national commission for academic accreditation and assessment · 2016. 3. 2. · dean dr. abdualziz...

Attachment 2 (a)

Kingdom of Saudi Arabia

The National Commission for Academic Accreditation & Assessment

CE Program Specification (PS)

25/02/2016

Written By: Dr. Walid Khalifa

Form 4 _ Program Specifications _SSRP_4 JULY 2013 Page 1


National Commission for

Academic Accreditation & Assessment

اململكــة العربيــة السعوديــة

ماهليئــــة الوطنيــــة للتقـويــ

واالعـــتــمـــاد األكــاديــمــــي

National Commission for Academic Accreditation & Assessment

Program Specifications

For guidance on the completion of this template, please refer to NCAAA guidebooks.

1. Institution University of Hail Date of Report 25/02/2016

2. College/Department College of Engineering/Department of Civil

3. Dean Dr. Abdualziz AlGhonaimy

4. Insert program administrative flowchart

The Organization Structure of Civil Engineering Department








5. List all branches/locations offering this program

College of Engineering Boqa’a Road Hail

A. Program Identification and General Information

1. Program title and code Bachelor of Science in Civil Engineering (CE)

Currently, no code is allocated for the program

2. Total credit hours needed for completion of the program (133) + (31) for preparatory year

3. Award granted on completion of the program Bachelor of Science (BSc) in Civil Engineering

4. Major tracks/pathways or specializations within the program (e.g.. transportation or structural

engineering within a civil engineering program or counselling or school psychology within a psychology

program)

There are no major tracks in the CE program. During the senior year, students have the choice to

select a number of elective courses from four groups:

1) Structural engineering, 2) Transportation engineering, 3) Geotechnical engineering, and 4)

Water resources & environmental engineering

However, the students have the right to select courses from the four groups.

5. Intermediate Exit Points and Awards (if any) (e.g.. associate degree within a bachelor degree program)

Not applicable (NA)

6. Professional occupations (licensed occupations, if any) for which graduates are prepared. (If there is

an early exit point from the program (e.g. diploma or associate degree) include professions or

occupations at each exit point)

The Civil Engineering program at the University of Hail provides depth and breadth in the subject

area. In addition, it offers a broad undergraduate education to develop analytical skills and

practical design knowledge that ensures long-term career flexibility. Throughout its duration, the

program delivers design and laboratory experiences as well as it enhance teamwork and

communication skills.

Students begin with interesting and challenging core courses in structure mechanics and dynamics,

fluid mechanics, environmental engineering, Hydraulics engineering, geotechnical engineering,

materials, reinforced concrete and steel structures design, and transportation and highways design.

After completing the core courses, students start the cooperative training at a relevant company in

order to acquire valuable industrial experience, and make professional contacts. After completing








the Co-op training, students can then select more advanced courses in four major areas. The first is

in structural engineering, the second transportation engineering, the third is geotechnical

engineering, and the fourth is water resources & environmental engineering. The program

culminates with students working on a full semester design project in order to apply all of the

knowledge and skills that they have acquired.

A number of examples of related occupations the students are being prepared to pursue upon

graduation are shown below. These may include job positions in private companies or

governmental institutes.

1- Structural engineering -- Their tasks include planning, design, and operation of buildings, bridges, and special purpose structures such as towers, cranes, stadiums, industrial

plants, and construction materials.

2- Transportation engineering -- Planning, design, and operation of highways, airports, seaports, mass transit systems, traffic control systems, and material transport systems.

3- Geotechnical engineering -- Their tasks include design and planning of foundations, dams, tunnels, roadbeds.

4- Water resources & environmental engineering -- Their tasks include planning, design, and management of projects for water supply, wastewater treatment, flood control,

urban drainage, pollution control, ground and surface water quality management, and solid

and hazardous waste disposal.

7. (a) New Program Planned starting date

(b) Continuing Program Year of most recent major program review

Organization involved in recent major review (e.g. internal within the institution,

Accreditation review by _______________________? Other______________________?

8. Name of program coordinator or chair. If a program coordinator or chair has been appointed for the

female section as well as the male section, include names of both.

Dr. Walid Khalifa (Civil department coordinator)

Dr. Nader Okasha (Civil Department Chair)

9. Date of approval by the authorized body (MoHE for private institutions and Council of Higher

Education for public institutions).

Campus Branch/Location Approval By Date

Main Campus: UoH 2008

1:

Yes February 2015








B. Program Context

1. Explain why the program was established.

a. Summarize economic reasons, social or cultural reasons, technological developments, national policy

developments or other reasons.

1- The economic reasons are the current shortage of qualified Civil Engineers due to

construction boom and then to reduce the level of dependency on the foreign engineers. In

addition the foreseeable demand for Civil Engineers due to economic growth and

infrastructure development.

2- The Social/cultural reasons are to graduate engineers qualified for higher CE studies (M.Sc., Ph.D., etc.) and to provide greater opportunity for Saudis to become civil engineers and

participate in the growth of the country.

3- The Civil Engineering Program at Hail University is to be able to carry out technological development plans of the Kingdom.

4- This CE program considers as a part of the national policy development plan.

b. Explain the relevance of the program to the mission and goals of the institution.

1- The mission of the CE Program is consistent with the mission of the College of Engineering and the University, as the university aims at meeting the needs of the Saudi society through

programs in education and scientific research.

2- CE Program makes a significant contribution to the mission of the university in the civil engineering field.








2. Relationship (if any) to other programs offered by the institution/college/department.

a. Does this program offer courses that students in other programs are required to take? Yes

No

If yes, what has been done to make sure those courses meet the needs of students in the other programs?

The CE Program offers number of courses that students in other programs in the college are

required to take. Two courses CE201 (Statics) and CE 203 (Structural Mechanics I) are offered to

non-CE students from other engineering departments. All required actions which are normally

taken by the department to assure that these courses meet the needs of students. These actions

include the preparation of courses plans, strictly adhered to these plans, monitoring performances

and continues and regular evaluations. In

addition to this:

1- Carrying out questionnaires for the other departments' staff and students regarding their satisfaction, benefits and impacts of those courses on their graduates.

2- Self-assessment. 3- Comparing these courses with those offered in other similar institutions. 4- Continuous updating of those courses taking into consideration the requirements of the work-

field needs.

5- Continuous development of skills and knowledge of program staffs.

b. Does the program require students to take courses taught by other departments? Yes

No

If yes, what has been done to make sure those courses in other departments meet the needs of students in

this program?

1- Making sure that the courses topics are strongly related to the field of specialization. 2- Evaluation of the course effects on students’ knowledge and skills. 3- Developing and continuously improve these courses to include recent development in their

subjects.

4- Periodic review to assess the course benefits and their instructor skills.

