaguely mentioned

No description of evaluating or testing the system is mentioned.

Program Outcome 5: Methods and tools

4 3 2 1 Implemented a full

prototype system Employed use cases

for requirements analysis

Employed OO approach and diagrams in the analysis and design phases

Reported the use of tools in analysis, design, implementation, and

Implemented a full prototype system

Employed use cases requirements analysis

Employed OO approach and diagrams in the analysis and design phases

Did not report the use of tools in analysis, design, implementation, and testing of the system

Implemented most of the prototype system

Employed use cases for requirements analysis

Reported the use of at most 2 design diagrams

Did not report the use of tools in analysis, design, implementation, and testing of the system

Did not have a working prototype system.

Presented very weak employment of use cases, analysis and design diagrams.

Did not use tools in analysis, design, implementation, and testing of the system

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testing of the system.

Program Outcome 7: Risk analysis

4 3 2 1 Risk analysis has been

identified and planned for.

Students have indicated some occurring risks and how they have addressed risks

Alternative plans used to address the risks are documented.

Students showed the effect of the risks on the project and lessons learned.

Risk analysis has been identified and planned for.

Students have indicated some occurring risks and how they have addressed risks

Alternative plans used to address the risks are not documented.

Students showed the effect of the risks on the project and did not show lessons learned.

Risk analysis has been identified but not planned for.

Students didn’t report occurring risks

Alternative plans used to address the risks are not documented.

Risk analysis was superficial or not present.

Program Outcome 8 (i): Communication (Written Communication)

4 3 2 1 Report is well

organized Report is

grammatically sound Report is spell-checked

Report is well organized

Report is mostly grammatically sound

Some words are misspelled

Report is well organized

Report contains major grammatical mistakes and/or some words are misspelled

Report is not well organized

Program Outcome 8 (ii): Communication (Oral Communication)

4 3 2 1 Clear and well

reasoned Well organized (good

introduction and conclusion, adequate content to support the conclusions)

Well-formed sentences Interesting (confident,

maintain eye contact)

Clear Reasonably well

organized (good introduction and conclusion, inadequate content to support the conclusions)

Most sentences are well-formed

Interesting (confident, maintain eye contact)

Not as clear Poorly organized (no

relation between the content and the conclusion)

About 50% of sentences are ill-formed

Not so confident

Not clear, many sentences are ill-formed, conclusions not clear.

Program Outcome 11: Professional development

4 3 2 1

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The project involved learning a concept and/or algorithm not part of the CS curriculum

The project involved learning a development platform not part of the CS curriculum

The project involved learning a concept and/or algorithm not part of the CS core curriculum.

The Development platform learning experience is minimal.

The project involved learning a development platform not part of the CS curriculum

The concept and/or algorithm learning experience is minimal

The learning experiences of the project from a concept and/or algorithm point of view and from a development platform point of view are minimal

Program Outcome 12: Computing and society

4 3 2 1 The benefit of the

system/tool/project is made very clear

The safely implication (risks) to the society is made very clear

Components re-used in the system (from other sources) are mentioned

One of the three elements is missing

Two of the elements are missing

All three elements are missing

Rubrics Results

Based on the way each rubric value is computed, as explained in the previous section, we include the values computed for each program learning outcome. Starting with Program Outcome #1, Knowledge in Major, the following table details the results for carrying out the assessment in 061.

Final

AverageRubric Value

Principles of Programming 45.08 1Discrete Structures 58.24 2Operating Systems 63.63 2Artificial Intelligence 66.83 2Computer Networks 65.35 2Programming Languages 63.2 2 Total Average 60.39 2

The average value for the principles of programming part is very low. The reason for that is the dramatic change in offering the two introductory programming level courses starting 061. It was conveyed to the department that the programming skills of ICS students are relatively weak. Therefore, the department launched an adhoc committee to look into this matter more closely. Some conjectured that the use of Java, a very rich object-oriented language, was the main reason. Therefore, the two courses have been restructured and exams were made to concentrate heavily

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on problem solving and programming questions. We hope that subsequent offers of these courses will show an increase in performance. One other factor that should not be underestimated is that students from the Management Information Systems, MIS, department also take these courses. MIS students have generally complained of the "difficulty" of these courses to them. As for the rest of the program outcomes, the following tables include the details of each outcome. These were based on evaluating 20 final reports, the first 10 represent senior projects' final reports (Summer Training Option) and the last 10 represent cooperative work final reports (Cooperative Work Option)

PO #2: Modeling PO #3: Problem SolvingEvaluation

1Evaluation

2Evaluation

Decider Value Evaluation 1

Evaluation 2

Evaluation Decider Value

1 2 1.5 1 2 1.51 1 1 1 2 1.51 1 1 2 1 1.52 3 2.5 2 2 23 3 3 2 2 23 2 2.5 2 2 21 1 1 1 1 11 2.5 1 1 1 2 1.51 1 1 1 2 1.51 3 1 1 2 3 2.54 3 3.5 4 1 3 3.54 3 3.5 4 3 3.54 3 3.5 4 3 3.54 3 3.5 3 3 34 2 4 4 3 2 2.54 2 3 3 4 2 3 34 3 3.5 4 3 3.54 3 3.5 4 3 3.54 3 3.5 3 2 2.51 2 1.5 1 3 3 3

Average (Cooperative Work Option) 1.55 Average (Cooperative Work Option) 1.70Average (Summer Training Option) 3.30 Average (Summer Training Option) 3.15Overall Average 2.43 Overall Average 2.43

PO #5: Methods & Tools PO #7: Risk AnalysisEvaluation

1Evaluation

2Evaluation


Evaluation 2


1 2 1.5 1 1 11 1 1 1 1 12 1 1.5 1 1 12 3 2.5 2 1 1.52 2 2 1 1 12 2 2 2 1 1.51 1 1 1 1 1

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1 2 1.5 1 1 11 1.5 1.25 1 1 12 4 3 3 1 1 13 3 3 4 3 3.54 2 3 3 4 3 3.53 2 2.5 4 2 2 24 3 3.5 4 2 1 1.53 2 2.5 4 3 3.53 2 2.5 4 2 3 34 3 3.5 4 3 3.52 3 2.5 4 2 2 23 2 2.5 3 2 2.52 2 2 2 3 2.5


PO #4: Critical Evaluation & Testing PO #11: Professional DevelopmentEvaluation

1Evaluation

2Evaluation


Evaluation 2


2 1 1.5 2 1 1.51 1 1 2 4 4 42 2 2 2 1 1.52 1 1.5 2 2 22 1 1.5 3 3 32 1 1.5 2 2 21 1 1 2 2 21 2 1.5 1 2.5 1 11 1 1 1 1 12 1 1.5 1 1 13 3 3 3 1 2 24 3 3.5 4 1 2 1.52 2 2 3 1 2 22 2 2 3 1 1 12 1 1.5 3 1 2 22 2 2 3 1 3 33 3 3 2 1 1.53 2 2.5 2 3 2.51 1 1 2 1 1.52 2 2 2 1 1.5


PO #12: Computing & Society PO #8(i): Written Communication Skills

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Evaluation 1

Evaluation 2

Evaluation Decider Value Evaluation

1Evaluation

2Evaluation

Decider Value

2 2 2 2 3 2.52 3 2.5 2 2 23 2 2.5 2 4 2 23 2 2.5 3 3 32 2 2 3 3 33 3 3 3 3 32 3 2.5 3 2 2.51 2 1.5 2 2 21 2 1.5 2 1 1.52 3 2.5 1 4 3 3.53 2 2.5 3 2 2.54 2 2 2 3 3 33 2 2.5 3 3 33 2 2.5 3 3 33 1 3 3 3 3 32 2 2 3 2 2.52 2 2 2 3 2.53 2 2.5 2 3 2.52 2 2 3 3 32 2 2 2 2 2


The above results have shown that students in the summer training option have done considerably better than cooperative work students in program outcomes 2, 3, 4, 5, and 7. The main reason for that is that the summer training students are evaluated in the senior project course. The senior project course is run in such a way that the coordinator ensures that all such outcomes are addressed during their work. They go through the whole software engineering life cycle in one single project, resulting in a more focused result. Cooperative work students, however, are bound by the projects given to them by their employers. The coordinator for ICS 351 puts great efforts in trying to ensure that students go through the whole life cycle of at least one project. It is not unusual, and it happened earlier, that students were relocated to other employers and even sometimes dropped from the cooperative work option and asked to transfer to summer training option due to the fact that the employer was not cooperative in meeting the requirements of the department. However, we believe that we can still put more structure to the cooperative program in a way similar to what is done in the senior project. We really do not believe that our coop students are much weaker than summer training students. They just need to be more explicit in expressing what they do in their cooperative work final report. As for program outcomes 8(i), 11, and 12 the difference is not significant. Overall, the department needs to pay more attention to Program Outcomes 4, 11, and 12, viz. critical evaluation and testing, professional development and computing and society for both options.

The results for oral evaluation for senior projects in 062 are as follows:

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PO #8(ii): Oral Communication SkillsEvaluator 1 Evaluator 2 Evaluator 3 Evaluator 4 Average

4 3.5 3.753 3.5 3.253 3 3 3 3.00

3.5 1 2 2.173 4 4 3.67

2.5 2.502.5 2.502 3 2.5 2.504 4 3 4 3.754 4 3 4 3.753 2 2.503 3 3.00

3.5 4 3.753.5 4 3.752 2.5 2.25

3.5 3 3.253.5 3.504 2 3 3 3.004 4 3 4 3.754 3 3 3 3.25

Overall Average 3.14

As for the oral and written communication skills, it is obvious that our students are doing well in this regard.

With regard to the soft skills represented in Program outcomes 6, 9 and 10, since the number of students is large, we are only including the summarized values. Details are going to be available in the course display of the program.

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0

10

20

30

40

50

60

70

Satisfied Not Satisfied

Num

ber

of S

tude

nts

Summer Training

COOP WorkOverall

Figure: Relative professional satisfaction

The relative professional satisfaction index shows that there may be a problem in punctuality and attendance among coop students more than that in summer training students. One reason for such result is that the summer training period is relatively short, 8 weeks, compared to that of the cooperative work's 28 weeks. Also, the number of cooperative work students is much less than its counterpart in summer training.

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0.00

0.50

1.00

1.50

2.00

2.50

3.00

3.50

4.00

4.50

PO#6 PO#9 PO#10

Summer Training

COOP WorkOverall

Figure: Average Values for Program Outcomes 6, 9 and 10

The figure above clearly shows that cooperative work students have scored better than summer training students in the soft skills. This is expected due to the long exposure of cooperative work students to these skills in their work environments. Overall, our students are doing well in this regard.

Comparison of Rubrics-based Evaluation, Grade-based Evaluation and Indirect-Assessment II

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0.00

0.50

1.00

1.50

2.00

2.50

3.00

3.50

4.00

4.50

1 2 3 4 5 6 7 8 9 10 11 12

Program Outcome

Val

ue

Direct 061Direct 062

Indirect 061Indirect 062

Rubrics

Figure: Comparison of all direct and indirect measures

In the above comparison figure, the most "conservative" evaluation among all methods is that of using the rubrics in all program outcomes except "significantly" for outcomes 9 and 10, which are based on the employer surveys. The enormous efforts and times spent by faculty in carrying out the direct assessments in 061 and 062, along with all its disadvantages, led us to believe that it might be unnecessary. The rubrics approach seems more informative and can clearly point out areas where the department needs to improve. Coupled with the lesser time and effort needed to carry out the rubrics assessment method, the department decided to adopt the rubrics method and drop the grade-based assessment altogether. Although the indirect assessment using students opinions on the course outcome coverage is "inflated", we still believe that the survey at the end of the semester provides valuable input to current and future instructors to better offer the course.

Conclusion

In conclusion, the department needs to pay more attention to program outcomes 4, 7, and 11, viz., critical evaluation and testing, risk analysis, and professional development respectively as they had a rubrics score of less than 2.

Program assessment and improvement history

The BS Computer Science program was evaluated by the ABET/CSAB team in 2001. In summer semester after the visit, the Chairman of the department assigned two faculty members to study the ABET assessment comments made by the visiting team and develop recommendations to improve the program for the department. Copy of the report from the faculty members is attached with this document and some highlights of the report are reproduced here.

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A chronological list of evaluation, assessment, and improvement of CS program is:

14-18 April 2001 Last ABET/CSAB visit:

28 February – 3 March 2004 CS program Self Assessment visit:

February 2007 CS program revised, approved, and implemented

Standard I-6. The results of the program’s assessments and the actions taken based on the results must be documented.

D. Program Improvement

Describe your use of the results of the program’s assessments to identify program improvements and modifications to objectives.Include:

1. Any major program changes within the last five years2. Any significant future program improvement plans based upon recent assessments

1. Major program changes within the last five years:

CS Curriculum Changes

Regarding the curriculum revision; all courses were reviewed in order to ensure they serve the program mission, objectives and outcomes. Broadly, the CS program consists of two categories of courses. Courses in the first category cover the general education requirements. Courses in the second category include core courses, electives and a summer training or coop option.

1.1. General Education Requirements

With respect to the general education requirements, one ICS course, ICS 309: “Computer Ethics” (2-0-2), has been developed and added to address the program’s deficiency as observed by CSAB in its 2001 visit, in addition to meet ABET’s CAC and CC2001 requirements. This raises the general education requirements’ hours from 52 credits in the current program to 54 credits in the proposed program.

1.2. ICS Core and Elective Courses

Regarding core and elective courses, ICS courses have been classified into: introductory, intermediate and advanced courses, in line with CC2001. The sequel outlines how each category of courses is affected by the program revision.

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1.2.1. Introductory Courses

This category consists of a three-course sequence aimed to introduce students to the fundamentals of computer science and to develop the skills necessary to apply the conceptual knowledge in the intermediate and advanced courses. For several decades, the vast majority of institutions have used a two-course sequence to introduce students to computer science. The CC2001 Task Force is now advocating a three-course sequence to cover the growing body of computer science knowledge in a way that gives students adequate time to assimilate the material. This vindicates our strategy for the three-course sequence that we have been using for several years now.

The three introductory courses in the proposed CS program are: ICS 102: Introduction to Computing IICS 201: Introduction to Computing IIICS 202: Data Structures

This revision affects these introductory courses as follows:

They are revised to match the corresponding courses recommended by CC2001.

We chose to implement these courses using the programming-first object-first implementation approach, one of the six implementation options proposed by CC2001. While this coincides with the implementation approach in the current program, it has neither been formally specified nor represented.

The titles of the current ICS 102, ICS 201 and ICS 202 are “Introduction to Computing”, “Introduction to Computer Science” and “Data Structures”, respectively.

1.2.2. Intermediate Courses

Intermediate courses are all other required courses in the program. They are designed to provide a solid foundation that serves as a base for more advanced study of particular topics (using the elective courses of third category).

The CC2001 Task Force suggests four implementation strategies for the intermediate courses. The traditional approach, in which each course addresses a single topic, remains our implementation strategy as it ensures minimal reorganization of our courses.

This review process affects the intermediate courses as follows:

Replacing COE 205 and COE 308 with one course: ICS 233 “Computer Architecture and Assembly Language” (3-3-4) to address the inflation in the number of hours dedicated to this knowledge area compared to the guidelines provided by the CC2001. This also created room for adding the Computer Ethics course. Note that the replacement of 7 credit hours (4 from COE 205 and 3 from COE 308) by 6 credit hours (4 from ICS 233 and 2 from ICS 309: Computer Ethics) has resulted in reducing the total number of credit hours from 132 to 131. It is worth mentioning that this reduction does not mean that our proposed program is lighter than the current program. It actually produces a more focused program inline with recent trends in computer science curriculum.

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Making the course ICS 381: “Principles of Artificial Intelligence” a core course in the proposed program, instead of being an elective in the current program, to address the program’s deficiency compared to the CC2001 guidelines, and to satisfy the program mission. The course title has changed from “Introduction to Artificial Intelligence” to “Principles of Artificial Intelligence”.

Reorganizing the topics covered in ICS 251 and ICS 252 (and removing them) introducing the following two new courses in order to address certain deficiencies in the current program and to meet the CC2001 curricular guidelines:

ICS 253: “Discrete Structures I” ICS 254: “Discrete Structures II”

Renumbering and/or renaming of the following courses:o ICS 334: “Database Systems” has been renumbered to ICS 324: “Database

Systems”. This is done since ‘2’, the second digit in the course number, is used in courses in the information management concentration area.

o ICS 313: “Fundamentals of Programming Languages” has been renumbered and renamed to ICS 410: “Programming Languages”. This is done to move the course to the senior level since it is not a prerequisite to any core course. Moving this course to the senior level shall allow students take other courses at the junior level which are important to take before they go for their Coop (ICS 351) or summer training (ICS 399).

o ICS 413: “Software Engineering” has been renumbered and renamed to SWE 311: “Principles of Software Engineering”. This course is an important prerequisite for Coop (ICS 351), Summer Training (ICS 399) and Senior Project (ICS 411). This change was the result of input from students and companies to ensure that students take one course in software engineering before taking ICS 351, ICS 399, or ICS 411.

o ICS 432: “Computer Network Systems” has been renumbered and renamed to ICS 343: “Fundamentals of Computer Networks”. This change was the result of input from students and companies to allow students take one course in net-centric computing before doing their Coop, Summer Training, or Senior Project. In addition, ‘4’, the second digit in the course number, is used in courses in the net-centric computing concentration area.

Reviewing all intermediate courses to ensure they meet CC2001 curricular guidelines.

As per the recent COE Program revision, COE 200 (3-3-4) has been replaced by two consecutive courses: COE 202: “Digital Logic Design” (3-0-3) and COE 203: Digital Logic Lab (0-3-1).

1.2.3. Advanced/Elective Courses

The introductory courses and the intermediate courses together do not constitute a complete curriculum. Undergraduate programs will include a significant amount of additional elective material to complete the curriculum.

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The purpose of the advanced/elective courses is to provide computer science students with the depth and breadth they seek, according to their desires, in order to be able to do advanced work that goes beyond the boundaries of the core. For example, computer science students must have a certain level of mathematical sophistication, familiarity with the methods of science, a sense of how computing is applied in practice, effective communication skills, and the ability to work productively in teams. In addition, students who wish to go for graduate studies have the option of either exploring these computer science areas by taking at least one course in each area, or concentrating on one area of interest by taking courses from this area, which will help identify their theses direction.

Institutions normally orient advanced courses to their areas of expertise, guided by the needs of students, the expertise of faculty members, and the needs of the wider community. During this curriculum revision, our elective courses were thoroughly revised and organized into three ‘concentration areas’:

Net-centric Computing

Information Management

Intelligent Systems

Elective Courses have been grouped according to the aforementioned concentration areas, in addition to the general electives category. There is a minimum of three elective courses in each category. The intent is to encourage students to take courses in a particular area of their interest. Students are recommended to take at least two elective courses in their areas of emphasis. Having these areas of concentration has prompted changes to numbering and or titles of some courses to better reflect the area they come from as well as their content. This includes

ICS 412: “Compiler Construction” title has been changed to ICS 412: “Compiler Construction Techniques”.

ICS 434: “Advanced Database Systems” number has been changed to ICS 424: “Advanced Database Systems”. This is done since ‘2’, the second digit in the course number, is used in courses in the information management concentration area

ICS 452: “Theory of Computing” number has been changed to ICS 355: “Theory of Computing”. This is done in order to add more elective courses at the junior level.

Below is a listing of elective courses, categorized by their respective area of concentration, in addition to general ICS electives category.

General ICS ElectivesICS 355 Theory of ComputingICS 412 Compiler Construction TechniquesICS 415 Computer GraphicsICS 454 Principles of CryptographyICS 490 Special Topics IICS 491 Special Topics II

Information ManagementICS 424 Advanced Database Systems

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ICS 426 Data Warehousing and Data MiningSWE 423 Multimedia Systems

Net-Centric ComputingICS 436 Systems and Network AdministrationICS 437 Distributed SystemsICS 441 Cluster ComputingICS 442 Computer Network TechnologiesICS 443 Network Design and ManagementICS 444 Computer and Network SecuritySWE 344 Internet Protocols and Client Server ComputingSWE 444 Internet and Web Application DevelopmentSWE 446 Selected Topics on Emerging Internet Technologies

Intelligent Systems

ICS 481 Artificial Neural NetworksICS 482 Natural Language ProcessingICS 483 Computer VisionICS 484 Arabic ComputingICS 485 Machine LearningICS 486 Multi-agent SystemsICS 488 Soft Computing

2. Any significant future program improvement plans based upon recent assessments

The current BS Computer Science program was approved by the University Board in May 2006 and implemented in February 2007. The department plans to strengthen the program assessment process and continue improving the program based on the outcomes of the assessment process. Following is a list of topics that will be discussed in the ICS council meeting and with the Industrial Advisory Committee before implementing them within the program:

1. Remove "ICS 309: Computing and Society" course. After introducing "IAS 212: Professional Ethics" course by the University as a required course from all students, it became apparent that the two courses have a lot of overlap. In addition, the needed skills from this course can be easily injected into the COOP course (ICS 351) and the senior project course (ICS 411). This will save 2 credit hours from the current total number of hours for both programs (COOP Option and Summer Training Option).

2. Add the new Web Engineering course (SWE 363: Web Engineering and Development) that will be offered by the software engineering program into the curriculum of both programs (COOP Option and Summer Training Option). Lots of comments from COOP employers and Industry professionals emphasize the need for our students to take a formal course on web development before joining the COOP and/or the Job market. Although the current set of electives in both programs include SWE 444: Internet and Web Application Development, the prerequisite for this course is Senior Standing, which is too late for COOP, Summer Training, and even the Senior project course (ICS 411). This will add 3

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credit hours from the current total number of hours for both programs.

3. With the above changes, the total number of credit hours become 132 credit hours from 131 credit hours.

E. Program Evolution1. Describe in what respect, if at all, the philosophy and direction of the computer science program has changed at your institution during the last five years, or since the last accreditation visit, whichever is the more recent.

One major change in the philosophy of the Computer Science program is the introduction of three areas, Information Management, Net-Centric Computing, and Intelligent Systems. Rationale behind the philosophy is to provide sufficient elective courses in each area for the students to strengthen themselves in the area of their choice. Areas were carefully selected keeping in view the industry needs, departmental preference and faculty expertise.

2. Describe any major developments and/or progress made in connection with the program in the last five years, or since the last accreditation visit, whichever is the more recent, that is not included in your response to Question I.C.

As stated earlier, the ICS Department completed a major review of the program. The review included the

1. Review of all the course contents to ensure the coverage all CC2001 recommended knowledge units with minimal overlap

2. Ensure that each program outcome is appropriately addressed in the program core courses.

3. Issues and concerns of the industry are appropriately addressed. Data collected in this regard is summarized and attached with this report.

F. Program Current Status1. List the strengths of the unit offering the computer science program.

BS Computer Science program is offered by the Information and Computer Science Department. Due to the role of its graduates in the development and economy of the Kingdom the University administration provides every needed support for the smooth and effective functioning of the department.

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2. List any weaknesses or limitations of the institution or unit offering the computer science program.

As such there is no specific weakness or limitation of the department or the University that effects the computer science program

3. List any significant plans for future development of the program.

The department targets to perform a major review of the program every five years. The revised BS Computer Science program was implemented in February 2007. The next target for major revision of the program is set for September 2012.

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II. Student Support

Intent: Students can complete the program in a reasonable amount of time. Students have ample opportunity to interact with their instructors. Students are offered timely guidance and advice about the program’s requirements and their career alternatives. Students who graduate the program meet all program requirements.

Standard II-1. Courses must be offered with sufficient frequency for students to complete the program in a timely manner.

Frequency of Course Offerings

1. List below the course numbers, titles, and semester hours of courses required for the major that are offered less frequently than once per year.

Dept Course # Title of course Semester hrsNot Applicable Not Applicable Not Applicable

2. Explain how it is determined when they will be offered, e.g., rotation, odd-numbered years, or whatever.

Not Applicable

3. List below the course numbers, titles, and semester hours of courses allowed for the major but not required (i.e., either free electives or lists of courses from which students must choose a certain number), that are offered less frequently than once per year.

Dept Course # Title of course Semester hrsICS 471 Parallel and Distributed Processing 3

4.Explain how it is determined when they will be offered, e.g., rotation, odd-numbered years, or whatever.

The undergraduate committee recommends at least three ICS 3xx and at least three ICS 4xx electives. Before such recommendations are made, the committee usually requests faculty who wish to offer a special topic course under the code ICS 490 or ICS 491 to submit a

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proposal. The committee tries to give chance to different elective courses each semester. The chairman, based particularly on faculty availability and student enrolment, takes the final decision on electives. Over the last six years, the number of offered ICS electives in a regular semester has never been less than four. It provides the students an opportunity to complete the program in time.

Standard II-2. Computer science courses must be structured to ensure effective interaction between faculty/teaching assistants and students in lower division courses and between faculty and students in upper division courses.

B. Interaction with Faculty

1. Describe how you achieve effective interaction between students and faculty or teaching assistants in lower-division courses, particularly in large sections.

One component of achieving effective interaction between students and faculty is through the provision of small student numbers in course sections. We do not have large classes and the average class size is about 25 in all courses.Many lower-division courses also have a laboratory component. These labs are closed, with an instructor lead. The number of students in these labs also remains the same, typically smaller in size than lecture sections.Another means of achieving interaction is through faculty office hours. The department stipulates the provision of a minimum of six office hours a week by each faculty. Each faculty spreads these hours through the week dedicated exclusively for addressing students’ concerns in general.Faculty also interacts with students through WebCT, the course management system where most of our courses are hosted. Student-student interaction is also common under this platform.

2. Describe how you achieve effective interaction between students and faculty in upper-division courses. Give detailed explanation and/or documentation how you do this for sections with more than thirty students, if applicable.

What was written in the preceding box, in terms of class size, laboratory, faculty office hours, and interaction through WebCT apply equally to upper-division courses.In addition, there are also course projects in the intermediate and upper-division courses where students are required to make presentations among their classmates or on a group basis to the instructor. This enables students get feedback on their work not only from the instructor but from their peers.

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Standard II-3. Guidance on how to complete the program must be available to all students.

C. Student Guidance

Describe what determines the requirements that a student will follow and how the student is informed of these requirements.

Requirements are listed in the Undergraduate Bulletin, which is available to all students. The department also publishes a Student Guide that contains the program requirements, and it is freely available to students from the department office. Students may follow the degree plan in these documents as it was carefully designed to assist students complete the program smoothly.The department also has a Web page, which provides program requirements and information to the students. Moreover, every student is assigned an academic advisor, and the student is required to meet his advisor on need basis.

Standard II-4. Students must have access to qualified advising when they need to make course decisions and career choices.

D. Student Advisement

Describe your system of advisement for students on how to complete the program. Indicate how you ensure that such advisement is available to all students.

Every freshman student is assigned an academic advisor. Advising is almost always available on a "walk-in" basis and it is always available by appointment. In addition to the student advisor, student counseling and advising is provided by the Counseling and Advising Center at the Deanship of Student Affairs. Moreover, to ensure quality advising, only professorial rank faculties are assigned the advising task.

E. Access to Qualified Advising

When students need to make course decisions and career choices, what is their procedure for obtaining advising? Do they have adequate access to qualified professionals when necessary?

Every semester, the Deanship of Student Affairs organizes a “Career Day” event. It provides a good opportunity for the student to meet various company executives, and make their career choices. The students also have the co-op training option. It provides an opportunity to the students to interact with practitioners and hence enhancing their professional skills.IEEE-Computer Society Saudi Arabia Chapter has established a student section at KFUPM.

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Through the section, its members are encouraged to participate in all the professional activities of the chapter at a reduced student rates.

Standard II-5. There must be established standards and procedures to ensure that graduates meet the requirements of the program.

F. Meeting the Requirements Describe your standards and procedures for ensuring that graduates have met all of the requirements of the program.

There is a graduation checklist form that students must fill, through their advisor, to ensure that they have met all the program requirements. This form spells out the core ICS courses, ICS electives, free electives, and includes a section for courses taken not for credit. This procedure provides a clear audit for the students on whether or not they have met the graduation requirements.Students are now required to complete a Graduating Students Survey to provide input on various aspects of the program.

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III. Faculty

Intent: Faculty members are current and active in the discipline and have the necessary technical breadth and depth to support a modern computer science program. There are enough faculty members to provide continuity and stability, to cover the curriculum reasonably, and to allow an appropriate mix of teaching and scholarly activity.

If different programs have different faculty members, please identify which faculty members are associated with which program(s), and the percentage of time allotted, if they are associated with more than one.

Standard III-1. There must be enough full-time faculty members with primary commitment to the program to provide continuity and stability.

A. Faculty Size

The purpose of this section is to determine whether you have sufficient faculty to offer courses often enough for students to complete the program in a timely manner.

In Section II you gave the course numbers of courses required for the major which are offered less frequently than once per year, and those allowed for the major but not required, and explained how it is determined when they will be offered. Explain (if applicable) any difficulties you have offering required or optional courses frequently enough, particularly as they might be affected by faculty size.

Not Applicable

B. Faculty with Primary Commitment

1. Indicate the number of faculty with primary commitment to the program, that is, who regularly teach courses in the computer science segment of the program: _41__.

The purpose of the next question is to ascertain the continuity and stability provided by the faculty with primary commitment to the program.

2. Please list below the number (FTE) of faculty with primary commitment to the program in each academic rank, broken down within rank by tenure status.

Full Professor

Associate Professor

Assistant Professor

Instructor orLecturer

OtherFaculty

Tenured 4 4Untenured 1 3 13 14

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Please note that tenured faculty members are Saudis, while untenured faculty members are expatriates. Expatriates are hired on a two-year renewable contract basis. This recruitment policy is a University-wide policy. It is worth mentioning that untenured does not mean that there is no continued budget for the position, as it is the case in most universities in the United States. According to the Saudi government regulations, non-Saudis cannot be hired as tenures in governmental organizations such as universities. However, there is always a budget available for the occupied untenured positions. It is also worth mentioning that it hardly happens that KFUPM terminates or discontinues a faculty contract. However, when it happens, it is always due to the faculty level of competence-related issues.

Standard III-2. Full-time faculty members must oversee all course work.Standard III-3. Full-time faculty members must cover most of the total classroom instruction.

C. Faculty Oversight

Full-time faculty must oversee all computer science course work allowed towards the major. That means each course must be either taught or coordinated by a full-time faculty member with primary commitment to the program. For those courses with sections not taught by full-time faculty during the last or current academic year, list the course numbers below and the name of the full-time faculty coordinator. (The last academic year is the academic year prior to the year in which this report is prepared.)

All courses required or allowed for the major are taught by regular, full-time faculty.

Dept Course # Full-time Faculty CoordinatorNot Applicable

Standard III-4. The interests and qualifications of the faculty members must be sufficient to teach the courses and to plan and modify the courses and curriculum.Standard III-5. All faculty members must remain current in the discipline.Standard III-6. All faculty members must have a level of competence that would normally be obtained through graduate work in computer science.Standard III-7. Some full-time faculty members must have a PhD in Computer Science.

D. Interests, Qualifications, and Scholarly Contributions

The Criteria states that the interests, qualifications, and scholarly contributions of the faculty must be sufficient to teach the courses, plan and modify the courses and curriculum, and to remain abreast of current developments in computer science. This information should be contained in the faculty vitas attached to this report and need not be repeated here. A sample vita questionnaire is attached in Section G below. Although it is not necessary to follow this format, it is important that whatever format is followed contain all the information asked for. And, to make things easier for the visiting team, please see that all faculty vitas are in the same format, whichever format is used.

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This is an appropriate place to insert a description of general departmental or institutional activities that promote faculty currency, if such exist.

The Deanship of Academic Development (DAD) at KFUPM is responsible for organizing workshops, seminars, tutorials, and forum discussion sessions to share ideas related to effective teaching, advising, and testing. For faculty interested in improving their teaching skills, DAD also provides the facility of video recording their lectures and provides them with professional advice on the basis of the analysis of the recorded lectures. Conference attendance and participation in other scholarly activities are very much encouraged and supported by the university.

Standard III-8. All full-time faculty members must have sufficient time for scholarly activities and professional development.

E. Scholarly Activities

Describe the means for ensuring that all full-time faculty members have sufficient time for scholarly activities and professional development.

The standard workload includes teaching five courses (15 credit hours) per year, advising, and some committee/administrative work. With these duties, the faculty have sufficient time for carrying out scholarly activities and participating in professional development. Faculty can, and often do, obtain a University-fund and release time in order to attend international conferences in their areas of interest and carry out research projects.

Standard III-9. Advising duties must be a recognized part of faculty members’ workloads.

F. Support for Advising

Advising duties must be a recognized part of faculty members’ workloads, which means that faculty with large numbers of advisees must be granted released time. Explain your advising system and how the time for these duties is credited.

The ICS students are evenly distributed among ICS professorial rank faculty as advisees. Hence, each student has an advisor throughout his program.

Advising and committee/administrative duties are recognized as part of faculty workload. According to the terms and conditions of employment, each professorial rank faculty is supposed to teach nine credit hours per semester, i.e. 18 credit hours per year. The assigned teaching load is only 15 credit hours in order to accommodate advising duties as well as committee/administrative work as part of the workload.

G. Information Regarding Faculty Members

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On separate pages, please furnish the following information for all faculty members that teach courses allowed for the major, including those who have administrative positions in the department (chair, associate chair, etc.). Use the form given below as guidance. This form need not be followed exactly, but all requested information should be supplied. Please use a common format for all vitas. Please limit information to no more than three pages per person, if at all possible. Please place the form(s) for administrator(s) first, followed by the others in alphabetical order.

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KANAAN ABED FAISALAssistant Professor

Information and Computer Science Department

EDUCATION: Ph.D. in Computer Science, Washington University in USA, 1990M.Sc. in Computer Science, University of Minnesota in USA, 1986B.Sc. in Systems Engineering, King Fahd University of Petroleum & Minerals, 1980

PROFESSIONAL CERTIFICATION

KFUPM SERVICE Number of years of service at KFUPM: 26 years.Original appointment: July 1980, Graduate AssistantDates of advancement in rank: May 1990, Assistant Professor Tenure Status: Tenured

TEACHING Courses taught during 2005-06 and 2006-07

Term/year Course number Course title Semester

hoursClass size

051 ICS 101 Computer Programming 3 22051 ICS 610 Master Thesis052 ICS 610 Master Thesis061 ICS 610 Master Thesis062 ICS 101 Computer Programming061 ICS 610 Master Thesis

Teaching capacity: 25% Teaching in Computer science: 100% Teaching in Software Engineering: 0%

EXPERIENCEOctober 25, 2006 2006 Commission Summit, Tampa, FL, USA, ABETOctober 26-27 2006 ABET Annual Meeting, Tampa, FL, USA, ABET

CONSULTATION

PUBLICATIONS Fiaidhi, Mohammed, Faisal; “ Developing Software Forensics Standards for Collaborative

eLearning Systems”; Intl. Journal of Applied Science & Computations, Vol. 10, No 1, April, 2003, pp: 1 –10. El-Sebaky, Hadi, Faisal; “Iterative Least Square Functional Network Classifier”, IEEE

Transaction Neural Network Journal V.2, March 2007.

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Principles of Curriculum Design and Revision: A case Study in Implementing Computing Curricula CC2001”

Proceeding of Tenth Annual Conference on Innovation and Teaching in Computer Science Education Conference ITiCSE 2005, June 27-29, 2005, Monte Da Caparico, Portugal, Rao, Junaidu, Magharbi, Shafique, Ahmed, Faisal,

Rao, Junaidu, Magharbi, Shafique, Ahmed, Faisal; ” Principles of Curriculum Design and Revision: A case Study in Implementing Computing Curricula CC2001” Proceeding of Tenth Annual Conference on Innovation and Teaching in Computer Science Education Conference ITiCSE 2005, June 27-29, 2005, Monte Da Caparico, Portugal.

El-Sebakhy, K. Faisal, T. Helmy, F. Azzedin, A. Al-Suhaim, “Evaluation of Breast Cancer Tumor Classification with Unconstrained Functional Networks Classifier”, IEEE Proceedings of the 4th International Conference on Computer Systems and Applications (AICCSA-06), pp. 281-287, Dubai 3-11 March 2006, UAE

K. Faisal, A. Bagais, M.R.K. Krishna Rao (2006), Finding Reasons and Conclusion in a Basic Computer Science Course, Proc. of International Conference on Frontiers in Education: Computer Science and Computer Engineering, FECS'06.

M.R.K. Krishna Rao, M. Shafique, K. Faisal, A. Bagais (2006), Infusing Critical Thinking Skill Compare and Contrast into Content of Data Structures Course, Proc. of International Conference on Frontiers in Education: Computer Science and Computer Engineering, FECS'06.

PROFESSIONAL SERVICE Number of students for which you serve as academic advisor: +50 Funded Research project, Opportunities for Infusing Critical Thinking Skills into Computer

Science Curriculum Funded Research project, Al-Thurayyah University project in Jeddah Independent Research, Evaluation of Breast Cancer Tumor classification with unconstrained

Functional Network classifier” Independent Research, Computational Intelligence in Bioinformatics Independent Research, Artificial Intelligence in Oil and Gas industry 2005/2006, Worked very heavily in the implementation of the new ICS MS Program. 2005/2006, Worked very heavily in revising the CS BS Program. 2005/2006, Worked very heavily in revising the SWE BS Program. Mar 26-29, 2006, attended the Saudi 18th National Computer Conference (NCC18) held in

Riyadh, Saudi Arabia. May 16-17, 2006, Attended the Symposium on "The Role of Teaching and Learning

Centers", DAD, KFUPM May 23-24, 2006, Attended the First Saudi Engineering Forum, KFUPM June 26-29, 2006, Attended and presented 2 papers in the 2006 International Conference on

Frontiers in Education: Computer Science and Computer Engineering (FECS’06), Las Vegas, USA

// please list other assigned duties performed during the academic year 2005-06

PROFESSIONAL DEVELOPMENT

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26-29 Mar., 2006. The Saudi 18th National Computer Conference (NCC18) held in Riyadh, Saudi Arabia.

23-24 May 2006. The First Saudi Engineering Forum May 16-17, 2006 Symposium on "The Role of Teaching and Learning Centers"June 26-29, 2006 The 2006 International Conference on Frontiers in Education: Computer

Science and Computer Engineering (FECS’06), Las Vegas, USAJuly 5-7, 2006 “SEKE2006” Eighteenth International Conference on Software

Engineering, and Knowledge Engineering, San Francisco Bay, USAAugust 30, 2004 Workshop on Providing Effective Feedback; Speaker Prof. Sergio J.

Piccinin, University of Ottawa, Canada, for Chairmen only

HONORS AND AWARDS // Not mentioned

AFFILIATION// Not mentioned

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MUHAMMAD SARFRAZProfessor


EDUCATION:Ph.D. in Computer Science, Brunel University in UK, 1990M.Sc. in Numerical Analysis, Brunel University in UK, 1987M.Sc. in Mathematics, Punjab University in Pakistan, 1980B.Sc. in Mathematics / Statistics, Govt. College in Pakistan, 1977

KFUPM SERVICE Number of years of service at KFUPM: 13 yearsOriginal appointment: 1994, Assistant ProfessorDates of advancement in rank: 2000, Associate Professor

2005, ProfessorTenure Status: Two-year renewable contract


Term/year Course number

Course title Semester

hours

Class size

061 ICS 543 Advanced Computer Graphics 3061 ICS 435 Computer Graphics 3052 ICS 583 Pattern Recognition 3052 ICS 423 Design & Analysis of Algorithms 3051 ICS 435 Computer Graphics 3051 ICS 423 Multimedia Systems 3

Teaching capacity: full time Teaching in Computer science: 90% Teaching in Software Engineering: 10%

CONSULTATION2006-2007 Department of Information and Computer Science, King Fahd University of Petroleum and Minerals, Saudi Arabia, Project # JF-2006/02, "A Fuzzy-Logic Trust Model for Peer-to-Peer Based Systems"2005-2006 Department of Information and Computer Science, King Fahd University of Petroleum and Minerals, Saudi Arabia, Project # JF-2005/07, "Investigating Design Quality Characteristics for Refactoring and Refactoring to Patterns Using Software Metrics"

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PUBLICATIONS

Sample Books[1] Saad, A.; Avineri, E.; Sarfraz, M.; Dahal, K.; Roy, R. (Eds.), (2007), Applications of Soft Computing:

Recent Trends, Series: Advances in Soft Computing, ISBN: ?????, Springer Verlag, To appear.[2] Sarfraz, M. (2006), Interactive Curve Modeling with Applications to Computer Graphics, Vision and

Image Processing, ISBN: *********, Springer-Verlag, To appear.[3] Sarfraz, M., Wang, Y., and Banissi, E. (2005), Computer Graphics, Imaging and Visualization – New

Trends, ISBN: 0-7695-2392-7, IEEE Computer Society, USA.[4] Sarfraz, M, (2005), Computer Aided Intelligent Recognition Techniques and Applications, ISBN: 0-470-

09414-1, John Wiley and Sons.[5] Sarfraz, M, (2004), Geometric Modeling: Techniques, Applications, Systems and Tools, Kluwer

Academic Publishers, ISBN: 1-4020-1817-7.[6] Sarfraz, M, (2003), Advances in Geometric Modeling, John Wiley, ISBN: 0-470-85937-7.

Sample Refereed Journal Papers[7] Zidouri, A., and Sarfraz, M. (2006), Multi-Font Arabic Character Recognition, International Journal of

Pattern Reconition and Machine Intelligence, International Scientific, Vol. 02(1), 21-33.[8] Sarfraz, M., Riyazuddin, M. and Baig, M.H. (2006), Capturing Planar Shapes by Approximating their

Outlines, International Journal of Computational and Applied Mathematics, Elsevier Science, Vol. 189(1-2), pp. 494 – 512.