3. Do students who are likely to be enrolled in the program have any special needs or characteristics?

(e.g. Part time evening students, physical and academic disabilities, limited IT or language skills).

Yes No

Most students who are enrolled in the CE program have major difficulties with the English

language which is the teaching language of the program. In addition, most students have poor math

skills. Furthermore, the entrance requirements of the program are mainly set by UOH deanship of

Admission and Registration.

Yes

Yes

Yes








4. What modifications or services are you providing for special needs applicants?

In order to ensure that academic standard is enhanced the following points must be implemented:

1- Minimum entrance requirements should be set and adhered to. 2- The special characteristics of the CE students will be conveyed to the preparatory year

administrators in order to improve the quality of teaching in the preparatory year and

strengthen the basic knowledge and skill of students in basic sciences, mathematics, and IT,

and to increase their oral and written communication skill in English.

3- Evening and part-time classes/course are not currently approved by the University. 4- To ensure maintenance of academic standard across the board the CE department has

recently established an examination committee.

The CE department urgently requires technical/support staff.

C. Mission, Goals and Objectives

1. Program Mission Statement (insert)

The Civil Engineering program prepares undergraduate students to accept and fulfill

responsibilities across a broad spectrum of activities, including:

1- The practice of Civil Engineering.

2- Academic careers and research in Civil Engineering.

Service to the engineering community and the community at large.

2. List goals and objectives of the program within to help achieve the mission. For each goal and objective describe the major strategies to be followed and list the indicators that are used to measure

achievement.

The CE department has defined a set of goals that translates its mission into measurable and

defined tasks. The goals of the CE program are as follows:

Goals and Objectives Major Strategies Measurable Indicators

To prepare graduates who are

able to practice civil

engineering in its major areas,

such as Structural engineering,

Transportation engineering,

Geotechnical engineering, and

Water resources &

environmental engineering.

Expose students to state of the

art topics in Civil Engineering Employment rate of

students

Survey of employers’ satisfaction








To prepare students with a

solid foundation in

mathematics, physical sciences

and technical skills needed in

their onward professional

career and their further post-

graduate studies.

Allow students to participate

in coop program that gives

real work experience

Employment rate of students


To further develop skills

pertinent to civil engineering

problem definition,

formulation, design, and

analysis.

Using problem solving

techniques Employment rate of

students


To prepare students with

sufficient knowledge and skills

in the use of computer tools,

and are able to analyze

experimental data and to apply

it in the design of civil

engineering systems.

It is expected that significant

investments will be made to

update laboratory facilities

once the department moves to

the new building in the near

future

Survey of students’ satisfaction

To apply and practice the civil

engineering knowledge in a

professional setting such as

ethics and safety.

Allow students to participate

in coop program that gives

real work experience


To enhance students’ ability to

effectively communicate

technical and professional

information in written, oral and

graphical forms.

Teaching methods are

focusing on team work such

as in senior projects



To demonstrate ability for

scholarship, lifelong learning,

leadership and service among

the graduates.


techniques in teaching Number of students who

continue their studies at

the postgraduate level

To produce graduates who

further develop team work and

effective communications skills.






To prepare students to be

interested, motivated, and

capable of pursuing continued

life-long learning.


techniques in teaching Number of students who

continue their studies at

the postgraduate level

To instill within our students

using counseling and academic

advising the technical and

communication skills that will

prepare them for supervisory

roles in firms.













Developing more academic

programs renowned for their

excellence and national

distinction (3years).

The CE department is

expected to offer new

programs after the

reallocation to the new

engineering building




Boosting learning by providing

students with access to state of

the art laboratory facilities,

modern equipments and

information technology (2-3

years).

It is expected that significant

investments will be made to

update laboratory facilities

once the department moves to

the new building in the near

future


Introduction of new CE

programs that qualify the

students to work in the

emerging civil engineering

companies (5 years).

The EE department is

expected to offer new

programs after the

reallocation to the new

engineering building




Introduction of graduate

programs and transform the

CE department into a national

centre for engineering and

research excellence (5-10

years).

Investment in research labs

recruiting full time research staff

encouraging and promoting university-firms

collaboration



The CE department will seek

national and international

recognition and accreditation.

The CE department will take

part in the NCAAA

accreditation process starting

September 2014

NCAAA and ABET

accreditation

The CE department strives to

recruit and retain excellent

faculty members who have

received very high academic

training from well-recognized

universities and institutions in

North America, Europe and the

Middle East

international visits to recruit

top level faculty

Number of faculty in the

department with degrees

from recognised universities

Promoting collaborations with

other institutions of higher

education, governmental

agencies and industry (5-10

years).

Promoting national and international academic

agreements

Promoting Collaborations with government agencies

and industry

Number of national and international agreements

Number of university-firms collaborations








D. Program Structure and Organization

1. Program Description:

List the core and elective program courses offered each semester from Prep Year to graduation

using the below Curriculum Study Plan Table (A separate table is required for each branch IF a

given branch/location offers a different study plan).

A program or department manual should be available for students or other stakeholders and a copy of the

information relating to this program should be attached to the program specification. This information

should include required and elective courses, credit hour requirements and department/college and

institution requirements, and details of courses to be taken in each year or semester.

Curriculum Study Plan Table

First Year (Preparatory Year)

COURSE TITLE LT LB CR COURSE TITLE LT LB CR

ENGL 001 Prep. English I 15 5 8 ENGL 002 Prep. English II 15 5 8

MATH 001 Prep. Math I 3 2 4 MATH 002 Prep. Math II 3 2 4

PREP 001 University

Study Skills

0 2 1 PREP 003 Introduction to

Computer

Application

0 2 1

PREP 002 Prep. Natural

Sciences

2 0 2 PREP 004 Introduction To

Engineering

0 2 1

PE 001 Prep. Physical

Educ. I

0 2 1 PE 002 Prep. Physical

Educ. II

0 2 1

20 11 16 18 13 15

Second Year (Freshman)

First Term (Freshman)

COURSE TITLE LT LB CR Pre-requisite C0-requisite

CHEM 101

General

Chemistry I

3

4

4

--------

--------

PHYS 101 General Phy. I 3 3 4 -------- MATH 101 MATH 101 Calculus I 4 0 4 -------- PHYS 101 ENGL 101 Intro. to Acad.

Discourse

3 0 3 -------- --------

IAS 111 Belief and its

Consq.

2 0 2 -------- --------

PE 101 Physical

Education I

0 2 1 -------- --------

15 9 18








Second Term (Freshman)


CHEM 130

Basic for

Environment

Chemistry

2

0

2

CHEM 101

--------

PHYS 102 General Phy. II 3 3 4 PHYS 101 MATH 102 MATH 102 Calculus II 4 0 4 MATH 101 PHYS 102 ENGL 102 English

Composition II

3 0 3 ENGL 101 --------

ICS 103 Computer

Programming in

C

2 3 3 MATH 101 --------

IAS 101 Practical

Grammar

2 0 2 -------- --------

PE 102 Physical

Education II

0 2 1

-------- --------

16 8 19

Third Year (Sophomore)

First Term (Sophomore)


CE 201

Statics

3

0

3

PHYS 101

-------- CE 215 Computer

Graphics

2 3 3 ICS 103 --------

CE 261 Surveying 1 3 2 -------- -------- ENGL 214 Academic &

Prof.

Communication

3 0 3 ENGL 102 --------

MATH 201 Calculus III 3 0 3 MATH 102 -------- XXXX xxx Science Elective 2 3 3 -------- -------- 14 9 17

Second Term (Sophomore)


CE 203

Structural

Mech. I

3

0

3

CE 201,

MATH 102

--------

CE 230 Engineering

Fluid Mechanics

3 0 3 CE 201

--------

MATH 202 Elem. to Diff. 3 0 3 MATH 102 --------








Equations

ME 201 Dynamics 3 0 3 CE 201 -------- IAS 212 Professional

Ethics

2 0 2 IAS 111 --------

EE 202 Fund. of

Electrical

Circuits

2 3 3 MATH 102, PHYS 102

--------

16 3 17

F0urth Year (Junior)

First Term (Junior)


CE 303

Structural

Materials

3

3

4

CE 303

-------- CE 305 Structural

Analysis I

3 0 3 CE 303 --------

CE 318 Numerical &

Stat.

Methods in CE

2 3 3 MATH 202 ICS 103

--------

IAS 201 Writing for Prof.

Needs

2 0 2 IAS 101 --------

CE 330 Environmental

Eng. Principles

3 0 3 CHEM 130 --------

ISE 307 Engineering

Economics

3 0 3 -------- --------

16 6 18

Second Term (Junior)


CE 312

Introduction to

CE Design

1

0

1

CE 305

-------- CE xxx CE Elective I 3 0 3 -------- -------- CE 341 Transportation

Engineering

3 0 3 -------- CE 343

CE 343 Transportation

Engineering Lab

0 3 1 CE 303 CE 341

CE 353 Geotechnical

Engineering I

3 3 4 CE 203 CE 230

IAS 301 Oral Com. Skills 2 0 2 IAS 201 -------- GS xxx GS Elective 3 0 3 -------- -------- 15 6 17

Summer Session

COURSE TITLE LT LB CR Pre-requisite C0-requisite CE* 350 Co-op Field

Work 0 0 0

CE 318

--------








ENGL 214

Fifth Year (Senior)

First Term (Senior)

COURSE TITLE LT LB CR Pre-requisite C0-requisite CE 351

Continue to Co-op Work

0

0

9

CE 318 ENGL 214

--------

Second Term (Senior)

COURSE TITLE LT LB CR Pre-requisite C0-requisite CE 413

Applied Design Project

0

9

3

CE* 350

-------- CE 421 Construction

Methods & Manga.

3 0 3 -------- --------

CE xxx CE Elective II 3 0 3 -------- -------- CE xxx Option Elective 3 0 3 CE 303 -------- IAS 322 Human Rights

in Islam 2 0 2 IAS 301 --------

CE 490 CE Seminar 1 0 1 -------- -------- MGT 301 Principles of

Management 3 0 3 -------- --------

15 9 18

List of CE Elective Courses

COURSE TITLE LT LB CR COURSE TITLE LT LB CR

CE 315 Reinforced Concrete I 2 3 3 CE 444 Traffic Eng. &

Roadway Safety 3 0 3

CE 405 Structural Analysis II 3 0 3 CE 440 Highways & Airport

Materials

3 0 3

CE 408 Steel Design 2 3 3 CE 332 Eng. Hydrology and Hydraulic

2 3 3

CE 455 Foundation and Earth

Structures Design

3 0 3 CE 438 Hydraulics Systems Design

2 3 3

CE 453 Geotechnical Eng. II

3 0 3 CE 473 Design and Operation of Water and Wastewater Treatment Plants

3 0 3

CE 415 Reinforced Concrete II 2 3 3 CE 476 Hazardous & Solid Wastes

3 0 3

CE 441 Pavement Design 3 0 3








2. Required Field Experience Component (if any, e.g. internship, cooperative program,

work experience).

Summary of practical, clinical or internship component required in the program. Note: see Field

Experience Specification

a. Brief description of field experience activity

The students are enrolled in the Cooperative Training before the senior semester for a period

of 28 weeks. The training is carried out either in the government or private sectors. At the end

of training, each student must prepare a detailed final report which will be orally examined by

a special committee of faculty professors. Moreover, the CE department regularly arranges

field visits to training locations during the running of the cooperative program to ensure the

students are benefiting from their training and the companies are satisfied with the progress of

the trainees and seek feedback from these companies.

The learning outcomes of the cooperative training program are as follows:

1- The student develops the ability to interact effectively with other professionals/ clients/ consumers and deal effectively with cultural and ethnic diversity issues.

2- The student develops the ability to communicate, organize ideas and information in writing in a clear and understandable manner appropriate to the listener and situation.

3- The student develops the ability to work effectively in groups toward common goals and needs and to offer thoughtful analysis and contribution.

4- The student develops the ability to exhibit professional behaviours in the workplace and understand and adhere to ethical standards.

5- The student develops the ability to be effective in optimizing the time/resources made available to them by the employer for their assigned tasks and projects.

6- The student develops the ability to provide direction/guidance/training to motivate others. 7- The student develops the ability to achieve the knowledge and skills of the organization’s

particular field of discipline.

8- The student develops the ability to learn and use Civil Engineering that is utilized by the relevant firms or organization.

9- The student develops the ability to self-assess and self-correct, to identify needs and sources of learning, and to continually seek new fundamentals of knowledge and understanding.

10- The student develops the ability to seek out and respond to feedback from supervisor, and to incorporate it into their daily performance.

11- The student develops the ability to fulfill commitments and to be accountable for actions and outcomes.

12- The student experiences enhanced academic motivation and goals, and gains increased confidence in completing academic studies as well as increased self confidence in the

workplace.

13- The student identifies career/professional plans/options. 14- The student gains increased awareness/understanding of the link between classroom

concepts and work/world applications.








b. At what stage or stages in the program does the field experience occur? (e.g. year, semester)

The cooperative training takes place before the senior semester. It lasts for one summer

(CE350) and normal semester (CE351) for a period of twenty eight weeks.

c. Time allocation and scheduling arrangement. (e.g. 3 days per week for 4 weeks, full time for one

semester)

Full time for two semesters (summer and normal semester).

d. Number of credit hours (if any)

9 credit hours

3. Project or Research Requirements (if any)

Summary of any project or thesis requirements in the program. (Other than projects or assignments

within individual courses) (A copy of the requirements for the project should be attached.)