[9] Sarfraz, M., Zidouri, A., and Shahab, S.A. (2006), Towards Skew Estimation of Document Images in OCR System, International Journal of Pattern Reconition and Machine Intelligence, International Scientific, Vol. 01(1).

[10] Sarfraz, M., and Hussain, M.Z. (2006), Data Visualization using Rational Spline Interpolation, International Journal of Computational and Applied Mathematics, Elsevier Science, Vol. 189(1-2), pp. 513-525.

[11] Sarfraz, M., Hussain, M.Z., and Chaudhry, F.S. (2005), Shape Preserving Cubic Spline for Data Visualization, International Journal of Computers Graphics & CAD/CAM, International Scientific, Vol. 01(6), 185-194.

[12] Habib, Z., Sarfraz, M., and Sakai, M. (2005), Rational Cubic Spline Interpolation with Shape Control, International Journal of Computers & Graphics, Elsevier Science, Vol. 29(4), 594-605.

[13] Sarfraz, M., Asif, M., and Asim, M.R. (2005), A Robust and Simple Corner Detection Approach, International Journal of Computers Graphics & CAD/CAM, International Scientific, Vol. 01(1), 37-45.

[14] Sarfraz, M. (2004), Representing Shapes by Fitting Data using an Evolutionary Approach, International Journal of Computer-Aided Design & Applications, Vol. 1(1-4), 2004, pp 179-186.

[15] Habib, Z., Sakai, M., and Sarfraz, M. (2004), Interactive Shape Control with Rational Cubic Splines, International Journal of Computer-Aided Design & Applications, Vol. 1(1-4), 2004, pp 709-718.

[16] Sarfraz, M. and Khan, M. A. (2004), An Automatic Algorithm for Approximating Boundary of Bitmap Characters, Future Generation Computer Systems, Elsevier Science, Vol. 20, 1327 – 1336.

[17] Sarfraz, M. (2004), Weighted Nu Splines with Local Support Basis Functions, International Journal of Computers & Graphics, Elsevier Science, Vol. 28(4), 539-549.

Sample Refereed Conference Papers[18] Masood, A. and Sarfraz, M. (2006), A Novel Corner Detector Approach using Sliding Rectangles, The

Proceedings of The 4th ACS/IEEE International Conference on Computer Systems and Applications (AICCSA-06), Sharja, UAE, pp. 621 – 626, IEEE Computer Society Press.

[19] Sarfraz, M. and Masood, A. (2005), Capturing Outlines of Arabic Characters by Cubic Bezier Approximation, The Proceedings of The International Joint Conference on Information Sciences – JCIS’2005 – USA, Editors: Etienne E. Kerre, Donald Hung, Dan Ventura, Manuel Grana Romay, Heng-Da Cheng, Hong Va Leong, Shu-Heng Chen, David K.Y. Chiu, Steve Blair, Paul P. Wang, Chris Tseng, Chang-Tien Lu, Jie Lu, M. Sarfraz (Eds.), pp. 1649 – 1652.

[20] Sarfraz, M., Hussain, M.Z., Chaudhry, F.S. (2005), Shape Preserving Data Visualization with Cubic Splines, The Proceedings of The International Joint Conference on Information Sciences – JCIS’2005 – USA, Editors: Etienne E. Kerre, Donald Hung, Dan Ventura, Manuel Grana Romay, Heng-Da Cheng,

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Hong Va Leong, Shu-Heng Chen, David K.Y. Chiu, Steve Blair, Paul P. Wang, Chris Tseng, Chang-Tien Lu, Jie Lu, M. Sarfraz (Eds.), pp. 1661 – 1664.

[21] Masood, A., Sarfraz, M., and Haq, S.A. (2005), Curve Approximation with Quadratic B-splines, The Proceedings of IEEE International Conference on Information Visualisation (IV’2005)-UK, IEEE Computer Society Press, 991- 996.

[22] Sarfraz, M., Yusuf, A.S., Zeeshan, M. (2005), A System for Sign Language Recognition using Fuzzy Object Similarity Tracking, The Proceedings of IEEE International Conference on Information Visualisation (IV’2005)-UK, IEEE Computer Society Press, 991- 996.

[23] Yusuf, A.S., and Sarfraz, M. (2005), Color Edge Enhancement based Fuzzy Segmentation of License Plates, The Proceedings of IEEE International Conference on Information Visualisation (IV’2005)-UK, IEEE Computer Society Press, 991- 996.

[24] Zidouri, A., Sarfraz, M., Shahab, S.A., and Jafri, S. M. (2005), Adaptive Dissection Based Subword Segmentation of Printed Arabic Text, The Proceedings of IEEE International Conference on Information Visualisation (IV’2005)-UK, IEEE Computer Society Press, 991- 996.

.

PROFESSIONAL SERVICE Number of students for which you serve as academic advisor: 20 2005-2008, Research Project # ICS/REVERSE ENG./312 on Reverse Engineering for

Geometric Models using Evolutionary Heuristics 2005-2006 , Book Writing Project # ICS/Graphics/306, Interactive Curve Design with

Applications in Computer Graphics, Vision and Image Processing 2004-2006 , Book Editing Project # ICS/INT.RECOGNITION/271, Computer-Aided

Intelligent Recognition Techniques and Applications

PROFESSIONAL DEVELOPMENT September 20, 2006 Workshop on “Effective use of Collaborative Learning in the Classroom” September 04, 2006 Workshop on “Good Learning and Good Teaching: How do we promote

more of it?”September 3-4, 2006 Workshop on “Using Course Design to Create more Significant Learning

Experiences for Students”October 11, 2005 Workshop on “Research Quality at KFUPM”

HONORS AND AWARDS

Award for Excellence in Research, King Fahd University of Petroleum and Minerals, Dhahran, Saudi Arabia, 2005.

Selected for “Distinguished and Admirable Achievers”, South-Asia (INTL.) Publishing Co., India, 2005.

AFFILIATION Member of IEEE Computer Society Member of IEEE Member of ACM (Association of Computing Machinery) Member of Pattern Recognition Society Member of International Society for Computers and Their Applications (ISCA) Life Member of International Society of Statistical Sciences (ISOSS)

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MAMDOUH MUHAMMAD SERAJ NAJJARAssistant Professor


EDUCATION:Ph.D. in Computer Science, Illinois Institute of Technology, Chicago, USA, 1986-1989

M.S. in Computer Science and Engineering, KFUPM, 1983-1986B.S. With honors in Computer Science and Engineering, KFUPM, 1978-1982

PROFESSIONAL CERTIFICATION "UNIX for Computer Professionals", College of Computer Sciences and Engineering,

Dhahran, Saudi Arabia, August 15-September 15, 1993. "Data Processing Executive Institute/Systems", IBM, Palisades, NY, USA, June 1992. "Information Systems Organization", IBM, Elk Grove Village, ILL. USA, May 1992. "The Principles of EDP Auditing", Saudi Computer Society, Riyadh, April 1992. "Good Evaluation: A Critical Part of Good Teaching", Academic Development Center,

KFUPM, November 1991. "Academic Leadership Seminars", KFUPM, in cooperation with the Institute for Academic

Leadership of Florida State University, USA, May 1990.

KFUPM SERVICE Number of years of service at KFUPM: 24 yearsOriginal appointment:August 1983, Graduate assistant, CSE Department, KFUPM.Dates of advancement in rank:October 1989, Assistant professor, ICS Department, KFUPM.October 1998, Associate professor, ICS Department, KFUPM.Tenure Status: Tenured



hours Class size

ICS535 Design and Implementation of Programming Languages

ICS314 Object-Oriented ProgrammingICS313 Programming LanguagesICS311 File ProcessingICS 301 Systems SoftwareICS 202 Data StructuresICS 212 Computer Organization & Assembly

ProgrammingICS 203 Discrete Structures

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ICS 490 Special Topics on Concurrent Programming

ICS 201 Introduction to Computer Science

ICS 101 Introduction to Computer Programming


EXPERIENCE

Invited Lectures December 2 1990, M.M. Najjar, "Parallel Computing", Department of Civil Engineering.

May 17 1990, M.M. Najjar, "Concurrent Programming", Professional Development Course on "The Art of Parallel programming", Saudi Arabia Chapter of the ACM, Saudi ARAMCO

Seminars June 13 1993, M.M. Najjar, "Downsizing Computers", Information and Computer

Science Department.

February 1 1993, M.M. Najjar, "Downsizing", Data Processing Center.

December 16 1990, M.M. Najjar, "Replay of Concurrent Programs", Information and Computer Science Department.

May 1996, M.F.S. Pulak and Mamdouh M. Najjar, ”Simulation Model for planning in an Institution of Higher Education: A Case Study for KFUPM”, Mini-Symposium: Computer Simulation, KFUPM.

CONSULTATION Safar 1414, M.M. Najjar, "Document Tracking and Document Image Filing Systems", Ministry

of Higher Education, Riyadh, Saudi Arabia.

Rabia I 1413, M.M. Najjar, H.M. Kadry, "Preliminary Study for the Introduction of a Computer System in the Ministry of Higher Education", Ministry of Higher Education, Riyadh, Saudi Arabia, in Arabic.

Muharam. 1413, M.M. Najjar, "An Initial Study for the Introduction of a Computer System in the Ministry of Higher Education", Ministry of Higher Education, Riyadh, Saudi Arabia.

PUBLICATIONS

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Papers in Journals

M.M.Najjar, N.M.Shaikh, and T.H. Maghrabi, ”Changing the Academic Computing Environment at KFUPM: A Case Study”, Saudi Computer Journal, Volume I, No. 2, November 1997, pp.85-101.

M.O. Budair, M.M. Najjar, and K. O. Al-Qurashi, "A GPA-Based Scheme for Tracking Academic Students' Performance at King Fahd University of Petroleum and Minerals", European Journal of Engineering Education, Vol. 17, No. 1, Paris, France, 1992, pp. 95-103.

Papers in Conferences

T. Maghrabi, M.M. Najjar, J. Yazdani “Establishing an Intranet: The KFUPM Experience”, The Fifth Saudi Engineering Conference, Makkah, March 1999, pp.305-313.

M.M. Najjar, “Rightsizing Academic Computer Applications at KFUPM”, The Fourth Saudi Engineering Conference, Jeddah, 5-8 November 1995, pp.411-418.

M.M.Najjar, “Experience in Using Computer Technology in the Academic and Administrative Sectors at KFUPM”, the 14th Saudi National Computer Conference, Riyadh, April 1995, pp. 1-19. (In Arabic)

M. Al-Mulhem, M.M. Najjar, A. Al-Sukairi, and K. W. Al-Dhaher, “Computer Education as a Program of Study and as a Tool at King Fahd University of Petroleum and Minerals”, Computer Education Symposium for the Gulf Universities, Bahrain, November 7-10, 1992, pp. 529-574. (In Arabic)

M.M. Najjar and T. Elrad, “Parallel Replay of Concurrent Programs”, AL-Azher Engineering Second International Conference, Volume XI, Cairo, Egypt, December 1991, pp. 306-315.

M.M. Najjar and T. Elrad, “A Two-Phase Reproduction Method for Ada Tasking Programs”, The 7tth annual National Conference on Ada Technology, Atlantic City, New Jersey, March 1989, pp. 197-208.

M. Masud, M.M. Najjar, “A Special Purpose Computer for Arabic Text Processing”, the 10 th

Saudi National Computer Conference, Volume II, Jeddah, Saudi Arabia, February 1988, pp. 679-688.

M.M. Najjar and M. Masud, “A Computer Architecture to Support Arabic Text Processing”, Workshop of Computer Processing of the Arabic Language, Kuwait, April 1985.

Reports

M.O. Budair, M.M. Najjar, and K. O. Al-Qurashi, "A Scheme for Evaluating the Performance of Students at KFUPM", KFUPM, April 1991.

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A. Al-Sukairi and M.M. Najjar, "Low Student Enrollment in the Information and Computer Science Department", ICS Department, February 1991.

PROFESSIONAL SERVICE Number of students for which you serve as academic advisor: 0 Graduate student advising, advising Graduate students in their theses work January 1993, M.M. Najjar, T.H. Maghrabi, and K. W. Al-Dhaher, "Information Technology

for Post-Secondary Education in Saudi Arabia", Research proposal KFUPM/RI, Post-Secondary Education in Suadi Arabia Project.

Supervisor, Information and Communications Tech., KFUPM. Dean, Admissions and Registration,KFUPM. University Council, member Prince Sultan University board, member University Council, member Communication Panel, member Faculty Affairs Committee, chairman Staff Affairs committee, chairman RI Personnel committee, chairman Computer Allowance Committee, Chairman Lecturers and Graduate assistance Committee, member Scholarship and training Committee, member ERP executive committee, member Information and Communications Technology Committee, Chairman Documents and archives committee, member Academic Committee, member Planning Committee, member Admission and Academic Standing, chairman KFUPM standing committee on archives, member

PROFESSIONAL DEVELOPMENT 1991 Short course: Program Development using the Programming Language C

1990-1991 Short course: Computer Structured Analysis and Design

HONORS AND AWARDS Faculty evaluation rating “distinguished” by the Faculty Affairs Committee for the years

1990-present. Letter of appreciation from the Rector for distinguished university service, 8/1415. Letter of appreciation from the Vice-Rector for Graduate Studies and Scientific Research.

Issued for excellence in the registration process and for the preparation of Facts Book and Grades Analytical Reports by the Deanship of Admission and Registration, Sept. 1996.

Letter and certificate of appreciation form the Chairman of the Organization Committee of the 14th National Computer Conference, April 1995.

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Certificate of appreciation from the Chairman of the Executive Committee of the Saudi Computer Society, east region chapter for participation in the activities of the society, April 1995.

Letter of appreciation from the Head of the General Security Department in the east region for a consulting task in the computer area, 2/1411.

Letter of appreciation from the Director of DPC for managing the project of establishing 12 computer labs around KFUPM campus, July 1993.

Letter of appreciation from the Chairman of Information and Computer Science for participation in conducting the Spring Lectures of ICS.

Letter of appreciation Chairman of the COE for contribution to the success of the Spring Lectures on Parallel Computing, July 1991.

Letter of appreciation form the Chairman of ICS for contributions made through the Continued Education Committee of ICS, August 1991.

Award for supervising the best Software Engineering senior project (2005-2006).

AFFILIATION Member of the Association for Computing Machinery, 1987-2000.

Member of the Organization Committee of the "Saudi National Computer Conference No 15", KFUPM, Dhahran, Saudi Arabia.

Member of the Finance and Registration sub-committee of the "Second Saudi Symposium on Energy Utilization and Conservation", KFUPM, Dhahran, Saudi Arabia, November 1994.

Member of the Organization and Research Committees of the "Saudi National Computer Conference No 14", Riyadh, Saudi Arabia, October 1994.

Member of the Organization and Research Committees of the "Saudi National Computer Conference No. 13", Riyadh, Saudi Arabia, November 1992.

COE/ICS Spring Lectures Series "Parallel Computing", KFUPM, July 1991.

ICS Spring Lectures Series "Networking: Local and Global", KFUPM, May 1990.

// can't extract information from the following paragraphs

Some Titles of Senior Projects: Admission Test Information System Conference Management Information System A Database Application System for IVF Unit at Al-Mana General Hospital Drugs Inventory and Accounting Control Information System Network and Hardware Resources Management System

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Publication Master System Student Academic Performance Monitoring System Simulating Concurrent C Programming Constructs in C Simulating Race Conditions of Concurrent C in Ada Computer Loan System Instructor Assist System Testing Tool Database System

Research

Research Interest: Programming Languages, Concurrent and Object-oriented Programming, Information Systems Planning and Management, Computers in Education.

Professional Activities

Editorial:

1. Reviewed one-conference papers for the 4th Saudi Engineering Conference.2. Reviewed four conference papers for the 14th National Computer Conference.3. Reviewed six conference papers for the 13th National Computer Conference.4. Reviewed a book for KFUPM Research Committee.5. Reviewed a research proposal for KFUPM Research Committee.6. Reviewed three conference papers for the 12th National Computer Conference

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M. H. ALSUWAIYELAssociate Professor


EDUCATION:B.S. in System Engineering, KFUPM, 1981.M.Sc in Computer Science, University of Colorado, Boulder, 1985.Phd. in Computer Science, Northwestern University, 1991.

KFUPM SERVICE Number of years of service at KFUPM: 15 yearsOriginal appointment: October 1991, Associate ProfessorTenure Status: Tenured



hoursClass size

051 ICS 354

Automata and Formal Languages

051 CSE 640 Parallel Computations052 ICS

251Foundations of Computer Science

052 ICS 353

Design and Analysis of Algorithms

061 ICS 252 Discrete Structures061 ICS 553 Advanced Algorithms


EXPERIENCE

CONSULTATION

PUBLICATIONS M. Gavrilova, M. H. Alsuwaiyel and J. Privovarov, “Performance Analysis

of an Optimal Distance Transform Algorithm in the Euclidean Metric,” International Conference on Parallel and Distributed Processing Techniques and Applications (PDPTA'2001),” USA, June, 2002, CSREA Press, pp. 1697-1701.

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M. H. Alsuwaiyel, “On Bipartitioning a Convex Polygon”, Proc. Of the IASTED International Conference on Signal Processing, Pattern Recognition and Applications, Crete, Greece, June 2002, 670-672.

M. Gavrilova and M. H. Alsuwaiyel, “Two Algorithms For Computing The Euclidean Distance Transform,'' International Journal of Image and Graphics, Vol. 1, No. 4 (2002) 635-645.

M. H. Alsuwaiyel, “A Random Algorithm for Multiselection”, Journal of Discrete Mathematics and Applications, V. 16, No. 2, 2006, pp. 175-180(6).

PROFESSIONAL SERVICE Number of students for which you serve as academic advisor: 12 Research, design and analysis of algorithms (sequential, parallel, randomized) Research, Interconnection networks and graph algorithms.

PROFESSIONAL DEVELOPMENT June 2002 Proc. Of the IASTED International Conference on Signal Processing,

Pattern Recognition and Applications, IASTED, “On Bipartitioning a Convex Polygon”.

HONORS AND AWARDS

AFFILIATION Member IEEE since 1992 Member ACM since 2002

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MUHAMMED SALEH AL-MULHEMAssociate Professor


EDUCATION:Ph.D. in Computer Science, Oregon State University, Corvallis, Oregon, USA 1989MSc in Computer Science, University of California, Davis, California, USA 1986MSc in Systems Engineering, KFUPM 1981BSc in Systems Engineering, KFUPM 1979

KFUPM SERVICE Number of years of service at KFUPM: 27 years.Original appointment: 1979, teaching Assistant, Systems Engineering.Dates of advancement in rank:

1981, Lecturer, Systems Engineering 1982, Lecturer, Computer Science & Engineering1990, Assistant Professor, Information & Computer Science1998, Associate Professor, Information & Computer Science

Tenure Status: Tenured



hoursClass size

052 ICS412 Compiler Construction 3 142006-2007 Sabbatical leave

Teaching capacity: part-time Teaching in Computer science: 100% Teaching in Software Engineering: 0%

EXPERIENCE 1992-1996 Chairman, Information and Computer Science Department. KFUPM,Summer-1994 Summer Coordinator, College of Computer Sciences & Engineering,

KFUPM.Summer-1996 Summer Coordinator for the College of Computer Sciences & Engineering,

KFUPM.1998-2000 Deputy Director of the Information Technology Center, KFUPM2000-2006 Dean, Educational Services, KFUPM.

CONSULTATION 2001 A member of the UNISCO consultant’s team charged with the development of the Taif

Private University. of 298

C3 CS 12/14/04

2004 I have worked with TIEC (Texas International Education Consortium) team to represent Prince Mohammad University (PMU) as a local counterpart for the design of the PMU Preparatory-Year program.

2000-2006 A member of the Dean’s Committee for Centers of Community Services & Continuing Education of Arab Gulf Cooperation Council Countries (GCC).

1996 An external examiner in a committee to select the manager of the computer department in the Armed Force Hospital in Riyadh.

PUBLICATIONS 1. Sarfraz, M., Al-Mulhem, M., and Ashraf, F.,” Preserving Monotonic Shape of the Data

using Piecewise Rational Cubic Functions,” Computer & Graphics, Vol. 21(1), pp5-14, 1997.

2. Al-Mulhem, M., and Ali, S., “ Visual Occam: Syntax and Semantics,” Computer Languages, Vol. 23(1), pp 1-24, April 1997.

3. Al-Mulhem, M. and Al-Moghrabi T.,” Efficient Convex-Elastic Net Algorithm to Solve the E-TSP”, IEEE Transaction on Systems, Man and Cybernetics, Vol. 28-Part B, No. 4, Aug. 1998.

4. Al-Mulhem, M., and Ali, S., “ Formal Semantics of VISO,” Computer Languages, Vol. 24(2), pp 99-114, July 1998.

1. Al-Mulhem, M., ”Concurrent Programming in VISO”, Concurrency:Practice and Experience, 2000,12, pp281-288.

2. Al-Mulhem, M., and Ahmed, A., "MRG Parser for Visual Languages" Information Sciences, an International Journal, Vol 13/14, pp19-46 2001.

3. Z. H. Awwami, M. S. Obaidat, and M. Al-Mulhem," Performance Simulation of the ZOMA Preemptive Deadlock Recovery Mechanism for Wormhole Networks," Simulation Journal, SCS, Vol. 77, No. 5-6, pp. 206-218, SCS, November/December 2001.

4. M. S. Obaidat, Z. Al-Awwami, and M. Al-Mulhem,” An Efficient Injection Limitation Scheme for Fully Adaptive Routing in Wormhole Networks, ” Computer Communication Journal, Elsevier, Vol.25, No.11-12, pp. 997-1008, July 2002.

5. Sarfraz, M., Ashraf, F., and Al-Mulhem, M., “Preserving Shape Scientific Data with Monotonic Behavior: A Curve Method and Algorithm,” Proceedings of the CADEX’96: The International Conference and Exhibition on Computer Aided Design, Hagenberg, Austria 9-12 Sept., 1996.

6. Al-Mulhem, M. and Al-Moghrabi T.,” An Efficient Algorithm to Solve the E-TSP”, Proceedings of the 1997 Canadian Conference on Electrical and Computer Engineering , St. John’s, NF, Canda, Vol. 1, pp269-272, May 25-28, 1997.

7. Al-Mulhem, M.,”Teaching Concurrent Programming using Visual Languages”, Proceeding of the second KFUPM workshop on information & computer science (WICS’98), pp53-56, March 3, 1998.

8. Al-Mulhem, M.,”Concurrent Programming in VISO”, The 1998 international conference on parallel and distributed processing techniques and applications(PDPTA’98), pp 131-134, July, 13-16, 1998.

9. M. Sarfraz, M. Al-Mulhem, J. Al-Ghamdi, and M. Abdul Raheem, “Modeling by a Rational Spline with Interval Shape Control”, Proceedings of the Computer Graphics International, Hannover, Germany, June 22-26, , pp.730-737, 1998.

10. M. Sarfraz, M. Al-Mulhem, J. Al-Ghamdi, and M. A. Hussain, “Representing a C1 Rational Spline with Interval Shape Control”, Proceedings of the International Conference on Imaging Science, Systems, and Technology, Las Vegas, Nevada, USA, July 6-9, pp.322-328, 1998.

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11. Z. AlAwwami, M. Obidat, M. Al-Mulhem, “A New Deadlock Recovery Mechanism for Fully Adaptive Routing Algorithms”, 19th IEEE International Performance, Computing, and Communications Conference, Phoenix, Arizona, USA on Feb 20-22 2000, pp. 132-138.

PROFESSIONAL SERVICE Thesis Supervision: 24 students. I have developed two visual programming languages (DataLab and VISO). I have served as a member of the promotion committee for two ICS faculty. I have served as a reviewer for number of journals and conferences papers. Member of the KFUPM Academic Committee (2000-2006). Member of the KFUPM Faculty Affairs Committee (2000-2006). Member of the KFUPM Lecturer & Teaching Assistant Committee (2000-2006). Member of the KFUPM Communication Committee (2000-2006). Member of the KFUPM Text Book Committee (2000-2004). Chairman of the KFUPM Continuing Education Committee (2000-2004).

PROFESSIONAL DEVELOPMENT March 14-17, 2007 ACM SIGPLAN, Symposium on Principles and Practice pf Parallel

Programming, San Jose, California, USAAug.15-17, 2006 Eleventh IEEE International Conference on Engineering of Complex

Computer Systems, Stanford, California, USAMarch 1-5, 2006 SIGCSE, Technical Symposium on Computer Science EducationHouston,

Texas USASept. 20-24, 2005 IEEE Symposium on Visual Languages (VL’2005), Dallas, TX, USAAug. 8-12, 2004 The 31st International Conference on Computer Graphics and Interactive

Techniques” USA

HONORS AND AWARDS KACST 1st class (Golden) certificate for distinguished research project, 2002. Best Advisor Award, Information & Computer Science Dept. 1996/97. Department Service Award, Information & Computer Science Dept. 1997/98. Certificate for completing 20 years of services at KFUPM.

AFFILIATION Member of Saudi Computer Science.

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M.R.K. KRISHNA RAOAssociate Professor


EDUCATION:PhD in Computer Science, Tata Institute of Fundamental Research (TIFR), Bombay, India 1993B.Tech in Compuer science, National Institute of Technology (formerly, Regional Engineering College), Warangal, India 1987

KFUPM SERVICE Number of years of service at KFUPM: 4.5 yearsOriginal appointment: September 2002, Associate ProfessorTenure Status: Two-year renewable contract


Term/year Course number Course title

Semester

hours

Class size

051 ICS381 Principles of Artificial Intelligence 3 051051 ICS581 Advanced Artificial Intelligence 3 051052 ICS252 Discrete Structures 3 052052 ICS353 Design and Analysis of Algorithms 3 052061 ICS102 Introduction to Computing 2 061061 ICS353 Design and Analysis of Algorithms 3 061


EXPERIENCE2001-2002 James Cook university, Australia, Teaching & Research1999-2001 Tsukuba University, Japan, Teaching & Research1996-1998 Griffith university, Australia, Teaching & Research1988-1996 Tata Institute, India, Teaching & Research

CONSULTATION 2004-2005 Saudi Telecom Co., Quality improvement

PUBLICATIONS M.R.K. Krishna Rao (2005), Input-termination of logic programs, Proc. of

LOPSTR'2004, Lecture Notes in Computer Science 3573, pp.215-230, Springer-Verlag.

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M.R.K. Krishna Rao, S. Junaidu, T. Maghrabi, M. Shafique, M. Ahmad and K. Faisal (2005), Principles of curriculum design and revision: a case study in implementing computing curricula CC2001, ACM Special Interest Group on Computer Science Education (SIGCSE) Bulletin, Vol 37, issue 3, pp. 256-260.

M.R.K. Krishna Rao (2005), A class of Prolog programs with non-linear outputs inferable from positive data, Proc. of Algorithmic Learning Theory, ALT'2005, Lecture Notes in Artificial Intelligence 3734, pp.312-317, Springer-Verlag.

M.R.K. Krishna Rao (2006), Learnability of term rewrite systems from positive examples, Proc. of Computing: The Australasian Theory Symposium, CATS’2006, Australian Computer Society (ACS) Conferences in Research and Practice in Information Technology (CRPIT) volume 51, pp. 133-137.

M.R.K. Krishna Rao (2006), Storytelling and puzzles in a software engineering course, ACM Special Interest Group on Computer Science Education (SIGCSE) Bulletin, Vol 38, issue 1, pp. 418 - 422.

M.R.K. Krishna Rao, M. Shafique, K. Faisal, A. Bagais (2006), Infusing Critical Thinking Skill Compare and Contrast into Content of Data Structures Course, Proc. of International Conference on Frontiers in Education: Computer Science and Computer Engineering, FECS'06

PROFESSIONAL SERVICE Number of students for which you serve as academic advisor: 0 Theoretical Comp Science ,Learning theory, logic programming, term rewriting CS Education Critical thinking, story tellings, puzzles development 2004-2006 ICS 252 online course. 2004-2006 Opportunities for Infusing Critical Thinking Skills into Computer Science

Curriculum. Committee work.

PROFESSIONAL DEVELOPMENT March 2006 ACM SIGCSE Technical Symposium on Computer Science Education.Sep 2006 Team based activitiesMay 2005 Workshop on Experience sharing in developing Online CoursesNov 2004 Critical thinking

HONORS AND AWARDS The Association for Logic Programming (ALP) has awarded Best Theory Paper of the conference award to our paper Rewriting Concepts in the Study of Termination of Logic Programs at ALPUK'92, London, 1992.

Got 3rd rank at MATHEMATICS OLYMPIAD'87 at undergraduate level in India.AFFILIATION Member of ACM Member of ITEE

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SABRI A. MAHMOUDAssociate Professor


EDUCATION:Ph.D. in Information Systems Engineering, University of Bradford, Bradford, UK 1987M.S. in Computer Science, Stevens Institute of Technology, Hoboken, NJ, USA 1980B.E. in Electrical Engineering, University of Sind, Hyderabad, Pakistan 1973

KFUPM SERVICE Number of years of service at KFUPM: 1 yearOriginal appointment:

September 2005, Associate ProfessorDates of advancement in rank:

October 2003 – September 2005, Staff Tutor (Arab Open University)October 92 – July 1995, Associate Professor (King Saud University)September 1988 – October 92, Assistant Professor (King Saud University)

Tenure Status: Two-year renewable contract



Semester

hours

Class size

051 ICS313 Fundamentals of Computer Programming (2 sections)

3 40

051 SWE415 Testing Computer Software and Quality Assurance

3 32

052 SWE415 Testing Computer Software and Quality Assurance

3 10

052 ICS413 Software Engineering 3 17061 SWE415 Testing Computer Software and

Quality Assurance3 23

061 ICS413 Software Engineering(2 sections)

3 42


EXPERIENCE September 2001- October 2003

AlNahj for IT Consulting, Information Technology Consultant

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May 2000 – July 2001International Systems Engineering Co. (ISE), Applications Systems Consultant

July 1995 – May 2000AlManarain Est. for Technical Applications, Research and Development Manager

CONSULTATION September 2001-October 2003 Information Technology Consultant, IT consultation (Strategic plan including hardware, software, information systems, networks, training for different customers)

May 2000 – July 2001International Systems Engineering Co., Ministry of Commerce projectPreparations of the project plan, plan implementation, reporting. Specifications of the required systems, database, development tools and hardware. Analysis of proposals, auditing the systems analysis and design documents and Oracle Designer versions of the project systems

March, 2006KACST, Consultant on KACST internal Arabic OCR project

PUBLICATIONS S.A. Shahab, Wasfi G. Al-Khatib, Sabri A. Mahmoud, “Computer Aided Indexing of

Historical Manuscripts.” Accepted for publication in the International Conference, Computer Graphics, Imaging and Visualization, 25-28 July 2006, Sydney, Australia.

Sabri A. Mahmoud and Ashraf S. Mahmoud, “The use of Hartley Transform in OCR with application to Arabic Character Recognition.” Submitted for publication to a journal.

Sabri A. Mahmoud and Ashraf S. Mahmoud, “Arabic Character Recognition using Modified Fourier Spectrum (MFS) vs. Fourier Descriptors.” Submitted for publication to a journal.

Sabri A. Mahmoud and Ashraf S. Mahmoud, “Arabic Character Recognition using Modified Fourier Spectrum (MFS).” Proceeding of the International Conference Geometric Modelling & Imaging-New Trends, 5-6 July, 2006, London, UK, Page(s) 155 - 159.

PROFESSIONAL SERVICE Number of students for which you serve as academic advisor: 20 KFUPM project, Conducting research on Content-Based Indexing and Retrieval of Arabic

Manuscripts KFUPM project, Conducting research on Automatic Arabic Optical Text Recognition

(AOTR) Research, conducting research on generating several types of features and using them for

Arabic character/text recognition. In addition to using different classifiers. September, 2006, Toward Content-Based Indexing and Retrieval of Arabic Manuscripts

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September, 2006, Automatic Arabic Optical Text Recognition (AOTR) March, 2006, Consultant on KACST internal Arabic OCR project Outreach committee Graduate committee Coordinated ICS413 course (2 lectures & 2 Labs)

PROFESSIONAL DEVELOPMENTSeptember 13, 2005 New Faculty Awareness Program

September 3-4, 2006 Using Course Design to Create more Significant Learning Experiences for Student

September 4, 2006 Good Learning and Good Teaching: How do we Promote more of it?

HONORS AND AWARDS

AFFILIATION Member of Jordanian Engineers Association Member of IEEE(Senior member)

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FARAG AZZEDINAssistant Professor


EDUCATION:B.Sc. in Computer Science, University of Victoria, Victoria, Canada 1992M.Sc.in Computer Science, University of Manitoba, Manitoba, Canada 2000Ph.D. in Computer Science, University of Manitoba, Manitoba, Canada 2004

KFUPM SERVICE Number of years of service at KFUPM: 2.5 yearsOriginal appointment: Sep. 13, 2004, Assistant ProfessorDates of advancement in rank: Sep. 1, 2006, Assistant ProfessorTenure Status: Two-year renewable contract



hours Class size

051/2005 431 Operating Systems 45 24


051/2005 571 Client Server Programming 45 14

052/2006 570 Advanced Computer Networks 45 15



061/2006 571 Client Server Programming 45 19

062/2007 431 Operating Systems 45 25 (expected)

062/2007 431 Operating Systems 45 25 (expected)

062/2007 436 System and Network Administration

45 25 (expected)

EXPERIENCE 2001 - 2004 Telecommunication Laboratories (TR-Labs) – Winnipeg, Manitoba, Canada. TR Labs is a research consortium funded by telecom-related companies, Consultant for various research-related TR-Labs projects1999 - 2000 University of Winnipeg, Manitoba, Canada, Instructed network and system administration courses

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CONSULTATION

PUBLICATIONS F. Azzedin and M. Maheswaran, (2004).``Trust Brokering System and Its Application to

Resource Management in Public-Resource Grids,'' International Parallel and Distributed Processing Symposium (IPDPS), April 2004, accepted, to appear. Acceptance rate (15%).

F. Azzedin and M. Maheswaran, (2003). ``Trust Modeling for Peer-to-Peer based Computing Systems,'' 12th IEEE Heterogeneous Computing Workshop (HCW)(in conjunction with IPDPS), Apr., accepted to appear.

F. Azzedin and M. Maheswaran, (2002). `Ìntegrating Trust into Grid Resource Management Systems,'' 2002 International Conference on Parallel Processing (ICPP 2002), Aug., pp. 47-54. Acceptance rate (30%).

M. Maheswaran, B. Maniymaran, P. Card, and F. Azzedin, (2002). ``MetaGrid: A Scalable Framework for Wide-Area Service Deployment and Management,'' 16th International Symposium on High Performance Computing Systems and Applications (HPCS 2002), June.

M. Maheswaran, B. Maniymaran, P. Card, and F. Azzedin, (2002). `Ìnvisible Network: Concepts and Architecture,'' 2002 International Workshop on Invisible Computing, May.

F. Azzedin and M. Maheswaran, (2002).`Èvolving and Managing Trust in Grid Computing Systems,'' IEEE Canadian Conference on Electrical & Computer Engineering (CCECE '02), May, pp. 1424-1429.

F. Azzedin and M. Maheswaran, (2002).``Towards Trust-Aware Resource Management in Grid Computing Systems,'' First IEEE International Workshop on Security and Grid Computing, May, 452-457.

P. Card, B. Maniymaran, M. Maheswaran, and F. Azzedin, (2001). `Ìnvisible Networking: A Service Model for the Networks of the Future'' Advanced Topic Workshop on Middleware for Mobile Computing (held with IFIP/ACM Middleware 2001 Conference), Nov., appeared as a short paper/poster.

F. Azzedin and M. Maheswaran, (2001).``Synchronous Queuing: A Co-allocation Mechanism for Multimedia Enabled Grids,'' Thirteenth IASTED International Conference on Parallel and Distributed Computing Systems (PDCS '01), Aug., pp. 27-32.

M. Migliardi, M. Maheswaran, B. Maniymaran, P. Card, and F. Azzedin, (2002). ``Mobile Interfaces to Computational, Data, and Service Grid Systems,'' ACM Mobile Computing and Communication Review, Vol. 6, No. 4, pp. 71-73.

F. Azzedin, M. Maheswaran, and N. Arnason, (2004). `À Synchronous Co-allocation Mechanism for Grid Computing Systems'', Cluster Computing, The Journal of Networks, Software Tools and Applications, Vol. 7, No. 1, P. 39-49.

F. Azzedin, M. Maheswaran and A. Mitra, (2006). "Applying a Trust Brokering System to Resource Matchmaking in Public-Resource Grids", Journal of Grid Computing, Acceptance rate (25%).

PROFESSIONAL SERVICE Number of students for which you serve as academic advisor: 24 Designing and implementing a SOA to manage resources in P2P environments. Effective Reputation Systems for P2P Environments 2003, Recognition of achievement: $10,988 , The Province of British Columbia, Ministry of

Advanced Education, Student Services Branch, Canada

of 298C3 CS 12/14/04

2001 – 2004, Graduate Fellowship: $16,000 annually, The Faculty of Graduate Studies of the University of Manitoba, Canada

2001 -2004, TR Labs Graduate Scholarship: $12,000 annually, TR Labs, Canada. TR Labs is a research consortium funded primarily by telecom-related companies

2005 – 2006, A Fuzzy-Logic Trust Model for Peer-to-Peer Based Systems, KFUPM 2005 – 2008, Trust Modeling For Peer-To-Peer Systems: Issues and Approaches,

SABIC/Fast Track through KFUPM Chair of the College Infrastructure Committee Member of the Graduate Committee Member of the CSE Program Coordination Committee Department Graduate Advisor

PROFESSIONAL DEVELOPMENT Sep 05, 2006 Workshop on Evaluating Student LearningSep 05, 2006 Workshop on Effective Leadership Skills for Interacting with StudentsSep 5 - 6, 2005 A 2-day Professional Development Program for Junior Faculty MembersAugust, 2002 International Conference on Parallel Processing (ICPP 2002)May, 2002 IEEE Canadian Conference on Electrical & Computer Engineering

(CCECE '02)April 27, 2004 International Parallel and Distributed Processing Symposium (IPDPS

2004)

HONORS AND AWARDS The Faculty Affairs Committee has evaluated my overall performance as Distinguished for the academic year 2004/2005

of 298C3 CS 12/14/04

JARALLAH S. AL GHAMDIAssistant Professor


EDUCATION:BS in Computer Science & Engineering, University of Petroleum and Minerals, Dhahran, Saudi Arabia 1982MS in Computer Science, Arizona State University, Tempe, Arizona 1986PhD in Computer Science, Arizona State University, Tempe, Arizona 1994

KFUPM SERVICE Number of years of service at KFUPM: 24 yearsOriginal appointment: 1982, Graduate AssistantDates of advancement in rank: 1994, Assistant ProfessorTenure Status: Tenured



Semester

hours

Class size

051 ICS 519 Principles of Software Engineering 14 Teaching capacity: NA Teaching in Computer science: 0% Teaching in Software Engineering: 100%

EXPERIENCE KFUPM Principles of Software Engineering, Senior level courseKFUPM Software Engineering I, graduate courseKFUPM Software metrics I, graduate courseKFUPM Introduction to Computing, freshman courseKFUPM Data Structures and Algorithms, sophomore courseKFUPM Computer Organization and Assembly Language, sophomore courseMadinah Province Consultant for the Madinah eGovernment projectSaudi Aramco Consultant, Saudi Aramco (Software project development)

CONSULTATIONNov 1995- Oct 2001 Saudi Aramco, MIS 95: a distributed client server system that is accessible kingdom-wide that brings manpower and financial information to planners and administrators, MIS 97: moving MIS 95 to be web-enabled, Objective tracking system: enabling departments to plan and monitor by objectives. Objectives are consolidated to higher levels, Operation plan system: A web-enabled system that help developing operation plan in several department and consolidating the plan at each higher level

of 298C3 CS 12/14/04

Ministry of Education, Watani project team head which provide advice and monitor progress of the Kingdom-wide k-12 eLearning project 2004-2006 Governorate of Madinah Al-Munawarah, Consultant to the Madinah eGovernment Project

PUBLICATIONS S. Junaidu and J. AlGhamdi , “Developing an Online Data Structures Course using

Authorware”, USDLA Journal, October 2002 Paul Manuel, J. AlGhamdi, “A data-centric design for n-tier architecture”, Software Science

Journal 2002. AlGhamdi, J., Shafique, M., Al-Nasser, S., and Al-Zubaidi, T., “Measuring the Coupling of

Procedural Programs”, Proceedings of the AICCSA Conference, June 2001 R. Rufai, M. Bozygit, J. AlGhamdi and M. Ahmed, “Multithreaded Parallelism with

OpenMP”, SPDSEC-PACT’02, Charlottesville, VA, Sept. 22-25, 2002. R. Rufai, M. Ahmed and J. AlGhamdi. “Towards a Unified Software Component

Representation”, Proc. SCI-2002, Orlando, FL, July 2002, Vol. I, pp. 146-150. R. Rufai, M. Bozygit, J. Alghamdi, and M. Ahmed. Multithreaded Paralellism with OpenMP,

a chapter in Hardware/Software Support for Parallel and Distributed Scientific and Engineering Computing, 2003

R. Rufai, M. Bozygit, J. Alghamdi, and M. Ahmed. Multithreaded Paralellism with OpenMP, Parallel Processing Letters (Special Edition), 2003

AlGhamdi, J. and Saliu M., “Analysis and Theoretical Validation of Object Oriented Coupling Metrics”, Proceedings of the IASTED International Conference on Software Engineering, February 2003

Saliu, M. O., Ahmed, M. A., and AlGhamdi, J., "Towards Adaptive Soft Computing Based Effort Prediction" the 19th Annual ACM Symposium on Applied Computing, SAC 2004, March 14 -17, 2004, Nicosia, Cyprus.