It is a compulsory requirement for student to successfully complete the CE Program to perform an accepted and successfully judged graduation project, called Applied Design

Project (ADP), coded as CE 413.

The ADP should be done in the last semester.

The cooperation training program is a prerequisite for the ADP.

a. Brief description

The student is assigned, among a team of students and one or more faculty professors, the design of an applied project which simulates the real working condition to which the student

will be exposed after graduation. The project should be comprehensive and includes all the

necessary preliminary field studies, feasibility studies, final design drawings, bill of

materials, and the total operating cost of the project. The ADP continues for one semester.

At the end of the semester, the students will submit a project final report. Also, there is a seminar held for the project team of students to present their achievements. The working

team is orally examined and evaluated based on their semester work, report, presentation as

well as the oral discussion.

b. List the major intended learning outcomes of the project or research task.

The major intended learning outcomes are:

1- Teamwork. Whenever possible projects should be complex enough to warrant the necessity of teamwork and project management that includes setting completion schedules, project

milestones, and the assignment of responsibilities for each team member.

2- Requirements Analysis. Each project should require a written requirements document that provides sufficient detail in understanding both the functional and non-functional

requirements of the system that is to be developed.








3- Design and Implementation. Each project should require a written design document that provides sufficient detail in understanding how the system is to be developed. Moreover, by

the end of the course(s), there should be a completed and tested implementation of the

design.

4- Ethics. Both the project requirements and design should include a section that examines the ethical issues that arise in the design of the system, and will rise in the use of the system.

5- Communication. In addition to written documentation of the project requirements and design, students should be provided opportunities to develop their oral communication

skills by way of providing presentations throughout the course.

6- Lifelong learning. The project should require students to perform independent learning of new technologies and concepts in order to complete the project.

7- Modern Tools and Techniques. The completion of the project should require students to research, select, and learn the necessary simulation tools and techniques that are needed to

complete the project.

c. At what stage or stages in the program is the project or research undertaken? (e.g. year, semester)

At the senior level the students are required to undertake a senior project course that extends

for a semester. It is possible to extend the senior project into a two semester period provided

permission from the departmental council is obtained.

d. Number of credit hours (if any)

3 credit hours

e. Description of academic advising and support mechanisms for students.

The students choose their projects prior or upon the start of the senior semester. One or more

instructors are assigned to each project. Weekly meetings between instructors and students

ensure that project targets and deadlines are met. Provision of IT facilities, Computers, related

software programs, Labs and hardware components and devices are allocated for senior

project work. The department will provide support to the students in the form of hosting

extracurricular activities, field trips, and seminars by inviting guest speakers, and providing an

interactive learning environment. The chairman will be available to meet the students and

listen to their academic problems and concerns.

f. Description of assessment procedures (including mechanism for verification of standards)

At the end of the term a date is allocated for senior project presentation. A committee is

assigned for each field of specialization that consists of the project supervisor and two faculty

members to examine the student. The Projects are categorized according to its field of

specialization. Each project team is required to submit a report. Each project team is asked to

present their project to the specialized committee. Each specialized committee is asked to assess

each member in the project team. A part of the assessment is done by the supervisor(s) of the

project. The mark allocation of the senior project is shown in appendix D.








4. Learning Outcomes in Domains of Learning, Assessment Methods and Teaching Strategy

Program Learning Outcomes, Assessment Methods, and Teaching Strategy work together and are

aligned. They are joined together as one, coherent, unity that collectively articulate a consistent

agreement between student learning and teaching.

The National Qualification Framework provides five learning domains. Learning outcomes are

required in the first four domains and sometimes are also required in the Psychomotor Domain.

On the table below are the five NQF Learning Domains, numbered in the left column. For

Program Accreditation there are four learning outcomes required for knowledge and cognitive

skills. The other three domains require at least two learning outcomes. Additional learning

outcomes are suggested.

First, insert the suitable and measurable learning outcomes required in each of the learning

domains (see suggestions below the table). Second, insert supporting teaching strategies that fit

and align with the assessment methods and intended learning outcomes. Third, insert appropriate

assessment methods that accurately measure and evaluate the learning outcome. Each program

learning outcomes, assessment method, and teaching strategy ought to reasonably fit and flow

together as an integrated learning and teaching process.








NQF Learning Domains

and Learning Outcomes

Teaching

Strategies

Assessment

Methods

1.0 Knowledge

1.1 Define Principles, concepts and theories of science,

computer science, mathematics, physics, and

general chemistry.

1- Employing fully qualified teaching

staff with a wide

range of expertise in

the various civil

engineering domains.

2- Using recent textbooks and

electronic materials

3. Using modern and problem based

teaching methods.

3- Incorporating cooperative training

as an essential part of

the CE program to

allow the students to

gain a real work

experience.

4- Installing modern labs with advanced

equipments.

5- Updating of course materials to include

recent innovations

and developments.

6- Using the latest software and

computer based

programs to boost

learning.

7- Encouraging students to participate in

national students’

competitions.

8- Using a combination of lectures, tutorials

and individual and

group student

projects and

assignments to

1- Written, oral and experimental exams

(at least 2 major

exams and one final

exam per semester)

2- Quizzes 3- Tutorials 4- Group discussions 5- Case study reports

and presentations

6- Single and group projects

7- Training assessment 8- Lab assessment 9- Oral exams








enhance the teaching

and learning of

students.

9- Allowing students to

discover facts and

acquire knowledge

through self-learning

1.2

Describe the knowledge of probability, statistics,

calculus, differential equations and linear algebra

required to analyze and design complex devices

and systems containing hardware and software

components.

As Above As Above

1.3 Recognize the principles of civil engineering

drawings, mechanics, properties, durability of

solids and fluids materials

As Above As Above

1.4 Recognize the principles of structural mechanics,

including dynamic behaviour, and soil mechanics. As Above As Above

1.5 Recognize the concepts of systems and theories of

transportation and traffic engineering. As Above As Above

1.6 Describe the interactions between construction,

hydrology, hydraulics, electric circuits, and natural

environments and management.

As Above As Above

1.7

Define the concepts of performing experiments and

field tests on civil engineering systems and which is

related to electric circuits, and how to collect,

analyze, write and present the results.

As Above As Above

1.8 Outline learning skills and techniques for effective

communication with peers and the community at

large and how to be an effective member of a team.

As Above As Above

1.9 Recognize the social, economic, environmental and

ethical issues that are associated with the civil

engineering practice.

As Above As Above

1.10 Outline the concepts and legal requirements of risk

management and safe design and operation. As Above As Above

2.0 Cognitive Skills

2.1 Analyze the data collected and interpret results.

1- Random questioning of students during

lecture and

laboratory sessions

force students to pay

attention.

2- The students are required to memorize

basic equations,

1- Quizzes/Majors/lab exam/Final written

Exam/: written and

oral assessment.

2- Testing the skills in using computer

simulations,

programming and

computer based








equivalent civil

systems, and problem

solving methods.

3- Students are faced during exams,

lectures and labs with

some unfamiliar civil

systems, and ideas

that require logical

thinking and

reasoning in order to

solve the problems in

a timely manner.

4- Studying civil engineering involves

understanding and

drawing of civil

systems’ schematics.

As a result student

gains the skill of

processing

information visually.

5- Students are asked oral questions during

laboratory and

classrooms sessions in

order to test their

knowledge and

cognitive skills.

programs.

3- Practical assessment in the

laboratory of the

skills and

knowledge

acquired.

2.2 Plan the civil engineering problems in-depth and

find innovative solutions based on a feasibility

study of the economic and applicability.

As Above As Above

2.3 Evaluate alternative designs with an understanding

of their impact on the proposed solutions. As Above As Above

2.4

Recognize the solutions for complex engineering

problems in their area of specialization using first

principles of mathematics, natural sciences,

engineering sciences, research-based knowledge

and research methods including design of

experiments, analysis and interpretation of data,

and synthesis of information to provide valid

conclusions.

As Above As Above

2.5

Design systems, components or processes that meet

specified needs with appropriate consideration of

functionality, public health and safety, economical

design, cultural, societal, and environmental

As Above As Above








considerations.

2.6

Create, compare and estimate appropriate

techniques, resources, and modern engineering and

computing tools, including prediction and

modelling, to complex engineering activities, with

an understanding of the limitations.

As Above As Above

2.7 Explain the engineering management principles

and apply these to their own work. As Above As Above

2.8 Prepare, as a member or team leader in a group, to

in specific areas of activity or in multi-disciplinary

environments.

As Above As Above

3.0 Interpersonal Skills & Responsibility

3.1 Show the responsibility for their self-learning,

which requires the use of the tools of search for

new information.

During the laboratory

sessions students are

divided into groups to

carry out the

experiments. One

student from each group

is nominated to lead and

motivate his group in

order to complete all the

steps in the experiment.

Also different tasks (such

as wiring, component

placement,

measurements,

calculations, writing

reports) require active

collaboration among the

group members.

Furthermore, students

are encouraged to solve

and discuss exercises in

front of all other

students in order to

improve their

presentation skills and

gain confidence.

Also the students are

required to carry out

their experiments in an

ethical and responsible

manner as most

experiments are

implemented.

Questions are directed

towards students during

the assessment of lab

reports, project

assignments, coop

presentations and

senior projects in order

to test and evaluate

their interpersonal

skills such as

leadership, teamwork,

and presentation skills.

In addition, faculty

members discuss and

assess the behavior and

interpersonal skills of

the students as it affects

the marks awarded to

the students.








Furthermore, during the

lectures, tutorials and

private discussions the

students are made aware

that they need to behave

in an ethical manner as

required by the civil

engineering profession.

3.2

Appraise the ethical and professional issues that

include values and moral judgments which make

them sensitive to others and committed to the

values and ethics of professional practice.

As above As above

3.3

Illustrate the need for, and have the preparation

and ability to engage in independent and life-long

learning in the broadest context of technological

change.

As above As above

3.4 Evaluate the team working and leadership qualities

such as taking initiative, critical thinking, listening

effectively, and motivating others.

As above As above

3.5

Use effective presentation skills such as, preparing

for the presentation, organizing the presentation

materials, writing the presentation, deciding on the

presentation method, the style of the language to be

used, coping with presentations nerves and facing

questions from the audience.

As above As above

3.6 Show the creativity to find new ways to solve

problems. As above As above

4.0 Communication, Information Technology, Numerical

4.1

Research effectively in English, both orally and in

written form using appropriate media, on complex

engineering activities with the engineering

community and with society at large.

Students are encouraged

to use proper scientific

methods to present or

explain their work in

oral or written form. In

addition students are

required to use

computers and

information technology

tools to carry out Lab

experiments and

programming.

Furthermore,

mathematical tools such

as Matlab, SAP, Word

and Excel are required

to analyze and present

The senior project,

laboratory final, and

assignment exams

involve a series of

written and oral

questions that assess the

student’s ability

regarding the above

mentioned skills.

In addition, all the

projects and laboratory

reports are evaluated

based on the correct use

of information

technology tools and

numerical skills.








the data.

4.2 Operate the modern mathematical and statistical

techniques such as Word, Excel, PowerPoint,

Matlab, and SAP that enable them to be used in the

interpretation of the problems and provide

solutions.

As above As above

4.3 Evaluate effective reports and design

documentation, and appraise effective

presentations to different kinds of audiences.

As above As above

4.4 Assess the information technology, simulations,

programming and computer based programs. As above As above

5.0 Psychomotor

5.1 Perform experiments needed in performing

laboratory and field work without mistakes

through sufficient practicing.

In the laboratory and

field work students are

encouraged to use and

develop their

psychomotor skills. In

addition, two courses in

the program (PE101 and

PE102) in the freshman

year allow the students

to develop their physical,

sensory and motor skills.

During the final

laboratory exams

students are assessed on

their ability to perform

tasks that require

psychomotor skills.

5.2 Operate what is done by the instructor (imitation). As above As above

5.3 Manipulate through thinking of corrective actions

to a mistake made. As above As above








NQF Learning Outcome Verb, Assessment, and Teaching Strategies and Suggestions

NQF Learning Domains Suggested Verbs

Knowledge list, name, record, define, label, outline, state, describe, recall,

memorize, reproduce, recognize, record, tell, write

Cognitive Skills

estimate, explain, summarize, write, compare, contrast, diagram,

subdivide, differentiate, criticize, calculate, analyze, compose, develop,

create, prepare, reconstruct, reorganize, summarize, explain, predict,

justify, rate, evaluate, plan, design, measure, judge, justify, interpret,

appraise

Interpersonal Skills & Responsibility demonstrate, judge, choose, illustrate, modify, show, use, appraise,

evaluate, justify, analyze, question, and write

Communication, Information

Technology, Numerical

demonstrate, calculate, illustrate, interpret, research, question, operate,

appraise, evaluate, assess, and criticize

Psychomotor

demonstrate, show, illustrate, perform, dramatize, employ, manipulate,

operate, prepare, produce, draw, diagram, examine, construct, assemble,

experiment, and reconstruct

Suggested verbs not to use when writing measurable and assessable learning outcomes are as follows:

Consider Maximize Continue Review Ensure Enlarge Understand

Maintain Reflect Examine Strengthen Explore Encourage Deepen

Some of these verbs can be used if tied to specific actions or quantification.