Saliu, M. O., Ahmed, M. A., and AlGhamdi, J., "Adaptive Fuzzy Logic Based Framework for Software Development Effort Prediction”, Information and Software Technology Journal, Jan 2005

PROFESSIONAL SERVICE Number of students for which you serve as academic advisor: 0 Graduate course teaching, Preparation and delivering course material Master thesis, supervision SMRG group, Research group Attending conferences KFUPM Automation Project, KFUPM Faculty Teaching Evaluation System, KFUPM Inventory System, KFUPM Deputy manager of Watani Project, KFUPM Manager of Saudi TeleCom Project, KFUPM/RI/STC Summer 2003 Manager of ICS 102-201 online development project, KFUPM March 2003 – February 2004 Principal Investigator of SABIC Project titled Measuring

Coupling of Object Oriented Systems, KFUPM / SABIC of 298

C3 CS 12/14/04

Dean, CCSE & Chairman of CCSE Council Director, CCCR (A)

PROFESSIONAL DEVELOPMENT 4-8 February 2002 Visit to e-Universities in the UK10-15 February 2002 International Seminar on Quality Assurance in Open and Distance Learning - Birmingham, UK, 10-13 February 2003 21st IASTED International Conference on Software Engineering (SE’2003)24-25 November 2004 Second IEEE GCC Conference, Bahrain21-25 May 2005 11th GCC e-Government Forum11-12 October 2005 Practical Knowledge Management: Delivering Sustained Business

Performance through implementing KM, London, UK

HONORS AND AWARDS

AFFILIATION Member of IEEE Member of ACM Member of Saudi Computer Society

of 298C3 CS 12/14/04

JAUHAR ALIAssistant Professor


EDUCATION:B.Sc. in Mathematics & Physics, University of Peshawar, Pakistan 1987M.Sc. in Computer Science, University of Peshawar, Pakistan 1990Ph.D. in Computer Science, University of Tsukuba, Japan 1998

KFUPM SERVICE Number of years of service at KFUPM: 2 yearsOriginal appointment: September 2004, Assistant ProfessorTenure Status: Two-year renewable contract



Semester

hours

Class size

1/2005 SWE312 User Interface Design 3 301/2005 ICS201 Introduction to Computer Science 3 151/2005 ICS201 Introduction to Computer Science 3 202/2005 SWE312 User Interface Design 3 122/2005 ICS201 Introduction to Computer Science 3 231/2006 ICS201 Introduction to Computer Science 3 221/2006 ICS202 Data Structures 3 251/2006 ICS202 Data Structures 3 26


EXPERIENCE

CONSULTATION

PUBLICATIONS Harmain Mohammad, and Jauhar Ali. Creating an Active Learning Tutorial in One Hour. The

International Research Conference on Information Technology, IIT04, 2004, Dubai, UAE. Jauhar Ali. Understanding object-Oriented Class Libraries. Proceedings of the International

Arab Conference on Information Technology (ACIT'2002), Qatar, December 16th-19th, 2002. Vol.1, pp. 471-477.

of 298C3 CS 12/14/04

PROFESSIONAL SERVICE Number of students for which you serve as academic advisor: 25 Visualization of Java Class Libraries, Independent research Member Curriculum Committee (ICS)

PROFESSIONAL DEVELOPMENT Jan 01-03, 2006 Workshop on Macromedia Flash.Sep 03-04, 2006 Workshop: Using Course Design to Create more Significant Learning

Experiences for StudentsSep. 04, 2006 Workshop: Good Learning and Good Teaching: How do we Promote more

of it?

HONORS AND AWARDS Faculty Distinction Award for Teaching:

Nominated by College of Information Technology, UAE University, in June 2003.

Best Funded Individual Research Project Award (in CIT): Awarded in April 2003 by UAE University Research Affairs, for the year 2002.

Science and Technology Scholarship: For PhD studies in University of Tsukuba, Japan.

Second Position in M.Sc.: In Department of Computer Science, University of Peshawar.

AFFILIATION Member of IEEE Computer Society

of 298C3 CS 12/14/04

MOHAMMAD R. ALSHAYEBAssistant Professor


EDUCATION: Ph.D. in Computer Science, University of Alabama in Huntsville, October 2002M.Sc. in Computer Science, University of Alabama in Huntsville, May 2000B.Sc. in Computer Science, Mutah University, August 1995

KFUPM SERVICE Number of years of service at KFUPM: 4 yearsOriginal appointment: September 2003 Assistant ProfessorDates of advancement in rank:




hoursClass size

051 SWE 417 Software Engineering Project I 3 20051 SWE 417 Software Engineering Project 3 17051 SWE 418 Software Engineering Project II 3 5052 SWE 418 Software Engineering Project II 3 20052 SWE 418 Software Engineering Project II 3 17052 ICS 513 Software Design 3 17061 SWE 316 Software Design & Architecture 3 12061 SWE 417 Software Engineering Project I 3 24062 SWE 418 Software Engineering Project II 3 24062 ICS 513 Software Design 3 20


EXPERIENCE March 11-15 2006 Software Engineering Project Management Short course offered for the

industry.April 29- May 3 2006 Practical Software Engineering, Short course offered for the industry.

CONSULTATION April-May 2005 Saudi Telecom Company (STC), Software engineering standards Sep 2005-Sep 2006 Al-Thurayya College, Curriculum Development

of 298C3 CS 12/14/04

PUBLICATIONS Alshayeb, M. and Wei Li, “An Empirical Study of Relationships among Extreme

Programming Engineering Activities”, Information and Software Technology Journal, accepted.

Alshayeb, M. and Wei Li, “An Empirical Study of System Design Instability Metric and Design Evolution in an Agile Software Process,” Journal of Systems and Software, Vol. 74, issue 3, February 2005, pp. 269-274. (Appeared in the TOP25 articles within the journal for nine months - 3 quarters)

Alshayeb, M. and Wei Li, “An Empirical Validation of Object-Oriented Metrics in Two Iterative Processes,” IEEE Transactions on Software Engineering, Vol. 29, No. 11, November 2003, pp. 1043-1049.

PROFESSIONAL SERVICE Number of students for which you serve as academic advisor: 27 Graduate student advising, advising Graduate students in their theses work Work on funded projects, working on funded projects which includes research and

development 2005-2006, Grant: Principal investigator, “Investigating Design Quality Characteristics for

Refactoring and Refactoring To Patterns Using Software Metrics” 2006-2007 Grant: Principal investigator, “Measuring Object-Oriented Class Stability 2006-2007 Grant: Principal investigator, “Software Metrics Definition Language” 2004-2007 Supervise software engineering senior projects. Chairman of Standing Committee on Learning and Teaching Member of ICS Department Strategic Planning Committee Member of Curriculum committee- Department committee

PROFESSIONAL DEVELOPMENT Sep 03-04, 2006 Workshop on: Using Course Design to create more Significant Learning

Experiences for StudentsSep 04, 2006 Workshop on: Good Learning and Good Teaching: How do we promote

more of it?Sep 05, 2006 Workshop on: Effective Leadership Skills for Interacting with StudentsSep 20, 2006 Workshop on: Effective Use of Collaborative Learning in the Classroom

HONORS AND AWARDS Award of merit for distinguished services in the Software Engineering Curriculum (2005-

2006). Award for supervising the best Software Engineering senior project (2005-2006).

AFFILIATION Member Association for Computing Machinery Member of Institute of Electrical and Electronics Engineers Member of Jordan Computer Society Member of Project Management Institute

of 298C3 CS 12/14/04

ABDALLAH NAJI AL SUKAIRIAssistant Professor


EDUCATION: Ph.D. in Computer Science, Northwestern University, Evanston, Illinois, 1990M.S. in Computer Science, King Fahd University of Petroleum & Minerals, 1985B.S. in Computer Science, King Fahd University of Petroleum & Minerals, 1982

KFUPM SERVICE Number of years of service at KFUPM: 16 yearsOriginal appointment: June 1990, Assistant ProfessorTenure Status: Tenured



hoursClass size

051 / 2005 ICS 102 Introduction to Computing 2 14051 / 2005 ICS 102 Introduction to Computing 2 23051 / 2005 SWE 444 Internet and Web Application

Development3 22

052 / 2005 ICS 102 Introduction to Computing 2 25052 / 2005 ICS 102 Introduction to Computing 2 24052 / 2005 ICS 102 Introduction to Computing 2 12061 / 2006 ICS 102 Introduction to Computing 2 15061 / 2006 ICS 102 Introduction to Computing 2 14061 / 2006 ICS 201 Introduction to Computer

Science3 25


EXPERIENCE 1992 DPC KFUPM, consultant in the area of database systems1982 1985 Research Institute, KFUPM, Research Assistant

CONSULTATION 1997 – 1999 Saudi railways Organization, Part time consultant in computer systems and automation 2002 – now Water Ministry-Eastern Province, Part time consultant in computer systems and automation

of 298C3 CS 12/14/04

PUBLICATIONS

PROFESSIONAL SERVICE Number of students for which you serve as academic advisor: 25 Web Technologies, Web indexing and searching tools


HONORS AND AWARDSExcellence in Teaching - KFUPM 1994

AFFILIATION

of 298C3 CS 12/14/04

NASIR AL-DARWISHAssistant Professor


EDUCATION: B. Sc. in Systems Engineering, Univ. of Petroleum & Minerals, June 1982 B. Sc. in Computer Science, Univ. of Petroleum & Minerals, Sep. 1982M. Sc. in Computer Science, North Carolina State Univ., U.S.A, Dec. 1985Ph. D. in Computer Science, Oregon State Univ., U.S.A., May 1989

KFUPM SERVICE Number of years of service at KFUPM: 16 yearsOriginal appointment: May 1989, Assistant professorTenure Status: Tenured



Semester

hours

Class size

Fall 2006 ICS 353 Design and Analysis of Algorithms 3 30Fall 2006 ICS 553 Advanced Computer Algorithms 3 20Fall 2006 ICS 432 Computer Network Systems 4 15Spring 2006 SWE 421 Principles of Information Security 3 10Spring 2006 ICS 353 Design and Analysis of Algorithms 3 15Fall 2007 ICS 252 Discrete Structures 3 35Fall 2007 ICS 353 Design and Analysis of Algorithms 3 15


EXPERIENCE

CONSULTATION

PUBLICATIONS Nasir Al-Darwish, "Crossword Generation using Progressive Search", ch. in a book on

Software Engineering Research , Nova Research Publication, to appear (2006). Nasir Al-Darwish, "Formulation and Analysis of in-place MSD Radix Sort", Journal of

Information Science, Vol. 31 (6) (2005) pp. 467-481. N. Al-Darwish, "Cooperative Problem Solving Programming Environment – A Review",

Mediterranean Journal of Computers and Networks, Vol. 1 (6) (2005) pp. 467-481.

of 298C3 CS 12/14/04

Adnan Amin and Nasir Al-Drawish, "Structural Description to Recognizing Hand-printed Arabic Characters using Description Tree Learning Technique", accepted for publication in the International Journal of Computers and Applications, (2005).

Nasir Al-Darwish, "PageGen: An Effective Scheme for Dynamic Generation of Web Pages", Information and Software Technology, Vol. 45 (2003) pp. 651-652.

Nasir Darwish, "COPS: Cooperative Problem Solving Using DCOM", Journal of Systems and Software, Vol. 63 (2002) pp. 79-90.

PROFESSIONAL SERVICE Number of students for which you serve as academic advisor: 70 Reviewer, SIGCSE (Special Interest Group on Computer Science Education) Conference for

the years 1999-2006. June 2003 – July 2005, Principal Investigator: "Fault Tolerance and Performance

Characteristics of COPS" , KFUPM Funded Project No. FT/2001-14 Sep. 2006, Co-Investigator: "Efficient Partitioning and Merging XML Documents", Junior

Faculty Grant


HONORS AND AWARDS University Award of Merit on developing Lab Material for ICS 342 Computer Network Systems - June 2005.

AFFILIATION

of 298C3 CS 12/14/04

MAHMOUD ELISHAssistant Professor


EDUCATION: PhD in Computer Science, George Mason University, Aug. 2005MS in Computer Science, King Fahd University of Petroleum and Minerals, Dec. 1999BS in Computer Science, King Fahd University of Petroleum and Minerals, Jun. 1997

KFUPM SERVICE Number of years of service at KFUPM: 2 yearsOriginal appointment: September 2005 Assistant ProfessorTenure Status: Two-year renewable contract



hoursClass size

051 SWE 214 Introduction to Software Engineering

4 13

051 SWE 316 Software Design and Architecture

3 13

052 SWE 214 Introduction to Software Engineering

4 25

052 SWE 417 Software Engineering Project I 3 10061 SWE 418 Software Engineering Project II 3 10061 ICS 519 Software Engineering

Experimentation3 13

EXPERIENCE Jan. 2002 - July 2002 SONEX Enterprises Inc., USA, Software engineerAug. 2002 – May 2005 CS Department, George Mason University, Teaching AssistantCONSULTATION

PUBLICATIONS Mahmoud Elish and David Rine, "Design Structural Stability Metrics and Post-Release

Defect Density: An Empirical Study," Proceedings of the COMPSAC’06, Chicago, USA, Sep. 2006.

Mahmoud Elish and David Rine, "Indicators of Structural Stability of Object Oriented Designs: A Case Study," Proceedings of the 29th Annual NASA/IEEE Software Engineering Workshop (SEW 29), pp. 183- 192, Maryland, USA, Apr. 2005.

of 298C3 CS 12/14/04

Mahmoud Elish, "A Case Study on Structural Characteristics of Object-Oriented Design and its Stability," Proceedings of the IASTED International Conference on Software Engineering (SE’05), pp. 89-93, Innsbruck, Austria, Feb. 2005.

Mahmoud Elish and David Rine, "Investigation of Metrics for Object-Oriented Design Logical Stability," Proceedings of the 7th IEEE European Conference on Software Maintenance and Reengineering (CSMR’03), pp. 193-200, Benevento, Italy, Mar. 2003.

Mahmoud Elish and Jeff Offutt, "The Adherence of Open Source Java Programmers to Standard Coding Practices," Proceedings of the 6th IASTED International Conference on Software Engineering and Applications (SEA’02), pp. 193-198, MIT, Cambridge, MA, USA, Nov. 2002.

Mahmoud Elish, David Rine and Joel Foreman, "Evaluating Collaborative Software in Supporting Organizational Learning with Bayesian Networks," Proceedings of the 17th ACM Symposium on Applied Computing (SAC’02), pp. 992-996, Madrid, Spain, Mar. 2002.

Jarallah AlGhamdi, Mahmoud Elish and Moataz Ahmed, "A Tool for Measuring Inheritance Coupling in Object-Oriented Systems," Information Sciences: An International Journal, vol. 140, no. 3-4, pp. 217-227, Feb. 2002.

PROFESSIONAL SERVICE Number of students for which you serve as academic advisor: 31 Member of the program committee, 2nd and 3rd International Conference on Open Source

Systems Software engineering senior projects supervision, Manpower and Operating System

(Sponsored by Saudi ARAMCO), Faculty Housing System MS thesis committee member, Two MS students Co-Investigator, Measuring Object-Oriented Class Stability, funded by SABIC June 2006 Member of the program committee June 2007 Member of the program committee 2006-2007 Software engineering senior projects supervision 2006-2007 MS thesis committee member Curriculum committee (member) Publicity committee (chair)

PROFESSIONAL DEVELOPMENT Sep. 2006 COMPSAC’06 ConferenceSep. 2006 Workshop on “Evaluating Student Learning”Sep. 2006 Workshop on “Effective Leadership Skills for Interacting with Students”Mar. 2006 18th Saudi National Computer ConferenceMar. 2006 Workshop on “Design, Development and Delivery of Web-Based

Material”Apr. 2005 29th Annual Software Engineering Workshop

of 298C3 CS 12/14/04

HONORS AND AWARDS Outstanding teaching assistant award, CS department, George Mason University, 2004-

2005

B.Sc. degree in computer science with highest honors, June 1997

AFFILIATION

of 298C3 CS 12/14/04

EL-SAYED M. EL-ALFYAssistant Professor


EDUCATION:Ph.D. in Computer Engineering Stevens Institute of Technology, USA 2002MS in Computer Science Stevens Institute of Technology, USA 2002MS in Intelligent Systems El-Mansoura University, Egypt 1994BS in Computer and Control Engineering El-Mansoura University, Egypt 1991

KFUPM SERVICE Number of years of service at KFUPM: 3 yearsOriginal appointment: September 2003, Assistant ProfessorTenure Status: Two-year renewable contract



hoursClass size

051 SWE344 Internet Protocols and Client/Server Programming (Lec, 2 Sec)

2-3-3 52

051 SWE344 Internet Protocols and Client/Server Programming (Lab, 2Sec)

2-3-3 52

052 SWE344 Internet Protocols and Client/Server Programming (Lec)

2-3-3 25

052 SWE344 Internet Protocols and Client/Server Programming (Lab)

2-3-3 25

061 ICS432 Computer Network Systems (Lec, 2Sec) 3-3-4 33061 ICS432 Computer Network Systems (Lab) 3-3-4 16062 ICS570 Advanced Computer Network (Graduate) 3-0-3 --062 SWE344 Internet Protocols and Client/Server

Programming (Lec)2-3-3 --

Teaching capacity: full time. Teaching in Computer science: 70% Teaching in Software Engineering: 30%

EXPERIENCE 3/2002-2/2004 Tanta University, Dept. of Computer and Control Eng., Egypt,Assistant

Professor

9/2003-2/2004 Delta Academy, Higher Institute for Computers,Adjunct Assist. Professor

of 298C3 CS 12/14/04

9/2001-2/2002 Stevens Institute of Technology, USA,Post Doctoral Fellow, involved in research on VoIP

7/2001-9/2001 Lucent Technologies, Bell Labs Innovations – Network Planning Solutions, Holmdel, NJ, USA,Assisted in a project on VoIP adaptive call admission control and measurement-based resource management

7/1999-7/2001 Stevens Institute of Technology, USA,Affiliated Instructor, developed and taught graduate and undergraduate courses in CS (Introduction to Computing; Problem Solving and Program Design with Java; Data Structures, Algorithms and OO in C++; Logic of Program Design) as well as in ECE (Circuits and Systems I & II, Electronic Circuits, Systems and Signals Theory, Tutorials on PSPICE and MATLAB for circuit simulation)

12/1997-12/1998 Elsevier Engineering Information Inc., USA (Previously called Engineering Information Inc.),Web editing, web publishing and database maintenance using HTML, UNIX, MS-Office, Netscape Navigator and Internet Explorer, Search Engines, a dedicated database

11/1992-9/1997 Tanta University, Dept. of Computer and Control Eng. (Egypt), Affiliated Instructor, taught courses and tutorials on Logic Design, Microprocessors, Electrical and Electronic Circuits, System Dynamics, Automatic Control, Data Acquisition, PLC and Sequence Control. As well as laboratory sessions on MATLAB, PSpice, ALCON, MS Windows 3.xx, Win 95, MS Word, BASIC, Assembly, Fortran, C/C++,PLC, Electrical Circuits Design, Electronic Circuit Design, Logic Design, Microprocessor Programming

11/1991-11/1992 El-Mansoura University, Computer and Control Eng. Dept. (Egypt), Research Assistant helped in conducting research on Neural Networks, Associative Memory, Robot Navigation, and Computer Vision. As well as assisting in teaching courses in Control Systems, Programmable Logic Design and senior projects.

11/1991-1/1993 Talkha Semad Co. (Egypt), A junior member in a research group for installing and implementing “Real Time Data Acquisition System,” sponsored by FRCU, Egypt. My role was to develop and implement an online monitoring system of the real-time plant and system simulator for demonstration/training purposes.

CONSULTATION DURING THE LAST FIVE YEARS7/2002-2/2003 Canadian Project, Business Advisory Support Unit, El-Mansoura, Egypt,

Development and teaching integrated training courses on Information Technology and Database Management using Microsoft Access, SQL and VBA (for graduated individuals and employees from several Business and Industrial Sectors)

PUBLICATIONS E. El-Alfy, Y. D. Yao and H. Heffes, "A Learning Approach for Prioritized Handoff Channel

Allocation," IEEE Transactions on Wireless Communications, vol. 5, no. 7, pp. 1651-1660, of 298

C3 CS 12/14/04

July 2006. H. Asif and E. El-Alfy, “The Impact of Random Early Detection on the Performance of

Different Queueing Disciplines,” WEAS Transactions on Circuits and Systems, pp. 1522-1528, November 2005.

E. El-Alfy, S. Selim, “A Heuristic Approach for Firewall Policy Optimization,” IEEE International Conference on Advanced Communication Technology (ICACT’07), Korea, February 2007 (To Appear).

N. El-Shenawy, M. El-Drini, M. Fahmy and E. El-Alfy, “Performance Comparison of CBT and PIM Multicast Routing Protocols over MPLS Networks,” IEEE International Conference on Computer Engineering & Systems (ICCES'06), November 2006.

E. El-Alfy, “MPLS Network Topology Design Using Genetic Algorithms,” In Proceedings of IEEE International Conference on Computer Systems and Applications, pp. 1059–1065, March 2006.

H. Asif and E. El-Alfy, “Performance Evaluation of Queuing Disciplines for Multi-Class Traffic using OPNET Simulator,” In Proceedings of the 7th WSEAS International Conference on Mathematical Methods and Computational Techniques in Electrical Engineering (MMACTEE'05), Sofia, Bulgaria, October 2005.

E. El-Alfy, “A General Look at Building Applications for Mobile Devices," review of Mobile Applications: Architecture, Design, and Development by Valentino Lee, Heather Schneider, and Robbie Schell, IEEE Distributed Systems Online, vol. 6, no. 9, 2005.

E. El-Alfy, “Applications of Genetic Algorithms to MPLS-Based Network Design,” Technical Report, KFUPM-CCSE-2005-005/ICS, September 2005. (Also submitted to DAD-KFUPM)

E. El-Alfy, “Computerized Adaptive Testing Methodologies,” Technical Report, KFUPM-CCSE-2006-001/ICS, September 2006. (Also Submitted to DSR-KFUPM)

PROFESSIONAL SERVICE Number of students for which you serve as academic advisor: 21 Graduate student advising, advising Graduate students in their theses work: 30% Major research and scholarly activities:

Activity Description

Research I am working on a number of independent and sponsored research projects.

Supervising MS Graduate Students

I am either chairing or member of supervision committees for a number of graduate students

TPC A member of the technical program committees of ICC-2007 and ICIT-2007

Technical Reviewer Peer review for several conferences and a number of Journals

Session Co-chairThe 4th ACS/IEEE International Conference on Computer Systems and Applications, Dubai/Sharjah, UAE

Member of the Tutorial Committee

The International Conference on Information & Computer Science, ICICS’2004

of 298C3 CS 12/14/04

Work on funded projects, working on funded projects which includes research and development

Other assigned duties performed during the academic year 2005-06 Member of Ad hoc Committee for Developing the CS Program of Hail University Member of College Outreach Committee Member of PhD Comprehensive Exam Preparation Committee Member of PhD Preliminary and Comprehensive Exams Revision Committee Member of Curriculum Development Committee Member of Faculty Promotion Ad hoc Committee Member of Continuing Education and Community Services CommitteePROFESSIONAL DEVELOPMENT

Dates Conference, workshop, or professional development Program Title

Sponsoring Institution/Agency

I am participating in the Junior Faculty Development Program, (2004-2008), DAD/KFUPM.

Sep. 20, 2006 Workshop on Effective Use of Collaborative Learning in the ClassroomSep. 17, 2006 A Seminar on Authoring Online Course GrantsSep. 17, 2006 Increasing Enrolment in Graduate ProgramsSep. 05, 2006 A Series of Workshops for the Junior Faculty ProgramSep. 04, 2006 Good Learning and Good Teaching: How do we Promote more of it?Sep. 03-04, 2006 Workshop on Using Course Design to Create more Significant Learning

Experiences for StudentsAug. 27-30, 2006 Workshop on Online Course Content Authoring using Adobe e-Learning

SuiteMay 27, 2006 Workshop on innovation center and pre-seed fund for innovation proposals May 23, 24 & 27, 2006 Lecture series of Intelligent agent Systems and Human Computer

Interaction, by J. M. Bradshaw (USA)May 23-24, 2006 The First Saudi Engineering Forum on “Engineering Education in 2020:

Meeting Industry Needs” KFUPM, Saudi ArabiaMay 20–22, 2006 Lecture Series on Ubiquitous Networking: A Security Perspective, by M.

Eltoweissy (USA)May 16-17, 2006 Symposium on The Role of Teaching and Learning Centers Theme:

Enhancing Learning, Deanship of Academic DevelopmentMay 10, 2006 Workshop on New Forms in Educational Technology in Higher EducationApr. 18, 2006 A Seminar on Multi-Objective Mathematical Model For Process TargetingJan. 23, 2006 CCSE Academic Practices AwarenessDec. 21, 26, 2005 Lecture series on Advanced Topics in Mobile and Wireless Networks Dec. 20, 2005 Second Workshop on Contract Research Dec. 12-14, 2005 Lectures series on Computer NetworksSep. 13, 2005 New Faculty Awareness ProgramSep. 5-6, 2005 A 2-day Professional Development Program for Junior Faculty MembersSep. 4, 2005 Evaluating the Quality of Teaching: An Institutional Framework

of 298C3 CS 12/14/04

Sep. 3, 2005 Graduates for Tomorrow’s World: Developing University Curricula and Teaching For Generic Attributes

Sep. 06, 2004 Workshop on Active Learning to Foster Critical ThinkingSep. 07, 2004 Workshop on Using Groups and Student Teams to Promote LearningSep. 04, 2004 Developing the Communication Skills of StudentsSep. 04-08, 2004 A series of workshops for Junior FacultySep. 26, 2004 Discussion Forum on Faculty Annual Evaluation SystemOct. 03 - 05, 2004 A Series of Seminars on E-LearningOct. 25, 2004 Discussion Forum on the University Strategic PlanMay 15, 2005 Discussion Forum on Criteria for Assigning Letter GradesMay 2, 2005 CCSE Forum on Continuing EducationMar. 6-13, 2005 Workshop on Instructional Design for Online CoursesFeb.13-22, 2005 Workshop on Content Development for Web-Based Courses using

Macromedia AuthorwareFeb. 7, 2005 Workshop on Faculty Research DevelopmentDec. 21, 2004 Workshop on Contract ResearchMay 26, 2004 A workshop on Experience Sharing in Developing Online CoursesMay 24, 2004 Discussion Forum on Faculty and Student Motivation

HONORS AND AWARDS Several appreciation certificates for attending workshops/seminars organized by

DAD/KFUPM. Egyptian Governmental PhD Scholarship in 1997. Certificate of ‘Honor’ from the Egyptian Electrical Engineering Body, Egypt, 1991. Outstanding student certificates from El-Mansoura University, 1986-1991. El-Mansoura University Scholarship for Master’s Program in 1991. Outstanding student certificate of ‘Honor’ from El-Mansoura Governorate, Egypt, 1985. Certificate of Appreciation’ for participation in TOEFL Computer Familiarity Study Summer

96.AFFILIATION Member of the Institute of Electrical and Electronics Engineers (IEEE). Member of the IEEE Communications Society CISTC. Member of the Arab Computer Society (ACS). Member of the Egyptian Body of Engineers.

of 298C3 CS 12/14/04

TAREK AHMED HELMY EL-BASUNYAssistant Professor


EDUCATION: Ph.D. in Intelligent Systems, Kyushu University, Japan, 2002M.Sc. In Computer Science, Menofia University, Egypt, 1995B.Sc. in Computer Science & Engineering, Menofia University, Egypt, 1991

Conferences, workshops, and professional development programs in which you have participated in the last 5 years

DatesConference, workshop, or professional development

Program TitleSponsoring Institution/Agency

July 15-19 2002, Bologna, Italy

First international joint conference of Autonomous Agents and Multi-agent Systems (AAMAS),

ACM, AAAI, Springer

15-16 July 2002, Bologna (Italy)

Fourth International Bi-Conference on Agent Oriented Information System (AOIS02),

ACM, AAAI, Springer

October 13-17, 2003, (Halifax, Canada).

International Conference on Intelligent Agent Technology (IAT'03),

IEEE/WIC/ACM

28-30 November 2004. KSA

International Conference on Information and Computer Science (ICICS 2004), KFUPM,

KFUPM, IEEE/CS

27-30 December 2004, Egypt

First International Computer Engineering ConferenceNew Technologies for the Information Society, Cairo University,

Cairo University, IEEE

1- 3 December 2005 in Kuala Lumpur, Malaysia.

International Conference on Intelligent Systems (ICIS-2005). IEEE

Dec. 19-21 2005International Conference on Artificial Intelligence and Machine Learning (AIML-05)

ICGST, Cairo University

3-11 March 2006, The 4th International Conference on ACS/IEEE

of 298C3 CS 12/14/04

UAE. Computer Systems and Applications (AICCSA-06).

May 3-5, 2006, Taiwan

The First International Conference on Grid and Pervasive Computing “GPC-06”.

Springer and ACM.

PROFESSIONAL CERTIFICATION Intelligent SystemsKFUPM SERVICE

Number of years of service at KFUPM: 3 yearsOriginal appointment: 2002, Assistant ProfessorTenure Status: Resident


Term/year

Course number Course title Semester

hoursClass size

051 ICS-431 Operating Systems 4 30051 ICS-201 Introduction of Computer Science 3 25052 ICS 531 Advanced Operating Systems 3 15052 ICS-20 Introduction of Computer Science 3 25052 ICS-201 Introduction of Computer Science-

LAB1 25

061 ICS-431 Operating Systems 4 30061 ICS-381 Principles of Artificial Intelligence 3 30

Teaching capacity: Teaching in Computer science: 80% Teaching in Software Engineering: 20%

EXPERIENCE 1991-1997 Tanta University, Teaching and research

1997-2002 Kyushu University, Teaching and research

CONSULTATION 1998-2000 Kyushu university, Toshiba, Sanyo, "Natural Language Voice Interface for

Controlling Audio-Video equipment's

2000-2002 Kyushu university, Kyushu University Open & Distributed Autonomous Multiagent

of 298C3 CS 12/14/04

2001-2002 Fukuoka Prefecture government/ Japan Multi-agent based electronic commerce

20005-2006 KFUPM, Multi-Agent Based Ubiquitous Approach for Personalized Information Systems

PUBLICATIONS DURING THE LAST FIVE YEARS1. Tarek Helmy, Satoshi Amamiya, and Makoto Amamiya, "Kodama: Towards a Distributed

Web Searching", Proceedings of the first international joint conference of Autonomous Agents and Multi-agent Systems (AAMAS2002), pp. 992-993, July 15-19 2002, Bologna, Italy. http://www.kecl.ntt.co.jp/aamas2002/

2. Tarek Helmy, Satoshi Amamiya, Tsunenori Mine, Makoto Amamiya, "An Agent-oriented Personalized Web Searching System", Lecture Notes in Computer Science LCNS (Springer-Verlag) as a Proceedings of the Fourth International Bi-Conference on Agent Oriented Information System (AOIS02) 27-28 May 2002, Toronto (Ontario, Canada) and 15-16 July 2002, pp. 113-116, Bologna (Italy), http://www.aois.org/

3. Tarek Helmy, Satoshi Amamiya, Tsunenori Mine, Makoto Amamiya, "A New Approach of the Collaborative User Interface Agents", Proceedings of IEEE/WIC/ACM International Conference on Intelligent Agent Technology (IAT'03), pp. 147-153, October 13-17, 2003, (Halifax, Canada). http://www.comp.hkbu.edu.hk/IAT03/

4. Tarek H. El-Basuny, “A Ubiquitous Approach for Next Generation Information Retrieval System”, Proceedings of the IEEE/CS International Conference on Information and Computer Science (ICICS 2004), KFUPM, Dhahran, Saudi Arabia, 28-30 November 2004, ISSN 9960-07-212-6 © KFUPM, pp. 501-513.

5. Tarek H. El-Basuny, “Multi-agent based Electronic Commerce System”, Proceedings of the 1st IEEE International Computer Engineering ConferenceNew Technologies for the Information Society, Cairo University, Egypt, 27-30 December 2004, pp. 791-796. http://www.icenco2004.eng.cu.edu.eg/default.htm

6. Abdelkader Dekdouk, Tarek H. El-Basuny, “On V&V of Web Service Oriented Architectures”, Proceedings of the Second ACM/SIGART/SIGMIS International Conference on Intelligent Computing and Information Systems ISBN 977-237-172-3, March 5-7, 2005, Ain Shams University, Egypt, pp. 536-542, http://www.icicis.net/

7. Tarek H. El-Basuny, Makoto Amamiya, ”Multi-Agent-Based Adaptive AV Interface”, The International Arab Journal of Information Technology, ISSN 1683-3198, Vol. 3, No. 4, October 2006, pp. 293-300.

8. Salman Al-Qahtant, Tarek Helmy, Khaled Salah, “Performance Evaluation of a QoS-Aware Mechanism for Polling-Based High-Speed Network Interfaces” International Journal of computer science, ISSN 1549-3636 © Science Publications, Vol. 1 (4): 460-469, 2005.

9. Tarek Helmy,” Towards a User-Centric Web Portals Management”, International Journal of Information Technology, ISSN 0218-7957, Vol. 12 No. 1, pp. 1-15, 2006.

10. Tarek Helmy, Mahdi Hassan, ““Graph Descriptor” An Approach to Convert Standard Geometrical & Statistical Figures into Text and Voice”, IEE Proceedings of International Conference on Intelligent Systems (ICIS-2005), pp. 180-186, December 1-3, 2005 in Kuala Lumpur, Malaysia.

11. Muhammad Kashif, Tarek Helmy, Emad El-Sebakhy, “A Priority-Based MFQ Scheduler for CPU Power Saving”, IEEE Proceedings of the 4th International Conference on Computer Systems and Applications (AICCSA-06), pp. 130-134, Dubai 3-11 March 2006, UAE.

of 298C3 CS 12/14/04

http://www.icicis.net/

http://www.icenco2004.eng.cu.edu.eg/default.htm

http://www.comp.hkbu.edu.hk/IAT03/

http://www.aois.org/

http://www.kecl.ntt.co.jp/aamas2002/

12. E. El-Sebakhy, K. Faisal, T. Helmy, F. Azzedin, A. Al-Suhaim, “Evaluation of Breast Cancer Tumor Classification with Unconstrained Functional Networks Classifier”, IEEE Proceedings of the 4th International Conference on Computer Systems and Applications (AICCSA-06), pp. 281-287, Dubai 3-11 March 2006, UAE.

13. Tarek Helmy, Syed S. Jafri,”Avoidance of Priority Inversion in Real Time Systems Based on Resource Restoration”, International Journal of Computer Science and Applications (IJCSA), ISSN 0972-9038, Vol. III, No. I, 2006, pp. 40–50. http://www.tmrfindia.org/ijcsa.html

14. Tarek Helmy, S. A. Shahab, “Machine Learning-Based Adaptive Load Balancing Middleware Framework for Distributed Object Computing”, Springer LNCS Journal, Volume 3947 / 2006, pp. 488 – 497, ISBN: 3-540-33809-8. http://dx.doi.org/10.1007/11745693_48 , Titled: Advances in Grid and Pervasive Computing: First International Conference, GPC 2006, Taichung, Taiwan, May 3-5, 2006. http://hpc.csie.thu.edu.tw/gpc2006/

15. Tarek Helmy, “Collaborative Multi-Agent-Based E-Commerce Framework” International Journal of Computers, Systems and Signals, ISSN 1608-5655, Vol.??, No.??, 2006. http://www.fullcycles.org/iaamsad/ijcss/

PROFESSIONAL SERVICE Number of students for which you serve as academic advisor: 20 Graduate student advising, advising Graduate students in their theses work:30% Major research and scholarly activities:


Operating systemsReal-time scheduling, dependent processes scheduling and Load balance algorithms.

Multi-agent systems

Different Web application of the multi-agent systems

Semantic Web Annotating the Web sites

Personalized Web searching

Capturing the user preferences and personalizes the web searching process


Other scholarly activities during the last five years Dates Activity Details

2001-2003As a reviewer of the papers submitted to the IAT/WI 2001, 2003 conferences,

October 13-17Chairing session 5A titled: Embodied Agents and Agent-Based System Applications at the International Conference on Intelligent Agent Technology (IAT'03),

2005 As a reviewer of the papers submitted to the “First International of 298

C3 CS 12/14/04

http://www.fullcycles.org/iaamsad/ijcss/

http://hpc.csie.thu.edu.tw/gpc2006/

http://dx.doi.org/10.1007/11745693_48

http://www.tmrfindia.org/ijcsa.html

Conference on Grid and Pervasive Computing “GPC-06” held in Taiwan, May 3-5, 2006.

December 27-30, 2004.

Organizing a special session titled The Evolving Internet at 1st IEEE International Computer Engineering Conference New Technologies for the Information Society (ICENCO'2004)

March 8-11, 2006Chairing session titled “Algorithms” at the 4th International Conference on Computer Systems and Applications (AICCSA 2006).

December 18, 2006.

Organizing and chairing the First IEEE International Workshop On Peer-to-Peer computing and Autonomous Agents (P2PAA06) in conjunction with the IEEE WI/IAT 06 at Hong Kong,

January 6-12, 2007.

As a reviewer of the papers submitted to the “Twentieth International Joint Conference of Artificial Intelligence “IJCAI'07” held in India,

Other assigned duties performed during the academic year 2005-06

AssignmentAverage hours

per weekExtra Compensation

(Yes or No)

Member of the Research committee of ICS department

3 No

Member of the Innovative Research Committee of the CCSE

3 No

Member of the Library Affairs Committee of KFUPM.

3 Yes

PROFESSIONAL DEVELOPMENT 1. I had attended the workshop on “Contract Research” held at KFUPM on December 21,

2004.2. I had attended the discussion forum on “KFUPM Industry/Business Interaction” held

on Tuesday January 04th 2005, at KFUPM in building # 20.3. I had attended the workshop on “Faculty Research Development” held at KFUPM on

February 7th, 2005.4. I had attended the Discussion Forum on “Criteria for Assigning Letter Grades” held at

KFUPM on Sunday, May 15, 2005.5. I had attended The 12th IEEE TECHNICAL EXCHANGE MEETING held at KFUPM

from May 16-18, 2005.6. I had attended the second discussion forum on “KFUPM Industry/Business

Interaction” held on Sunday June 05th 2005, at KFUPM in building # 20.

of 298C3 CS 12/14/04

7. I had attended the advanced workshop on “Macromedia Flax MX 2004 as authoring tool for building e-learning course contents” Date: August 28 - 31, 2005 (Sunday - Wednesday), Time: 08:00 - 11:45 AM and 01:15 - 03:30 PM.

8. I had attended the “Evaluating the Quality of Teaching: An Institutional Framework” workshop” presented by Prof. Simon Barrie, University of Sydney, Australia, held at KFUPM on 3/9/2005.

9. I had attended the “Graduates for Tomorrow’s World: Developing University Curricula and Teaching for Generic Attributes” workshop” presented by Prof. Simon Barrie, University of Sydney, Australia, held at KFUPM on 4/9/2005.

10. I had attended the “Teaching and Learning Professional Development Program” workshop presented by Prof. Simon Barrie, University of Sydney, Australia, held at KFUPM during the period 5-6/9/2005.

11. I had completed and certified, “Teaching and Tutoring Online: Principles and Practice”, course offered by MVCR, Illinois University, USA, taught by Professor Susan Manning during the period 5th of Sept. 2005 to 5th of October 2005.

12. I had attended a Workshop on “Basics of WebCT” held at KFUPM on September 25 & 27, 2005 and organized by e-Learning Center Deanship of Academic Development.

13. I had attended a Workshop on “Content development for Web-Based courses using Author ware” held at KFUPM on November 27th & 29th, and December 4th & 6th, 2005, organized by e-Learning Center Deanship of Academic Development.

14. I had attended a Workshop on “Bioinformatics” held at the King Abdulaziz City for Science and Technology (KACST) from 20th to 22nd of February 2006, Sponsored by The Asia Pacific Bioinformatics Network, International Society for Computational Biology, Association for Medical and Bio-Informatics, Singapore, The S* Life Science Informatics Alliance and KACST.

15. I had attended a Workshop on “Workshop on e-Learning in Higher Education (WEHE-2006)” held at KFUPM on March 14-15, 2006, organized by e-Learning Center, Deanship of Academic Development.

16. I had attended a Discussion Forum on “Research Enhancement” held at KFUPM on April 16th, 2006, organized by the Deanship of Academic Development.

17. I had attended a Workshop on “Experience-Sharing in Developing Online Courses”, held at KFUPM on May 17, 2006, organized by e-Learning Center, Deanship of Academic Development.

18. I had attended “The First Saudi Engineering Forum-2006, Engineering Education in 2020: Meeting Industry Needs” held at KFUPM on May 23-24, 2006.

19. I had attended “The First workshop on, Pre-seeds Fund for Innovation Proposals” held at KFUPM on May 27, 2006.

20. I had attended a Workshop on ”Using Course Design to Create more Significant Learning Experiences for Students” held at KFUPM by Deanship of Academic Development on September 3, 2006 and offered by Professor L. Dee Fink, the president of the Professional and Organizational Development [POD] Network in Higher Education, USA.

21. I had attended a Workshop on ”Good Learning and Good Teaching: How do we Promote more of it?” held at KFUPM by Deanship of Academic Development on September 4, 2006 and offered by Professor L. Dee Fink, the president of the

of 298C3 CS 12/14/04

Professional and Organizational Development [POD] Network in Higher Education, USA.

22. I had attended a Workshop on ”Workshop on Evaluating Student Learning” held at KFUPM by Deanship of Academic Development on September 5, 2006 and offered by Professor L. Dee Fink, the president of the Professional and Organizational Development [POD] Network in Higher Education, USA.

23. I had attended a Workshop on ”Effective Leadership Skills for Interacting with Students” held at KFUPM by Deanship of Academic Development on September 5, 2006 and offered by Professor L. Dee Fink, the president of the Professional and Organizational Development [POD] Network in Higher Education, USA.