Suggested assessment methods and teaching strategies are:

According to research and best practices, multiple and continuous assessment methods are required to verify student learning.

Current trends incorporate a wide range of rubric assessment tools; including web-based student performance systems that apply

rubrics, benchmarks, KPIs, and analysis. Rubrics are especially helpful for qualitative evaluation. Differentiated assessment

strategies include: exams, portfolios, long and short essays, log books, analytical reports, individual and group presentations,

posters, journals, case studies, lab manuals, video analysis, group reports, lab reports, debates, speeches, learning logs, peer

evaluations, self-evaluations, videos, graphs, dramatic performances, tables, demonstrations, graphic organizers, discussion forums,

interviews, learning contracts, antidotal notes, artwork, KWL charts, and concept mapping.

Differentiated teaching strategies should be selected to align with the curriculum taught, the needs of students, and the intended

learning outcomes. Teaching methods include: lecture, debate, small group work, whole group and small group discussion,

research activities, lab demonstrations, projects, debates, role playing, case studies, guest speakers, memorization, humor,

individual presentation, brainstorming, and a wide variety of hands-on student learning activities.








Program Learning Outcome Mapping Matrix

Identify on the table below the courses that are required to teach the program learning outcomes.

Insert the program learning outcomes, according to the level of instruction, from the above table

below and indicate the courses and levels that are required to teach each one; use your program’s

course numbers across the top and the following level scale. Levels: I = Introduction P =

Proficient A = Advanced








Learning

Domains

CH

EM

10

1

PH

YS

10

1

MA

TH

10

1

EN

GL

10

1

IAS

11

1

PE

10

1

CH

EM

13

0

PH

YS

10

2

MA

TH

10

2

EN

GL

10

2

ICS

10

3

IAS

10

1

PE

10

2

CE

20

1

CE

21

5

CE

26

1

EN

GL

21

4

MA

TH

20

1

GE

OL

20

1

CE

20

3

CE

23

0

MA

TH

20

2

ME

20

1

1

1.1 a1. I I I I I I P P P P P

1.2 a2. I I I P P

1.3 a3. P P P P

1.4 a4. P P

1.5 a5.

1.6 a6. P

1.7 a7. P

1.8 a8. I I I I P P P

1.9 a9. P

1.10 a10.

2

2.1 b1. I I I I I I P P I P P

2.2 b2. P

2.3 b3. P P

2.4 b4. P P P P

2.5 b5.

2.6 b6. P

2.7 b7.

2.8 b8.

3

3.1 c1. I I I I I I P P P P P

3.2 c2. I I P

3.3 c3. I P

3.4 c4. P P P

3.5 c5. P

3.6 c6. I I P P P I P P P P

4

4.1 d1. I I I I I I I I I I P I P P I

4.2 d2. I P P I

4.3 d3 I P P P

4.4 d4. I P

5

5.1 e1. P P

5.2 e2. I I I I P P

5.3 e3. I I I I P

31 312 6 6 5 2 2 1 7 7 5 2 4 2 1 5 4 6 4 7 10 9 9 7 8

Knowledge

Cognitive Skills

Interpersonal Skills & Responsibility

Communication, Information Technology, Numerical

Psychomotor








Total courses CE Program Courses General Courses

46 20 26

Learning

Domains

IAS

21

2

EE

20

2

CE

30

3

CE

30

5

CE

31

8

IAS

20

1

CE

33

0

EC

ON

40

3

CE

31

2

CE

31

5

CE

34

1

CE

34

3

CE

35

3

IAS

30

1

ST

AT

31

9

CE

35

1

CE

41

3

CE

42

1

CE

43

8

CE

41

5

IAS

32

2

CE

49

0

MG

T 3

01

1

1.1 a1. P P P P P 16

1.2 a2. P P A P 9

1.3 a3. P P P A P P A A A 13

1.4 a4. P A P A A A 8

1.5 a5. A 1

1.6 a6. I P A 4

1.7 a7. I P P P 5

1.8 a8. P P P I P P A P A P 17

1.9 a9. P P P P A A P 8

1.10 a10. I P P P A P P A A A A P 12

2

2.1 b1. P P P P P P 17

2.2 b2. P A P P A A A 8

2.3 b3. P A A A A A 8

2.4 b4. P P A P A A 10

2.5 b5. P A A A A 5

2.6 b6. P P P A 5

2.7 b7. P P 2

2.8 b8. I P P A A A P 7

3

3.1 c1. P P P P P A A P 19

3.2 c2. P P P A P 8

3.3 c3. P P A A 6

3.4 c4. I P P P P P P P A A P 14

3.5 c5. P P P P P A P A P 10

3.6 c6. P P P A P A A A 18

4

4.1 d1. P P P P P A A P 23

4.2 d2. I P A P P A A A 12

4.3 d3 I P P P P P P P P A A A A P 18

4.4 d4. P A 4

5

5.1 e1. P P P 5

5.2 e2. P P P P 10

5.3 e3. P A P A A 10

31 312 2 9 9 9 9 2 8 4 10 10 8 8 10 4 10 13 20 7 8 10 4 9 10 312

Knowledge

Cognitive

Interperson

Communica

Psychomot








5. Admission Requirements for the program

Attach handbook or bulletin description of admission requirements including any course or experience

prerequisites.

6. Attendance and Completion Requirements Attach handbook or bulletin description of requirements for:

a. Attendance.

b. Progression from year to year.

c. Program completion or graduation requirements.

E. Regulations for Student Assessment and Verification of Standards

What processes will be used for verifying standards of achievement (e.g. check marking of sample of tests

or assignments? Independent assessment by faculty from another institution) (Processes may vary for

different courses or domains of learning.)

At the end of the semester the instructor is required to submit a course file that contains all the

information related to the teaching of the course in addition to the final grades of all students.

Furthermore the course file includes the course specification and course report. The contents of this

file are discussed with the program coordinator and the head of the department in order to evaluate

and improve the teaching method and assess students’ achievements.

In addition, a formal process for verifying standards of achievement contains the following:

1- End of semester course evaluation by students. 2- End of semester program experience evaluation by students. 3- Independent evaluation of the teaching method employed by an expert in the field. 4- Review of the course contents at the end of the year by an internal committee to improve the

teaching standard.

Comparison of students’ achievements between CE courses to ensure that the same academic

standard is applied to all courses in the CE program.

F Student Administration and Support

1. Student Academic Counselling

Describe the arrangements for academic counselling and advising for students, including both scheduling of

faculty office hours and advising on program planning, subject selection and career planning (which might

be available at college level).

The following arrangements are made for student support, academic advice and counseling:

1- Each student has an academic advisor. 2- At least 6 office hours a week are scheduled by each faculty member. 3- Faculty member is assigned to advise group of students selecting their courses in a semester. 4- Faculty member explain to students how to choose the appropriate elective courses.








5- Faculty member help students solving problems. 6- Faculty member advise students planning their career.

The department organizes various meetings with the students to explain important academic issues.

2. Student Appeals

Attach the regulations for student appeals on academic matters, including processes for consideration of

those appeals.

Regulations for academic appeals are according to the policy of the Ministry of Higher Education in

Saudi Arabia. Furthermore, the document titled “The Undergraduate Study and Examinations

Regulations & the UOH Rules For Their Implementation” (Appendix F) is used as a source of

regulations.

G. Learning Resources, Facilities and Equipment

1a. What processes are followed by faculty and teaching staff for planning and acquisition of textbooks,

reference and other resource material including electronic and web based resources?

A faculty member in the department is responsible for coordinating the availability of books and

references with the central book store of the university. All the books are distributed to students and

faculty members based on the statistics and data provided by the department.

1b. What processes are followed by faculty and teaching staff for planning and acquisition resources for

library, laboratories, and classrooms.

Before each semester all requirements for textbooks, laboratories and classrooms facilities are

submitted to the College of Engineering Deanship.

2. What processes are followed by faculty and teaching staff for evaluating the adequacy of textbooks,

reference and other resource provisions?

Faculty members rely on students’ feedback, their own teaching experience and the advice of

colleagues regarding the adequacy of the text books. If changes in the textbooks are required then the

faculty or a group of faculty members who have the necessary expertise in the field submit a formal

request to the departmental/college/university councils to update the textbooks.

3. What processes are followed by students for evaluating the adequacy of textbooks, reference and other

resource provisions?

At the end of each semester the following student surveys are carried to check the effectiveness of

textbooks:

1- Course evaluation survey 2- Program experience Survey 3- Student experience survey








4. What processes are followed for textbook acquisition and approval?

A departmental Committee is set up to assess the acquisition of new text books. A recommendation is

submitted to the department/College/University Councils for approval.

H. Faculty and other Teaching Staff

1. Appointments

Summarize the process of employment of new faculty and teaching staff to ensure that they are

appropriately qualified and experienced for their teaching responsibilities.

a. The specializations which need more faculty members are identified by the head of the department.

b. Announcement for faculty members are published in many newspapers inside and outside the Kingdom, and on the university website.

c. Complete regulations for employment are provided with full position descriptions and conditions of employment, together with general information about the institution and its mission and

programs, and full details about the particular program for which they are being considered are

given on the university and college web sites.

d. The interested persons are asked to send their CV's which are investigated carefully by a committee consisting of the head of the department and two of the most expert faculty members.

e. The committee checks the adequacy of the applicants to the required jobs by: i. Identifying the field of specialization of the M.Sc. & Ph.D. degrees,

ii. Identifying the field of research interest from the published work, iii. Investigating the teaching experience and courses' list that have been taught iv. Investigating the student graduation projects list which has been supervised by the faculty v. Investigating the research theses which have been supervised by the faculty

vi. Investigating the publications list that have been done by the faculty vii. Identifying the books that have been written or translated by the faculty

f. The initially chosen faculty member is, then, interviewed by a committee consisting of the dean and a managing staff.

g. Qualification certificates and documents are checked by the university faculty affairs office. The certificates should have been endorsed and certified by the Saudi Arabia Ministry of Foreign

Affairs through the Saudi Arabia Culture Office in the certificate awarding countries.

h. References are checked, and claims of experience are verified before appointments are made. i. All the new faculty members are given an effective orientation to the institution to ensure

familiarity with the institution and its operating procedures, services and priorities for

development through a meeting with the head of the department.

j. New teaching staff is given a thorough orientation to the program to ensure they have a thorough understanding of the program as a whole, of the contributions to be made to it through the

courses they teach, and of the expectations for coordinated planning and delivery of courses and

evaluation and reporting requirements through meeting with the head of the department.

2. Participation in Program Planning, Monitoring and Review








a. Explain the process for consultation with and involvement of teaching staff in monitoring program

quality, annual review and planning for improvement.

This is the first review of the CE academic program at UOH. A committee of faculty members

including the CE program coordinator, head of department, quality supervisor and three other

faculty members have been set up to carry out a detailed assessment of the CE program and to

suggest improvements, developments, and introduction of new academic programs. All of these issues

will be included in a detailed report that sets the future plans for the Civil Engineering Department.

b. Explain the process of the Advisory Committee (if applicable)

No applicable

3. Professional; Development

What arrangements are made for professional development of faculty and teaching staff for:

a. Improvement of skills in teaching and student assessment?

1. Faculty members are encouraged whenever possible to attend teacher training courses and workshops to improve their teaching skills, though no funding is available from the university to

support these activities.

2. All teaching materials and facilities are provided to faculty members. 3. Staff members are encouraged to get in contact with other academic institutions or experts to

learn about the latest developments in the field of civil engineering and improve and update their

teaching methods.

4. In addition, the department will introduce in the near future surveys to get important feedback comments from students, employers, faculty members and external experts in the field of civil

engineering.

b. Other professional development including knowledge of research and developments in their field of

teaching specialty?

1 Faculty members are encouraged to attend training courses, conferences and workshops to develop and present their research.

2 Faculty members are encouraged to participate in faculty supported and industry related research projects.

3 Staff members have access to highly specialized research databases (journals, periodicals, and conference proceedings).

4 Faculty members are encouraged to have a joint research work with experts from national and international institutions.








4. Preparation of New Faculty and Teaching Staff

Describe the process used for orientation and induction of new, visiting or part time teaching staff to ensure

full understanding of the program and the role of the course(s) they teach as components within it.

The following procedures are implemented to integrate new faculty members to the department:

1- The new faculty is given an orientation course and provided with the handbooks. 2- A new faculty will be in contact with the course coordinator 3- Coordinator will help new faculty to assign the course time schedule, text book, writing exam

rules, assessment procedure, etc.

4- New faculty has to recognize and understand the department program

5. Part Time and Visiting Faculty and Teaching Staff

Provide a summary of Program/Department/College/institution policy on appointment of part time and

visiting teaching staff. (i.e. Approvals required, selection process, proportion to total teaching staff, etc.)