24. I had attended a Workshop on ”Effective Use of Collaborative Learning in the Classroom”, held at KFUPM by Deanship of Academic Development on September 20, 2006 and offered by Dr. Peter M. Saunders, Director of the Center for Teaching and Learning Oregon State University, USA.

HONORS AND AWARDS: None

AFFILIATION Member of AAAI Member of IEICE member Member of JSSST Member of JSAI Member of IEEE

of 298C3 CS 12/14/04

EMAD A. A. EL-SEBAKHYAssistant Professor


EDUCATION:Ph.D. Computer Science Cornell University, Ithaca, NY, 14850, USA Aug. 2004M.SC. Mathematics and Computer Science Mansoura University, Mansoura, 35516,

Egypt Aug. 95B.SC. Mathematics and Computer Science Mansoura University, Mansoura, 35516,

Egypt Aug. 91B.SC. Mathematics and Education Mansoura University, Mansoura, 35516, Egypt Aug.

89

KFUPM SERVICE Number of years of service at KFUPM: 2 yearsOriginal appointment: February 2005, Assistant ProfessorTenure Status: Two-year renewable contract



hoursClass size

042/2005 ICS 102 Introduction to Programming With Java 2 25042/2005 ICS 381 Introduction to Artificial Intelligence 3 20043/2005 ICS 102 Introduction to Programming With Java 2 25043/2005 ICS 381 Introduction to Artificial Intelligence 3 20051/2005 ICS 102 Introduction to Programming With Java 2 25051/2006 ICS 102 Introduction to Programming With Java 3 (Laboratory) 25052/2006 ICS 102 Introduction to Programming With Java 2 25052/2006 ICS 381 Introduction to Artificial Intelligence 3 20061/2006 ICS 102 Introduction to Programming With Java 2 25061/2006 ICS 581 Advanced Artificial Intelligence 3 20


EXPERIENCE

September 3, 2005 ”Workshop on Evaluating Student Learning”; KFUPM Deanship of Academic Development

September 3, 2006 ”Using Course Design to Create more Significant Learning Experiences for Students”; KFUPM Deanship of Academic Development

of 298C3 CS 12/14/04

September 4, 2006 ”Good Learning and Good Teaching: How do we Promote more of it?”; KFUPM Deanship of Academic Development

September 5, 2006 ”Effective Leadership Skills for Interacting with Students”; KFUPM Deanship of Academic Development

September 20, 2006 ”Effective Use of Collaborative Learning in the Classroom”; KFUPM Deanship of Academic Development

CONSULTATION Dec.2005-Oct.. 2006 Aramco Company for Oil and Gas industry with the Research institute at

King Fahd University of Petroleum and Minerals, Project CPM2248: “Critical Assessment of Key Analytical Methods for Sanding Prediction”

Aug..2005-June. 2006Aramco Company for Oil and Gas industry with the Research institute at King Fahd University of Petroleum and Minerals, Project CPM2252:“Develop Fuzzy Logic Models to Generate Permeability Traces in Non-Cored Wells”

Dec.2005-Dec. 2006 Aramco Company for Oil and Gas industry with the Research institute at King Fahd University of Petroleum and Minerals, Project: CPM2255: “Development of Artificial Neural Network Systems for Reservoir Characteristics (PVT properties)”

Aug.2006-June. 2007 Aramco Company for Oil and Gas industry with the Research institute at King Fahd University of Petroleum and Minerals, Project CPM2250:“Development of Artificial Neural Network Systems for Rock Mechanics Characteristics”

PUBLICATIONS DURING THE LAST FIVE YEARS Emad A. El-Sebakhy, (2004), “Functional networks training algorithm for statistical

pattern recognition”; IEEE Computers and Communications, V.1, Page(s):92 - 97. Emad A. El-Sebakhy, (2004), “A Fast and Efficient Algorithm for Multi-class Support

Vector Machines Classifier”, ICICS2004, King Fahd University: 28-30 November. IEEE Computer Society, pages: 397-412.

Emad A. El-Sebakhy, (2004) “Functional networks training algorithm for statistical pattern recognition”; IEEE Symposium on Computers and Communications, 2004 (ISCC 2004). Ninth International Symposium on Volume 1, 28 June-1 July. Page(s):92 - 97.

Emad A. El-Sebakhy, (2005), “Unconstrained Functional Networks Classifier”; the International Conference of Artificial Intelligence and Machine Learning (AIML05). Papers accepted for presentation at AIML05 will be published in the International Journal of Artificial Intelligence and Machine Learning, Volume 3, 19-21 December, 2005. Page(s):99 – 105.

Emad A. El-Sebakhy, K. Faisal, T. El-Bassuny, F. Azzedin, and A. Al-Suhaim, (2006), “Evaluation of Breast Cancer Tumor Classification with Unconstrained Functional Networks Classifier”; the 4th ACS/IEEE International Conference on Computer Systems and Applications. 281-287.

M. Kashif, T. El-Bassuny, and E. El-Sebakhy, (2006), “A Priority-Based MLFQ Scheduler for CPU Power Saving”; the 4th ACS/IEEE International Conference on Computer Systems and Applications. 130-134.

Emad A. El-Sebakhy, Ali S. Hadi, and Faisal A. Kanaan (2006), “Iterative Least Squares Functional Networks Classifier”, IEEE Transactions Neural Networks Journal. (Accepted

of 298C3 CS 12/14/04

and In Press). Emad A. El-Sebakhy, (2006), “Functional Networks as a Novel Approach for Building

Knowledge-Based Classification System”, Journal of Artificial Intelligence. (In Press). Emad A. El-Sebakhy, (2006), “Constrained Estimation Functional Networks for

Statistical Pattern Recognition Problems”, International Journal of Pattern Recognition and Artificial Intelligence. Under review.

Emad A. El-Sebakhy (2006), “Mining the Breast Cancer Diagnosis Using Functional Networks-Maximum Likelihood Classifier”, International Journal of Bioinformatics. (In press).



Machine Learning and Data Mining in both Technology Commercialization and Software Engineering

- Development and Commercialization of New Technology.- Forecasting Incomplete Data Imputation in Software Cost Assessment- Software Engineering Development Process Using Artificial Neural Networks. - A Novel Approach for Solving Functional Equations via Functional Networks- Intrusion Detection Systems Using Functional Networks- Digital Image Watermarking Idea Using Functional Networks

Functional Networks in Computer Network and E-Commerce

Functional Networks and Support Vector Machines for Cryptography and Security.Bankruptcy Forecasting: General Framework and Cross-Validation AnalysisStock-Market Forecasting Using both Machine Learning and Data Mining

Functional Networks and Machine Learning in Bioinformatics and Petroleum Engineering

Melanoma Classification, DNA Prediction, and Second Protein IdentificationBreast Cancer Diagnosis, Thalassemia Screening, and Bacteria Growth Functional Networks for Developing New PVT Correlations for Crude Oils. Functional Networks and Machine Learning for Permeability and Porosity Prediction.Data Mining and Machine Learning for Reservoir Characterization.Oil Extraction and Well Drilling Using

of 298C3 CS 12/14/04

Machine Learning and Data MiningBubble Point Pressure and Oil Formation Volume Factor Correlation Using Computational Intelligence and Softcomputing.

Work on funded projects, working on funded projects which includes research and

development Other scholarly activities during the last five years

June 2006 Data Mining and Machine Learning Applications in Bioinformatics and Other Industry Areas”; King Fahd University of Petroleum and Minerals, Information and Computer Science Department

April 2006 “Neuro-Fuzzy and Softcomputing for Permeability and Porosity Prediction and Reservoir Characteristics”; Saudi Aramco, and the research institutes at King Fahd University of Petroleum and Minerals

August 2003 A Fast and Efficient Algorithm for Multi-class Support Vector Machines Classifier; State University of New York, Albany

October 2004 Functional Networks for Pattern Recognition Problem; Mansoura University, Egypt

April 2003 Application of Super-harmonic Function,Cornell University; Mathematics Department, Ithaca, NY 14850, USA.


Assignment Average hours per week

Extra Compensation(Yes or No)

Junior Faculty Grant 20 YesFast track Faculty Grants 20 Yes

Client Projects from Saudi Aramco 20 Yes

PROFESSIONAL DEVELOPMENT June 2004 IEEE Symposium on Computers and Communications, 2004 (ISCC 2004).

Ninth International Symposium, IEE Communications SocietyDecember 2004 ICICS2004, King Fahd University, Saudi ArabiaFebruary 2005 The International Conference of Artificial Intelligence and Machine Learning

(AIML05).,Cairo, EgyptAugust 2005 the 18th Australian Joint Conference on Artificial Intelligence (AI05), Australia,

Springer-VerlagApril 2006 the 4th ACS/IEEE International Conference on Computer Systems and

Applications, Dubai/Sharjah, UAE, American University of Sharjah (AUS) & Dubai Silicon Oasis (DSO)

May 2006 31st International Conference on Acoustics, Speech, and Signal Processing (ICASSP2006), Centre des Congrès Pierre Baudis downtown Toulouse (France)

HONORS AND AWARDS

of 298C3 CS 12/14/04

2003 SUNY Nomination for State University of New York, Oneonta College. Outstanding Faculty Award 2003.

Research Assistantship (Academic years 1997 - 1998), Egyptian Scholarship toward Master of Science, Cornell University, Ithaca, NY, USA.

Special Doctoral Research Assistantship (Academic years 1999 - 2003), Mathematics and Computer Science, Cornell University, Ithaca, NY, USA.

Lifetime Honor Board for Outstanding Academic Achievements (1988, top rank and four-year Distinction standing), Mansoura University, Egypt

Undergraduate Fellowships for Outstanding Achievements (four consecutive years, 1984-1988), Mansoura University, Egypt

Exceptional Achievements Awards (four awards), Ministry of Education, Egypt. President of Mansoura University Award (1990) for being the first class in B. Sc. in

Mathematics: Distinction with honor degree (94.1%) and GPA = 4.2/4.0. Dakahlia Governorate Award (1990) for being the first class in B. Sc. in Mathematics:

Distinction with honor degree 94.1%.AFFILIATION

Member of Artificial Intelligence Association in USA (1999-Present). Member of American Mathematical Society (1998-Present). MAA – Mathematical Association of America (1999 – Present) SIAM – Society of Industrial and Applied Mathematics (1998 – Present) IEEE and IEEE Computer Society member (1999-Present). Member of the Egyptian Engineering and Computer Science Syndicate since June 1994.

of 298C3 CS 12/14/04

DR. TALAL H. MAGHRABIAssistant Professor


EDUCATION:PhD CS Arizona State University, Tempe, Arizona, USA 1992MS CSE King Fahd University of Petroleum & Minerals 1986BS CS University of Petroleum & Minerals, 1983

KFUPM SERVICE Number of years of service at KFUPM: 23 yearsOriginal appointment: June 1983 Graduate Assistant

Dates of advancement in rank: June 1983, Graduate AssistantJune 1986, LecturerSeptember 1992, Assistant Professor

Tenure Status: Tenured



hoursClass size

Second/2006 (052)

ICS 313 Fundamentals of Programming Languages 3 19


experience

Dates Institution/Organization Name Description and Scope of Duties

June 1993- April 1994

Information Technology Center (ITC), KFUPM

Managing the department of Academic Computing Services

April 1994 – Sep. 1996 ITC, KFUPM

Managing the departments of Administrative and External

Computing ServicesSeptember 1997- September 2001 ITC, KFUPM Responsible for all computing

services provided at KFUPM

CONSULTATION Dates Institution/Organization Name Project description

2001 – 2002 Girls Education in the Eastern ProvinceManaged and participated in running several IT projects such as Complete Networking, Office

of 298C3 CS 12/14/04

Automation, and Training of staff on the use of Computers

2000 – 2002. Al-Hussan Institute for Computer Science

Worked with a team from CCSE to assure the quality of their Computer Science Diploma Program.

PUBLICATIONS DURING THE LAST FIVE YEARS R.K. Krishna Rao, S. Junaidu, T. Maghrabi, M. Shafique, M. Ahmad and K. Faisal (2005),

Principles of curriculum design and revision: a case study in implementing computing curricula CC2001, to appear in Proc. of the ACM Special Interest Group on Computer Science Education Annual Conference on Innovation and Technology in Computer Science Education (ITiCSE'2005).

Maghrabi, T., and Yazdani, J., “The Role of an Intranet in a University: The KFUPM Experience,” Proceedings of The Forth Workshop on Information and Computer Science (WICS2002) , March 17-8, 2002, pp. 405-413.

Aslam, M. W. and Maghrabi, T., “Student Information Systems: Removing Cobwebs with Web,” Proceedings of The Forth Workshop on Information and Computer Science (WICS2002) , March 17-8, 2002, pp. 305-313.



Literature Survey Major reading in related Computer Science articles


Other assigned duties performed during the academic year 2005-06:Dean of library Affairs PROFESSIONAL DEVELOPMENT

DatesConference, workshop, or

professional development Program Title


28-30 Aug. 2000 Workshop on Teaching, Learning, Curriculum & Assessment

Deanship of Academic Development (DAD), KFUPM

March 25, 2001 Discussion Forum on Students Learning at KFUPM: Challenges and Opportunities DAD, KFUPM

April 28-May1, 2001

Workshop on Striving for Excellence in University Teaching and Learning DAD, KFUPM

March 26, 2002 Discussion Forum on Enhancing Students Learning at KFUPM DAD, KFUPM

September 7-8 2002

Workshop on How to be an Effective University Teacher DAD, KFUPM

September 7-10 2003

Workshop on Infusing Critical and Creative Thinking into Content Instruction DAD, KFUPM

October 7, 2003 Workshop on Introduction to Outcome-based Program and Course Assessment DAD, KFUPM

May 23, 2004 Discussion Forum on Faculty and Students DAD, KFUPM

of 298C3 CS 12/14/04

Motivation


AFFILIATION: Member Association for Computing Machinery since 1993 Member IEEE since 1997

of 298C3 CS 12/14/04

EBRAHIM MALALLAAssistant Professor


EDUCATION:Ph.D.in Computer science: Probabilistic analysis of algorithms and data structures,

McGill University, June 2004M.S in.Mathematics: Fourier & Harmonic Analysis, McGill University, August 1997B.Sc in .Mathematics, University of Bahrain, February 1994

KFUPM SERVICE Number of years of service at KFUPM: 1 yearOriginal appointment: September 2005 Assistant ProfessorTenure Status: Two-year renewable contract



hoursClass size

051 ICS 252 Discrete Structures I 6 47051 ICS 353 Design and Analysis of Algorithms 3 26052 ICS 252 Discrete Structures I 3 19052 ICS 353 Design and Analysis of Algorithms 3 32061 ICS 353 Design and Analysis of Algorithms 6 53061 SWE 214 Introduction to Software Engineering 3 30


experience


9/2004 - 8/2005 Ahlia University, Computer Science & Engineering Department Assistant Professor

9/2000 - 5/2004 McGill University, School of Computer Science

Teaching and Research Assistance

1/1995 – 5/1997 McGill University, Mathematics Department Teaching Assistance

9/1994 – 2/1995 University of Bahrain, Mathematics Teaching Assistance

of 298C3 CS 12/14/04

Department

CONSULTATION: None

PUBLICATIONS DURING THE LAST FIVE YEARS Dalal, K., Devroye , L., Malalla, E., and McLeish, E. (2005). Two-way chaining with

reassignment. SIAM Journal on Computing. vol. 35 (2), pp. 327--340. Devroye, L., and Malalla, E. (2004). Two-way linear probing. Submitted to Journal of

Discrete Mathematics and Theoretical Computer Science. Malalla, E. (2006). Non-uniform two-way chaining. Submitted to International Journal of

Computer Mathematics. Devroye, L., and Malalla, E. (2006). On the k-orientability of random graphs. Submitted to

Discrete Mathematics.



Writing a journal paper

Writing a journal paper entitled “Non-uniform two-way chaining”

Writing a journal paper

Writing a journal paper entitled “On the k-orientability of random graphs”

Preparing a research proposal

Preparing a research proposal for the Junior Faculty Grant on advanced open addressing hashing techniques.

Designing SyllabiDesigning Syllabi that meets ABET requirements for courses I am teaching and for new SWE program.

Preparing a visit program

Inviting Prof. Nazim Madhavji to visit ICS department and preparing a visit program.

Evaluating new Graduate Students applications

Evaluating new Master/PhD Students Applications for the ICS department.


Other scholarly activities during the last five years:

Dates Activity Details Institution/Organization Name

9/2004 - 5/2005

Participated in eliciting and documenting the requirements for the WebCT of Ahlia University. Ahlia University

9/2004 – 8/2006

2. Member of the University Council.3. Member of the Library and Textbook

Ahlia University

of 298C3 CS 12/14/04

Committee.




26-29 Mar., 2006. The Saudi 18th National Computer Conference (NCC18) The Saudi Computer Society

23-24 May 2006. The First Saudi Engineering Forum Saudi Engineering Society

May 16-17, 2006 Symposium on "The Role of Teaching and Learning Centers" KFUPM, DAD

21-25 Mar., 2004. IWAP: Second International Workshop on Applied Probability University of Piraeus, Greece

May 2003. Combinatorics, Probability and Algorithms

CRM (Centre de recherches mathématiques)

May, 2002. Workshop on Rapidly Mixing Markov Chains McGill University


AFFILIATION Member of the Association for Computing Machinery since 2004

of 298C3 CS 12/14/04

http://jeff.cs.mcgill.ca/~luc/CRM0.html

http://jeff.cs.mcgill.ca/~luc/CRM0.html

SAHALU BALARABE, JUNAIDUAssistant Professor


EDUCATION:PhD in Computer Science, St Andrews University, Scotland,1998MSc in Computer Science, Queen Mary & Westfield College, University of London,1992BSc in Math with Computer Science, Ahmadu Bello University, Zaria, Nigeria,1988

KFUPM SERVICE Number of years of service at KFUPM: 8 yearsOriginal appointment: February 1999 InstructorDates of advancement in rank: February 1, 1999, Instructor

2001, Assistant ProfessorTenure Status: Two-year renewable contract



hoursClass size

051 ICS 313 Fundamentals of Programming Languages 45 20051 ICS 573 High Performance Computing 45 11052 ICS 202 Data Structures 45 26052 ICS 202 Data Structures (Laboratory) 15 20052 ICS 313 Fundamentals of Programming Languages 45 20061 SWE 444 Internet & Web Application Development 90 40

Teaching capacity: full time Teaching in Computer science: 65 % Teaching in Software Engineering: 35 %

experience


June – August, 2006

Ahmadu Bello University, Zaria, Nigeria Adjunct faculty

CONSULTATION: None

PUBLICATIONS DURING THE LAST FIVE YEARS S. Junaidu and PW Trinder, Parallelising Large Irregular Programs, Journal of

Information Scicences, 140 (2002) 229-240.

of 298C3 CS 12/14/04

J. Al-Ghamdi and S. Junaidu, Emulating F2F for A Distance Learning Environment, International Journal of Applied Computing & Informatics.Accepted.

PROFESSIONAL SERVICE Number of students for which you serve as academic advisor: 17 Graduate student advising, advising Graduate students in their theses work: 15% major research and scholarly activities:


eLearning Researching on elearning and how it can complement face-to-face learning


Extra Compensation (Yes or No)

Curriclum Committee 3 NoUniversity eLearning Committee 4 Yes

ICS 313 coodination 1 No



April 7 – 16, 2002.

Striving for Excellence in University Teaching and Learning – I-III

Deanship of Academic Development (DAD), KFUPM

September 4 – 7, 2004.

Increasing Effectiveness as a University Teacher DAD, KFUPM

October 2, 2004 Workshops for All KFUPM Faculty DAD, KFUPM

March 14-15, 2006

E-Learning in Higher Education DAD, KFUPM

of 298C3 CS 12/14/04

KHALED SALAHAssistant Professor


EDUCATION:PhD in Comp. Sci., Illinois Institute of Technology, May 2000MS in Comp. Eng., Illinois Institute of Technology, May 1994BS in Comp. Eng., Iowa State University, May 1990

KFUPM SERVICE Number of years of service at KFUPM: 6 yearsOriginal appointment: August 2006 Assistant ProfessorTenure Status: Two-year renewable contract


Year Term Course # Course title Semester hours

Class size

2006/07062

061 ICS 431.05 Operating Systems 4 23ICS 431.02 Operating Systems 4 22

2005/06 051 ICS 490.05 Security in Computing 3 22ICS 431.01 Operating Systems 4 25

052CSE 551.01 Computer and Network Security 3 25ICS 431.03 Operating Systems 4 22ICS 431.04 Operating Systems 4 25

2004/05041

ICS 533.01 Modeling & Simulation of Computing Systems

3 7

ICS 431.05 Operating Systems 4 26

042ICS 432.05 Computer Network Systems 4 24ICS 431.05 Operating Systems 3 23ICS 431.01 Operating Systems 3 22


experience


2004 International Conference on KFUPM of 298

C3 CS 12/14/04

Information and Computer Science, Dhahran, Saudi Arabia

CONSULTATION DURING THE LAST FIVE YEARSDates Institution/Organization Name Project description

2006 Saudi Telecom Simulation Training

PUBLICATIONS DURING THE LAST FIVE YEARS Salah, K., “An Analytical Approach for Deploying Desktop Videoconferencing,” IEE

Proceedings Communications, (2006) Accepted Salah, K., “Two Analytical Models for Evaluating Performance of Gigabit Ethernet Hosts

with Finite Buffer,” International Journal of Electronics and Communications, Elsevier Science, Vol. 60(7) (July 2006), In Press

Salah, K., and Alkhoraidly, A., “An OPNET-based Simulation Approach for Deploying VoIP,” International Journal of Network Management, John Wiley, Vol. 16(3-4) (2005), In Press

Salah, K., and El-Badawi, K., “Throughput and Delay Analysis of Interrupt-Driven Kernels under Poisson and Bursty Traffic,” International Journal of Computer Systems, Science and Engineering, CRL Publishing, (2005),

Salah, K., “On the Deployment of VoIP in Ethernet Networks: Methodology and Case Study,” International Journal of Computer Communications, Elsevier Science, Vol. 29(8) (2005)

Salah, K., “Integrated performance evaluating criterion for selecting between interrupt coalescing and normal interruption,” International Journal of High Performance Computing and Networking, Inderscience Publishers, Vol. 3(5-6) (2005), pp. 434-445.

PROFESSIONAL SERVICE Number of students for which you serve as academic advisor: 20 Graduate student advising, advising Graduate students in their theses work: 20% Work on funded projects, working on funded projects which includes research and

development Major research and scholarly activities:

Activity DescriptionLeader of SRG (Security Research Group)

Leading activities and coordinating research efforts in Security topics related to computer and networks.

MS/PhD advisor Thesis advisor for MS and PhD students.

Other scholarly activities during the last five years


2003 Editor of a Special Issue on Internet Computing, International Journal of Information Sciences, Elsevier Science Inc., Vol. 150(3-

Elsevier Science Inc.

of 298C3 CS 12/14/04

4), 2003.

Nov. 2006 Speaker for a seminar on Software Anti-Cracking Techniques KFUPM

June 2006 Chair of a Session on Ethernet IEEE Symposium on Computers and Communications

2005-2006 Leader of the SRG (Security Research Group) KFUPM

Other assigned duties performed during the academic year 2005-06:

B. Assignment

Average hours per

week

Extra Compensation

C. (Yes or

No)

Role Committee Level Date D. Brief Description

Chairman Graduate Committee

Department of Information & Computer Science, KFUPM

2005-2006

Review submitted candidate applications for the MS program. Approve student’s programs. Handle petitions and response to queries.

4 NO

Member Graduate Committee


2004-2005

Review submitted candidate applications for the MS program. Approve student’s programs. Handle petitions and response to queries.

4 NO

Member Joint PhD and Networks Graduate Program(Ad Hoc)

College of Computer Science and Engineering, KFUPM

2004-20052005-2006

Revise and handle issues and regulations of PhD and the MS Networks program. Review candidate applications and petitions.

2 NO

Member Research Committee


2005-2006

Involved in managing all the departmental issues related to research.

2 NO

Member Net-Centric Computing Undergraduate Curriculum Task Force(Ad Hoc)


2004-2006

Revise and wrote the syllabus (ABET format) for a number of undergraduate courses related to Net-Centric Computing .

2 NO

Member PhD Prelim & Comprehensive and Exam Committee

College of Computer Science & Engineering,

2002-2005

Writing, grading, and proctoring Prelim and Comp. exams for the area of Operating Systems.

1 NO

of 298C3 CS 12/14/04

KFUPM. (Wrote 4 exams thus far).Member Summer Report

Evaluation Committee(Ad Hoc)

College of Computer Science & Engineering, KFUPM

2005 Evaluate submitted summer reports done during the summer of 2005.

3 NO

Member ICS431 & ICS432 Lab Manual Revision(Ad Hoc)


2004-2005

Development of lab manual for ICS 431 and ICS 432 courses.

3 NO

Member Promotion Committee(Ad Hoc)


2005-2006

Evaluation of faculty applications applying for Associate and Full Professorship. So far 3 applications were evaluated.

3 NO



Program Title


Sep. 2006 Workshop on Designing Courses for Significant Learning KFUPM

June 2006 IEEE Symposium on Computers and Communications IEEE

Nov. 2003 28th IEEE Local Computer Networks (LCN) IEEE

HONORS AND AWARDS Distinguished Teaching Award, Academic Year 2005/06, ICS Department. Excellence in Administrative Services, Department of Information and Computer

Science, King Fahd University of Petroleum and Minerals, Dhahran, Saudi Arabia, 2003. Tellabs Team Excellence Award, Tellabs Operations, Inc., Bolingbrook, IL, USA, Jan. 97

and Sept. 97

AFFILIATION IEEE member ACM member Saudi Computer Society member

of 298C3 CS 12/14/04

SALAHADIN MOHAMMEDAssistant Professor


EDUCATION:Ph. D in Computer Science, Monash University, Australia,16-5-2002MS in Computer Science, KFUPM, 1991BS in Computer Science, KFUPM, 1986




hoursClass size

051/2005 ICS431 Operating Systems 3 25051/2005 ICS102 Introduction to Computing (2 sections) 2 25

each052/2006 ICS541 Advanced Databases 3 15052/2006 ICS102 Introduction to Computing (2 sections) 2 25

each053/2006 ICS102 Introduction to Computing (2 sections) 2 17

each061/2006 ICS431 Operating Systems 3 24061/2006 ICS 411 Senior project 3 27


experience


1997 - 2002 Monash University, Australia Part time Lecturer

1996 - 2003 Ansett, ANB, Tattersalls, and many others

Contactor, Database developer , Database designer, Database and data warehouse adminsitartor, and project manager

1991 - 1994 KFUPM Lecturer

of 298C3 CS 12/14/04

CONSULTATION: None

PUBLICATIONS DURING THE LAST FIVE YEARS Salahadin Mohammed and Zhou Joe, “A reduct solving parallel algorithm based on relational extension

matrix International”, Conference on Information Technology and Management ICITM2007, Jan 3-5, 2007, Hong Kong

Joe Zhou and Salahadin Mohammed, “An attribute Reduct Algorithm Using Matrix Simplification Method”, MLMTA 2005, P 201 – 208

Salahadin Mohammed, Bala Srinivasan, Optimizing physical design of multidimensional



Research Reading, programming, searching for references, and writing

ScholarlyTeaching, advising, coordinating, and being a member of different committees.




11-sept-05 - now Manage the ICDL program KFUPM


Assignment Average hours per week Extra Compensation (Yes or No)

Faculty search committee 1 No

Personal skills program committee

2 Yes




Sept. 20, 2006 Workshop on effective use of collaborative learning in class room

Department of Academic Development(DAD), KFUPM

Sept 5, 2006 Workshop for junior faculty members DAD, KFUPM

Sept 4, 2006 Good learning and good teaching DAD, KFUPMSept 3 -4, 2006 Using course design to create more DAD, KFUPM

of 298C3 CS 12/14/04

significant learning experiences for students

HONORS AND AWARDS : None

AFFILIATION: None

of 298C3 CS 12/14/04

DR. MUHAMMAD SHAFIQUEAssistant Professor


EDUCATION:M.Sc. in Computer Science, Quaid-i-Azam University Islamabad, Pakistan, 1979Ph. D. in Computer Science, Wayne State University, Detroit, MI 48202 U.S.A., 1989

KFUPM SERVICE Number of years of service at KFUPM: 18 yearsOriginal appointment: January 1989 Assistant ProfessorTenure Status: Two-year renewable contract



hoursClass size

051 ICS 313-01 Fundamentals of Programming Languages 3 25051 ICS 313-04 Fundamentals of Programming Languages 3 20051 ICS 434 - 01 Advanced Database Systems 3 9052 SWE 316 - 01 Software Design and Architecture 3 16052 ICS 434 Advanced Database Systems 3 20061 ICS 313 - 02 Fundamentals of Programming Languages 3 17061 ICS 535-01 Design and Implementation of

Programming Languages3 19


EXPERIENCE: None

CONSULTATION: None

PUBLICATIONS DURING THE LAST FIVE YEARS Muhammad Shafique and M.R.K. Krishna Rao

“Infusing Parts-whole Relationship Critical Thinking Skill into Basic Computer Science Education”, The 2006 International Conference on Frontiers in Education: Computer Science and Computer Engineering (FECS'06: June 26-29, 2006, Las Vegas, USA)

M.R.K. Krishna Rao, M. Shafique, K. Faisal, A. Bagais (2006) “Infusing Critical Thinking Skill Compare and Contrast into Content of Data Structures Course”, The 2006 International Conference on Frontiers in Education: Computer Science and Computer Engineering (FECS'06: June 26-29, 2006, Las Vegas, USA)

of 298C3 CS 12/14/04

M.R.K. Krishna Rao, S. Junaidu, T. Maghrabi, M. Shafique, M. Ahmad and K. Faisal (2005), “Principles of curriculum design and revision: a case study in implementing computing curricula CC2001”, Proceedings. of the ACM Special Interest Group on Computer Science Education Annual Conference on Innovation and Technology in Computer Science Education (ITiCSE'2005)

Moshood O. Saliu and Dr. Muhammad Shafique “Techniques for Storing XML Data in Relations”, The 7th World Multiconference on Systemics, Cybernetics and Informatics, July 27 – 30, 2003 Orlando, Florida, USA.

J. Al-Ghamdi, M. Shafique, S. Al-Nasser, and T. Al-Zubaidi “Measuring the Coupling of Procedural Programs”, Proceedings of AICCSA'2001, the ACS/IEEE International Conference on Computer Systems and Applications, 26 - 29 June 2001, Beirut, Lebanon.



MS Thesis advising

Weekly or biweekly meeting with the graduate students to discuss the progress, work done, and plan for the next period.

Research group meetings

Discuss the ideas presented by the other group members of the software metrics research group, present my own ideas, and share the work of MS students

Independent studyStudy professional magazine and journal articles to keep myself current




July 2005-June 2006

Research project “Infusing Critical Thinking into the Computer Science Education”

Deanship of Academic Development KFUPM

February 2006 – November 2006 Code of ethics for KFUPM faculty Deanship of Academic

Development KFUPM

September 2002 – August 2003

Principal investigator of a project for developing web-based system for faculty teaching evaluation at KFUPM

Deanship of Academic Development KFUPM


of 298C3 CS 12/14/04


Committee work 3-5 hours per week NO




September 20, 2006

Workshop on “Effective Use of Collaborative Learning in the Classroom:

KFUPM, Deanship of Academic Development

September 3-4, 2006

Workshop on ”Using Course Design to Create more Significant Learning Experiences for Students”


September 5 – October 10, 2005

Online course “Tutoring Online: principles and Practice”

University of Illinois at Urbana-Champaign USA

September 04, 2005

Workshop on “Evaluating the Quality of Teaching: An Institutional Framework”,


September 03, 2005

Workshop on “Evaluating the Quality of Teaching: An Institutional Framework”,


September 06, 2004

Workshop on “Active Learning to Foster Critical Thinking”


September 04 to 05, 2004

Workshop on “Developing the Communication Skills of Students”,


September 07, 2004.

Workshop on “Usig Groups and Student Teams to Promote Learning”,


March 2004 Training workshop entitled “Introduction to WebCT”,


September 7-10, 2003 Workshop on “Critical Thinking” KFUPM, Deanship of Academic

DevelopmentSeptember 9-11, 2002

Increasing Effectiveness as a University Teacher


HONORS AND AWARDS Award of Merit in Recognition of Excellence in Services to the Department of Information

and Computer Science (June 2003) from College of Computer Sciences and Engineering, King Fahd University of Petroleum and Minerals, Dhahran Saudi Arabia.

Best Administrative Assistance Award (June 2000) from Information and Computer Science Department, King Fahd University of Petroleum and Minerals, Dhahran Saudi Arabia.

Distinguished Student Advising Award (1997 - 1998) from King Fahd University of Petroleum and Minerals, Dhahran Saudi Arabia.

Excellence in Student Advising Award (June 1998) from Information and Computer Science of 298

C3 CS 12/14/04

Department, King Fahd University of Petroleum and Minerals, Dhahran Saudi Arabia. Merit scholarship From the Government of Pakistan for higher studies on the basis of First

position in M. Sc. Computer Science.

AFFILIATION ACM member since 1984. IEEE member since 1984.

of 298C3 CS 12/14/04

SULTAN ALMUHAMMADIAssistant Professor


EDUCATION:PHD in Comp Sci,USC, Los Angeles, California,2005MS in Comp Sci,USC, Los Angeles, California,2004MS in Comp Sci, KFUPM, Dhahran, Saudi Arabia,1998BS in Comp Sci, KFUPM, Dhahran, Saudi Arabia,1994

KFUPM SERVICE Number of years of service at KFUPM: 2 yearsOriginal appointment: May 2005 Assistant ProfessorTenure Status: Tenured



hoursClass size

051 ICS 252-02 Discrete Structures 3 25051 ICS 252-05 Discrete Structures 3 23051 ICS 353 Design and Analysis of Algorithms 3 22052 ICS 353 Design and Analysis of Algorithms 3 25052 ICS 354 Automata and Language Translation 3 33061 ICS 251 Foundations of Computer Science 3 22061 ICS 354 Automata and Language Translation 3 27


EXPERIENCE: None

CONSULTATION: None

PUBLICATIONS DURING THE LAST FIVE YEARS Sultan Almuhammadi, Nien T. Sui and Dennis McLeod, “Better Privacy and Security in E-

Commerce: Using Elliptic Curve-Based Zero-Knowledge Proofs”, Proceeding of the IEEE CEC'04, San Diego, California, pp. 299-302, July 2004

Sultan Almuhammadi and Clifford Neuman, “Security and Privacy Using One-Round Zero-Knowledge Proofs”, Proceeding of the IEEE CEC'05, Germany, July 2005

PROFESSIONAL SERVICE

of 298C3 CS 12/14/04

Number of students for which you serve as academic advisor: 14 Graduate student advising, advising Graduate students in their theses work: None Work on funded projects, working on funded projects which includes research and

development Other assigned duties performed during the academic year 2005-06

Assignment Average hours per week Extra Compensation(Yes or No)

CCSE Teaching and learning committee 2005 (member)

1.5 No

ICS Curriculum Committee (member) 2 No

PYP Math ad-hoc committee (member) 1 No

KFUPM Special Need Affairs Committee (Chair) 3 Yes




Aug-Dec 2002 Oral Skills for International Teaching Assistants (Full course) USC, Los Angeles, CA

3 Sep 2005 Evaluating the Quality of Teaching: An Institutional Framework KFUPM

4 Sep 2005Graduates for Tomorrow’s World: Developing University Curricula and Teaching for Generic Attributes

KFUPM

5-6 Sep 2005 Professional Development Program for Junior Faculty Members KFUPM

3-4 Sep 2006Using Course Design to Create more Significant Learning Experiences for Students

KFUPM

16-17 May 2006SYMPOSIUM ONTHE ROLE OF TEACHING AND LEARNING CENTERS

KFUPM

16 May 2006Workshop On "Motivating Students for Better Retention, Learning and Achievement"

KFUPM

17 May 2006Workshop on Improving Student Learning: Practical Suggestions from Recent Research

KFUPM

4 Sep 2006 Good Learning and Good Teaching: How do we Promote more of it? KFUPM

of 298C3 CS 12/14/04

5 Sep 2006 Workshop on Evaluating Student Learning KFUPM

5 Sep 2006 Effective Leadership Skills for Interacting with Students KFUPM

HONORS AND AWARDS Outstanding Teaching Award — Fall 2002 University of Southern California, Los Angeles, CAAFFILIATION: None

of 298C3 CS 12/14/04

WASFI GHASSAN AL-KHATIBAssistant Professor


EDUCATION: Ph.D. in Electrical and Computer Engineering,Purdue University,2001M.Sc. in Computer Science, Purdue University, 1995B.Sc. in Computer Science and Mathematical Statistics, Kuwait University, 1990




hoursClass size

051 ICS 411 Senior Project 1-6-3 30051 ICS 542 Multimedia Computing 3-0-3 5052 ICS 201 Introduction to Computer Science 3-3-4 12052 ICS 411 Senior Project 1-6-3 38053 ICS 353 Design and Analysis of Algorithms 3-0-3 20053 ICS 350 ICS Cooperative Work 0-0-0 19053 ICS 350 ICS Cooperative Work 0-0-0 11061 ICS 201 Introduction to Computer Science 3-3-4 11061 SWE 423 Multimedia Systems 3-0-3 32062 ICS 353 Design and Analysis of Algorithms 3-0-3 12062 ICS 353 Design and Analysis of Algorithms 3-0-3 13


EXPERIENCE: None

CONSULTATION:Dates Institution/Organization Name Project description

July 2005 – October 2006

Research Institute (Thurayya College Project)

Lab and curriculum development for a computer science program

March 2003 – June 2003

Standardization of Arabized Applications

Arabization-related requirements collection and

of 298C3 CS 12/14/04

analysis for the Saudi Telecommunication Company (STC)

PUBLICATIONS DURING THE LAST FIVE YEARS W. Al-Khatib, Md. Atiqul-Islam, and A. Ghafoor, “Visual Video Query Specification Using

Petri-Nets”, in the Proceedings of the International Conference on Information and Knowledge Engineering (IKE03), June 23-26, 2003, Las Vegas, Nevada, USA.

M. J. Ahmed, M. Sarfraz, A. Zidouri, and W. G. Al-Khatib, “License Plate Recognition System”, in the Proceedings of the 10th IEEE International Conference On Electronics, Circuits And Systems (ICECS2003), Sharjah, United Arab Emirates (UAE).

S. N. Nawaz, M. Sarfraz, A. Zidouri, and W. G. Al-Khatib, “Offline Arabic Text Recognition System using Syntactic Approach”, in the Proceedings of the 10th IEEE International Conference On Electronics, Circuits And Systems (ICECS2003), Sharjah, United Arab Emirates (UAE)

W. Al-Khatib, “eLearning: Opportunities, Challenges, and Future”, in the proceedings of the International Workshop on Frontiers of Information Technology, December 2003, Islamabad, Pakistan.

M. Kashif Saeed Khan, Wasfi G. Al-Khatib, and Muhammad Moinuddin, “Automatic Classification of Speech and Music Using Neural Networks” in the Proceedings of the Second ACM International Workshop on Multimedia Databases (ACM-MMDB 2004), Arlington, VA, USA, 2004.

S.A. Shahab, W. Al-Khatib and S. Mahmoud, “Computer-Aided Indexing of Historical Manuscripts”, in the Proceedings of the International Conference on Computer Graphics, Imaging, and Visualisation, Sydney, Australia, July 2006.

M. Kashif Saeed Khan, and W. Al-Khatib, “Machine-Learning-based Classification of Speech and Music”, Multimedia Systems, 12(1): 55-67, August 2006.

Wasfi G. Al-Khatib, S.A. Shahab, and Sabri A. Mahmoud “Digital Library Framework for Arabic Manuscripts”, Accepted for publication in the proceedings of the fifth ACS/IEEE International Conference on Computer Systems and Applications (AICCSA 2007), Amman, Jordan, 2007.



MS Thesis Supervision

Thesis advisor for 4 students (two have graduated in 2004 and 2006 and two are graduating 2006 and 2007.

Program Committee

Program committee member in a number of regional and international conferences carrying out paper reviews

of 298C3 CS 12/14/04

Work on funded projects, working on funded projects which includes research and development2006-2009: Grant: Principal Investigator, “Toward Content-Based Indexing andRetrieval of Arabic Manuscripts”

Other scholarly activities during the last five years Dates Activity Details Institution/Organization Name

October 2006 – September 2009

Research Project Funding: Toward Content-Based Indexing and Retrieval of Arabic Manuscripts

KFUPM Internal Research



Extra Compensation (Yes or No)

Chairman, CS Program Curriculum Committee (051,052)

4 No

Member, Joint ICS/COE (CSE) Programs Coordination Committee (051,052,053)

2 No



Program Title


03/09/2006Using Course Design to Create more Significant Learning Experiences for Students

KFUPM

04/09/2006Good Learning and Good Teaching: How do we Promote more of it?

KFUPM

HONORS AND AWARDS Distinguished service in the Joint (COE/ICS) Programs Coordination Committee, 2005. Distinguished service in the curriculum committee of the ICS department, 2006

AFFILIATION Member of ACM Member of Institute of Electrical and Electronics Engineers

of 298C3 CS 12/14/04

EJAZ AHMEDInstructor


EDUCATION:

MSC in Computer Science , Coventry University, Coventry UK,1997M.PHIL in Maths, Quid-E-Azam University, Islamabad, Pakistan,1994MSC in Maths, Punjab University, Lahore, Pakistan,1990BSC in Maths, Programming & Physics, Punjab University, Lahore, Pakistan,1988

KFUPM SERVICE Number of years of service at KFUPM: 4 yearsOriginal appointment: April 2003, InstructorTenure Status: Two-year renewable contract



hoursClass size

031 ICS334 Database Systems 3 32032 ICS334 Database Systems 3 60041 ICS334 Database Systems 3 58042 ICS334 Database Systems 3 59043 ICS103 Programming using C 3 22051 ICS334 Database Systems 3 29061 ICS334 Database Systems 3 29061 SWE312 User Interface Design 3 11031 ICS490 Data Warehousing and Mining 3 20032 ICS490 Data Warehousing and Mining 3 15


experience


January 2002 GlaxoSmithKline, Mississauga, Canada Data Migration for SAP R/3(Managing Enterprise Resource Planning Solution)

of 298C3 CS 12/14/04

Technical IT Consultant, Development/ Design

June 2001 Southam Magazine & Information Group Limited, Toronto, Canada

Scotts Directory/ Buyer’s Guide-Web Application development

Sr. Database Analyst/ Programmer (6 months Contract)

September 2001 York University, Toronto, Canada Visiting FacultyJan 1997-Feb 2000 Various universities in Pakistan Visiting Faculty

CONSULTATION Dates Institution/Organization Name Project description

Jan 2006 KFUPM RAED-ERP

July 2005 KFUPM Medical center MedCare – Health Care and Management System

Jun-Aug 2003 ITC-KFUPM NAAS HR

PUBLICATIONS DURING THE LAST FIVE YEARS Ejaz Ahmed, Techniques for Customizing Patient’s Diagnosis User Interface, PubMed,

MedNet 2006, Canada.

Ejaz Ahmed, Kenneth Revett, Verification of data in staging schema, mapping between source tables and Materialized Views, pp. 200-204, EKDB&W EPIA 2005 IEEE.

Ejaz Ahmed, Kenneth Revett, Utilizing Staging tables in Data Integration to load data into Materialized Views, CIS 2004, LNCS 3314, pp. 685-691, 2004, Springer-Verlag Berlin Heidelberg 2004.

Ejaz Ahmed, Data Engineering-Data Warehouse and Data Mining, Special Databases, Bahrain Conventional Center IEEE Conference, May 2003

Ejaz Ahmed, Numerical Solution of Heat Conduction problem between to dissimilar bodies, Programming and Computation Analysis, Journal of Numerical Computations and Software Technology, 42, 15, December 1994

PROFESSIONAL SERVICE Number of students for which you serve as academic advisor: 10 Graduate student advising, advising Graduate students in their theses work :20% Major research and scholarly activities:


Research from Applications Developments

Research/ Development of BioInformatics (MicroArray databases), Software Engineering, Data Modeling, Database Design, Database Administration, ERP and Programming. I also get involved with departmental activities, software development

of 298C3 CS 12/14/04




RAED-ERP 5 Yes

Professional development



13 October 2006 11th Word Congress on Internet in Medicine

University of Toronto, MedNet 2006, Canada.

18 December 2005 Portuguese Conference on Artificial Intelligence, EKBDSW, IEEE

University of Beira, COVILHA, Portugal

15 December 2004International Symposium on Computational and Information Sciences

Donghua University, Shenghai, China

15 May 2003

Data Engineering-Data Warehouse and Data Mining, Special Databases, Bahrain Conventional Center IEEE Conference, May 2003

Bahrain, UAE

HONORS AND AWARDS Award for Software Development, MedCare, 2005 Distinction in MSC, 3rd Position university level, 1990AFFILIATION Member of IEEE

of 298C3 CS 12/14/04

HUSNI AL-MUHTASEBInstructor


EDUCATION: B.E. in Elec. Eng. / Comp. Option, Yarmouk University, Jordan, 1984M.Sc.,Comp. Sc. & Eng., King Fahd Un. of Petroleum & Minerals, KSA, 1988

KFUPM SERVICE Number of years of service at KFUPM: 22 yearsOriginal appointment: September 2003 Assistant ProfessorTenure Status:



hoursClass size

051 ICS 484 Arabization of Computers 31

051 ICS 350/1/2 Coop Work (In Coop) 13

051 ICS 350/1/2 Coop Work (Returned) 13

051 ICS 350/1/2 Coop Work (To Go) 11

052 ICS 482 Natural Language Understanding 31



052 ICS 350/1/2 Coop Work (To Go) 19

061 ICS 484 Arabization of Computers 30



061 ICS 350/1/2 Coop Work (To Go)

Teaching capacity: full time Teaching in Computer science: ….% Teaching in Software Engineering: …%

of 298C3 CS 12/14/04

EXPERIENCE: NoneCONSULTATION

Dates Institution/Organization Name Project description

2004 - 2006 Saudi Aramco Analysis and Design of Buried Pipelines

2005 - 2007 Ministry of Higher Education preparing the Strategic plan for Higher education in the Kingdome

2006 - 2007 eCenter - KFUPM Development of an Online Tutorial: Teaching Online with WebCT

2006 - 2008 KACST Developing a Recognition Engine for Natural Arabic Speech

2000 - 2004 KACST An Arabic Text -To-Speech System

2003 - 2005 STC STC Standardization of Arabized Applications

1997

To presentDeanship of Admissions & Registration

Technical Consultant: Responsible on Ram2 grading, reporting, prepare decision making tools.

PUBLICATIONS DURING THE LAST FIVE YEARS Mansour Alghamdi, Husni Almuhtasib, Mustafa Elshafei "Arabic Phonological Rules", King Saud University

Journal: Computer Sciences and Information. Vol. 16, pp. 1-25 , 2004. M. Al-Ghamdi, M. Elshafei, and H. Al-Muhtaseb, An Experimental Arabic Text-to-Speech System, Final

Report, Kung Abudaziz City of Science and Technology, 2003. Elshafei, Mustafa, Husni AlMuhtaseb and Mansour Alghamdi, Techniques for High Quality Text-to-speech,

Information Science, 140 (3-4) 255-267, 2002. Alghamdi, Mansour, Mustafa Elshafei and Husni AlMuhtaseb, Speech Units for Arabic Text-to-speech, The

Fourth Workshop on Computer and Inforamtion Sciences, 199-212, 2002. Alghamdi, Mansour, Husni AlMuhtaseb, Mustafa Elshafei, Arabic Phonological Rules, King Saud University

Journal, Computer Sciences and Information, accepted for publication. Husni Al-Muhtaseb, An Automated system to transliterate Arabic names into English: towards a standard

procedure, proceedings of the first workshop on Arabic Name Transliteration, Riyadh May, 2003 (The proceedings has been printed as a book ( 9960-9456-2-6ردمك: )

Moustafa Elshafei, Husni-Al-Muhtaseb and Mansour Al-Ghamdi, “Techniques for High Quality Arabic Speech Synthesis”, Information Sciences Journal 140 (2002) 255-267

Mansour Al-Ghamdi, Moustafa Elshafei and Husni-Al-Muhtaseb, “Arabic Text to Speech: Speech Units”, 4th Workshop on Information & Computer Science (WICS 2002), ICS Department, KFUPM, March 2002.

Mansour Alghamdi, Husni Almuhtasib, Mustafa Elshafei "Arabic Phonological Rules", King Saud University Journal: Computer Sciences and Information. Vol. 16, pp. 1-25 , 2004.

M. Al-Ghamdi, M. Elshafei, and H. Al-Muhtaseb, An Experimental Arabic Text-to-Speech System, Final Report, Kung Abudaziz City of Science and Technology, 2003.

Elshafei, Mustafa, Husni AlMuhtaseb and Mansour Alghamdi, Techniques for High Quality Text-to-speech, Information Science, 140 (3-4) 255-267, 2002.

Alghamdi, Mansour, Mustafa Elshafei and Husni AlMuhtaseb, Speech Units for Arabic Text-to-speech, The Fourth Workshop on Computer and Inforamtion Sciences, 199-212, 2002.

of 298C3 CS 12/14/04

Alghamdi, Mansour, Husni AlMuhtaseb, Mustafa Elshafei, Arabic Phonological Rules, King Saud University Journal, Computer Sciences and Information, accepted for publication.



Funded ProjectsAramco, KACST, STC, MOHE, KFUPM

Independent Research

Arabic Computing





Aug-Sep 2006 Tutoring Online: Principles and Practice Illinois Online Network

March 2006the Saudi 18th National Computer Conference (NCC18)

Saudi Computer Society

May 2006forum on Educational Technology in Higher Education arranged by

University of Taybah

Nov 2006Material Available to KFUPM Students in Students' Service Centers Discussion Forum

DAD - KFUPM

May 2006 the symposium on The role of Teaching & learning Centers DAD - KFUPM

March 2006 the workshop e-learning in higher education DAD - KFUPM

May 2004the Discussion Forum on Faculty and Student Motivation organized by DAD

DAD - KFUPM

October 2004the International Conference on Information and Computer Science (ICICS2004)

IEEE - KFUPM

May 2003 the first workshop on Arabic Name Transliteration

Prince Nayef Arabic Academy for Security Sciences

of 298C3 CS 12/14/04

http://www.mvcr.uillinois.edu/course/view.php?id=139

May 2003 the discussion forum: Faculty and Student Motivation DAD - KFUPM

June 2003the workshop: Experience-Sharing in Developing Online Courses

DAD - KFUPM

September 2003

Participated in the workshop: Critical thinking DAD -KFUPM

March 2002 4th Workshop on Information & Computer Science (WICS 2002) ICS - KFUPM


AFFILIATION Member of Association of Jordanian Engineers, Electrical Engineering Division since 1984 Member of Saudi Computer Society, Riyadh, Saudi Arabia since 1989

of 298C3 CS 12/14/04

MOHAMED ALI BALAHInstructor


EDUCATION: PhD in Structural engineering, King Fahd University Of Petroleum and Minerals, May

2000Master in Structural Engineering, University of Wisconsin Madison, December 1987B.S. in Civil engineering,Ecole Nationale Polytechnique Algiers (Algeria),June 1984


TEACHINGCourses taught during 2005-06 and 2006-07


hours Class size

051 ICS 201 Introduction to Computing II 3 20 (sec. 4)051 ICS 201 Introduction to Computing II 3 20 (sec. 10)051 ICS 201 Introduction to Computing II 3 20 (sec.52)051 ICS 201 Introduction to Computing II 3 18 (sec. 56)052 ICS 201 Introduction to Computing II 3 10 (sec. 1)052 ICS 201 Introduction to Computing II 3 17 (sec.51)052 ICS 201 Introduction to Computing II 3 12 (sec. 53)052 ICS 201 Introduction to Computing II 3 12 (sec. 56)061 ICS 103 Computer Programming in C 2 17 (sec. 2)061 ICS 103 Computer Programming in C 2 22 (sec 3)061 ICS 103 Computer Programming in C 2 25(se. 4)061 ICS 103 Computer Programming in C 2 17 (sec. 5)061 ICS 103 Computer Programming in C 3 15(sec. 52)

Teaching capacity: full time Teaching in Computer science: ….% Teaching in Software Engineering: …%

EXPERIENCE: None

CONSULTATION: None

PUBLICATIONS DURING THE LAST FIVE YEARS M. Balah, H. N. Al-Ghamedy, “Finite Element Formulation of a Third Order laminated Finite

Rotation Shell Element”, Computers and Structures, 80, (2002), pp. 1975-1990

of 298C3 CS 12/14/04

M. Sarfraz, M. Balah, “A curve Design Method with Shape Control”, ICCSA 2003, LNCS 2669, (2003), pp. 670-679

of 298C3 CS 12/14/04

M. Balah, H. N. Al-Ghamedy, “Third Order Shear Deformation Theory Model For Laminated Shells With Finite Rotations: Formulation and Consistent Linearization”,

Acta Mechanica Sinica. Vol. 20, No. 5, (2004), pp. 484-498 M. Balah, H. N. Al-Ghamedy, “Energy-momentum Conserving Algorithm for Nonlinear

Dynamics of Laminated Shells Based on a Third Order Shear Deformation Theory”, Journal Eng. Mech.-ASCE, , Vol 131, No. 1,(2005), pp.12-22

Sarfraz, M., Sait, S.M., Balah, M., and Baig, M.H. (2006), Computing Optimized NURBS Curves using Simulated Evolution on Control Parameters, Applications of Soft Computing: Recent Trends, Series: Advances in Soft Computing, Tiwari, A.; Knowles, J.; Avineri, E.; Dahal, K.; Roy, R. (Eds.), ISBN: 3-540-29123-7, Springer Verlag, pp. 35-44.

PROFESSIONAL SERVICE Number of students for which you serve as academic advisor: 15 Graduate student advising, advising Graduate students in their theses work Major research and scholarly activities:


Co-investigator in ARAMCO funded project

Finite element simulation of behavior of pipelines subjected to sand dunes and highway crossing

Co-investigator in KFUPM funded project

Obtaining geometric models of 2-D and 3-D objects using evolutionary computations

Independent research Application of evolutionary computation in structural engineering




ICS safety liaison 1 NoCCSE Publicity committee 2 No


DatesConference, workshop, or professional development Program Title


September 09 - 11, 2002

Increasing Effectiveness as a University Teacher DAD

September 07 - 10, 2003 Critical thinking DAD


AFFILIATION: None

of 298C3 CS 12/14/04

FAISAL ALVILecturer


EDUCATION:

M.Sc. in Computer Science, KFUPM, August 2000

KFUPM SERVICE Number of years of service at KFUPM: 6 yearsOriginal appointment: 01 September 2000 Lecturer Tenure Status: Two-year renewable contract



hoursClass size

051 ICS 201 Introduction to Computer Science****

12 98

052 ICS 102 Introduction to Computing 2 28052 ICS 251 Foundations of Computer

Science3 19

052 ICS 313 Fundamentals of Programming Languages**

6 49

053 ICS 103 Introduction to Computing using C

2 11

053 ICS 252 Discrete Structures 3 12061 ICS 313 Fundamentals of Programming

Languages6 51

061 PYP 002 Preparatory Computer Science***

81

** = 2 sections, *** = 3 sections, **** = 4 sections


EXPERIENCE : NIL

CONSULTATION : NIL

PUBLICATIONS : NIL

of 298C3 CS 12/14/04

PROFESSIONAL SERVICE Number of students for which you serve as academic advisor: NIL Time devoted to scholarly and/or research activities: NIL. Other scholarly activities during the last five years :NIL Other assigned duties performed during the academic year 2005-06:

Curriculum Committee Member Course Coordination for ICS 313 (052) Course Coordination for ICS 103 (053


DatesConference, workshop, or

professional development Program Title


June 05, 2006 How to Learn Anything Faster, Stronger and Better

Teaching and Learning Center, DAD, KFUPM

October 02, 2004 E-Learning in Higher Education e-Learning Center, DAD, KFUPM

HONORS AND AWARDS : NIL

AFFILIATION Member, Pakistan Engineering Council since 1998.

of 298C3 CS 12/14/04

YAHYA GAROUT Lecturer


EDUCATION:

M.Sc. in Computer Science, KFUPM, 1989B.Sc. in Computer Engineering, KFUPM, 1986

PROFESSIONAL CERTIFICATION

KFUPM SERVICE Number of years of service at KFUPM: 16 yearsOriginal appointment: 17 March 1990 LecturerTenure Status: Two-year renewable contract



hoursClass size

051 ICS334 Database Systems 4 (2 sec) 50051 ICS102 Introduction to Computing I 3 (2 sec) 47052 ICS334 Database Systems 4 (3 sec) 65053 ICS201 Introduction to Computing II 4 (2 sec) 41061 ICS334 Database Systems 4 (1 sec) 27061 ICS201 Introduction to Computing II 4 (3 sec) 77


EXPERIENCE : NIL

CONSULTATION : NIL

PUBLICATIONS : NIL

PROFESSIONAL SERVICE Number of students for which you serve as academic advisor: 13 time devoted to scholarly and/or research activities: NIL Other scholarly activities during the last five years: NIL Other assigned duties performed during the academic year 2005-06: NIL

PROFESSIONAL DEVELOPMENT :NIL

of 298C3 CS 12/14/04

HONORS AND AWARDS Distinguished Teaching and Advising Award 2003-2004

AFFILIATION :

of 298C3 CS 12/14/04

DR. LAHOUARI GHOUTILecturer


EDUCATION:

Ph.D. in Computer Science, Queen's University of Belfast, Belfast, UK, October 2002M.Sc. in Electrical Engineering, King Fahd University of Petroleum and Minerals,

Dhahran, Saudi Arabia, June 1997B.Sc. in Electrical Engineering, National Telecommunications Institute, Oran, Algeria,

June 1992

KFUPM SERVICE Number of years of service at KFUPM: 9 yearsOriginal appointment: September 1997 LecturerTenure Status: contract



hoursClass size

061 ICS 201 Introduction to Computer Science

4 90

062 ICS 201 Introduction to Computer Science

4 60

062 SWE 423 Multimedia Systems 3 30

Teaching capacity: full time Teaching in Computer science:40% Teaching in Software Engineering: 10%

EXPERIENCE :NIL

CONSULTATION October 2005- August 2006 Foster&Freeman Inc., UK, Automatic Shoeprint Image

MatchingOctober 2005- August 2006 UK Forensic Science Services, UK, Enhancement of scene-

of-crime (SoC) shoeprint images

PUBLICATIONS Published/Accepted Journal Papers: M. Nabti, L. Ghouti and A. Bouridane, “An Efficient Iris Segmentation Technique Based

on a Multiscale Approach”, accepted for publication in the Mediterranean Journal of of 298

C3 CS 12/14/04

Computers and Networks: Special issue on Advances in Biometrics: Theory, Security and Applications, October 2006.

L. Ghouti, A. Bouridane, M. K. Ibrahim, and S. Boussakta, “Digital Image Watermarking Using Balanced Multiwavelets”, IEEE Transactions on Signal Processing, Vol. 56, no. 4, pp. 1519-1536, April 2006.

B. O. Al-Bedoor, Y. Al-Nassar, L. Ghouti, S.A. Adewusi, and M. Abdlsamad, “Shaft lateral and torsional vibration responses to blade(s) random vibration excitation”, Arabian Journal of Science and Engineering (AJSE), Vol. 29, No. 1C, pp. 39-67, June 2004.

B. O. Al-Bedoor, L. Ghouti, S. A. Adewusi, Y. Al-Nassar, and M. Abdlsamad, “Experiments on the extraction of blade vibration signature from the shaft torsional vibration signals”, Journal of Quality in Maintenance Engineering (JQME), Vol. 9, No. 2, pp. 144-159, 2003.

CONFERENCE PUBLICATIONS

L. Ghouti, “Data-Hiding Capacities of Non-Redundant Complex Wavelets”, Accepted for publications in the proceedings of the Visual Information Engineering (VIE 2006) Conference, Bangalore, India, September 2006.

L. Ghouti, A. Bouridane and D. Crookes, “Edge-Directed Invariant Shoeprint Image Retrieval”, Accepted for publications in the proceedings of the Visual Information Engineering (VIE 2006) Conference, Bangalore, India, September 2006.

L. Ghouti, A. Bouridane and D. Crookes, “Classification of Shoeprint Images Using Directional Filterbanks”, Accepted for publications in the proceedings of the Visual Information Engineering (VIE 2006) Conference, Bangalore, India, September 2006.

M. Nabti, L. Ghouti and A. Bouridane, “Multiscale Edge Detection Using Wavelet Maxima for Iris Localization”, Accepted for publications in the proceedings of the Visual Information Engineering (VIE 2006) Conference, Bangalore, India, September 2006.

L. Ghouti and A. Bouridane, “Data Hiding in Fingerprint Images”, Accepted for publications in the proceedings of the 14th European Signal Processing Conference (EUSIPCO 2006), Florence, Italy, September 2006.

L. Ghouti and A. Bouridane, “Musical Content Retrieval System”, Accepted for publications in the proceedings of the 14th European Signal Processing Conference (EUSIPCO 2006), Florence, Italy, September 2006.

L. Ghouti and A. Bouridane, “Towards a Universal Multiresolution-Based Perceptual Model'”, Accepted for publications in the proceedings of the IEEE International Conference on Image Processing (ICIP-06), Atlanta, USA, October 2006.

L. Ghouti and A. Bouridane, “A Fingerprinting System for Musical Content”, Accepted for publications in the proceedings of the IEEE International Conference on Multimedia and Exhibition (ICME-06), Toronto, Canada, July 2006.

of 298C3 CS 12/14/04

K. Zebbiche, L. Ghouti, F. Khelifi and A. Bouridane, “Protecting Fingerprint Data using Watermarking”, Accepted for publications in the proceedings of the IEEE International Conference on Adaptive Hardware and Systems (IEEE-AHS’06), Istanbul, Turkey, June 2006.

W. Boukabou, L. Ghouti and A. Bouridane, “Face Recognition Using a Gabor Filter Bank Approach”, Accepted for publications in the proceedings of the IEEE International Conference on Adaptive Hardware and Systems (IEEE-AHS’06), Istanbul, Turkey, June 2006.

L. Yuan, G. Qu, L. Ghouti and A. Bouridane, “VLSI Design IP Protection: Solutions, New Challenges, and Opportunities”, Accepted for publications in the proceedings of the IEEE International Conference on Adaptive Hardware and Systems (IEEE-AHS’06), Istanbul, Turkey, June 2006.

L. Ghouti and A. Bouridane, “A Robust Perceptual Audio Hashing Using Balanced Multiwavelets”, Accepted for publications in the proceedings of the IEEE International Conference on Acoustics, Speech and Signal Processing (ICASSP-06), Toulouse, France, May 2006.

L. Ghouti, A. Bouridane, and S. Boussakta, “High Capacity Watermarking Using Balanced Multiwavelet Transforms”, Proceedings of the IEEE International Conference on Image Processing (ICIP-05), Genova, Italy, September 2005.

L. Ghouti and A. Bouridane, “Two-Step Variance-Adaptive Image Denoising”, Proceedings of the IEEE International Conference on Image Processing (ICIP-05), Genova, Italy, September 2005.

L. Ghouti and A. Bouridane, “A Just-Noticeable Distrotion (JND) Profile for Balanced Multiwavelets”, Proc. of the 13th European Signal Processing Conference (EUSIPCO 2005), Antalya, Turkey, September 2005.

L. Ghouti and A. Bouridane, “Data-Hiding Capacity Estimates for Unbalanced and Balanced Multiwavelets”, Proc. of the Visual Information Engineering (VIE 2005), Scotland, April 2005.

L. Ghouti and A. Bouridane, “Image Denoising Using Balanced Multiwavelets and Scale Mixtures of Gaussians”, Proc. of the Visual Information Engineering (VIE 2005), Scotland, April 2005.

L. Ghouti, A. Bouridane, and M. K. Ibrahim, “Hybrid Image Coding Using Texture Modeling”, Proc. of the IEEE International Symposium on Circuits and Systems (ISCAS’ 05), Kobe, Japan, May 2005.

L. Ghouti, A. Bouridane, and M. K. Ibrahim, “Improved image fusion using balanced multiwavelets”, Proc. of the12th European Signal Processing Conference (EUSIPCO 2004), Vienna, Austria, September 2004.

of 298C3 CS 12/14/04

L. Ghouti, A. Bouridane, and M. K. Ibrahim, “Edge-preserving wavelet-based multisensor image fusion approach”, published in the Proceedings of the 12th European Signal Processing Conference (EUSIPCO 2004), Vienna, Austria, September 2004.

B. O. Al-Bedoor, Y. Al-Nassar, S. A. Adewusi, and L. Ghouti, “Identifying rotating blades vibration from the shaft torsional vibration signals”, American Society of Mechanical Engineers (ASME), PVP Conference 2003, July 2003.

B. O. Al-Bedoor and L. Ghouti, “On the Investigation of Vibration Signals Using the Joint Time-Frequency Analysis”, Sixth Saudi Engineering Conference, December 2002.

H. Al-Duwaish, L. Ghouti, T. Halawani, M. Mohandes, “Use of Artificial Neural Networks Process Analyzers: A Case Study”, 13th European Symposium on Artificial Neural Networks, April 2002.

PROFESSIONAL SERVICE Number of students for which you serve as academic advisor: NIL Time devoted to scholarly and/or research activities: 50%.


Research ProjectsSubmitting three different research proposals for possible funding by various institutions (KFUPM, SABIC and KACST)

Course developmentDeveloping two novel senior-level standing courses on: 1) multimedia security and 2) biometrics and forensics

Other scholarly activities during the last five years (2002 to 2007):NIL


Research Proposal and collaboration with Queen's University of Belfast PROFESSIONAL DEVELOPMENT

October 2005 Supervision of Research Students, Queen's University of Belfast, UK

November 2005 Applying for Research Grants, Queen's University of Belfast, UK

December 2005 Presentation Skills for Research Staff, Queen's University of Belfast, UK

February 2006 Teaching Larger Classes, Queen's University of Belfast, UK

March 2006 Writing Learning Outcomes and Module Design, Queen's University of Belfast, UK

March 2006 Assessment in Higher Education, Queen's University of Belfast, UK

March 2006 Assessment in Higher Education, Queen's University of Belfast, UK

HONORS AND AWARDS

of 298C3 CS 12/14/04

2005: KACST Silver Medal for Best Research Project 2003–2005: Distinguished academic performance at KFUPM, Saudi Arabia 2001–2003: Distinguished academic performance at KFUPM, Saudi Arabia 1999-2001: Distinguished academic performance at KFUPM, Saudi Arabia 1997-1999: Excellent academic performance at KFUPM, Saudi Arabia

AFFILIATION [SECTION 17]Scientific and professional societies of which a member

IEEE

IEE

Member IEEE Signal Processing Society

of 298C3 CS 12/14/04

BASHIR MOHAMMED GHANDILecturer


EDUCATION:

M.Sc. in Computer Science, University of Salford, United Kingdom, 1994B.Sc. in Mathematics, Usman Danfodiyo University, Nigeria, 1988

KFUPM SERVICE Number of years of service at KFUPM: 7 yearsOriginal appointment: 01 September, 1988, Lecturer Tenure Status: Two-year renewable contract


Term/year

Course number Course title Semester

hoursClass size

051 ICS202 -03 Data Structures 3 26051 ICS202 – 05 Data Structures 3 26051 ICS202 – 51 Data Structures 3 25051 ICS202 - 55 Data Structures 3 23052 ICS202 – 02 Data Structures 3 28052 ICS202 - 53 Data Structures 3 22052 SWE344 – 02 Internet Protocols and Client-Server

Prog.2 27

052 SWE344 - 52 Internet Protocols and Client-Server Prog.

3 25

053 SWE344 – 01 Internet Protocols and Client-Server Prog.

2 16

053 SWE344 - 51 Internet Protocols and Client-Server Prog.

3 16


2 24


2 26


3 24


3 26

Teaching capacity: full time

of 298C3 CS 12/14/04

Teaching in Computer science:50% Teaching in Software Engineering: 50%

EXPERIENCE : NIL

CONSULTATION : NIL

PUBLICATIONS Umar, A., Yushau, B. and Ghandi, B. M, (2006) Patterns in Convolutions of Two Series,

Proceedings of the Second Annual Conference for Middle East Teachers of Science, Mathematics and Computing. METSMaC: Abu Dhabi., P. 95-101.

Umar, A., Yushau, B. and Ghandi, B. M, Convolutions of Two Series, accepted for publication by Australian Senior Mathematics Journal (ASMJ)

PROFESSIONAL SERVICE Number of students for which you serve as academic advisor: NIL Time devoted to scholarly and/or research activities: 5%. A brief description of major research and scholarly activities:


ResearchStudy to identify factors affecting the success/failure of online courses. This research is being conducted with other colleagues in ICS department.

ResearchStudy of Convolution series and examining how they may be introduced at high school level. This research is being conducted with some colleagues in the Mathematical Sciences departments.

Other scholarly activities during the last five years (2002 to 2007):

June 10, 2006 , Invited Speaker: Experiences in Teaching Programming-based courses at KFUPM, Workshop on sharing experiences in teaching, learning and assessment of the courses, College of Computer Science and IT (CCSIT), King Faisal University, Al-Hasa, Saudi Arabia


Member, CCSE Committee on Continuing Education Chairman, Undergraduate Committee ICS 202 Course Coordinator (051) SWE 344 Course Coordinator (052)

PROFESSIONAL DEVELOPMENT September 04, 2005 Graduates of Tomorrow’s World: Developing University Curricula and

Teaching for Generic Attributes Deanship of Academic Development, KFUPM

of 298C3 CS 12/14/04

September 03, 2005 Evaluating the Quality of Teaching: An Institutional FrameworkDeanship of Academic Development, KFUPM

November 28 to December 1st, 2004 International Computer Conference on Information & Computer Science (ICICS 2004) CCSE, KFUPM

September 04-07, 2004 Workshop on Active Learning to Foster Critical ThinkingDeanship of Academic Development, KFUPM

September 07 - 10, 2003 Workshop on Critical Thinking , Deanship of Academic Development, KFUPM

HONORS AND AWARDS College of Computer Science Merit Award for Special Contribution to the Department

of Information and Computer Science, KFUPM, 2002 - 2003. Salford University (UK) prize for the best overall result, MS Computer Science, 1992-

93 session. Common-Wealth Scholarship Award to study a two-year MS Programme in Computer

Science at University of Salford, UK. Usman Danfodiyo University Sokoto Prize for the best graduating student in academic

performance among those who graduated in 1988.

AFFILIATION Scientific and professional societies of which a member

Fellow of the Computer Association of Nigeria (COAN)

of 298C3 CS 12/14/04

YAMAN KHAERUZZAMANLecturer


EDUCATION:M.Sc. in Computer Science, Southern Illinois University at Carbondale, IL, USA, Dec.

95 B.Sc. in Computer Science, Southern Illinois University at Carbondale, IL, USA, May,

94KFUPM SERVICE

Number of years of service at KFUPM: 6 yearsOriginal appointment: September 2000 Lecturer Tenure Status: Two-year renewable contract



hoursClass size

051 PYP002 Preparatory Computer Science 14 134052 PYP002 Preparatory Computer Science 14 142061 PYP002 Preparatory Computer Science 14 181


EXPERIENCE

Feb 20 –Apr 17, 2006 CCSE Oracle Academic Initiative Teaching Introduction to Oracle10g: SQL short course

CONSULTATION : NIL

PUBLICATIONS: NIL

PROFESSIONAL SERVICE Number of students for which you serve as academic advisor: NIL time devoted to scholarly and/or research activities :NIL

Other scholarly activities during the last five years (2002 to 2007)

Oct 2005 – Jan 2006, Develop Application Software for "Predicting log properties from seismic data using abductive networks",project RI-KFUPM and Saudi Aramco


Department Faculty Search Committee

of 298C3 CS 12/14/04

College Automation Committee


Aug 27 – 30 Workshop on Online Course Content Authoring using Adobe e-Learning Suite (Flash, Photoshop, Illustrator) Deanship of Academic Development


AFFILIATION : NIL

of 298C3 CS 12/14/04

I PUTU DANU RAHARJALecturer


EDUCATION: M.Sc. in Operational Telecommunication, Coventry University, UK, Sept 1996 S1. in Physic Engineering, Institut Teknologi Bandung (ITB), Indonesia,

I was a lecturer in Computer Science Department at Telecommunication School of Engineering (STTTelkom) in Indonesia (1992-1998).

KFUPM SERVICE Number of years of service at KFUPM: 6 yearsOriginal appointment: September 1999 LecturerTenure Status: Two-year renewable contract



hoursClass size

051/2005 ICS201 Introduction to Computer Science

2 25

051/2005 ICS251 Foundation of Computer Science 3 25052/2006 PYP002 Preparatory Computer Science 2 30053/2006 ICS103 Computer programming in C 3 20061/2006 PYP002 Preparatory Computer Science 2 30


EXPERIENCE :NIL

CONSULTATION :

June 2005 –2006 Research Institute & ARAMCO CPM2252: Development of Fuzzy Logic Models to Generate Permeability Traces in Non-Cored Well

PUBLICATIONS: NIL

PROFESSIONAL SERVICE Number of students for which you serve as academic advisor: NIL

of 298C3 CS 12/14/04

Time devoted to scholarly and/or research activities: 40%. a brief description of your major research and scholarly activities:

Activity DescriptionComputational Intelligent and Bioinformatics Group Member.

Other scholarly activities during the last five years (2002 to 2007): NIL

Other assigned duties performed during the academic year 2005-06: College Committee Member

PROFESSIONAL DEVELOPMENT : NIL


AFFILIATION : NIL

of 298C3 CS 12/14/04

SAQUIB RAZAKLecturer


EDUCATION:M.Sc. in EE, University of Texas at Austin, 12/2002B.Sc. in EE, University of Texas at Austin, 12/1997

KFUPM SERVICE Number of years of service at KFUPM: 2 yearsOriginal appointment: September 2004 LecturerTenure Status:



hoursClass size

051 ICS201 Introduction to Computer Science

3 25

051 PYP002 Prep Year Computer Science 2 22052 ICS202 Data Structures and Algorithms 4 25052 PYP002 Prep Year Computer Science 2 22053 ICS202 Data Structures and Algorithms 4 25061 ICS202 Data Structures and Algorithms 4 25061 ICS431 Operating Systems 4 25061 PYP002 Prep Year Computer Science 2 25


EXPERIENCE 03/1998 – 05/2004 Motorola Inc. Software Engineer

08/2003 – 05/2004 Lawrence Tech University Adjunct Faculty

01/1996 – 08/1997 Motorola Inc. Engineering Coop

CONSULTATION: NIL

PUBLICATIONS : NIL

PROFESSIONAL SERVICE Number of students for which you serve as academic advisor: 13

of 298C3 CS 12/14/04

Time devoted to scholarly and/or research activities: 20%.

A brief description of your major research and scholarly activities:


Wireless Adhoc networks Researching issues at the MAC and Routing layers of Adhoc wireless networks

Other scholarly activities during the last five years (2002 to 2007): NIL Other assigned duties performed during the academic year 2005-06:

Cirriculum Committee Senior Projects


Sept 4th 2006 Workshop on Good Learning and Good Teaching: How do we Promote more of it KFUPM (DAD)

HONORS AND AWARDS :NIL

AFFILIATION: NIL

of 298C3 CS 12/14/04

SAID ABDALLAH MUHAMMADLecturer


EDUCATION:M.Sc. in Computer Science, King Fahd University of Petroleum & Minerals, Saudi

Arabia, 1992B.Sc. (Honors) in Computer Science, Ain Shams University, Egypt, 1985

KFUPM SERVICE Number of years of service at KFUPM: 13 years

Original appointment: February 1993 Lecturer Tenure Status:


Term/year

Course number Course title Semester hours Class size

051 ICS202 Data Structures 41 per class 24+26+22+18052 ICS202 Data Structures 41 per class 27+16+14061 ICS202 Data Structures 41 per class 18+12+10+16


EXPERIENCE: NIL

CONSULTATION : NIL

PUBLICATIONS : NIL

PROFESSIONAL SERVICE Number of students for which you serve as academic advisor: 0 Time devoted to scholarly and/or research activities: 70%.

A brief description of your major research and scholarly activities:Activity Description

Dictionary Authoring I am currently writing an English-Swahili-Arabic dictionary

Other scholarly activities during the last five years (2002 to 2007):NIL

Other assigned duties performed during the academic year 2005-06: of 298

C3 CS 12/14/04

ICS Textbook Committee CCSE e-Learning Committee


June 2001 – August 2001 ICS 202 Online course development project KFUPMOctober – November 2001 Workshop on Introduction to WebCT Academic

Development Center, KFUPM17 – 18 March 2002 Workshop on Information and Computer Science (WICS 2002)

College of Computer Science and Engineering, KFUPMJune 2002-August 2002 ICS 102 and ICS201 online course development project

KFUPMJuly 9 – July 10 2002 A Workshop on Online course development College of

Computer Science and Engineering, KFUPMSept 1 – 3, 2002 A Workshop on Online course development using Authorware

6.0 Deanship of Academic Development, KFUPM 29th September – 10th December 2003 Introduction to Oracle: SQL & PL/SQL (Oracle

Academic Initiative Program) College of Computer Science and Engineering, KFUPM

HONORS AND AWARDS B.Sc. Honors in Computer Science and Pure Mathematics

AFFILIATION: NIL

of 298C3 CS 12/14/04

MOHAMED SALEEM. HLecturer


EDUCATION:M.Engg. in CSE, University of Madras, Dec.1998B.Engg. in EEE, Madurai Kamaraj University, Apr.1996

PROFESSIONAL CERTIFICATIONCISCO(CCNA)

KFUPM SERVICE Number of years of service at KFUPM: 6 years

Original appointment: 01-September-2000 LecturerTenure Status: On Contract



hoursClass size

051 PYP002 Preparatory Computer Science 14/week 22052 PYP002 Preparatory Computer Science 8/week 22052 ICS432 Computer Network Systems 6/week 20061 PYP002 Preparatory Computer Science 14/week 28


EXPERIENCE January 99 to October 99 GSN Technologies Ltd. Software Engineer

CONSULTATION :NIL

PUBLICATIONS Sulaiman Syed Mohamed, M.I.Buhari, H.M.Saleem, Performance Comparison of packet

transmission over IPv6 network on different platforms. IEE Proceedings Communications. June 2006.

H.M. Saleem, M.I. S. Buhari, Outcome-based Pedagogical analysis of Offering Online courses in Higher Education – A Case Study, The 2005 ASAIHL Seminar on applications of computing and information technology in higher learning. Organized by Universiti Brunei Darussalam, 27- 30 June 2005.

of 298C3 CS 12/14/04

PROFESSIONAL SERVICE Number of students for which you serve as academic advisor: NIL Time devoted to scholarly and/or research activities:10%.

A brief description of your major research and scholarly activities:Activity Description

Study of various testing, deploying and integrating mechanisms of IPv6 with the existing IPv4 networks.

Independent Research

P2P & Grid Computing Independent Research Other scholarly activities during the last five years (2002 to 2007): NIL


Software development for course file upload


June 27-30, 2005 The 2005 ASAIHL Seminar on applications of computing and information technology in higher learning. Organized by Universiti Brunei Darussalam, Universiti Brunei Darussalam, Brunei.

September-06, 2004 Active Learning to Foster Critical Thinking KFUPMApril 07-16, 2002 Striving for Excellence in University Teaching KFUPM

HONORS AND AWARDS: NIL


IEEE

of 298C3 CS 12/14/04

MOHSIN SIDDIQUILecturer


EDUCATION: M.Sc. in Mechanical Engineering, KFUPM, 1996B.E.. in Mechanical Engineering, KFUPM, 1991

Attended a course of Oracle University By attending various courses in the KFUPM Individual Study & Research

KFUPM SERVICE Number of years of service at KFUPM: 13 yearsDates of advancement in rank: 1992, research assistant

1997, Lecturer Tenure Status: Two-year renewable contract



hoursClass size

20051 ICS334 Database Systems 12 9620052 ICS334 Database Systems 12 10420053 ICS101 Introduction to Programming 6 3420061 ICS334 Database Systems 6 4920061 PYP002 Computer literacy 6 78


EXPERIENCE 2004 ICS/KFUPM Online Course on Database systems. (Member)2004 DAD/KFUPM Software: Online Faculty Teaching Evaluation System. Co-

Investigator 2005 Maintenance/KFUPM Software: Online request handling system for maintenance

department. Project Manager 2005 DAD/KFUPM Software: For generating knowledge performance indicators for

the KFUPM. (Data Modeler and Software Architect)1999 – till present CCSE/KFUPM - Coordinator for Oracle

- Academic Initiative- Teaching Oracle Courses - Incharge of Database lab - Development of Lab manual

of 298C3 CS 12/14/04

CONSULTATION : NIL

PUBLICATIONS : NIL

PROFESSIONAL SERVICE Number of students for which you serve as academic advisor: Time devoted to scholarly and/or research activities: 30%.

A brief description of major research and scholarly activities

Activity DescriptionOCP - Certification DBA certificationDAMA - Certification Data management association.

Online TutoringDeveloping skills needed for online course delivery and subject matter expertise.

Other scholarly activities during the last five years (2002 to 2007): NIL Other assigned duties performed during the academic year 2005-06: NILPROFESSIONAL DEVELOPMENT

March 2006 Workshop on “Online collaboration, Moderation, teaching and learning, interactive and communication tools, Deanship of Academic Development

October 2006 Teaching and Tutoring Online: Principles and Practice, University of Illinois



Project Management Institute

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MUHAMMAD WAHEED ASLAMLecturer


EDUCATION: MBA. in MIS/Finance, King Fahd University of Petroleum & Minerals, 1995M.Sc. in Computer Science, Quid-e-Azam University, Islamabad, Pakistan, 1985 B.Sc. in Math &Physics, Bahauddin Zakria University, Multan, Pakistan, 1982

KFUPM SERVICE Number of years of service at KFUPM: 14 yearsDates of advancement in rank: 25/1/92 Senior Systems Analyst 29/1/99 , LecturerTenure Status: Two-year renewable contract



hoursClass size

04/041 ICS 413 Software Engineering 3 2304/041 ICS 413 Software Engineering 3 3204/041 ICS 413 Software Engineering (Labs) 3 2904/041 ICS 413 Software Engineering (Labs) 3 2605/042 ICS 413 Software Engineering 3 3105/042 ICS 413 Software Engineering 3 2505/042 ICS 413 Software Engineering (Labs) 3 2805/042 ICS 413 Software Engineering (Labs) 3 2805/043 ICS434 Advanced database Systems 3 1405/051 ICS 413 Software Engineering 3 1105/051 ICS 413 Software Engineering 3 2605/051 ICS 413 Software Engineering (Labs) 3 1805/051 ICS 413 Software Engineering (Labs) 3 1706/052 ICS 413 Software Engineering 3 2606/052 ICS 413 Software Engineering (Labs) 3 2506/052 ICS 103

(3 Sections)

Computer Programming in C PROGRAMMING IN C

9 49

06/053 ICS434 Advanced database Systems 3 26


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EXPERIENCE

1992-2002 ITC, KFUPM Systems Analys/Project Leader

CONSULTATION 05/04- Saudi Telecom , Defining IT standards

PUBLICATIONS: NIL

PROFESSIONAL SERVICE Number of students for which you serve as academic advisor: Time devoted to scholarly and/or research activities: 10%.