1- Part time and visiting faculty are allowed to participate in the teaching process according to the institution rules

2- All part time or visiting faculty should be specialized and with a high contribution in their field 3- An approval is required from the university administration 4- All part time or visiting faculty should be carefully selected

I. Program Evaluation and Improvement Processes

1. Effectiveness of Teaching

a. What processes are used to evaluate and improve the strategies for developing learning outcomes in the

different domains of learning? (e.g.. assessment of learning achieved, advice on consistency with learning

theory for different types of learning, assessment of understanding and skill of teaching staff in using

different strategies)

1- Having feedback comments and suggestions from the faculty who have completed the teaching with the plan strategies.

2- Having consultation advice and comments from teaching methodology specialist. 3- Having careful analysis of student course evaluations on the teaching plan and faculty teaching

skills.

4- Having faculty feedback comments and suggestions on the assessment of learning achieved. 5- Periodic evaluation to the teaching plan to be adapted to the technical and market requirements.

b. What processes are used for evaluating the skills of faculty and teaching staff in using the planned

strategies?








1- Student course evaluation to the faculty teaching skills. 2- Department head observations on the faculty teaching skills in using the planned strategies. 3- Course coordinator comments and observations on the faculty teaching skills in the planned

strategies.

4- Analysis of graduating students' ratings of the most and least effective courses in the program.

2. Overall Program Evaluation

a. What strategies are used in the program for obtaining assessments of the overall quality of the program

and achievement of its intended learning outcomes:

(i) From current students and graduates of the program?

1- Having students responses on a well prepared questionnaire related to the program evaluation 2- Having graduated student responses on the program evaluation using a standard form. 3- Having open discussions with a randomly selected group of graduate students 4- Having feedbacks from the student advisory committee

(ii) From independent advisors and/or evaluator(s)?

1- Evaluation by independent reviewers 2- Getting comments and advice from a Professional Advisory Committee 3- Getting evaluation and feedback from external senior professors as regarding the quality of our

exams and marking process.

4- Getting advice and comments from an international accreditation specialist

(iii) From employers and/or other stakeholders.

The QD department at the College of Engineering will start preparing questionnaires to get feedback

from employers. In addition, meetings with groups of employers will be held to discuss and assess

their views on the quality, strengths and weaknesses of our graduates. The outcomes from these

meetings will be discussed and analyzed in the specialist committees in the department that are

responsible for the development and improvement of teaching and learning.

Complete the following two tables.

1. Program KPI and Assessment Table

2. Program Action Plan Table

Program KPI and Assessment Table

KPI

#

List of Program KPIs

Approved by the Institution

KPI

Target

Benchmark

KPI

Actual

Benchmark

KPI

Internal

Benchmarks

KPI

External

Benchmarks

KPI

Analysis

KPI New

Target

Benchmark

1

PES students opinion about the

mission and its compatibility

with the needs of the

community

100% 75

2 Ratio of students to teaching

staff. 20:1 31:1

3

UOH KPI (13) 65.2% regarding

teaching mechanisms based on

student and faculty surveys

80%

60% for

faculty

survey and

70.4% for

student

survey

4

UOH KPI(10) rated 80.4% by

students on the quality of their

courses

80% 80.4%

5

Proportion of graduates from

undergraduate programs who

within six months of graduation

are:

a) employed b) enrolled in further study c) not seeking employment

or further study

6

Number of book titles held in

the library as a proportion of

the number of students.








7

Number of periodical

subscriptions as a proportion of

the number of programs

offered.

8 UOH KPI (18) rated 57% on

academic counselling 70% 57%

9

KPI: UOH KPI(42) rated 0.67 the number of research

publications / total number of

faculty

2 0.67

10 UOH KPI(27) rated 69% on

student evaluation of library

services 70% 69%

11 Number of community

education programs 6 per year 1 per year

12 UOH KPI(30) 1:9 Computer:

students ratio 1:3 1:9

13

UOH KPI (10) rated 3 stars

regarding the satisfaction of

users on classrooms and labs

facilities

3

Analysis of KPIs and Benchmarks: (list strengths and recommendations)

Significant work is needed to improve the overall effectiveness and the delivery of the program in key areas such as:

1. research

2. Community relationship

3. Improvement of classrooms and laboratories facilities

4. Better IT ad library services

5. Better recreational student activities

6. Recruiting more faculty








NOTE The following definitions are provided to guide the completion of the above table for Program KPI and Assessment.

KPI refers to the key performance indicators the programs used in the SSRP and are approved by the institution (if applicable at this time). This includes

both the NCAAA suggested KPIs chosen and all additional KPIs determined by the program (including 50% of the NCAAA suggested KPIs and all others).

Target Benchmark refers to the anticipated or desired outcome (goal or aim) for each KPI.

Actual Benchmark refers to the actual outcome determined when the KPI is measured or calculated.

Internal Benchmarks refer to comparable benchmarks (actual benchmarks) from inside the program (like data results from previous years or data results

from other departments within the same college).

External Benchmarks refer to comparable benchmarks (actual benchmarks) from similar programs that are outside the program (like from similar

programs that are national or international).

KPI Analysis refers to a comparison and contrast of the benchmarks to determine strengths and recommendations for improvement.

New Target Benchmark refers to the establishment of a new anticipated or desired outcome for the KPI that is based on the KPI analysis.

Hail University - College of Engineering

Civil Engineering Department

CE Program Amendments


1- Executed Actions for Amendment Plan:

Objective/Standard Outcome

(determined)

Success Indicator

(measurable) Main Activities Execution Responsible

Exection Period Expected Cost Start End

1-Program Mission

(Covering standard 1)

1.1 Develop the

Mission, goals

and objectives

The percentage of satisfaction of the staff

surveyon evaluate the use

of the mission statement,

goals, objectives and

intended learning outcomes

not less than (70%)

The percentage of satisfaction of the Program

Internal and external on

evaluation of the use of the

mission, goals and

objectives not less than

(80% )

Survey of students The percentage of satisfaction

on the knowledge of the

program mission and

objectives not less than

(70% of students

knowledge)

The percentage of satisfaction Surveys on

employers not less than (70

% aware of the CE

program mission)

1.1.1 Program coordinator will give

presentations to staff to explain how

the program and mission should be

used on a regular basis in academic

activities

1- Dr. Walid Khalifa (Coordinator)

2- Dr. Nader Okasha (Chairman)

3- Dr. Mostapha Boukendakji (PAEC)

1 2 1500 SR

1.1.2 Program administrator will use

the orientation week at the start of

the academic semester to present

and explain to students the program

mission, goals and objectives

1- Dr. Walid Khalifa (Coordinator)

2- Dr. Nader Okasha (Chairman)

3- Dr. Mostapha Boukendakji (PAEC)

1 2 1500 SR

1.1.3 Program administrators and

course coordinators will update

teach

national commission for academic accreditation and assessment · 2016. 3. 2. · dean dr. abdualziz...

Documents