A brief description of major research and scholarly activities:


ResearchDoing empirical study to find IS management issues of this region

Other scholarly activities during the last five years (2002 to 2007) : NIL


Chairman of Committee

PROFESSIONAL DEVELOPMENT Sep 4-6, 2004 Developing the Communication Skills of Students , Deanship of

Academic DevelopmentNov 28, 04 Discussion Forum on Critical Thinking, Deanship of Academic

DevelopmentOct 12, 04 Discussion Forum proposed policy on major selection, Deanship of

Academic DevelopmentSep 05, 04 Workshop on motivation and student learning, Deanship of Academic

DevelopmentDec 20, 2005 Workshop on Intelligent Transport System master plan in Saudi Arabia,

Ministry of Transport KSA, Hyatt Regency RiyadhMar 11-13, 2006 Workshop on Online Collaboration Moderation, Teaching & Learning,

Interactive & Communication Tools, Deanship of Academic DevelopmentMar 14-15, 2006 Workshop on E-Learning in Higher Education, Deanship of Academic

DevelopmentApril 2006 Intel Developers Forum, Intel, RI Auditorium KFUPMJuly, 2006 Microsoft Developers Road Show, Microsoft Corp, Le Meridian Hotel Al-

Khobar

HONORS AND :NIL

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http://www.kfupm.edu.sa/dad/deanship/events/workshops/ws040904a.asp?subevn=1

AFFILIATION Scientific and professional societies of which a member Member Saudi Computer Society since 1995 Member Association for Computing Machinery since 1993

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MUHAMMAD WASIQ Lecturer


EDUCATION: M.Sc. in Computer Science, King Fahd University of Petroleum & Minerals, June 2001B.Sc. in Electrical Engineering, NED University of Engineering & Technology, January

1998

KFUPM SERVICE Number of years of service at KFUPM: 5 yearsOriginal appointment: September 1, 2001 LecturerTenure Status: Two-year renewable contract



hoursClass size

051/2005 ICS-432 Computer Network Systems (Lab Section)

45 20

061/2006 ICS-432 Computer Network Systems (Lab Section)

45 18


EXPERIENCE 1/9/2001 to Present College of Computer Sciences & Engineering, King Fahd

University of Petroleum & Minerals, Working as the IT Network Coordinator for the college’s IT services. Responsible for managing the IT staff of the college

CONSULTATION : NIL

PUBLICATIONS : NIL

PROFESSIONAL SERVICE Number of students for which you serve as academic advisor: NIL time devoted to scholarly and/or research activities: NIL.

Other scholarly activities during the last five years (2002 to 2007): NIL

Other assigned duties performed during the academic year 2005-06 :

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CCSE Infrastructure Committee CCSE Automation Committee

PROFESSIONAL DEVELOPMENT : NIL

HONORS AND AWARDS Certified Information Systems Auditor (CISA # 0647352) Certified Information Systems Security Professional (CISSP # 61204) GIAC Certified Firewall Analyst (GCFW)


Member of Information Systems Audit & Control Association (ISACA)_

Constituent of International Information Systems Security Certification Consortium

Member of SANS Advisory Board

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JAWEED YAZDANI Lecturer, Information and Computer Sciences & Manager, Computing Services


EDUCATION:BS. in Computer Science & Engineering, King Fahd University of Petroleum &

Minerals, June, 1985M.Sc. in Computer Science & Engineering, King Fahd University of Petroleum &

Minerals, June, 1988BE. in Electronics, Osmania University, Hyderabad, India Completed first year of a 4-year

program prior to transfer in 1981 to KFUPM, June 1981

KFUPM SERVICENumber of years of service at KFUPM: 21 yearsDates of advancement in rank: February 05, 1985, Appointed as Research

Assistant at KFUPMSeptember 10, 1988, Appointed as Lecturer in ICS Dept. at KFUPMSeptember 20, 1994, Appointed as Manager, Academic Computing Services at KFUPMNovember 10, 2001, Appointed as Manager, Computing Services at KFUPM (Academic & Administrative Services)




hoursClass size

061 ICS434 Advanced Databases 3 36052 ICS032 PC Operating 3 11051 ICS434 Advanced Databases 3 35051 ICS032 Visual Programming Using .NET

Framework3 31


EXPERIENCE

1999 KACST Project under Dr. Aksoy et..al., Design of ER Model of a database for Isotope Decay Experiments from June 19, 1999 to July 3,

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1999, Participated as a team member and worked on entity relationship modeling and database design

1999 Dammam Municipality , Dammam Municipality Pavement Management System Scope of Duties: Complete System Analysis, Design and Implementation

2000 KFUPM Research Institute, Prediction of Sanding Tendency for Pre-Khuff Gas Wells

2001 KFUPM , Computerized Item Banking System Scope of Duties: Project Leader with responsibility for database schema design and SQL Server 2000 server-side application development

2003 Dammam Municipality , Geographical Information System (GIS) and Web Enhancements to the Dammam Municipality Pavement Management SystemScope of Duties: Project Leader including design and implementation of the GIS and Web based Pavement Management System using Oracle Enterprise Database

2004 Qiyas National Testing Agency, Riyadh , National Testing System - Computerized Item Banking System Scope of Duties: Project Leader with responsibility for database schema design and SQL Server 2000 server-side application development

2005,2006 KFUPM, Member, Project Management Team, RAED ERP ProjectScope of Duties: Complete IT design, sizing and technical support for the university ERP system implementation including Student (SunGard Banner Suite and Luminis portal) and Business systems (Oracle E-Business Suite 11i all modules). The business system is planned to go live in January 2007 and the student system is planned to go live in April 2007

2005, 2006 KFUPM , Member, Aafaq IT Track ProjectScope of Duties: IT track member for Aafaq Project to develop a plan for the Saudi Higher Education for next 25 years. The plan is expected to be complete by August 2007.

CONSULTATION 1994, 2006 Information Technology Center, KFUPM, Computer Hardware Procurement and

Distribution Compilation of university-wide computer hardware requirements for desktops, servers,

notebooks, printers, projectors, peripherals etc Initiation and evaluation of purchase requests/bids for computer hardware Computer hardware performance/stress testing Distribution and reassignment of hardware to university academic departments Asset management of all IT resources

Information Technology Consultation Professional consultation to other ITC departments in various IT area including, web,

networking, security, databases and software applications Member of various university and ITC committees with IT-specific objectives Capacity planning, hardware and application tuning for various ITC and university projects Automation of manual processes

User Support Services

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Unix, Windows 9x/2000/XP/NT Platform and Application-Based Service for over 4000 computers installed university-wide

Department Intranet Services Automated Help Services Training Programs

Labs Support and Operations Services Network-Oriented Lab Support Automated/Remote Administration of Labs Department-managed Labs with ITC Technical Support

Testing Services Exam Testing Services including Randomization and Test Analysis Faculty/Course Evaluation Testing Services

PUBLICATIONS Research Publications

Dr. Hamad I. Al-Abdul Wahhab, Dr. Rezqallah H. Ramadhan, Dr. Ibrahim M. Asi, Mr. Jaweed Yazdani, “Development of Pavement Management System for Municipality Roads in Saudi Arabia ”, Transportation Research Board (TRB) 2002 Catalog of Practical Papers

Book Publication and Online Course Development Introduction to Computer Programming using FORTRAN 77, KFUPM Press, Second

Edition, 1995, Coordinator, Contributing Editor and Author, Introduction to Computer Programming using FORTRAN 77, First Edition (1992) and Second Edition (1995), KFUPM Press.

Database Systems Course (ICS334) - Online Course content developmentA team of ICS faculty developed online content for ICS334 Database Systems based on the book Fundamentals of Databases by Masri and Navathe. Developed 8 online lectures of 50 minutes each covering Structured Query Language (SQL) and Query Processing out of a total of 38 lectures for the entire course.

PROFESSIONAL SERVICE Number of students for which you serve as academic advisor: NIL Time devoted to scholarly and/or research activities: 40%.

A brief description of major research and scholarly activities:


IEEE Activties Secretary, IEEE Education Chapter, Eastern Region of Saudi Arabia

Other scholarly activities during the last five years (2002 to 2007): 2006, Technical Visit to WIPRO, Bangalore, India , Wipro – an Indian Software

Major

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2006, Technical Visit to Tata Consultancy Services, Bombay in January and September , Tata Consultancy Services (TCS) – an Indian Software Major

2006, Academic Exchange visit to WITS University. Johannesburg, South Africa, WITS University. Johannesburg, South Africa

2002, Chairman, Administrative Committee, International Indian School, Dammam (9500 students) for four years 1998-2002

2002, Chairman, Computerization Committee, International Indian School, Dammam for four years 1998-2002

2002, Member, Managing Committee , International Indian School, Dammam for four years 1998-2002

Other assigned duties performed during the academic year 2005-06: Manager, Computing Services

PROFESSIONAL DEVELOPMENT 2005 17th CCCG Conference 2005, University of Windsor, Windsor, Canada,

Self1997, 1999, 2002, 2005, 2006 Gulf Information Technology Conference (GITEX), Dubai,

KFUPM

1989, 1995, 1999, 2002, 2004 Saudi National Computer Conference, Various Cities in the Kingdom, KFUPM

2004 ENSA@WORK 2004 Conference, Munich, Germany, Self/KFUPM2001 Visual Connections Conference, Orlando, USA, KFUPM2001 Comdex Exhibition and Conference, Jeddah, KFUPM

HONORS AND AWARDS 1985 Honors Certificate: King Fahd University of Petroleum & Minerals, dated May

18, 1985 for BS degree with Honors.

1988 Honors Certificate: King Fahd University of Petroleum & Minerals, dated June 30, 1988 for MS degree with Honors.

1981 Merit Certificate: Little Flower Junior College dated April 9, 1981 for outstanding performance and distinction for the period 1968-1978.

1981 Merit Certificate: Little Flower Junior College dated April 9, 1981 for number ONE rank in the college merit list and number SIXTH rank in the State of Andhra Pradesh in class XII board exams.

1982 National Certificate of Merit: Government of India dated June 9, 1982 for

meritorious candidates at National level all over India in the year 1978.

1981 State Certificate of Merit: Government of Andhra Pradesh, India dated June 9, 1982 for rank # 6 out of 120,000 students in the state-level Intermediate (XII) Board Exams (1980) conducted by Andhra Pradesh State Board of Intermediate Education, India

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1989-2001 Distinguished Performance certificates issued every year in all Annual Performance Reviews for the years 1989-2001 issued by the Faculty Affairs committee at the King Fahd University of Petroleum & Minerals, Dhahran, Saudi Arabia.

1999 Excellence plaque and Project participation award for University Computer Facilities Expansion 1998 project awarded by the Information Technology Center, King Fahd University of Petroleum & Minerals and Al-Alamiah Electronics dated April 14, 1999.

1998 Excellence and Distinguished Work plaque awarded by the Information Technology Center, King Fahd University of Petroleum & Minerals and Saudi Business Machines dated September 21, 1998.

2000 Excellence and Distinguished Work plaque awarded by the Information Technology Center, King Fahd University of Petroleum & Minerals.

AFFILIATION Scientific and professional societies of which a member IEEE Society, Eastern Region, Saudi Arabia

Saudi Computer Society, Eastern Region, Saudi Arabia

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TALAL MOUSA ALKHAROBI Assistant Professor

Computer Engineering Department

EDUCATION:B.Sc. in Computer Engineering, KFUPM, 1993M.Sc. in Computer Engineering, KFUPM, 1998Ph.D. in Computer Engineering, Texas A&M, 2004

KFUPM SERVICE Number of years of service at KFUPM: 13 yearsOriginal appointment: 1993, Graduate Assistant

Dates of advancement in rank: 1998, Lecturer 2004, Assistant Professor

Tenure Status:



hoursClass size

EXPERIENCE: teaching, industrial etc

CONSULTATION : patents etc

PUBLICATIONS Syed M.S. Islam, M. Al-Mouhamed, S.M. Buhari, and Talal Al-Kharoubi, “A

Hierarchical Design Scheme for Application of Augmented Reality in a Telerobotic Stereo-Vision System”, the Saudi 18th National Computer Conference (NCC18), March 26-29, 2006. Riyadh, KSA.

Syed M.S. Islam, Mayez A. Al-Mouhamed, Talal Al-Kharoubi, Seyed M. Buhari, “Augmentation of a Telerobotic Stereo-Vision System Using Graphical Overlays”, First International Conference on Industrial and Information Systems [ICIIS 2006], Srilanka, 8

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– 11 August, 2006..

PROFESSIONAL SERVICE Chairman of technical committee for the 1st eServices symposium Chairman of technical committee for the 2nd eServices symposium Chairman of executive committee of the Saudi Canadian Video conference

PROFESSIONAL DEVELOPMENT :none

HONORS AND AWARDS Best Student in computer field in Saudi Arabia, KACST 1992 High honor, KFUPM 1993 Best Graduate Assistant, KFUPM 1998 Distinguished service award, CCSE-KFUPM, 2006

AFFILIATION Scientific and professional societies of which a member IEEE IEEE, Computer Society (board member -Saudi Chapter) IEEE Industrial Application (board Vice chairmen -Saudi Chapter) Saudi Computer Society

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IV. Curriculum

Intent: The curriculum is consistent with the program's documented objectives. It combines technical requirements with general education requirements and electives to prepare students for a professional career in the computer field, for further study in computer science, and for functioning in modern society. The technical requirements include up-to-date coverage of basic and advanced topics in computer science as well as an emphasis on science and mathematics.

(Curriculum standards are specified in terms of semester hours of study. Thirty semester hours generally constitutes one year of full-time study and is equivalent to 45 quarter-hours. A course or a specific part of a course can only be applied toward one standard.)

A. Title of Degree Program

Give the title of the degree program under review, as specified on the transcript and diploma.

Transcript: Bachelor of Science in Computer ScienceDiploma: Bachelor of Science in Computer Science

B. Credit Hour Definition

One semester hour normally means one hour of lecture or three hours of laboratory per week. One academic year normally represents from twenty-eight to thirty weeks of classes, exclusive of final examinations. Please describe below if your definitions differ from these.

The university follows the stated definitions.

C. Prerequisite Flow Chart

Attach a flow chart showing the prerequisite structure of computer science courses required or allowed towards the major.

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D. Course Requirements of Curriculum (term by term and year by year)

1. Required and elective courses. In the tables on the following pages, list the courses in the order in which they are normally taken in the curriculum, classified in the appropriate categories. The data should clearly indicate how the program meets the Intent of the Curriculum Category of the Criteria for Accrediting Computer Science Programs. These tables are designed for a semester calendar; they may be easily altered for a quarter calendar.

2. Required courses. List courses by department abbreviation (Math, Chem, CS, etc.), number, title, and number of semester hours. Apportion the semester hours for each course by category.

3. Elective courses. Designate these courses “elective.” If an elective is restricted to a particular category, then tabulate the semester hours in that category and indicate the category in the listing, e.g. “elective—science.” In addition, be sure that you have supplied information elsewhere in this document indicating how you ensure that students take the course in the specified category (e. g. advisement, graduation check sheets, etc.). For free electives (i.e., those not restricted to a particular category), list the semester hours under the heading “Other.” Use footnotes for any listings that require further elaboration.

4. Individual courses may be split between or among curriculum areas if the course content justifies the split. For example, a discrete mathematics course may have some of its semester hours under mathematics and some under computer science. In such cases, assign semester hours to categories in multiples of one-half semester hour.

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Table 1: BS in Computer Science with Summer Training.Category (semester hours)

YearSemester

Course(Dept., Number, Title) C

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MATH 101: Calculus I 4First PHYS 101: General Physics 4

Semester ENGL 101: An Introduction to Academic Discourse 3

Freshman CHEM 101: General Chemistry I 4

Year IAS 101: Practical Grammar 2MATH 102: Calculus II 4

Second PHYS 102: General Physics II 4Semester ENGL 102: Introduction to

Report Writing 3Freshman ICS 102: Intro. To Computing

I 3Year IAS 111: Belief & its Effects 2

PE 101: Physical Education I 1ICS 201: Intro. To Computing II 4

First ICS 253: Discrete Structures I 3Semester COE 202: Digital Logic

Design 3Sophomore MATH 201: Calculus III 3

Year PE 102: Physical Education II 1IAS 212: Professional Ethics 2ICS 202: Data Structures 4

Second ICS 233: Comp. Architecture & Assembly Language 4

Semester ICS 254: Discrete Structures II 1 2

Sophomore MATH 260: Lin. Alg. & Diff. Equat. 3

Year COE 203: Digital Logic Lab 1ENGL 214: Academic & Professional Communication 3

SUBTOTALS 20 0 19 12 15 2

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Table 1: BS in Computer Science with Summer Training (Continued).Category (semester hours)

YearSemester


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ICS 309: Computing and Society 2

First ICS 324: Database Systems 3 1Semester ICS 353: Des. & Analysis of

Algorithms 2 1Junior SWE 311: Principles of

Software Eng. 4Year IAS 201: Objective Writing 2

STAT 319: Prob.& Statistics for Eng. 3ICS 343: Fund. of Comp. Networks 2 2

Second ICS 381: Principles of Artificial Intelligence 1 2

Semester ICS xxx: (ICS Elective I) 3Junior IAS 322: Human Rights in

Islam 2Year XE xxx: (Free Elective I) 3

Summer Session ICS 399: Summer Training

ICS 410: Programming Languages 1.5 1.5

First ICS 431: Operating Systems 3 1Semester ICS xxx: (ICS Elective II) 3

Senior XE xxx: (Free Elective II) 3Year XE xxx: (Free Elective III) 3

ICS 411: Senior Project 1 2Second ICS xxx: (ICS Elective III) 3

Semester ICS xxx: (ICS Elective IV) 3Senior IAS 301: Language Comm.

Skills 2Year XE xxx: (Free Elective IV) 3

SUBTOTALS 17.5 22.5 3 0 20 0TOTALS 37.5 22.5 22 12 35 2

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Table 2: BS in Computer Science with Coop Work.Category (semester hours)

YearSemester


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MATH 101: Calculus I 4First PHYS 101: General Physics 4

Semester ENGL 101: An Introduction to Academic Discourse 3

Freshman CHEM 101: General Chemistry I 4

Year IAS 101: Practical Grammar 2MATH 102: Calculus II 4

Second PHYS 102: General Physics II 4Semester ENGL 102: Introduction to

Report Writing 3Freshman ICS 102: Intro. To Computing

I 3Year IAS 111: Belief & its Effects 2

PE 101: Physical Education I 1ICS 201: Intro. To Computing II 4

First ICS 253: Discrete Structures I 3Semester COE 202: Digital Logic

Design 3Sophomore MATH 201: Calculus III 3

Year PE 102: Physical Education II 1IAS 212: Professional Ethics 2ICS 202: Data Structures 4

Second ICS 233: Comp. Architecture & Assembly Language 4

Semester ICS 254: Discrete Structures II 1 2

Sophomore MATH 260: Lin. Alg. & Diff. Equat. 3

Year COE 203: Digital Logic Lab 1ENGL 214: Academic & Professional Communication 3

SUBTOTALS 20 0 19 12 15 2

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Table 2: BS in Computer Science with Coop Work (Continued).Category (semester hours)

YearSemester


ompu

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ICS 309: Computing and Society 2

First ICS 324: Database Systems 3 1Semester ICS 353: Des. & Analysis of

Algorithms 2 1Junior SWE 311: Principles of

Software Eng. 4Year IAS 201: Objective Writing 2

STAT 319: Prob.& Statistics for Eng. 3ICS 343: Fund. of Comp. Networks 2 2

Second ICS 381: Principles of Artificial Intelligence 1 2ICS 431: Operating Systems 3 1

Semester ICS xxx: (ICS Elective I) 3Junior ICS xxx: (ICS Elective II) 3Year IAS 322: Human Rights in

Islam 2Summer Session ICS 350: Cooperative Work

ICS 351: Cooperative Work 9First

SemesterSeniorYear

ICS 410: Programming Languages 1.5 1.5

Second ICS xxx: (ICS Elective III) 3Semester ICS xxx: (ICS Elective IV) 3

Senior IAS 301: Language Comm. Skills 2XE xxx: (Free Elective I) 3

Year XE xxx: (Free Elective II) 3SUBTOTALS 16.5 29.5 3 0 14 0

TOTALS 36.5 29.5 22 12 29 2

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GeneralStandard IV-1. The curriculum must include at least 40 semester hours of up-to-date study in computer science topics.

1. If it is not obvious from the above tables that the curriculum includes at least 40 semester hours (60 quarter hours) of computer science topics, please explain.

For the Summer Training option, Table 1 shows 60.0 semester hours of computer science.For the Coop Work Option, Table 2 shows 66.0 semester hours of computer science.

Standard IV-2. The curriculum must contain at least 30 semester hours of study in mathematics and science as specified below under Mathematics and Science.

2. If it is not obvious from the above tables that the curriculum includes at least 30 semester hours (45 quarter hours) of study in mathematics and science, please explain.

For both options, Table 1 and Table 2 show 34.0 semester hours of mathematics and science.

Standard IV-3. The curriculum must include at least 30 semester hours of study in humanities, social sciences, arts and other disciplines that serve to broaden the background of the student.

3. If it is not obvious from the above tables that the curriculum includes at least 30 semester hours (45 quarter hours) of study in humanities, social sciences, arts, and other disciplines that serve to broaden the background of the student, please explain.

For the Summer Training option, Table 1 shows 37.0 semester hours of general education.For the Coop Work Option, Table 2 shows 31.0 semester hours of general education.

Standard IV-4. The curriculum must be consistent with the documented objectives of the program.

Describe the consistency between the documented objectives of the program and the curriculum. How does the curriculum contribute to the achievement of the documented objectives?

The main aim of the CS program, as the objectives state, is to graduate students with a sound understanding of the theories of computing, with enough hands-on experience in computing practice, with knowledge of state-of-the-art computing systems and tools and a deep appreciation of professional and ethical issues in their practice of computing. This will enable our graduates to be competent professionals in the theory and practice of computing who are capable of meeting the demands of Saudi industry and providing leadership in academia and

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government circles. The international appeal of our program will enable our graduates to fit and be competitive internationally as well. Consequently, this makes our program well-aligned with the fundamental mission statements of our college and the university at large.The curriculum is made to achieve the objectives as follows:

I. Objective 1: This objective is achieved through ensuring that the curriculum satisfies the core requirements of a computer science program as has been specified in the Computing Curricula 2001 report.

II. Objective 2: A group of core and elective courses have been developed for each area of net-centric computing, information management, and intelligent systems, whereby students are highly encouraged, but not obliged, to follow a single area in the elective courses they take. The courses in each area are shown below:

a. Net-centric Computingi. ICS 343 Fundamentals of Computer Networks

ii. ICS 431 Operating Systemsiii. ICS 436 Systems and Network Administrationiv. ICS 437 Distributed Systemsv. ICS 441 Cluster Computing

vi. ICS 442 Computer Network Technologiesvii. ICS 443 Network Design and Management

viii. ICS 444 Computer and Network Securityix. SWE 344 Internet Protocols and Client Server Computingx. SWE 444 Internet and Web Application Development

xi. SWE 446 Selected Topics on Emerging Internet Technologiesb. Information Management

i. ICS 324 Database Systems ii. ICS 424 Advanced Database Systems

iii. ICS 426 Data Warehousing and Data Miningiv. ICS 454 Principles of Cryptographyv. ICS 482 Natural Language Processing

vi. ICS 484 Arabic Computingvii. SWE 423 Multimedia Systems

viii. SWE 444 Internet and Web Application Developmentc. Intelligent Systems

i. ICS 381 Principles of Artificial Intelligenceii. ICS 481 Artificial Neural Networks

iii. ICS 482 Natural Language Processingiv. ICS 483 Computer Visionv. ICS 484 Arabic Computing

vi. ICS 485 Machine Learningvii. ICS 486 Multi-agent Systems

viii. ICS 488 Soft ComputingObjectives 3, 4 and 5: The Summer Training program option satisfies these objectives, in part, through the ICS 399: Summer Training course over a period of 2 months that is required from the student to carry out after finishing his junior year courses and through the ICS 411: Senior Project course that is taken during the student’s senior year. The Coop Work program option satisfies these objectives through the ICS 351 course over a work period of 7 months. Both

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program options provide necessary skills for the student to carry out tasks, individually, and as part of a team, following appropriate practices within a professional, legal, and ethical framework. In addition, ICS 309: “Computing and Society” and IAS 212: “Professional Ethics” present a formal study of professional, legal and ethical issues with its effects on individuals and the society at large. These courses are required from both program options. Students in both program options will, most likely, have to encounter new concepts, tools or methodologies that they have not encountered in their earlier studies before, but still they have to master them in order to carry out their Summer Training, senior project or Coop Work effectively.

Computer Science

Standard IV-5. All students must take a broad-based core of fundamental computer science material consisting of at least 16 semester hours.

4. If it is not obvious from the above tables that the curriculum includes a broad-based core of fundamental computer science material consisting of at least 16 semester hours (24 quarter hours), please explain.

For the Summer Training option, Table 1 shows 37.5 semester hours of computer science.For the Coop Work Option, Table 2 shows 36.5 semester hours of computer science.

Standard IV-6. The core materials must provide basic coverage of algorithms, data structures, software design, concepts of programming languages and computer organization and architecture.

5. The core materials must provide basic coverage of the following five areas. Please indicate below the approximate number of semester hours in the core devoted to each topic. (This material can be gathered from your course descriptions, but it will ease the job for the visiting team if you do this in advance.)

Area Semester hours Area Semester hoursAlgorithms 10 Data structures 2.5Software Design

3.5 Concepts of Programming Languages

8

Computer Organization and Architecture

5

Standard IV-7. Theoretical foundations, problem analysis, and solution design must be stressed within the program’s core materials.

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6. The following areas must be stressed within the program’s core materials. Indicate the course numbers of courses embodying a significant portion of these areas.

Area Courses (Dept., Number)Theoretical Foundations ICS 254, ICS 353, ICS 410, ICS 431Problem Analysis ICS 253, ICS 254, ICS 353, SWE 311Solution Design ICS 351, ICS 353, ICS 399, ICS 411

Standard IV-8. Students must be exposed to a variety of programming languages and systems and must become proficient in at least one higher-level language.

7. To what programming languages and operating systems are students exposed?

Students are exposed to the Java programming language in the basic programming course sequence (ICS 102 and ICS 201) and in the data structures course (ICS 202). In addition, students are exposed to the C programming language in ICS 410 and ICS 431. Functional programming languages, such as Haskel and/or ML are introduced in ICS 410. Logic programming using Prolog is introduced in ICS 410 and ICS 381. Microsoft Windows is the main operating system by which students carry out their programming tasks. Unix and/or Linux are used in the ICS 431: Operating Systems course.

8. In what higher-level language(s) do students become proficient?

Java

Standard IV-9. All students must take at least 16 semester hours of advanced course work in computer science that provides breadth and builds on the core to provide depth.

9. If it is not obvious from the tables above that students take at least 16 semester hours (24 quarter hours) of advanced computer science, please explain.

It is clear from Tables 1 and 2 for both options that at least 22.5 semester hours of advanced computer science are taken, 12 of which are in the form of four computer-science elective courses, and the rest are embedded in the core courses.

10. List below the advanced areas in which your students may study. Make clear by the use of “and”, “or”, and parentheses which areas are required and which may be chosen from (e. g., A and two of (B or C or D)).

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Required: Programming languages, computer networking, algorithm design, database systems, software engineering, artificial intelligence, computer organization and architecture, and operating systems.

Optional: 12 semester hours chosen from intelligent systems, computational theory, information management, or net-centric computing.

Mathematics and Science

Standard IV-10. The curriculum must include at least 15 semester hours of mathematics.

11. If it is not obvious from the tables above that students take at least 15 semester hours (23 quarter hours) of mathematics beyond pre-calculus, please explain.

Table 1 and Table 2 indicate that the curriculum contains 22 hours of mathematics.

Standard IV-11. Course work in mathematics must include discrete mathematics, differential and integral calculus, and probability and statistics.

12. If it is not obvious from course titles in the above tables, then explain below which required courses contain discrete mathematics, differential and integral calculus, and probability and statistics.

Table 1 and Table 2 indicate that the curriculum contains 5 semester hours of discrete mathematics (ICS253 and ICS254), 14 semester hours of calculus (MATH101, MATH102, MATH201, and MATH260), and 3 hours of probability and statistics (STAT319).

Standard IV-12. The curriculum must include at least 12 semester hours of science.

13. If it is not obvious from the tables above that students take at least 12 semester hours (18 quarter hours) of science, please explain.

Table 1 and Table 2 indicate that the curriculum contains 12 semester hours of science (PHYS101, PHYS102, and CHEM101).

Standard IV-13. Course work in science must include the equivalent of a two-semester sequence in a laboratory science for science or engineering majors.

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14. If it is not obvious from the tables above and from course descriptions and/or your catalog that the science requirement includes a full year (two-semester or three-quarter) sequence in a laboratory science for science and engineering majors, please explain.

Table 1 and Table 2 indicate that the curriculum contains a two-semester sequence in a lab science, viz., PHYS 101-102 (General Physics).

Standard IV-14. Science course work additional to that specified in Standard IV-13 must be in science courses or courses that enhance the student's ability to apply the scientific method.

Additional Areas of Study

15. If it is not obvious from the tables above and from course descriptions and/or your catalog that the remainder of the science requirement is met with science courses or courses that enhance the student’s abilities in the application of the scientific method, please explain. (Mathematics, statistics, and courses normally considered part of the computer science discipline should not be included here).

Table 1 and Table 2 show that the remainder of the science requirement is met by a chemistry course, CHEM 101, General Chemistry.

Standard IV-15. The oral communications skills of the student must be developed and applied in the program.Standard IV-16. The written communications skills of the student must be developed and applied in the program.

16. Each student’s oral and written communications skills must be developed and applied in the program, i.e., in courses required for the major. This information should be included in course descriptions; please give course numbers below.

Communications skills Developed in Applied inOral ENGL 101, ENGL 102, and

ENGL 214ICS334, ICS351, ICS381, ICS399, ICS411

Written ENGL 101, ENGL 102, and ENGL 214

ICS334, ICS351, ICS381, ICS399, ICS411

Standard IV-17. There must be sufficient coverage of social and ethical implications of computing to give students an understanding of a broad range of issues in this area.

17. Social and ethical implications of computing must be covered in the program. This information should be included in course descriptions; please give course numbers below.

Covered in Course(s) (Dept., Number)

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Social and Ethical Implications ICS309, ICS334/ICS324, ICS351, ICS381, ICS399, ICS411, ICS413/SWE311, ICS431

E. Course Descriptions

1. For each required or elective computer science course that can be counted in the curriculum being reviewed for accreditation, include a two-page or three-page course outline at this point in the Self-Study. If your documentation does not exactly follow this format, be sure that all of the requested information (if applicable) is present, and please in any case adhere to a common format for all course descriptions.

Note that the outline format calls for information on the content of the course in the areas of algorithms, data structures, software design, concepts of programming languages, computer organization and architecture. This is not intended to suggest that every course must have some coverage of each of these topics. For a given course, please include the information from a listed area only if the course has significant content in that specific area.

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2. Course display for the visit. The course outline for each required or elective computer science course must also be included in a display of course materials that is available for study at all times during the evaluation visit. The course material display must include at least the following for each course that can be counted in the computer science segment of the curriculum being evaluated.

Course name and number, number of credits, meeting times, etc. Textbook and other required material (e.g. manuals, reference booklets, standards and

documents) Instructor’s name and contacts Syllabus/schedule (provide hardcopy and URL if only available on-line) Introductory pages that include course objectives, pedagogical approach, assessment

methods (and how these relate to the program objectives if appropriate) Course policies Introductory sheet that indicates course locations or sites that show evidence of writing,

presentations, ethics etc. as appropriate Assignments and projects, tests, exams and important handouts Student work (examples of graded high/medium/low quality work as well as tests/exams

etc.) Any feedback mechanisms/examples to students that might be on-line Any substantive electronically posted communication, threaded discussion, or teamwork

etc. Course evaluations (measures of success that include, for example, the results of student

surveys and the achievements of students in current or subsequent courses) Proposed or changes as a result of formative surveys

If a course is taught wholly on-line by a non-resident faculty member then data about that faculty member must be included in the Self-Study or provided in separate documents for credentialing purposes. In addition, for wholly on-line courses or a complete degree program, the results of an electronic CAC survey to that group of students regarding their experiences in the program (comparative to the usual on-site class visit) should be made available to the visiting team.

If available, please provide the location of URL’s on a CAC-visit Website or site containing a set of URL links that would allow an evaluator to retrieve specific data directly (if not provided in hardcopy) as indicated above. These should be available before the time of the visit.

Note: In addition to the display materials, it would be very helpful to the visiting team if all assessment documentation could be available in the same location as the display materials. It is also very helpful if the display room contains computers with network connections.

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V. Laboratories and Computing Facilities

Intent: Laboratories and computing facilities are available, accessible, and adequately supported to enable students to complete their course work and to support faculty teaching needs and scholarly activities.

In Section VI you will be asked to describe the planning and acquisition processes for laboratory equipment. Please do not repeat any of that information here; simply refer to that section, if necessary, to avoid duplication.

A. Computing Facilities

1. Describe the computing facilities used by students in the program. Indicate the types of software available in each category. Specify any limitations that impact the quality of the educational experience.

Institutional computing facilities:

It is noteworthy that all computer facilities at KFUPM have been substantially enhanced since the last ABET visit in 2001. The following sections present the current status of the computer facilities at KFUPM. There are two different sets of computing facilities provided to the students of Computer Science Department. These include facilities provided by the Information Technology Center (ITC) of the university and the computing facilities provided by the College of Computer Sciences & Engineering. Both will be described below:

A. Information Technology Center (ITC)The ITC is the core department responsible for taking care of the IT and computing related needs of students and faculty. The facilities provided by ITC to students include 24 hours labs with support, messaging and collaboration services, windows/UNIX accounts, home directories, web space, wireless LAN, remote access dialup service and LAN connectivity in student dorms.

A.1 Available PCITC operates five general-purpose PC labs throughout the campus. These labs provide PC's for accessing the network as well as printing facilities. The locations and operation hours for each of these labs are announced at ITC website. In addition, ITC technically supports 50+ departmental labs. The total number of institutional computers accessible to students as of the end of January 2007 is 3150, with a student-to-available institutional computer ratio of 2.86 (Year 2006).

A.2 The NetworkNetworking facilities at KFUPM have seen exponential growth over the last five years. Networking facilities, which started with Novell based PC labs, now comprise a fiber optic Gigabit Ethernet backbone serving more than 10,000+ fast-Ethernet switched network points. All faculty offices, classrooms and PC labs are connected to the network. Faculty

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housing and multi-story student dorms buildings are also connected to network. The network is enhanced to provide wireless LAN (Wi-Fi) connectivity to all academic buildings across the campus. A total of 390 access points have been installed across the campus. Dial-in facilities are also available for remote access to KFUPM Intranet and Internet resources.

■ KFUPM Enterprise Network Infrastructure

KFUPM Enterprise network serves to provide services to KFUPM community for research and academic purposes. All computers at KFUPM campus are connected to KFUPM enterprise network. The network consists of a redundant Gigabit Ethernet backbone over fiber optic cables. All the academic buildings in the campus are connected to the backbone of ITC (Bldg-14) using single mode fiber optic cables. Some of the remote buildings with a small number of users are connected to the main campus network over leased telephone lines using HDSL (High Speed Digital Subscriber Link).

KFUPM enterprise backbone used state-of-the-art equipment from Cisco and was upgraded to gigabit Ethernet technology in 2001.Cisco Catalyst 6500 series gigabit switches were chosen in redundant configuration for the backbone. Network inside the buildings consist of Catalyst 3550 gigabit edge switches which serves to connect the building network to the backbone using FO cables. At the desktop level, fast Ethernet switches connect to the edge switches using gigabit uplinks over copper cables (UTP). Use of UTP cables for gigabit uplinks inside the buildings has reduced the network costs and makes it easier to maintain. Switches in the backbone and edge devices have full routing capabilities. This gives flexibility and control in network operations.

Most of the Academic buildings are connected to building 14 (ITC) through single mode fiber. The remaining buildings with fewer users are connected through HDSL. The entire Enterprise network is logically divided into different VLANs for faculty, staff, students and wireless users for enhancing security. Thus each building has a VLAN for faculty, staff, students and wireless users created on Layer 3 and Layer 2 switches. VLAN implementation also increases the overall manageability and increases the bandwidth efficiency by preventing huge broadcast network traffic clogging the usable bandwidth.

■ KFUPM Enterprise IT Security

► Cisco ASA firewall is being used to protect threats from inside as well as outside.

► Intrusion Detection System (IDS) is being used to monitor suspicious activity and traffic for external as well as for important servers inside the server farm.

► Providing VPN services to the KFUPM community for remote access using state of art security infrastructure.

► Preparing and implementing security policies and guidelines.

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► Performing audits and security health checks of the entire KFUPM IT infrastructure.

■ Student Dorms NetworkKFUPM constantly keeps on striving to improve the services provided to the students and to be at the forefront of technology use in education. Online education and computer networks are playing an ever increasing part in improving the quality of the learning experience of the students. To further enhance the services an ambitious project was started to provide network connectivity to all the student dorms. These include a total of 28 buildings. Each room is equipped with two fast Ethernet connections. This includes equipping more than 1800 rooms with network connectivity. A separate network backbone with gigabit connectivity has been made for this purpose. All the dorm buildings would be connected to a newly built network center in the student reception building. Cisco Catalyst 6500 switches which are being used in the main campus backbone have been chosen for the student dorms network backbone in a fully redundant configuration. These switches have extra capacity to support new student buildings in future. The new backbone is being connected to the existing backbone within ITC network center using multiple gigabit connections in a fully meshed configuration. It is worth mentioning over here that the student dorms network project includes laying more than 20,000 meters of fiber optic cables. In addition more than 130,000 meters of UTP cabling has been used.

As a result of these projects, 39 buildings (academic and remote) and 28 student buildings have been connected with more than 10,000 nodes cabled.

■ Availability of Wireless NetworkKFUPM has a complete Cisco wireless LAN deployment with nearly 400 Aironet 1200 series Access Points.

KFUPM has IEEE-802.11g (Backward compatible with 802.11b).

Operating frequency uses available/unlicensed 2.4/5 GHz ISM Band. It provides higher data rate (up to 54 Mbps).

KFUPM has secured communication via Meetinghouse AEGIS client, used for secure authentication and communication.

Total 39 buildings are covered including all academic buildings. Moreover, three (3) students’ activity areas in student dorms are covered. Three (3) outdoor areas are covered as well to provide ubiquitous coverage between important buildings.

All the above areas have good coverage and good signal strengths.

■ ITC Remote Access Service

Remote Access Service (RAS) system was introduced in the month of May 2002

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through which 240 users can simultaneously connect to ITC network using dialup connection. Due to its availability and reliability, ITC RAS system is heavily used by the KFUPM community for connecting their computers from remote locations. This system also has callback facility, limited to some users. RAS users are being authenticated using a centralized database taken from the ITC active directory so that users will have one username and password for all signing on. Detailed reports of RAS usage are generated daily.

A.3 Available SoftwareThe use of software at King Fahd University of Petroleum & Minerals is governed by an approved software policy of the university. This policy is applicable to the University community and refers to all computing resources whether individually installed, or shared, stand-alone or networked. Faculty, staff, and students of the University are required and expected to obey the laws and legal agreements governing software use for educational institutions of the Kingdom of Saudi Arabia. Because such violations are also against University policies and rules, disciplinary action is taken where appropriate. For more information this policy, please refer to “Appendix II – Institutional Profile”. A partial list of software available to students includes, but is not limited to:- Adobe Acrobat Writer 6.0 - Adobe Illustrator 10 - Adobe Photoshop 7.0 - Dream Weaver MX 2004 (New) - Flash MX 2004 - Macro Media AuthorWare 7.0.1 - Microsoft Office 2003 - Microsoft Office 2003 Front Page - Microsoft Office 2003 Professional - Microsoft Office Project 2003 - Microsoft Office Visio 2003 - Oracle 11i E-Business Suite - Oracle Database 10g R2 (10.2.0.1.0) - Oracle Developer Suite 10g - Savvion Process Modeler - Symantec Corporate Client - Trend Micro Office Scan 8.0 (Vista Compatible) - Visual Studio 6.0

B. College of Computer Sciences and Engineering FacilitiesThe facilities provided by the College of Computer Sciences & Engineering are in addition to the facilities provided by ITC. In fact, the college maintains its own IT and computing infrastructure and support staff to meet the ever increasing computing demands of its students and faculty. These services mainly include general purpose and specific labs, separate UNIX and Windows based storage space, web space, table space on database servers (ORACLE, MYSQL, and MS SQLSERVER), remotely accessible UNIX servers (around 40), e-mail service, senior project experimentation lab, and support on various software used by students.

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In addition to the departmental instructional labs that are described in the next section, the department has access to college instructional labs. The College of Computer Sciences & Engineering (CCSE) provides additional computer labs and server resources. CCSE labs provide Unix and Windows facilities as follows:

22-335: 35 Windows XP Dell GX 240 Pentium IV, 512 MB RAM machines. Open 24 hours. Primary function: Instructional and General Purpose Lab.

22-410: 36 Windows XP Dell GX 240 Pentium IV, 512 MB RAM machines. Open 24 hours. One HP 9000 DN printer. Open 24 hours. Primary function: Instructional and General Purpose Lab.

23-017: 36 IBM Pentium IV machines running Windows XP. The RAM is 512 MB. Primary function: Instructional Lab.

22-418: 24 IBM Pentium IV machines running Windows XP. The RAM is 512 MB. One HP 9000 DN printer. Primary function: Instructional and General Purpose Lab.

22-413: 28 HP Pentium IV PCs running Mandrake Linux version 10.1. One HP 9000 DN printer. Open 24 hours. Primary function: Instructional and General Purpose Lab.

22-333: 22 HP Compaq Pentium IV machines running Windows XP. The RAM is 512 MB. 2 HP 9000 DN printers. Open 24 hours. Primary function: General Purpose Lab.

CCSE Unix Network File, print, and computational servers provided by the college include a Sun NAS Server N8400 with 3 TB of disk space, several high end SUN and HP servers for Solaris and Linux, respectively, several smaller servers including SUN V120 and V240 servers for remote access by users, and associated backup facilities.

Program computing facilities:

The department maintains its own laboratories, servers, and office and research systems. Workstations are provided in the instructional laboratories, and additional systems are supported in faculty and graduate student offices, administrative offices, and research labs. Laser printers, scanners, and other peripheral resources are also provided.

Departmental Instructional labs include:

Senior Project Lab (22-343): 18 Windows XP Dell GX 260 Pentium IV, 512 MB RAM machines. Primary function: General Purpose Project Lab.

Database Lab (22-336/1): 35 HP Compaq Pentium IV machines running Windows XP. The RAM is 512 MB. Primary function: Instructional and general purpose lab.

Software Engineering Lab (23-018): 35 HP Compaq Pentium IV machines running Windows XP. The RAM is 512 MB. Primary function: Instructional lab

General Course Instruction Lab (23-015): 30 Windows XP HP Compaq Pentium IV,

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512 MB RAM machines. Primary function: Instructional Lab.

Network Lab (23-016): Various layer 2 and layer 3 networking devices from CISCO and 3COM, including CISCO 3500 layer 3 switches, CISCO 2600 routers and layer 2 3COM switches. In addition to networking hardware, the lab also has 20 Pentium IV IBM machines running Windows 2000 Server platform. Primary function: Instructional.

Students are also provided access and support on several licensed and freeware software, both on UNIX and Windows platforms.

Other computing facilities:

Please Refer to ABET Self Study Questionnaire Volume 2

2. Describe the computing facilities planning, acquisition, and maintenance processes and their adequacy. Include discussion of these topics for university-wide computing facilities available to all students (if used by your majors), your own laboratories and equipment (if applicable), and facilities controlled by other departments and/or schools (if used by your majors).


3. Discuss how you assess the adequacy of your laboratory and computing support.


4. Please attach any equipment replacement plans to this report.

Standard V-1. Each student must have adequate and reasonable access to the systems needed for each course.

B. Student Access

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State the hours the various facilities are open. State whether students have access from dormitories or off campus by direct access, modem, etc., and describe this access quantitatively.


Standard V-2. Documentation for hardware and software must be readily accessible to faculty and students.

C. Documentation

Describe documentation for hardware and software systems available to students and faculty in the computer science program. Explain how students and faculty have adequate and timely access to the documentation.


Standard V-3. All faculty members must have access to adequate computing facilities for class preparation and for scholarly activities.

D. Faculty Access

Describe the computing facilities available to faculty for class preparation and for scholarly activities. Include specifics regarding resources in faculty offices.


Standard V-4. There must be adequate support personnel to install and maintain the laboratories and computing facilities.

E. Support Personnel

1. What support personnel are available to install, maintain, and manage departmental hardware, software, and networks?

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2. Describe any limitations due to this level of support?


3. Are any faculty members expected to provide hardware, network, or software support? If so, describe this expectation including how such expectations are addressed in evaluation, tenure, promotion, and merit pay decisions, and indicate what, if any, released time is awarded for this effort.


Standard V-5. Instructional assistance must be provided for the laboratories and computing facilities.

F. Instructional Assistance

Describe the nature and extent of instructional assistance available to students in the laboratories.


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VI. Institutional Support and Financial Resources

Intent: The institution’s support for the program and the financial resources available to the program are sufficient to provide an environment in which the program can achieve its objectives. Support and resources are sufficient to provide assurance that an accredited program will retain its strength throughout the period of accreditation.

Standard VI-1. Support for faculty must be sufficient to enable the program to attract and retain high-quality faculty capable of supporting the program’s objectives.

Standard VI-2. There must be sufficient support and financial resources to allow all faculty members to attend national technical meetings with sufficient frequency to maintain competence as teachers and scholars.Standard VI-3. There must be support and recognition of scholarly activities.

A. Faculty Stability

1. Evidence of the long-term stability of a program is provided by its ability to both attract and retain high quality faculty. Describe how your program does this. Some topics the description might address are sabbatical and other leave programs, salaries, benefits, teaching loads, support for and recognition of scholarly activity (including financial support for attendance at professional meetings), departmental and institutional ambiance, etc.


2. Give counts of the total number of faculty and the number of resignations, retirements, and new hires for each of the last five years. Indicate whether there are significant problems attracting and retaining faculty, and if so, the causes.

Year Total Faculty Resignations Retirements New Hires2000-20012001-20022002-20032003-20042004-2005

E. Faculty Professional Activities

Summarize the professional activities of your faculty, attendance at meetings, university and professional honors won by individuals, etc. Just summarize here; details should appear in individual faculty vitas.

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Standard VI-4. There must be office support consistent with the type of program, level of scholarly activity, and needs of the faculty members.

F. Office Support

Describe the level and adequacy of office support. The description should address secretarial support, office equipment, and the total group supported by this equipment and staff.


Standard VI-5. Adequate time must be assigned for the administration of the program.

G. Time for Administration

Describe the adequacy of the time assigned for the administration of the program.


Standard VI-6. Upper levels of administration must provide the program with the resources and atmosphere to function effectively with the rest of the institution.

H. Adequacy of Resources

Describe the adequacy of the resources and the atmosphere provided by the upper administration for the program to function effectively with the rest of the institution.


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F. Leadership

Positive and constructive leadership at the college/school level and within the program's department are especially important to the program's quality. Evaluate this leadership and the interaction between these levels of administration.


Standard VI-7. Resources must be provided to acquire and maintain laboratory facilities that meet the needs of the program.

G. Laboratory and Computing Resources

Briefly describe the resources available for the program to acquire and maintain laboratory facilities. Include information on how the institution determines the adequacy of these resources.


Standard VI-8. Resources must be provided to support library and related information retrieval facilities that meet the needs of the program.

H. Library Resources

Briefly describe the resources available for the support of the library and related information retrieval facilities. Include information on how the institution determines the adequacy of these resources.


Standard VI-9. There must be evidence that the institutional support and financial resources will remain in place throughout the period of accreditation.

I. Continuity of Institutional Support

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Discuss and show evidence of continuity of institutional support for the program in the past, and problems that have existed or are anticipated in this area, if any.


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VII. Institutional Facilities

Intent: Institutional facilities, including the library, other electronic information retrieval systems, computer networks, classrooms, and offices, are adequate to support the objectives of the program.

Standard VII-1. The library that serves the computer science program must be adequately staffed with professional librarians and support personnel.

A. Library

1. Library Staffing.

Assess the staffing of the library (or libraries) that serves the computer science program. Is the number of professional librarians and support personnel adequate to support the program?

Supply documentation if possible.


Standard VII-2. The library’s technical collection must include up-to-date textbooks, reference works, and publications of professional and research organizations such as the ACM and the IEEE Computer Society.

2. Library Technical Collection

Assess the adequacy of the library’s technical collection and of the budget for subscriptions, as well as new acquisitions. The library must contain up-to-date textbooks, reference works, and publications of professional and research organizations, such as the ACM and the IEEE Computer Society. It should also contain representative trade journals. Supply documentation, if possible. Assess the process by which faculty may request the library to order books or subscriptions.


Standard VII-3. Systems for locating and obtaining electronic information must be available.

3. Library Electronic Access

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Assess the library’s systems for locating and obtaining electronic information.


Standard VII-4. Classrooms must be adequately equipped for the courses taught.

H. Classroom Equipment

Describe the equipment typically available in classrooms where you teach your courses. Assess its adequacy for the purpose.


Standard VII-5. Faculty offices must be adequate to enable faculty members to meet their responsibilities to students and for their professional needs.

I. Faculty Offices

Discuss and assess the adequacy of faculty offices.


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Appendix I. Information Relative to the Entire Institution

A. General Information

Institution King Fahd University of Petroleum and MineralsDepartment Information and Computer ScienceStreetCity DhahranState Eastern ProvinceZip 31261URL www.kfupm.edu.sa

Name and Title of Chief Executive Officer of Campus (President, Chancellor, etc.)

(Name) (Title)

B. Type of Control

Private, non-profitPrivate, otherFederalStateMunicipalOther (specify)Affiliation, if private

Check more than one, if necessary. If the above classifications do not properly apply to the institution, please describe its type of control.


C. Regional or Institutional Accreditation

Name the organizations by which the institution is now accredited, give dates of most recent accreditation. Attach a copy of the most recent accreditation action by any organization accrediting the institution or any of its computer-related programs.


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D. Enrollment

Total enrollment for the entire institution (FTE)Total faculty for the entire institution (FTE)

E. Funding Process

Describe the process for allocating institutional funds to the computer science program.


I. Promotion and Faculty Tenure

Summarize the promotion and tenure system and the system for merit salary adjustments. (Give an overview of actual practice; do not reproduce an entire section from the faculty handbook.)


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Appendix II. General Information on the Unit Responsible for the Computer Science Program

If you are having more than one program evaluated, particularly if the programs are on separate campuses, the answers to these questions may vary from one program to another. If this is the case, please use separate copies of this section for each program, and clearly delineate which program is being described.

A. Computer Science Program Unit

Name Information and Computer Science DepartmentURL http://www.ccse.kfupm.edu.sa/ics

If the computer science program unit is not a department reporting to an administrative officer (e.g., Dean of College of Arts and Sciences) who in turn reports to president, provost, or equivalent executive officer, describe the unit.

B. Administrative Head of Computer Science Program Unit

Dr. Kanaan Faisal Chairman(Name) (Title)

C. Organization Chart

Attach an organization chart showing how the unit fits into the administrative structure of the institution.

D. Computer-Related Undergraduate Degree Programs

List all undergraduate computer-related degree programs offered by the institution, beginning with the program(s) being evaluated.

Program TitleYears

RequiredDegree

AwardedAdministrative

UnitIf accredited, by

whom

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Are these programs adequately differentiated in all university information? Explain how.


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Appendix III. Finances

A. Finances Related to the Computer Science Program(s)

For the computer science program, indicate below the funds expended during the fiscal year immediately preceding the visit 1.

InstitutionalFunds

Non-recurring or Outside Funds

Administrative SalariesFaculty SalariesNon-teaching Professionals' Salaries2

Support Personnel Salaries & Wages Secretarial Technician Other (specify)Graduate StudentsOperating Expenditures(Excluding research operations and travel)Capital Equipment Expenditure:(Including value of allocated time for teaching and research): Teaching ResearchComputer Expenditures: (total, including value of allocated computer time for teaching and research) Hardware Software Allocated timeTravel Expenditures (non-research funds)Scholarship Awards (if administered by the Computer Science Program Unit)Library (if administered by Computer Science Program Unit) Research (if separately budgeted)Other (specify)Total

1 It is understood that some of the data may have to be estimated to cover the entire fiscal year. In such case, unless the differences are insignificant, an updated report should be provided for the evaluation team at the time of the visit.

2 Non-teaching professionals would include research professors, faculty members on paid sabbatical leave, post-doctoral research associates, and other degreed professionals.

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B. Operating and Computing Expenditures for the Five Fiscal Years Immediately Preceding that Reported in III A

1. Operating expenses for the computer science program unit.

Fiscal YearInstitutional FundsOutside Funds

2. Computer hardware/software capital expenditures (excluding equipment used primarily for research) for the computer science program unit.

Fiscal YearInstitutional FundsOutside Funds

C. Additional Funding

If additional funds, other than those listed in Table A above, are available to faculty to support scholarly activities such as travel to technical meetings, e.g., consulting support, give the number of faculty for whom this type of support is appropriate and an estimate of the amount of support available.

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Appendix IV. Computer Science Program Personnel and Policies Towards Consulting, Professional Development, and Recruiting

A. Term of Appointment of Administrative Head

9 month 12 Month Other (specify)

B. Number of Personnel Associated with Program

Full-timeNumber

Part TimeTotalFTENumber FTE

FacultyNon-teaching ProfessionalsAdministrativeComputer Lab Personnel: Professionals TechniciansSecretarial, Accounting, etc.Graduate Teaching AssistantsGraduate Research AssistantsGraduate StudentsUndergraduate Students

C. Policies

Provide a brief description to give an overview.

1. Describe policy toward private consulting work, sponsored research projects, and extra compensation.


2. State the standard teaching, administrative, research, and other loads on the faculty, in general terms.


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3. Describe policies and procedures for recruiting faculty for the computer science program. Describe any barriers to hiring the appropriate faculty.


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Appendix V. Computer Science Program Enrollment and Degree Data

If you are having more than one program evaluated, particularly if the programs are on separate campuses, the answers to these questions may vary from one program to another. If this is the case, please use separate copies of this section for each program, and clearly delineate which program is being described.

Give below enrollment figures for the first term of the current and five previous academic years and the number of undergraduate and graduate degrees conferred. (The current year is the year in which this report is being prepared.) List data beginning with the most recent year first. If part-time students are involved, give the number as FTE/actual number, e.g., 10/40.

Institution as a Whole

AYEnrollment Total

UGTotalGrad

Degree1st 2nd 3rd 4th 5th BS MS PhD

Unit offering Computer Science Program(s)—give total enrollment even if not all students are in the program for which accreditation is requested.

AYEnrollment Total

UGTotalGrad


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If the unit offering the Computer Science Program(s) offers more than one degree, please complete an additional table for each program for which accreditation is requested:

Program

AYEnrollment Total

UGTotalGrad


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Appendix VI. Admission Requirements

A. Admission of Students

1. Describe the criteria and procedures used for admitting students to the computer science program(s).


2. Describe procedures, including the evaluation of transfer credits, for students admitted to the program as transfer students.

a. From within the institution


b. From another institution


3. Explain the policy of the institution in admitting students with conditions and state how the conditions must be made up.


4. Describe the general policy and methods of the unit offering computer science program(s) in regard to admission with advanced standing.


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5. Describe any special admission requirements for entry into the "upper division" in the computer science program(s).


King Fahd University of Petroleum &MineralsInformation and Computer Science Department

ICS 481 — Artificial Neural Networks2006-2007 (061)

Instructor: Dr. AL-KharobiClass/Laboratory Schedule: 2 lectures per week, 75 minutes each (3-0-3)Designation: Elective Course

Catalog DescriptionIntroduction to neural computing: Real vs. artificial neurons; Threshold logic; Training a linear threshold unit, the perceptron rule; Multilayer feed-forward networks and the back propagation algorithm; The Hopfield net; Self-organizing maps; Radial basis functions; Adaptive resonance theory; Applications of Neural Networks (ANN).

Prerequisites(s)1. Senior Standing2. AL1. Basics Algorithmic Analysis3. PF3. Fundamental Data Structures

Textbook(s) and or other required material1. Simon Haykin, Neural Networks: A Comprehensive Foundation, 2nd edition,

Prentice Hall PTR, 1999.2. C. M. Bishop, Neural Networks for Pattern Recognition, Oxford University Press,

1995, 3. D. P. Mandic and J. A. Chambers, Recurrent Neural Networks for Prediction, John

Wiley & Sons, 2001.4. D.E. Rummelhart, J.L. McClelland, et al.; Parallel Distributed Processing, MIT

Press, 1986 .5. F.M. Ham & I. Kostanic; Principles of Neurocomputing for Science and Engineering,

McGraw Hill, 2001 .6. J. Hertz, A. Krogh & R.G. Palmer; An Introduction to the Theory of Neural

Computation, Addison Wesley, 1991 .7. Kevin Gurney; An Introduction to Neural Networks , UCL Press, 1997 .8. Laurene Fausett; Fundamentals of Neural Networks, Prentice Hall, 1994 .9. Martin T. Hagan, Howard B. Demuth, and Mark Beale. Neural Network Design,

PWS Publishing Company, 1995. [Recommended].

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10. Mohamad H. Hassoun, Fundamentals of Artificial Neural Networks, (MIT Press, 1995).

11. P.S. Churchland & T.J. Sejnowski; The Computational Brain, MIT Press, 1994 .12. R. Beale & T. Jackson; Introduction to Neural Networks, IOP Publishing, 1990 .13. Robrt Callan; The Essence of Neural Networks, Prentice Hall Europe, 1999.

Course objectives:The program will prepare students to:

Introduce the student to the concepts and fundamentals of ANNs, including why and how they work .

Introduce the student how to suggest the initial topology, build an ANN model, learn and employ the main learning algorithms.

Introduce the student to use different activation functions, and suitable optimization techniques to determine the best weight vector of the desired ANN model.

Introduce the student how to the analysis simple real-world problems, and design the corresponding ANN architecture.

Introduce the student to several types of ANN models, including multilayer perceptron, Feed-Forward, Back-propagation and Radial basis function, self organizing map.

Relationship of Course to program outcomesAfter completion of this course, the student shall be able to: Outcome 1: Have a good knowledge of the basic ANN techniques and understanding

both advantage and disadvantage of them. [Program Outcome 1 ]Outcome 2: Be familiar with the most common used ANN topologies: one, two, or more

hidden-layers, different activation functions, and the best training algorithms. [Program Outcome 1 ]

Outcome 3: Recognize the feature of problems, which neural networks can be used appropriately to solve them, and compare it with other technology methods. [Program Outcome 3 ]

Outcome 4: Understand and use the appropriate ANN methods and tools for specifying, designing, implementing neural network systems. [Program Outcome 5 ]

Outcome 5: Have a good knowledge of several types of ANN models. [Program Outcome 1 ]

Topics Covered Introduction to Neural Networks and their History. Biological Neurons and Neural Networks. Artificial Neurons. Single Layer Perceptrons.

1. Networks of Artificial Neurons. 2. Learning and Generalization

Hebbian Learning. Gradient Descent Learning. The Generalized Delta Rule. Practical Considerations. Learning in Multi-Layer Perceptrons. Back-Propagation. Learning with Momentum.

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Conjugate Gradient Learning. Bias and Variance. Under-Fitting and Over-Fitting. Improving Generalization. Applications of Multi-Layer Perceptrons. Radial Basis Function Networks:

1. Introduction.2. Algorithms.3. Applications. Committee Machines.

Self Organizing Maps: 1. Fundamentals.2. Algorithms and Applications.

Learning Vector Quantization (LVQ). Hopfield ANN Advanced Topics.

Contribution of course to Meeting the professional component This course provides the student with the necessary background to use ANN as a tool to solve problems.

Estimated Curriculum Category Content (Semester hours) Area Core Advanced Area Core Advanced

Algorithms 1 Data Structures 0.5

Software Design Prog. Languages

Comp. Arch.

Oral and Written Communications Every student is required to submit at least 1 written reports (not including exams, tests, quizzes, or commented programs) of typically 30 pages and to make 2 oral presentations of typically 20 minute’s duration.

Social and Ethical Issues N/ATheoretical ContentApproximately 30 semester hours were spend in theory

Introduction to Neural Networks and their History. Biological Neurons and Neural Networks. Artificial Neurons. Single Layer Perceptrons. Multi-Layer Perceptrons. Back-Propagation. Under-Fitting and Over-Fitting. Radial Basis Function Networks: Self Organizing Maps: Learning Vector Quantization (LVQ).

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Hopfield ANNProblem Analysis

Several examples were given during lectures to analyze problems Also, students were required to select a problem and analyze it.

Solution DesignSeveral examples were given during lectures into designing solution .Also, students were required to select a problem and develop a solution for it.

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ICS 435 — Computer Graphics 2006-2007 (061)

Instructor: Dr. Sarfraz MClass/Laboratory Schedule: 3 lectures per week, 50 minutes each (3-0-3)Designation: Elective Course

Catalog DescriptionApplications of Computer Graphics; Graphics systems and devices; Output Primitives and their Attributes; Geometric Transformations; Window to Viewport Mapping and Clipping; Curves and Surfaces; Three-Dimensional viewing; Hidden surface removal; illumination and color models, Animation.

Prerequisites(s)1. ICS 202: Data Structures2. PF. Programming Fundamentals.3. Linear Algebra and Calculus.

Textbook(s) and or other required material 1. Computer Graphics with Open GL, (3rd Ed.), Hearn and Baker, Prentice-Hall,

2004.2. Intro. To Computer Graphics (Foley-van Dam-Feiner-Hughes-Philips), Addison

Wesley, 2003Course objectives:The program will prepare students to:

Equip the students with the central concepts of Computer Graphics. Provide the students with basic principles for the design, use, and understanding

of graphics systems and Applications with Graphical User Interfaces and Interactive Input Methods.

Train the students to develop appropriate graphical applications.

Relationship of Course to program outcomesAfter completion of this course, the student shall be able to:

Outcome 1: Know essential facts, concepts, principles, and theories relating to Graphics systems and devices; Output Primitives and their Attributes; Transformations; Viewing and Clipping; Object representation. [Program Outcome #1 ]

Outcome 2:Understand some basic concepts for Hidden surface removal; illumination and color models, Animation. [Program Outcome #1 ]

Outcome 3: Write programs that process Graphics Objects. [Program Outcome #5 ] of 298

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Outcome 4: Apply the principles that underpin the design of graphics systems. [Program Outcome #3 ]

Outcome 5: Use existing graphics packages to develop appropriate graphical applications. [Program Outcome #5, 12 ]

Topics Covered

Applications of Computer Graphics Graphics systems and devices Output Primitives and their attributes Geometric Transformations Window to Viewport Mapping and Clipping Interactive Input Methods and Graphical User Interfaces Curves and Surfaces Three-Dimensional viewing Hidden surface removal Illumination and color models Animation Projects.

Contribution of course to Meeting the professional component

The students will be able to develop a Software Product (like for example a graphics package or a graphics based application) using different techniques learned during the course. Programming assignments and course project will sharpen their programming skills, usage of graphics techniques, and team work.

Estimated Curriculum Category Content (Semester hours)Area Core Advanced Area Core Advanced


Software Design 0.5 Prog. Languages

Comp. Arch.

Oral and Written Communications Every student is required to submit at least 2 written reports (not including exams, tests, quizzes, or commented programs) of typically 5-10 pages and to make 2 oral presentations of typically 5-10 minute’s duration.

Social and Ethical Issues No significant component.

Theoretical ContentMost of the lectures time would be spent on theoretical topics (Graphics Concepts, algorithms, etc.).

Problem Analysis of 298

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During Homework assignments or Course Projects, students will be expected to have the analytical component to some extent.

Solution DesignEach Student will be assigned open lab projects based on the topics covered in the course. Each programming project requires a formal design document as well as a properly documented and tested program code written in a modern computer language or in a Professional Computer Graphics environment.

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ICS 434 — Advanced Database Systems 2006-2007 (061)

http://faculty.kfupm.edu.sa/ics/jaweed

Instructor: Jaweed YazdaniClass/Laboratory Schedule: 3 lectures per week, 50 minutes each (3-0-3)Designation: Elective Course

Catalog DescriptionAdvanced data models: object-oriented model, and object-relational model, conceptual database design. Transaction processing: transactions, failure and recovery, and concurrency control techniques. Database backup and recovery. Query processing and optimization. Database security. Distributed databases: distributed data storage, distributed query processing, distributed transaction processing and concurrency control. Homogeneous and heterogeneous solutions, client-server architecture. XML and relational databases. Introduction to data warehousing, introduction to other current trends in database systems.

Prerequisites(s)ICS 334 – Database Systems

Basic Concepts & Features of Database Systems Database Design Models & Methodology Database Languages Practice with A Real Database Management System

Textbook(s) and or other required material4. Fundamentals of Database Systems. Elmasri and Navathe, 4/E, Addison-Wesley,

2004.5. Database Systems: A Practical Approach to Design, Implementation and Management,

Thomas M. Connolly, Carolyn E. Begg, Addison-Wesley, 3/E, 20046. Database Management Systems, Ramakrishnan and Gehrke, 3/E, McGraw-Hill

College.7. Database System Concepts, by Silbershatz, Korth and Sudershan, 3/E, McGraw-Hill

College.


Learn advanced data modeling techniques. Learn how modern database systems implement transaction management. Learn the design and architecture of distributed database systems. Learn principles of modern database technologies. Learn how enterprise applications use databases technologies.

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Relationship of Course to program outcomesAfter completion of this course, the student shall be able to: Outcome 1: Use an automated database design tool to design complex database systems.

[Program Outcome 5]Outcome 2: Apply object-relational data model concepts in database modeling and

design. [Program Outcome 2]Outcome 3: Learn how to process and optimize database transactions. [Program

Outcome 4]Outcome 4: Learn how to implement concurrency and recovery of database transactions.

[Program Outcome 1]Outcome 5: Understand the security issues of database systems and implement proper

security measures in database systems. [Program Outcome 1]Outcome 6: Understand the architecture and implementation of distributed and replicated

database systems. [Program Outcome 1] Outcome 7: Design distributed database systems. [Program Outcome 2]Outcome 8: Understand the basics of data warehousing. [Program Outcome 1]Outcome 9: Understand the basics of new trends such as: XML in relational databases,

logic database, spatial data, multimedia databases, and federated databases. [Program Outcome 1]

Topics Covered File Organization (Self Reading). The Relational Data Model: Version2. Advanced Data Modeling. Client-Server Architecture. Databases on the Web. XML & Relation Databases. The System Catalog. Query Processing and Optimization. Transaction Processing. Concurrency Control. Recovery. Database Administration & Security. Distributed & Replicated Databases. Object-Oriented & Object-Relational DBs. Intro to Data Warehousing and Data Mining. Other Emerging Database Technologies.

Contribution of course to meeting the professional componentThe students will analyze and develop complex database design using different techniques. Advanced technologies including architecting multi-tier architectures related to database systems will be studied. The course focuses major issues in databases affecting management and performance of database systems. Homework assignments contribute to sharpening their abilities to understand concepts and relate to practical

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issues. The course projects emphasize concepts studied through the implementation of large, multi-tier database systems including enterprise resource planning (ERP) systems


Algorithms 8 6 Data Structures 8 4

Software Design 5 4 Prog. Languages 4 2

Comp. Arch. 4 0

Oral and Written CommunicationsEvery student is required to submit at least 2 written reports (not including exams, tests, quizzes, or commented programs) of typically 5-10 pages and to make 2 oral presentations of typically 10 minute’s duration.

Social and Ethical Issues A number of social and ethical issues for students are emphasized during the entire course term including:

1. legal and ethical practices related to technology use.2. facilitate student enquiry of legal and ethical issues related to technology and

society.3. promote safe and healthy use of technology resources. 4. facilitate equitable student access to technology resources and promote working

as teams.

Theoretical Content Transaction Processing (9 hours). Concurrency (9 hours). Query Optimization (6 hours). Distributed Database Systems (12 hours).

Problem AnalysisStudents are exposed to advanced problems and issues related to database systems and architectures. They experience and analyze problems associated with database environments and address some of these problems with solutions as assignment and project work with reasonable degree of success.

Solution Design At least 2 assignments and course projects are focused on design of complex database systems and architectures. A multi-tier environment, including web, application and data tiers, is emphasized in design activities. Students also focus on heuristics algorithms associated with some hard problems in transaction processing, concurrency, query optimization, warehousing, mining and distributed systems.

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ICS 432— Computer Network Systems2006-2007 (061)

Instructor: Dr. El-Sayed El-AlfyClass/Laboratory Schedule: 3 lectures per week, 50 minutes each. Once 3-hour lab. (3-3-4)Designation: Required Course

Catalog DescriptionIntroduction to computer networks and layered architectures: connectivity, topology, circuit and packet switching, TCP/IP and ISO models; Application layer: C/S model, DNS, SMTP, FTP, WWW, socket programming and network security; Transport layer: TCP and UDP, congestion control; Network layer: internetworking, addressing and routing algorithms and protocols; Data link layer: framing, flow and error control protocols, PPP, MAC and LANs; Physical layer: principles of data communications, circuit switching, coding, multiplexing and transmission media.

Prerequisites(s)8. ICS 201 : Introduction to Computer Science .9. Fundamental programming constructs10. Algorithms and problem-solving11. Recursion12. Functional organization13. Graphs and trees14. Discrete probability15. Fundamental data structures

Textbook(s) and or other required material1. Data Communications and Networking, 3/e. Behrouz A Forouzan, McGraw-Hill

Higher Education 2004, ISBN: 0072515848.2. Laboratory Manual, ICS Dept.


Develop a solid conceptual understanding of the essentials and design issues underlying a wide spectrum of modern computer network technologies with focus on the Internet model.

Provide students with an opportunity to gain practical insights and hands-on experience on using networking hardware, software and tools.

Relationship of Course to program outcomesAfter completion of this course, the student shall be able to: Outcome 1: Identify various network services, characteristics, elements, standards and

technologies. [Program Outcome 1]Outcome 2: Describe the layered architecture of computer networks and the operation of

main protocols in the TCP/IP model. [Program Outcome 1]

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Outcome 3: Identify, compare and contrast different techniques and design issues of core functions such as addressing, routing, internetworking, switching, multiplexing, error and flow control, medium access and coding. [Program Outcome 4]

Outcome 4: Implement simple client-server applications using socket programming. [Program Outcome 5]

Outcome 5: Effectively use commonly used network-related commands, monitoring tools, traffic analyzers and network simulators. [Program Outcome 5]

Outcome 6: Demonstrate the ability to setup a small network and properly configure network components including switches, routers and services (such as RAS, FTP, DNS, Web, DHCP, POP3). [Program Outcome 5]

Outcome 7: Explain potential threats to network resources and various security mechanisms. [Program Outcome 7]

Topics Covered Introduction to computer networks and layered architecture. C/S model, DNS, SMTP, FTP, WWW, socket programming. TCP and UDP, flow control and congestion control. Internetworking, addressing and routing protocols and algorithms. Framing, flow and error control protocols, PPP, MAC and LANs. Principles of data communications, circuit switching, coding, multiplexing and

transmission media. Overview of network security and principles of cryptography; Message security and

user authentication; Digital signatures, Firewalls and VPNs.

Laboratory Projects

Topic Number of Weeks

Getting started 1LAN setup and monitoring 1Remote access system and VPN 1Dynamic host configuration protocol (DHCP) and network measurement 1

Domain name system (DNS) 1Internet Applications: HTTP, FTP 1Socket programming 1OPNET LAN simulation 1Protocol analyzer and network design 1Switching experiments 1Routing experiments 2ICMP and TCP packet analysis and TCP congestion control simulation 1

Comprehensive lab assignment 1


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This course provides a comprehensive and current introduction to computer networks with focus on the functions performed at each layer of the network architecture and common layer protocol standards. The students will be familiar with various theoretical and practical issues behind computer networks. Throughout the lab projects, the students will gain hands-on experience with network devices, programming and tools, critically analyze various network topologies under different traffic loads, demonstrate the ability to work and communicate proficiently in team environment.


Algorithms 0 0.5 Data Structures 0 0

Software Design 0 0.5 Prog. Languages 0 0

Comp. Arch. 0

Oral and Written Communications Every student is required to submit at least 5 (in the lab) written reports (not including exams, tests, quizzes, or commented programs) of typically 2-3 pages and to make 0 oral presentations of typically 0 minute’s duration.

Social and Ethical Issues: Discussion of network threats and attacks, Network security and principles of cryptography; Message security and user authentication; Digital signatures, Firewalls and VPNs. (Estimated devoted time: about 3 lectures and one lab. Students are assessed through exam questions.)

Theoretical Content: Description of network models, core networking functions and mechanisms, and operation of different protocols in the Internet model. Discussion of various networking design principles. (Estimated devoted time: more than 25 lectures)

Problem Analysis: Utilize protocol analyzers to capture traffic and analysis the operation of different protocols. Simulate network protocols and evaluate their performance. (Estimated devoted time: about 4 labs)

Solution Design: Design and implement simple client server programs; Design and setup simple computer networks and configure various servers. (Estimated devoted time: about 2 labs)

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ICS 431— Operating Systems2006-2007 (061)

Instructor: Dr. Khalid SalahClass/Laboratory Schedule: 3 50-minute lectures per week. 1 3-hour lab per week. (3-3-4)Designation: Required Course

Catalog DescriptionThis course introduces the fundamentals of operating systems design and implementation. Topics include history and evolution of operating systems; Types of operating systems; Operating system structures; Process management: processes, threads, CPU scheduling, process synchronization; Memory management and virtual memory; File systems; I/O systems; Security and protection; Distributed systems; Case studies.

Prerequisites(s) ICS 233 PF2. Algorithms and problem-solving. PF3. Fundamentals data structure. AR3. Assembly level machine organization. AR4. Memory system organization and architecture.

Textbook(s) and or other required material Operating System Concepts by Siblerschatz and Galvin. 7th Ed. 2005 Addison Wesley, Inc

Course objectives:o Introduce numerous fundamental concepts and principles of operating systems o Expose students to the popular operating system of Linux including hands-on experience.

Relationship of Course to program outcomes 1. Recognize operating system types and structure [Program Outcome 1]2. Describe OS support for processes and threads [Program Outcome 1]

3. Recognize CPU Scheduling, synchronization, and deadlock. [Program Outcome 1]4. Resolve OS issues related to synchronization and failure for distributed systems [Program Outcome 3]

5. Explain OS support for virtual memory, disk scheduling, I/O, and file systems. [Program Outcome 1]

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6. Identify security and protection issues in computer systems [Program Outcome 1]

7. Use C and Unix commands, examine behavior and performance of Linux, and develop various system programs under Linux to make use of OS concepts related to process synchronization, shared memory, mailboxes, file systems, etc. [Program Outcome 3]

Topics Covered Introduction . Operating System Structure. Processes. Threads. CPU Scheduling. Process Synchronization. Deadlocks. Distributed Systems . Memory Management. Virtual Memory. File System Interface and Implementation. I/O Systems and Mass Storage Structure. Security and Protection.

Laboratory Projects


Getting started with UNIX (Boot, Shutdown, init, login, using vi / pico editors, UNIX Commands) 1

UNIX and C Programming (Pointers, linked lists, structures, Arrays, Why C, benefits) 1

UNIX Commands (File Structure, types & Access Permissions, commands) 1

UNIX Shell Programming 1System Calls (System calls - open, read, write, close, lseek, stat, getdents) 1

Observing OS Behavior (The /proc file system) 1Processes Creation and Execution (fork, exec, wait, exit) 1Threads Creation and Execution (PThreads) 1Process/Threads Synchronization (Mutex and Condition Variables) 1Inter-Process Communication (IPC): Pipes & Signals 1Memory Management (Memory Layout of a Process) 1Shared Memory Management (Shared Memory IPC) 1

Contribution of course to Meeting the professional component of 298

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The students will be exposed to popular operating systems such as Unix/Linux and Windows and will be provided with hands-on experience through operating systems programming projects carried out in the lab. Through this course, the students practice their analysis and evaluation skills through homework assignments and lab assignments, where students have to compare and discuss the trade-offs between different CPU scheduling algorithms, synchronization algorithms, as well as deadlock-related algorithms. This exposure to the hands-on experience programming projects as well as home work assignments will improve the student's analyses, evaluation, and problem solving skills.


Algorithms 1.5 1 Data Structures


Comp. Arch. .5

Oral and Written CommunicationsNot Applicable

Social and Ethical IssuesIn the security topics students will be exposed to minor social and ethical issues. Estimated time is 2 lecture hours. Students are graded on Final Examination.

Theoretical Content The lecture component of the course is rich in theoretical content covering variety of OS concepts such as scheduling, process and memory management, and distributed systems. Estimated time is 2 credit hours out of 4.

Problem AnalysisExposure to analyzing problems are conducted in the lab by given the students at least three projects. Estimated time is 1 credit hour of the lab and 1 credit hour of the lecture.

Solution DesignStudents get exposed to designing solutions as well as implementations in the lab through projects and assignments. Estimated time is 1 credit hour of the lab.

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ICS 413-01 & 02 — Software Engineering 2006-2007 (061)

Instructor: Dr. Sabri A. MahmoudClass/Laboratory Schedule: 3 50-minute lectures per week. 1 3 hours lab per weak Designation: Required Course

Catalog DescriptionThe software development process; Software requirements and specification; Software design; Software verification and validation; Software management; Software tools.

Prerequisites(s) ICS 202

PF1. Fundamental programming constructs PF3. Fundamental data structures

Textbook(s) and or other required material

Ian Sommerville, Software Engineering (Seventh Edition), Addison-Wesley, 2004.


To learn different software processes for producing software products. To learn the complete software life cycle and understand its major activities such

as software requirement analysis, design, testing, and implementation. Undertake a significant software engineering project. Implement a sound development process, covering all phases. Work in teams. The leader position is rotated among members of the same team

at different phases of the project. Learn a number of Software Engineering tools during the lifecycle of the project

Relationship of Course to program outcomes After completion of this course, the student shall be able to: Outcome 1: Select an appropriate and effective software process for a given project.

[Program Outcome 3]Outcome 2: Develop clear, concise, and sufficiently formal software requirements

specification (SRS) based on the true needs of users and other stakeholders. [Program Outcome 3]

Outcome 3: Apply design principles and architectures in designing software. [Program Outcome 2]

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Outcome 4: Create a number of different UML models such as class model, use-cases, sequence diagram, activity diagram, and state charts. [Program Outcome 2]

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Outcome 5: Apply a variety of testing techniques in software development. [Program Outcome 4]

Outcome 6: Develop a project plan for software development project and apply management techniques and work as a team leader and a member of a team. [Program Outcome 9]

Topics Covered M1. Software processes (2 lectures & 1 Lab)M2. Software tools and environments (3 lectures)M3. Software requirements and specifications (6 lectures & 3 Labs)M4. Software design (8 lectures & 6 Labs)M5. Software validation (5 lectures & 1 Lab)M6. Software evolution (3 lectures)M7. Software project management (6 lectures & 2 Lab)M8. Using APIs (5 lectures)

Laboratory Projects The following experiments will be done:Lab 1. Configuration management, using MS Source safeLab 2. Project planning , using MS projectLab 3. Requirement documentation, using RequisiteProLab 4. Requirement and design, using Rational RoseLab 5. System modeling (DFD and ER), using MS VisioLab 6. Flow of events and activity diagrams using Rational RoseLab 7. Object-Oriented analysis: discovering classes, using Rational RoseLab 8. Interaction diagrams: sequence and collaboration diagrams, using Rational RoseLab 9. Software Design: software architecture and object-oriented design, using Rational RoseLab 10. State Transition Diagram, using Rational RoseLab 11. Component and deployment diagrams, using Rational RoseLab 12. Software testing, using JUnit

Contribution of course to Meeting the professional component This course introduces ICS students to software engineering. It addresses software development requirements, processes, design, validation, verification, testing, and software project management. The theory the students take in the course combined with lab experiments and software tools they use develops their professional level.


Algorithms Data Structures

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Software Design 0.5 Prog. Languages

Comp. Arch.

Oral and Written Communications Every student is required to submit at least NA written reports (not including exams, tests, quizzes, or commented programs) of typically _NA pages and to make NA oral presentations of typically NA minute’s duration.

Social and Ethical Issues Social and ethical issues are discussed in the course related to the relation with customers of a software development project in the requirements phase, in project management, and in the deployment and installation of software. In general, social and ethical issues are emphasized in interacting with stakeholders of a software system.

Theoretical Content Software processes (2 lectures), Software tools and environments (3 lectures), Software requirements and specifications (6 lectures), Software design (8 lectures),Software validation (5 lectures), Software evolution (3 lectures), Software project management (6 lectures).

Problem Analysis The students analyze the requirements of the software systems to be developed in the lab project and design the system based on that analysis. They will also need to analyze the design models and code in the verification, validation and testing phases.

Solution Design The main design experience that the students are exposed to, in this course, is that of the design and development of the lab project to design a software system through all phases from requirements to deployment.

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ICS 411- Senior Project 2006-2007 (061)

Instructor: Dr. Salahadin MohammedClass/Laboratory Schedule: 1 50-minute lectures per week and open lab.(1-6-3)Designation: Required Course (Senior Project Program Option)

Catalog DescriptionThe student will work on an applied project designed to develop his interest in some application of computer technology to a real life problem. Student is expected to submit a written report at the end of the project.

Prerequisites(s) As required by the project. Algorithms and problem-solving. Data structures. Information models and database systems and modeling. Software Engineering and the software development life cycle.

Textbook(s) and or other required material1. Ian Sommerville, Software Engineering, 7th Edition, Addison-Wesley, 2004, ISBN: 0-321-21026-3.2. Pressman, R.S. Software Engineering: A Practitioner’s Approach, 6th Ed., McGraw-Hill Companies, Inc., 2005. ISBN: 007301933X.


To employ the knowledge of software engineering in the project development of a software solution to a real-world problem.

To instill teamwork skills. To enhance communication and writing skills. To instill life-long learning skills. To employ the knowledge of software engineering in the project development of a

software solution to a real-world problem. To instill teamwork skills. To enhance communication and writing skills. To instill life-long learning skills..

Relationship of Course to program outcomesAfter completion of this course, the student shall be able to: Outcome 1: Formulate a real-world problem and develop its requirements. [Program

Outcome 1,2,3,7,12]

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Outcome 2: Develop a design solution for a set of requirements. [Program Outcome 1,2,3,5,7,12]

Outcome 3: Test and validate the conformance of the developed prototype against the original requirements of the problem. [Program Outcome 4]

Outcome 4: Work as a responsible member, and possibly a leader, of a team in developing software solutions. [Program Outcome 6,9,10,12]

Outcome 5: Express technical and behavioral ideas and thought in oral settings. [Program Outcome 8]

Outcome 6: Participate in, and possibly moderate, discussions that lead to making decisions. [Program Outcome 8,9,10,11]

Outcome 7: Express technical ideas, strategies and methodologies in written form. [Program Outcome 8]

Outcome 8: Prepare and conduct oral presentations.[Program Outcome 8]Outcome 9: Self-learn new tools, algorithms, and/or techniques that contribute to the

software solution of the project. .[Program Outcome 10,11]

Topics Covered

Team Formation and Project Management. Risk Assessment and Management. Software Requirements and Specifications. Technical Writing Skills. Software Design. Graphical User Interface Design. Technical Presentation Skills. Software Validation.

Laboratory Projects


1. Week #2: Team Formation 12. Week #3: Proposal Document 13. Week #5: Requirements Specification Document 14. Week #8: Design Document 15. Week #11: Prototype Demo 16. Week #14: Final Report Document and Final Presentation 17. Week #15: Developed Software Running on Sponsor Site 1


This is the capstone design project for computer science students. Along with the summer training, this course is where the students practice what they have learned from the start of their enrollment in the program. They practice and enhance their oral and written

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communication skills by meeting the client, from whom they get the problem, and they develop the various requirements and design documents that clearly describe the problem and the approach to solve it using what they have learnt in the software engineering course. This is also the course where they will have to go beyond what they have learnt in classes by having to self-learn certain tools, software and/or concepts or theoretical content that is necessary to carry out their project. This project involves more than one student and therefore they get to learn how to be involved in a major team-work activity.



Software Design 1 Prog. Languages

Comp. Arch.

Oral and Written CommunicationsEvery student is required to submit at least 3 written reports (not including exams, tests, quizzes, or commented programs) of typically 15+ pages and to make 2 oral presentations of typically 8 minute’s duration.

Social and Ethical IssuesMany of the finished projects are developed for humanitarian, governmental, and commercial institutions for free. During the development of the projects students must adhere to the university ethical standards. Apparent ethical violations incur severe punishment.

Theoretical ContentDuring the many stages of the project, especially during the design stage, students use many of the analysis and design theories that they studied in some of the undergraduate courses.

Problem AnalysisThe second assignment of this course is writing the project requirement specifications report. In this assignment, students must thoroughly understand, analyze, classify, and formulate all the project problems.

Solution DesignThe third assignment of this course is writing the project design report. In this assignment the students use many of the design principles they studied to solve the project problems.

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King Fahd University of Petroleum &MineralsInformation and Computer Science DepartmentICS 381- Foundations of Artificial Intelligence

Instructor: Dr. TAREK EL-BASSUNYClass/Laboratory Schedule: 3 * 50-minute lectures per week. No lab. (3-0-3)Designation: Required Course

Catalog DescriptionIntroduction to Artificial Intelligence (AI) history and applications; First order logic; State space representation; Blind and heuristic search; Constraint satisfaction and planning; Knowledge representation; Reasoning in uncertain situations; Machine learning; Prolog programming; Natural language processing, Expert systems and real AI applications.

Prerequisites(s) ICS 253 (Foundation of Computer Science) DS. A familiarity with the basic concepts in discrete structures, probability, calculus,

and linear algebra. PF. A familiarity with Programming Fundamentals.

Textbook(s) and or other required material1. Artificial Intelligence: Structures and Strategies for Complex Problem Solving,

George F. Luger, Addison Wesley Publisher, (Fifth Edition) 2005.2. Artificial Intelligence: A Modern Approach, Stuart Russell and Peter Norvig, Prentice

Hall, (Second Edition) 2003.3. Prolog Programming for Artificial Intelligence, Ivan Bratko, Addison Wesley, (Third

Edition) 2001.


To provide an in-depth survey of important concepts, problems solving, and techniques in AI.

To introduce the student to the role of blind, heuristics search techniques, and how to employ the First Order Logic and its syntax.

To introduce the student how to translate the machine learning methods into working programs.

To introduce the student to the basic tool-kit of AI algorithms, techniques and representation methods that can be applied to a wide variety of real world problems.


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Outcome 1: Understand the meaning of AI, its alternative approaches and the implications of AI for cognitive science more broadly. [Program Outcome 1].

Outcome 2: Expand their knowledge about mechanisms, semantic networks, frame systems, heuristic search, genetic algorithm, planning, and symbolic learning algorithms. [Program Outcome 5]

Outcome 3: Understand the basic methods in planning and reasoning using both logic and uncertain inference. [Program Outcome 5]

Outcome 4: Know a variety of ways to represent and retrieve knowledge and information [Expert systems, Agents]. [Program Outcome 2]

Outcome 5: Know the fundamentals of AI programming techniques and advanced machine learning in a modern programming language. [Program Outcome 1]

Topics Covered AI history and applications. Intelligent agents. Searching and problem solving agents. Search and constraint satisfaction. Heuristic and advanced search. First order logic. Knowledge representation and knowledge base. Planning Systems. Reasoning in uncertain situations. Machine learning. Languages and programming techniques for AI (Prolog, Lisp). Natural language processing. Communicating, perceiving, and acting. Advanced applications of AI. Expert systems.

Contribution of course to Meeting the professional componentThe students will analyze and develop AI algorithms using different techniques. Homework assignments contribute to sharpening their abilities to analyze and design some AI techniques to solve real problems. The course provides some projects and case studies that emphasize comparison of the performance of different AI algorithms. In addition, students are asked to implement some problems in order to get a feel of performance of the AI algorithms with these problems. This will sharpen their programming skills, usage of AI programming tools.

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Algorithms 0.5 Data Structures 0.5

Software Design 1 Prog. Languages

Comp. Arch.

Oral and Written CommunicationsEvery student is required to submit at least 3 written reports about the term project (not including exams, tests, quizzes, or commented programs) of typically 8 pages and to make 3 oral presentations about the progress of his project of typically 15-20 minute’s duration.

Social and Ethical IssuesAbout 10% of class time is spent on social implications of intelligent machines, including Turing Test, language understanding, complementarily of human and machine reasoning techniques. Students also work in groups to develop ideas and issues associated with social technical and ethical uses of applications that involve AI. These ideas graded via quizzes, demos and oral presentation.

Theoretical ContentAbout 15% of the class time is spent on a review of propositional logic and predicate calculus, including satisfiability and unification. An introduction to the role of complexity theory AI includes a discussion of the classes P and NP and problems in AI that are computationally hard.

Problem AnalysisThis course will emphasize the analysis, design and application of some problems that need intelligence. It introduces students to the application of artificial intelligence techniques to solve real world problems. The course provides a comprehensive understanding of the AI principles. Students will gain hands-on experience in building and using different AI tools to implement artificial intelligence applications as appropriate.

Solution DesignIn the programming assignments and term projects students learn how to conceptualize large search spaces and pick reasonable tools (algorithms, data structures) to use with the assigned problems. Students have been asked also develop prototypes/tools for solving problems that are difficult or impractical to solve with other methods. The following are sample projects being implemented in 061 semester by the students:

1. Finding better solutions than Menu Interfaces in mobile phone.2. Expert System for Choosing Proper Courses at KFUPM.3. Mouse Gesture Recognition.4. Face Recognition System.5. Designing a Smart Ambulance based on Auto-drive System.6. Trip Advisor by using the concept of Expert Systems.

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ICS 354: Automata and Language Translation Systems 2006-2007 (061)

Instructor: Dr. AlmuhammadiClass/Laboratory Schedule: 3 lectures per week, 50 minutes each (3-0-3)Designation: Elective Course

Catalog Description Regular Grammars: equivalence of DFA, NDFA and regular expressions, pumping lemma, emptiness and membership. Context-Free Grammars: parsing and ambiguity, normal forms, applications, equivalence of PDA's and CFG's, pumping lemma, emptiness and membership. Turing Machine: programming techniques for Turing machines, equivalence of one-tape and multitape TM's, universal Turing-machine. Undecidability: recursively enumerable and recursive languages, undecidability, problem reduction, undecidable problems of CFG's, RE's and TM's.

Prerequisites(s) ICS 2511. Functions, Relations and Sets2. Proof Techniques3. Basics of Counting

Textbook(s) and or other required material 1. P. Linz, An Introduction to Formal Languages and Automata, Jones and Bartlett

Publishers, 2001.2. J. Hopcroft, R.Motwani and J. Ullman, Introduction to Automata Theory,

Languages, and Computation, Addison Wesley, 2001.

Course objectives: The program will prepare students to:

Know the concept of alphabets, languages, regular expressions and FSA. Convert among equivalently powerful notations for regular languages: DFAs, NFAs,

and regular expressions. Prove nonregularity of a language using pumping lemma. Introduce the concept of pushdown automata and context-free languages. Introduce the Turing machine and formally define the language families in Chomsky

hierarchy (regular sets, context-free, context-sensitive, and recursively enumerable languages).

Explain the Turing thesis and its significance and gain a general exposition to the theory of decidability.

Relationship of Course to program outcomes

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After completion of this course, the student shall be able to: Outcome 1: Design and understand languages in different accepters: DFA, NFA,

and pushdown automata. [Program Outcome 1]Outcome 2: Write and understand regular expressions. [Program Outcome 1]Outcome 3: Understand and use the pumping lemma to prove that a language is

not regular. [Program Outcome 2]Outcome 4: Determine the class of a language in the Chomsky hierarchy, and the

type of a given grammar. [Program Outcome 1]Outcome 5: Explain the relationships between grammars and machines.

[Program Outcome 1]Outcome 6: Apply the CYK algorithm to prove the membership of context-free

languages. [Program Outcome 2]Outcome 7: Understand the Turing-thesis and its implications. [Program

Outcome 1]Outcome 8: Identify the limitations of digital machines and decide whether a

problem is solvable or not using today’s computer systems. [Program Outcome 1]

Topics Covered Alphabets and languages. Finite State Automata, Regular Languages and Grammars. The pumping lemma and nonregularity of languages. Pushdown Automata, Context-Free Languages, and ambiguous grammars. The CYK algorithm and the membership of context-free languages. Turing Machines, Recursive and Recursively enumerable languages. Hierarchy of Formal Languages, grammar types, and the Chomsky Hierarchy. Turing Thesis. Undecidability and the Halting Problem.

Laboratory Projects Not Applicable

Contribution of course to Meeting the professional component The students will learn the mathematical concepts of alphabet and languages, and will have a general exposure to the families of the languages in the Chomsky Hierarchy (regular sets, context-free, context-sensitive, and recursively enumerable languages) with more details on the family of regular languages and they will master a new proving technique (the pumping lemma) to show the nonregularity of a given language. Homework assignments contribute to sharpening their abilities to design different kinds of machines and/or grammars for languages of different types, use the pumping lemma, and apply the CYK algorithm to show the membership of context-free languages. In addition, students are asked to explain the Turing thesis and halting problem to identify the limitations of digital machines. This will sharpen their understanding of theory of undecidability.

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Estimated Curriculum Category Content (Semester hours)

Area Core Advanced Area Core Advanced

Algorithms 1 Data Structures


Comp. Arch.

Oral and Written Communications Not Applicable

Social and Ethical Issues Not Applicable

Theoretical Content Introduction to alphabet, languages, and regular expressions. (6 hours) Regular Languages. Finite-state automata, DFA and NFA. Equivalence of DFA

and NFA. (6 hours) Pigeon-hole principle, pumping lemma, and non-regular languages. (4 hours) Grammar, Context-Free and Context-Sensitive Grammars. (6 hours) Pushdown Automata, and Context-Free Languages. (6 hours) The CYK algorithm. (3 hours) Turing Machines. Recursive and Recursively enumerable languages. (4 hours) Hierarchy of Formal Languages and the Chomsky Hierarchy. (4 hours) Undecidability, and the Halting Problem. (3 hours)

Problem AnalysisNot Applicable

Solution Design Not Applicable

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ICS 353: Design and Analysis of Algorithms 2006-2007 (061)

Instructor: M.R.K. Krishna Rao Class/Laboratory Schedule: 3 lectures per week, 50 minutes each (3-0-3)Designation: Required Course

Catalog Description Algorithms and Problem Solving; Basic Algorithmic Analysis; Advanced algorithmic analysis; Advanced Data Structures; Algorithmic strategies & Analysis of fundamental computing algorithms; Basic computability; The complexity classes P and NP.

Prerequisites(s) ICS 202: Data Structures

16. Basic Algorithmic Analysis17. Fundamental Data Structures and Algorithms18. Recursion19. Proof Techniques20. Basics of Counting

Textbook(s) and or other required material 1. M. Alsuwaiyel, “Algorithms, Design Techniques and Analysis”, World Scientific,

1999.2. T. Cormen, C. Leiserson, R. Rivest and C. Stein “Introduction to Algorithms”,

Second Edition, The MIT Press, 2001.


Know the importance of studying the complexity of a given algorithm. Study various algorithmic design techniques. Utilize data structures and/or algorithmic design techniques in solving new problems. Know and understand basic computability concepts and the complexity classes P, NP,

and NP-Complete.

Relationship of Course to program outcomes After completion of this course, the student shall be able to: Outcome 1: Analyze the complexity of a given algorithm. [Program Outcome 5]Outcome 2: Apply classical sorting, searching, optimization and graph algorithms on

given problems. [Program Outcome 3]Outcome 3: Compare and contrast various algorithmic design techniques. [Program

Outcome 4]

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Outcome 4: Choose an appropriate algorithmic design technique to present an algorithm that solves a given problem. [Program Outcome 3]

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Outcome 5: Understand NP-completeness and apply backtracking and branch and bound techniques to deal with NP-complete problems. [Program Outcome 5]

Topics Covered

Basic Concepts in Algorithmic Analysis Heaps and Disjoint-Sets Data Structures Solving Recurrence Relations: Expanding the recurrence, Change of Variable, and the

Master Theorem Induction: Recursive Selection/Insertion Sort, Radix Sort, Integer Exponentiation, and

Evaluating Polynomials using Horner’s Rule, Majority problem Divide and Conquer: Recursive algorithms for Sorting, Selection, Multiplication of

large numbers and matrices, closest pair problem The Greedy Approach: Fractional Knapsack, Activity Selection, Money Change,

Shortest Path, Minimum Spanning tree, File Compression. Dynamic programming: 0/1 Knapsack Problem, Assembly-Line Scheduling, Money

Change, Longest Common Subsequence, Matrix-Chain Multiplication, All-Pairs Shortest Paths.

NP-Complete Problems Backtracking, Branch and Bound: The 3-coloring problem, General Backtracking

Method, Branch and Bound algorithms for some optimization problems. Basic Computability: Turing Machines, Universal Turing Machines, Undecidability,

Reducibility and the Halting problem


Contribution of course to Meeting the professional component The students will analyze and develop algorithms using different techniques. Homework assignments contribute to sharpening their abilities to design algorithmic solutions to given problems. The course provides few projects that emphasize comparison of the performance of different algorithms. In addition, students are asked to implement some hard problems in order to get a feel of exponential complexity. This will sharpen their programming skills, usage of data structures, and team work.


Algorithms 1.5 1 Data Structures


Comp. Arch.

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Oral and Written CommunicationsNot applicable

Social and Ethical IssuesNot applicable

Theoretical ContentRecurrence relations, Master theorem, Proof techniques.

Problem AnalysisStudents learn to analyze new problems to select an appropriate algorithmic design technique, analyze algorithms to derive time and space complexity.

Solution DesignStudents learn to design algorithms for new problems.

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ICS 351: Cooperative Work 2006-2007 (061)

Instructor: Al-Muhtaseb, HusniClass/Laboratory Schedule: (0-0-9)Designation: Required Course (Coop Option)

Catalog Description A continuous period of 28 weeks spent as a normal employee in industry, business, or government agencies with the purpose of familiarizing students with the real world of work and enabling them to integrate their classroom learning to a real work environment. During this period, a student is exposed to a real-life work in the field. Each student is required to participate with at least one project. Students are required to submit progress reports during the work period. Students are also required to give a presentation and submit a final report on their experience and the knowledge they gained during their cooperative

Prerequisites(s) ICS 334, SWE 311, ENGL 214, Major GPA >= 2, Completion of at least 85 hours, Department Approval

SE1. Software design SE2. Using APIsSE3. Software tools and environmentsSE4. Software processesSE5. Software requirements and specificationsSE6. Software validationSE7. Software evolutionSE8. Software project managementIM1. Information models and systemsIM2. Database systemsIM3. Data modelingIM4. Relational databasesIM5. Database query languagesIM6. Relational database designIM8. Distributed databases

Textbook(s) and or other required material N/A


Gain real world work experience. Develop work habits and work ethics.

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Gain experience of workplace discipline. Enhance employability skills. Learn how to work with others. Complete a supervised training period in the field. Participate in some computer-related projects. Apply the knowledge and skills developed in the classroom in a practical work

environment. Confirm student concentration and/or career path. Develop business contacts. Experience reporting back in both written and verbal formats.

Relationship of Course to program outcomes After completion of this course, the student shall be able to: Outcome 1: Work with a company or organization with self confidence and exercise his

skills safely and in a professional manner. [Program Outcome 6, 9, 10]Outcome 2: Practice an acceptable level of attendance and credibility to gain and

maintain employment in a chosen occupation. [Program Outcome 6]Outcome 3: Exercise negotiating skills and learn how to seek and provide information

and discuss problems in a constructive way. [Program Outcome 3, 4, 5]Outcome 4: Learn what is required to perform a specific task or series of tasks that meet

the requirements of a company or organization. [Program Outcome 4, 5, 11]

Outcome 5: Practice the application of theory in real life work [Program Outcome 1, 2]Outcome 6: Have a working knowledge of the career he has chosen based on his

cooperative work experience. [Program Outcome 6]Outcome 7: Increase business contact [Program Outcome 7, 12]Outcome 8: Write reports according to predetermined guidelines and make oral presentations in English to convey in a limited time, the range of

experience obtained and outline the most important skills learned. [Program Outcome 8]

Topics Covered Individual breakdown for each student. Plan oriented. As agreed with the work

supervisor and approved by course instructor. Activity Schedule 3 Months before coop period: Registration for Coop – Meeting prerequisites. 2 Months before coop period: Applying/ selecting work entity with the help of the University coop office. 2 Weeks before Coop period: Common Meeting with the Instructor – Coop

Guidelines and Expectations. 1st – 3rd Week of Coop Period: receiving and approving coop plans 6th Week of Coop Period: Instructor Calls and/ or visits 7th – 8th Week of Coop Period: Progress report 1 8th Week of Coop Period: Receiving First Employer's Evaluation of the student's work performance. 10th Week of Coop Period: Instructor Calls and/ or visits

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14th – 15th Week of Coop Period: Progress report 2 19th Week of Coop Period: Instructor Calls and/ or visits 21st – 22nd Week of Coop Period: Progress report 3 25th Week of Coop Period: Instructor Calls and/ or visits Last Week of Coop Period: Receiving Second Employer's Evaluation of the

student's work performance 1st – 2nd Week of Returning Semester: Common Meeting with the Instructor –

How to give good presentation? Final Report format. 2nd – 3rd Week of Returning semester: Final Report submission 3rd – 4th week of Returning semester: Final Presentation

Laboratory Projects N/A

Contribution of course to Meeting the professional component The course is participating directly to the professional component as it is a real-life experience in an existing professional working entity. Students will join an entity in the local market and work for 7 months as regular employees.




Comp. Arch.

Oral and Written Communications Every student is required to submit at least 4 written reports (not including exams, tests, quizzes, or commented programs) of typically 70+ total pages and to make 1 oral presentations of typically 20 minute’s duration.

Social and Ethical Issues Students will deal with their colleagues and managers in their workplace. They have to practice all ethical issues related to actual work.

Theoretical Content Students will apply the theory they have been studied and seek for new knowledge as they need.

Problem Analysis Students will participate in solving real-life problems as their work needs.

Solution Design As a requirement of the course, students should participate in at least one project that includes the requirements analysis, design and implementation.

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ICS 334 Database Systems 2006-2007 (061)

Instructor: Ejaz AhmedClass/Laboratory Schedule: 3 lectures per week, 50 minutes each, and 1 3 hours lab

per weak (3-3-4)Designation: Required Course

Catalog Description Basic database concepts, conceptual data modeling, relational data model, relational theory and languages, database design, SQL, introduction to query processing and optimization, and introduction to concurrency and recovery.


1. Fundamental Programming Constructs2. Algorithms and Problem-Solving3. Fundamental Data Structures.

Textbook(s) and or other required material 1. Fundamentals of Database Systems. R. Elmasri and S. B. Navathe, 4th edition,

Addison-Wesley, 2003.2. Database System Concepts, by Abraham Silberschatz, Henry F. Korth, S. Sudarshan

McGraw Hill, 5th edition, 2006


Understand the basic concepts of databases, RDBMS and database theory. Understand and applying database design, development, and implementation. Understand advanced topics like query processing and optimization, concurrency and database recovery. Get an experience to work in a team environment.

Relationship of Course to program outcomes After completion of this course, the student shall be able to: Outcome 1: Explain the basic database concepts and relational theory.

[Program Outcome 1]Outcome 2: Understand and develop relational/ conceptual data model.

[Program Outcome 2]Outcome 3: Use and apply database programming languages and physical database

design. [Program Outcome 3]

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Outcome 4: Understand the basics of query processing and optimization, concurrency controls and database recovery. [Program Outcome 5]

Outcome 5: Gain work experience in a lab project as a team member or leader. [Program Outcome 9]

Topics Covered Information models and systems The relational data model Relational languages SQL Conceptual modeling and mapping Functional dependency and normalization Practical and Physical database design Concepts Other database topics like query processing and optimization, concurrency

controls and database recovery

Laboratory Projects Lab 01 – Overview of LABObjectives: To give the student an overview of the lab environment and tools used in the database lab. Discussion/explanation of lab setup Exercises to check the accounts availability Resources identification needed for LAB

Lab 02, 03 – Database Application Development Objectives: Introduce the students on developing simple graphical user interface with database as back-end.

Lab 04 –Working with SQLObjectives: To provide the student hands on practice on configure the oracle client, SQL PLUS, and basic SQL select statement.

Lab 05 – 07 Working with SQLObjectives: To provide the students hands on practice on SQL – DDL, DML, DCL and complex select queries.

Lab 08 – 09 Database Design with CASE tools, Issue of a Lab projectObjectives: Develop an ER and EER Diagrams using CASE tool

Lab 10 -12 – Procedural programmingObjectives: Developing programs using procedural languages (PL/SQL) to work with Databases

Lab 13 -15 – Data migration, uploading, Lab Project’ demo and its presentationsObjective: Data migration


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The students will learn, analyze and develop DBMS concepts. Assignments and homework provide a framework of managing industrial level challenges like programming and designing. Students are asked to involve in the implementation of complete DBMS. Working in lab project and learning in lab will further provide confidence to work in real-life applications.



Software Design Prog. Languages 1.0

Comp. Arch.

Oral and Written Communications Every student is required to submit at least __3__ written reports (not including exams, tests, quizzes, or commented programs) of typically _8-10_ pages and to make _1_ oral presentations of typically _20____ minute’s duration.

Social and Ethical Issues Students work and study in group assignments and involve socially in group/ class discussions. Oral presentations are graded for lab project.

Theoretical Content Introduction to DBMS, relational theory, Data Modeling, Physical database design and query optimizations are theoretical contents. These contents are covered in approximate 32 hours.

Problem Analysis Database Management System concepts. Work around command level programming using SQL and covering relational database design concepts.

Solution Design Conceptual modeling using entity relationship diagrams leads to a database design methodologies.

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ICS 313 Fundamentals Of Programming Languages 2006-2007 (061)

Instructor: Mr. Faisal AlviClass/Laboratory Schedule: 3 lectures per week, 50 minutes each (3-0-3)Designation: Required Course

Catalog Description Concepts of Programming Languages: Syntax and semantics, Data types, Control structures, Subprograms, Exception handling, Run-time storage management. Programming paradigms: Imperative, functional, logical, object-oriented, and concurrent


PF1. Fundamental Programming Constructs PF3. Fundamental Data Structures

Textbook(s) and or other required material “Concepts of Programming Languages”, R. Sebesta, Sixth Edition, Addison Wesley, 2004.

Course objectives: Upon completion of the course the students should be able to understand the

Basic issues in the design and implementation of programming languages. Syntax and semantics specifications of programming languages. Language design trade-offs. Major programming paradigms: Object-Oriented, Procedural, Functional, and

Logical

Relationship of Course to program outcomes After completion of this course, the student shall be able to: Outcome 1: Identify various design issues in programming languages and

illustrate with examples how the design issues have been handled in various popular programming languages. [Program Outcome 1]Outcome 2: Understand and use formal tools like BNF/EBNF, attribute grammars,

operational semantics, etc. to model syntax and semantics of programming languages. [Program Outcome 1]

Outcome 3: Understand various design tradeoffs like cost and reliability, efficiency and flexibility, etc. needed to develop a programming languages. [Program Outcome 1]

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Outcome 4: Show basic program development skill in four programming paradigms: object-oriented, imperative, functional, and logic. [Program Outcome 2, 10, 11]

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Topics CoveredPart I: Basics of Programming Languages

Basic concepts for programming language design: Quality factors of programming languages like readability, writability, and reliability; factors that

affect the design of programming languages; design trade-offs Programming language implementation and virtual machines Evolution of the Major Programming languages (Self Study lectures) Describing Syntax and Semantics

Part II: Programming Paradigms Introduction to C (as a typical imperative programming language lectures) (5

lectures) Object-Oriented Programming Functional Programming Logic Programming

Part III: Programming Languages design and Implementation Issues Names, Bindings, Type Checking and Scopes Data Types Expressions and the Assignment Statements Statement-Level Control Structure Subprograms Implementing Subprograms Abstract Data Types Concurrency Exception Handling


Contribution of course to Meeting the professional component The course exposes the students to various aspects of design and implementation of programming languages. Basic knowledge of four programming paradigms (OO, imperative, functional, and logic) is given to the students. Basic program development skills in three programming paradigms (imperative C, functional Scheme, and logic Prolog) are also part of the course.



Software Design Prog. Languages 3Comp. Arch.

Oral and Written Communications of 298

C3 CS 12/14/04

Every student is required to submit at least _N/A_ written reports (not including exams, tests, quizzes, or commented programs) of typically _ N/A _ pages and to make _ N/A _ oral presentations of typically _ N/A _ minute’s duration.

Social and Ethical Issues N/A

Theoretical Content Context-free grammar, BNF, recursion.

Problem Analysis N/A

Solution Design N/A

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ICS 252: Discrete Structures 2006-2007 (061)

Instructor: Dr. M. H. Alsuwaiyel Class/Laboratory Schedule: Three 50-minute lectures per week. No lab. (3-0-3)Designation: Required Course.

Catalog Description Combinatorics: permutations, combinations, pigeon-hole principle, counting techniques. Recurrence Relations, generating functions. Graphs. Introduction to computation models: languages, grammars and machines. Chomsky hierarchy.

Prerequisites(s) ICS 102: Introduction to Computing

21. Introduction to problem solving.22. Overview of computers and computing.

Textbook(s) and or other required material Rosen, Kenneth H. Discrete Mathematics and Its Applications, 5th Edition. New York,

McGraw Hill, 2002.

Course objectives: To develop problem solving skills for enumeration. To investigate discrete structures, including permutations, combinations,

recurrence relations, graphs, trees, and finite-state machines. To apply the above to applications with an emphasis on computer science

applications

Relationship of Course to program outcomes After completion of this course, the student shall be able to: Outcome 1: perform combinatorial analysis to solve counting problems. [Program

Outcome 3]Outcome 2: work with discrete structures as analysis tools to understand many

fundamental concepts in computer science. [Program Outcome 5]Outcome 3: comprehend graphs and trees and their mathematical properties. [Program

Outcome 1]

Topics Covered Counting Techniques (Chapter 4 except pages 344-348) Probability (Chapter 5 up to page 369 and Exercises) Recurrence Relations (Chapter 6)

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Graph Theory (Chapter 8 except section 8.6) Trees (Chapter 9 sections 9.1 and 9.2) Modeling Computation (Chapter 11)


Contribution of course to Meeting the professional component The students will analyze and solve problems using different techniques. Homework assignments contribute to enhance their creativity and sharpen their abilities to solve problems.


Algorithms 1.5 Data Structures 0.5Software Design 1 Prog. Languages

Comp. Arch. 1

Oral and Written Communications Not applicable

Social and Ethical Issues Not applicable

Theoretical Content Recurrence relations, Combinatorics, graph theory, Automata.

Problem Analysis Students learn to analyze new problems to select an appropriate problem solving technique.

Solution Design Students learn to methods and techniques to solve problems.

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ICS 251: Foundations of Computer Science2006-2007 (061)

Instructor: Dr. AlmuhammadiClass/Laboratory Schedule: 3 lectures per week, 50 minutes each (3-0-3)Designation: Required Course

Catalog Description Propositional Logic, Predicate Logic, Sets, Functions, Sequences and Summation, Proof Techniques, Mathematical induction, Inclusion-exclusion and Pigeonhole principles, Permutations and Combinations (with and without repetitions), The Binomial Theorem, Recurrence Relations; Graphs terminology and applications, Connectivity, Isomorphism, Euler and Hamilton Paths and Circuits, Planarity and Coloring; Trees terminology and applications.

Prerequisites(s) ICS 102 Algorithms and Problems Solving.

Textbook(s) and or other required material 1. Discrete Mathematics and Its Applications. Rosen, Kenneth H. McGraw-Hill, 2003.2. Logic in Computer Science. Michael Huth, Mark Ryan, Cambridge University Press,

2001.

Course objectives:

To enable students to develop mathematical skills and thinking skills in order to read, comprehend, and construct mathematical arguments.

To provide students with fundamental set of discrete mathematical concepts and techniques needed for problem solving in computer science.

Relationship of Course to program outcomes After completion of this course, the student shall be able to: Outcome 1: Derive, formulate and prove propositional and predicate logic expressions.

[Program Outcome 2]Outcome 2: Apply rules of inference for analysis, design and modeling problem solutions.

[Program Outcome 2]Outcome 3: Apply reasoning and other proving technique to prove statements and avoid

fallacies in mathematical thinking. [Program Outcome 2]Outcome 4: Explain and use modular arithmetic and basic number theoretic concepts. .

[Program Outcome 1]

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Outcome 5: Explain the basics of public-key crypto-systems and set up RSA schemes. [Program Outcome 1]

Outcome 6: Understand the concept of relations, functions, equivalence classes and their properties. [Program Outcome 1]

Outcome 7: Understand and use graphical representation for relations and functions. [Program Outcome 1]

Topics Covered

Basic Logic. Proof Techniques. Number Theory. Functions, relations, and sets.

Contribution of course to Meeting the professional component This course is the second in a 2-course sequence: ICS 251 and ICS 252. In this course, the students will work with discrete structures as analysis tools to understand many fundamental concepts in computer science. Homework assignments contribute to sharpening their abilities to prove statements using different proving techniques, and apply basic number theory concepts for basic applications. In addition, students are asked to explain sets and relations and their properties using different representations. This will sharpen their understanding of discrete structures and theoretical computer science.


Algorithms 0.5 0.5 Data Structures 0.5


Comp. Arch.

Oral and Written Communications Every student is required to submit at least _N/A__ written reports (not including exams, tests, quizzes, or commented programs) of typically _ N/A _ pages and to make _ N/A _ oral presentations of typically _ N/A _ minute’s duration.

Social and Ethical Issues N/A

Theoretical Content Logic: Truth tables, Propositional equivalences, Normal forms, Predicates, Quantifiers, Prenex normal form. (9 hours)

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Proof Techniques: Inference rules and Mathematical induction. (6 hours) Sets, Functions, Sequences and Summation: Sets operations and the cardinality of infinite sets; Functions: periodic, even, odd, one-to-one, onto, bijective, inverse, composition, Sequences and Summation. (6 hours)Elementary Number Theory: Modular Arithmetic, Integer Representation, Fermat’s Little Theorem, Chinese Remainder Theorem, RSA. (9 hours)Relations: Closures and Equivalence Relations and Classes (9 hours)


Solution Design N/A

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ICS 202: Data Structures 2006-2007 (061)

Instructor: Said A. MuhammadClass/Laboratory Schedule: Three 50 minutes lectures, One 180 minutes lab per week (3-3-4)Designation: Required Course

Catalog Description Review of object-oriented concepts; Introduction to design patterns; Basic algorithms analysis; Fundamental data structures - implementation strategies for stacks, queues and linked lists; Recursion; Implementation strategies for tree and graph algorithms; Hash tables; Applications of data structures (e.g. data compression and memory management).

Prerequisites(s) ICS-201

PF2. Algorithms and Problem-SolvingPF4. RecursionAL3. Fundamental Computing AlgorithmsPL2. Virtual MachinesPL4. Declarations and types PL5. Abstraction MechanismsPL6. Object-Oriented Programming ParadigmSE2. Using APIs

Textbook(s) and or other required material 1. “Data Structures and Algorithms in Java”, 2nd Edition, Adam Drozdek, Thomson

Learning, ISBN: 0-534-49252-51.2. Data Structures and Algorithms with Object Oriented Design Patterns in Java,

Bruno R. Preiss, John Wiley & Sons, Inc., 2000 ISBN: 0-471-34613-6


Introduce students to fundamental data structures; their algorithms, implementations and applications.

Teach students how to analyze the efficiency of the fundamental data structures in terms of both time and space so that they are able to decide what

data structure is suitable for a given problem. The objective of the Lab is to provide students with the opportunity to:

Implement data structures learnt in the courseUse data structures in problem solving Study the complexity of some of the algorithms learnt in the course.

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Relationship of Course to program outcomes After completion of this course, the student shall be able to:

Outcome 1: Ability to apply object oriented concepts (inheritance, polymorphism, design patterns, etc.) in software design. [Program Outcome 1]Outcome 2: Ability to implement various data structures and their algorithms, and apply

them in implementing simple applications. [Program Outcome 3]Outcome 3: Ability to analyze simple algorithms and determine their efficiency using

big-O notation. [Program Outcome 2]

Outcome 4: Ability to analyze the efficiency of the fundamental data structures in terms of both time and space. [Program Outcome 2]

Outcome 5: Ability to decide what data structures are suitable for what applications. [Program Outcome 3]

Outcome 6: Ability to apply the knowledge of data structures to other application domains like data compression and memory management. [Program Outcome 3]

Topics Covered Review of Object-Oriented Concepts & Introduction to Design Patterns Introduction to Algorithm Analysis. Linked Lists. Stacks & Queues. Recursion. Binary Trees, Binary Search Trees & Tree Traversal Algorithms. Binary Heaps. AVL Trees & B-Trees. Graphs, Graph Traversal Algorithms & Graph Implementations. Graph Algorithms (Connectedness, Cycle detection & Topological sort). More Graph Algorithms (Shortest path & Minimum Spanning Trees). Hashing Techniques. Application of Data Structures: Data Compression. Application of Data Structures: Memory Management.

Laboratory Projects Introduction to Design Patterns More on Design Patterns Linked Lists Stacks and Queues Recursion Binary and Binary Search Trees Binary Heaps AVL-Trees Graphs More Graph Algorithms Hashing Huffman Coding

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Contribution of course to Meeting the professional component The students will analyze and develop algorithms using different techniques. Homework assignments contribute to sharpening their abilities to design algorithmic solutions to given problems. The laboratory component of the course provides programming tasks that will further sharpen students programming skills and usage of data structures.



Algorithms 1.5 Data Structures 1.5


Comp. Arch.

Oral and Written Communications Every student is required to submit at least ____4_ written reports (not including exams,

tests, quizzes, or commented programs) of typically __3___ pages and to make __0___ oral presentations of typically _____ minute’s duration.

Social and Ethical Issues NA

Theoretical Content Complexity Analysis (4 hours), Memory Management (1 hour), Garbage Collection (1 hour)

Problem Analysis The students will analyze and develop algorithms using different techniques. In addition they will learn how to implement the algorithms using efficient data structures.

Solution Design The students will analyze and develop algorithms using different techniques. In addition they will learn how to implement the algorithms using efficient data structures.

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ICS 201: Introduction To Computer Science 2006-2007 (061)

Instructor: Mr. Yahya Garout Class/Laboratory Schedule: 3 lectures per week, 50 minutes each, and one 3-hour

lab per week (3-3-4)Designation: Required Course

Catalog Description Advanced object-oriented programming; inheritance; polymorphism; abstract classes and interfaces, container and collection classes, packages, object-oriented design, software modeling, event-driven programming, recursion, use of stacks, queues and lists from API, searching and sorting.

Prerequisites(s) ICS-102

23. Fundamental programming constructs.24. Algorithms and problem-solving. 25. Fundamental data structures.26. Declarations and types.27. Object-oriented programming.

Textbook(s) and or other required material Absolute Java, Walter Savitch, Addison-Wesley, 2004.

Course objectives: Introduce students to advanced object-oriented programming. Instill programming and problem-solving skills. Introduce graphical user interface principles and develop/implement them.

Relationship of Course to program outcomes After completion of this course, the student shall be able to: Outcome 1: Develop solutions for a range of problems using object-oriented

programming. [Program Outcome3]Outcome 2: Apply divide and conquer strategy to searching and sorting problems

using iterative and/or recursive solutions. [Program Outcome 1]Outcome 3: Design and implement simple GUI applications.

[Program Outcome1]Outcome 4: Write simple multithreaded applications. [Program Outcome 1]Outcome 5: Use API in writing applications. [Program Outcome 5]

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Topics Covered 28. Inheritance and Polymorphism29. Abstract Classes and Interfaces30. Nested Classes31. Java Virtual Machine32. Algorithms, Problem Solving and Recursion33. Searching and Sorting34. Collections35. Computer Graphics and Event Driven Programming36. Multithreading

Laboratory Projects Introduction Inheritance Polymorphism Abstract Classes and Interfaces Virtual Machines Algorithms and Problem Solving Recursion Searching and Sorting Searching and Sorting Collections Event Driven Programming Event Driven Programming Computer Graphics

Contribution of course to Meeting the professional component This course is the second introductory course to programming. It emphasizes the development of problem solving skills, which promotes these skills at the professional level.




Software Design Prog. Languages 2.5

Comp. Arch.

Oral and Written Communications Every student is required to submit at least N/A_ written reports (not including exams,

tests, quizzes, or commented programs) of typically _N/A_ pages and to make __ N/A _ oral presentations of typically _ N/A _ minute’s duration.

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Social and Ethical Issues Since there is no team projects or assignments in this course, social and ethical issues have not been discussed.

Theoretical Content Principles of object-oriented programming are emphasized (inheritance: 3 lectures,

polymorphism: 2 lectures, abstract classes and interfaces: 4 lectures, nested classes: 3 lectures, the virtual machine: 2 lectures, computer graphics: 2 lectures, multithreading: 2 lectures).


Solution Design The main design experience students are exposed to in this course is that of the design

and development of classes to solve a certain problem in an efficient and feasible manner.

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ICS 102: Introduction to Computing I

2006-2007 (061) http://www.ccse.kfupm.edu.sa/~ics102/

Instructor: Dr. Abdu-Alla Al-SukairiClass/Laboratory Schedule: 2 lectures per week, 50 minutes each, and one 3 hours

lab per week (2-3-3).Designation: Required Course

Catalog Description Overview of computers and computing. Introduction to a typical object-oriented programming language. Basic data types and operators. Basic object-oriented concepts. Wrapper classes. Console input/output. Logical expressions and control structures. Classes and methods. Arrays and strings.

Prerequisites(s)- This is a core course that fulfills essential Program Objectives as specified by CC-

2001. No programming or computer science experience is required. Good background in high-school and pre-year mathematics should be sufficient to appreciate the software solutions of basic mathematical problems.

- No programming or computer science experience is required. Good background in high-school and pre-year mathematics should be sufficient to appreciate the software solutions of basic mathematical problems.

Co-Prerequisite: MATH 101 or MATH 132.

Textbook(s) and or other required material

1. Absolute Java, Walter Savitch, Addison-Wesley, 2006.2. Eric Jendrock, Jennifer Ball, Debbie Carson, Ian Evans, Scott Fordin, and Kim Haase.

The Java™ EE 5 Tutorial. Addison Wesley Professional, Copyright: 2007.3. Elliot B. Koffman and Ursula Wolz, Problem Solving with Java, Update, 2/E.

Addison-Wesley, Copyright: 2002.

Course objectives: The main two objectives of this course is to prepare students to:

- Study object oriented, various types of loops, and design java class for a small project.

- Utilize data with a small algorithmic design technique in solving real-world problems using java.

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http://www.ccse.kfupm.edu.sa/~ics102/

The objectives of the lab are to:

Exercise the use of various features of the object-oriented programming language taught in the course and practice problem solving.

Apply design concepts using basic object-oriented principles such as class design.

Acquire familiarity with unix-like environments such as Linux OS.


Outcome 1 : Introduce students to computing essentials based on object-oriented principles using an object-oriented programming language. [Program Outcome 3].

Outcome 2 : Initiate students to work as an individual with minimum guidance as well as to produce a team oriented work. [Program Outcome 9].

Topics Covered

Introduction to Computer Systems and Computing.Object-Oriented Programming Basics.User Input Handling and Decisions.Input/Outputs Using Text Files.Objects.String Objects.Class Design.Data Encapsulation in Object-Oriented Programming.Input/Output Arguments in Methods.String Tokenization.Arrays and Multidimensional Arrays. Exception Handling.

Laboratory Projects

Introduction to Unix Programming Basics User Input Handling Decisions and Iteration Objects Strings Class Design I Class Design II Input/Output Arguments in Methods 1-D Arrays 2-D Arrays Exception Handling and Text Files

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Contribution of course to Meeting the professional componentStudents will have a practical experience in programming skills and developing team-based through the utilization of the java programming tools and technologies. Homework assignments are also given in the course to complement the team project. Through these activities, the students will practice essential elements of computer science and problem solving practice including requirements programming skills, small project deployment and major exams.


Algorithms 0.5 Data Structures

Software Design 1 Prog. Languages 1.5

Comp. Arch.

Oral and Written Communications Every student is required to submit at least ___1__ written reports (not including exams,

tests, quizzes, or commented programs) of typically __10___ pages and to make __0___ oral presentations of typically ___0__ minute’s duration.

Social and Ethical Issues Not Applicable

Theoretical Content Not Applicable

Problem Analysis The course project requires students to get familiar with the programming language and large assignment project. They are then required to collect requirements for programming development of large project and then implemented in a friendly platform environment..

Solution Design None

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