The
Faculty of Engineering was established by a Royal Decree issued by His
Majesty King Khaled Bin Abdulaziz on January 9th, 1974. Students started
their studies in the academic year 1975/1976 in six departments, namely Civil
Engineering, Mechanical Engineering, Electrical Engineering, Industrial
Engineering, Nuclear Engineering and Mining Engineering.
Starting from the academic year
1981/1982 several changes were introduced in the structure of the Faculty of
Engineering. In that year the Department of Chemical Engineering was
established as a separate Department which had been working as a division of
the Department of Mechanical Engineering from 1975 until 1981/1982. The
University Council, in 1982, trifurcated the Department of Mechanical
Engineering into three separate departments: Production Engineering and
Mechanical Systems Design, Thermal Engineering and Desalination Technology
and Aeronautical Engineering. Also in the same year, Sanitary Engineering was
introduced as one of the main specializations of the Department of Civil
Engineering and Biomedical Engineering was introduced as one of the main
specializations of the Department of Electrical Engineering. In the year 1987
The University Council approved the change in the name of the Department of
Electrical Engineering to the Department of Electrical and Computer
Engineering. In 1990 the University Council decided to change the name of the
Department of Chemical Engineering to the Department of Chemical and
Materials Engineering. Finally, in
2012 the Department of Production Engineering and Mechanical Systems Design
and the department of Thermal Engineering and Desalination Technology were
merged in one department, namely; Mechanical Engineering Department. The
female section offers two programs, namely Industrial Engineering and
Electrical Engineering (Computers) which are identical to the ones taught in
the male section
The Faculty of Engineering at King
Abdulaziz University is a pioneer institute in offering programs in
biomedical, mining, nuclear and aeronautical engineering.
Core Values
The Faculty of Engineering embraces the following core
values:
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Integrity :
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Esteem for
professional integrity and ethical behaviours
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Innovation :
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Valuing
innovation and creativity
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Quality :
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Commitment to
quality assurance and continuous improvement
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Diversity :
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Attracting and
developing an outstanding and diverse faculty, student body, and staff
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Collaboration:
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Appreciating the
importance of local, national, and international
collaboration and partnership
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Qualities of Engineering Graduates
The Faculty of Engineering is
fully aware of its responsibilities towards its graduates as depicted in the
above mentioned mission statement. In order to support the mission of the
faculty as well as the mission of the university the Faculty is preparing
engineering graduates who possess the following career and professional
capabilities which are implicitly included in the educational objectives of
different engineering programs:
· Perform professionally: The
graduates will be able to exhibit integrity, maintain ethical standards, accept responsibility, take initiative,
and provide leadership.
· Demonstrate technical competence: They will think creatively, search broadly and use state of the art
engineering tools to identify and formulate safe innovative approaches.
· Work efficiently: They are expected
to act as an effective team member using project management techniques with
formal and informal communication skills to ensure timely and within-budget
completion of work projects with expected quality.
· Keep commitment: The students must
remain business focused, quality oriented, and committed to sustainable
development of society and to ensure personal and professional development.
Student Outcomes Based on Learning Experience
The study programs in the Faculty
of Engineering are designed to give the students a learning experience to
progressively build up a set of competencies that help them achieve
educational objectives of their academic programs. The Faculty of Engineering
has adopted ABET student outcomes a to k criteria. These
student outcomes are explicitly included in the learning outcomes of all
engineering programs in addition to any other outcomes stipulated by the
program for the achievement of its educational objectives.
The outcomes describe expected student competencies; what they would know
and be able to do by the time of graduation. The students are expected to
relate their abilities to the attitudes, skills and knowledge acquired
through the engineering program. It is the responsibility of each engineering
program to have one or more processes that identify, collect, and prepare
data to evaluate the achievement of these outcomes by the time of graduation.
Each program must also have one or more processes to interpret the data and
evidences accumulated through the assessment practices to determine the
extent to which the eleven outcomes are being attained, and to take decisions
and actions to improve the program accordingly.
Engineering programs in the
Faculty of Engineering provide students with a learning experience that
permits them to build up the following skills and abilities:
(a)
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an ability to apply knowledge of mathematics,
science, and engineering
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(b)
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an ability to design and conduct experiments, as
well as to analyze and interpret data
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(c)
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an ability to design a system, component, or
process to meet desired needs within realistic constraints such as
economic, environmental, social, political, ethical, health and safety,
manufacturability and sustainability
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(d)
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an ability to function on multi-disciplinary teams
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(e)
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an ability to identify, formulate, and solve
engineering problems
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(f)
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an understanding of professional and ethical
responsibility
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(g)
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an ability to communicate effectively
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(h)
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the broad education necessary to understand the
impact of engineering solutions in a global, economic, environmental, and
societal context
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(i)
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a recognition of the need for, and an ability to
engage in life-long learning
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(j)
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a knowledge of contemporary issues
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(k)
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an ability to use the techniques, skills, and
modern engineering tools necessary for engineering practice
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Academic Accreditation of the Faculty of Engineering Programs
The 12 programs of the Faculty of
Engineering at King Abdulaziz University have gone over years through the
international accreditation process of ABET Inc., previously known as the
Accreditation Board for Engineering and Technology. ABET Inc. is a recognized
body for college and university programs accreditation in applied science,
computing, engineering, and technology in the United States. It is a
federation of 30 professional and technical societies representing diverse
fields of engineering education. ABET has provided leadership and quality
assurance in higher education for over 75 years. ABET currently accredits some 3,100
programs at more than 660 colleges and universities inside the United States
and worldwide.
ABET Terminology Used By the Faculty of Engineering
The current 14 programs of the
faculty of Engineering adopt the following ABET terminology:
- Program
Educational Objectives (PEOs):
As defined by
ABET, “Program educational objectives are broad statements that describe what
graduates are expected to attain within a few years of graduation. Program
educational objectives are based on the needs of the program’s
constituencies”. The program must have
published program educational objectives that are consistent with the mission
of the institution, the needs of the various constituencies, and the ABET
criteria. There must be a documented and effective process, involving program
constituencies, for the periodic review of these program educational
objectives.
- Student Outcomes (SOs):
Student outcomes describe what
students are expected to know and be able to do by the time of graduation.
skills, knowledge and behaviors that students acquire as they progress through
the program. Student outcomes are outcomes a through k plus any additional
outcomes that may be articulated by the program. The program must have
documented student outcomes that prepare graduates to attain the program
educational objectives.
- Assessment:
Assessment is one or more processes
that identify, collect, and prepare data to evaluate the attainment of
student outcomes. Effective assessment uses relevant direct, indirect,
quantitative and qualitative measures as appropriate to the objective or
outcome being measured. Appropriate sampling methods may be used as part of
an assessment process.
- Evaluation:
Evaluation is one or more processes
that interpret the data and evidence accumulated through assessment
processes. Evaluation determines the extent to which student outcomes are
being attained. Evaluation results in decisions and actions regarding program
improvement.
ABET Outcomes versus NCAAA Domains of Learning
The National Commission for
Academic Accreditation and Assessment (NCAAA) has been established in the
Kingdom of Saudi Arabia with the responsibility to determine standards and
criteria for academic accreditation and assessment. The Commission is
committed to quality assurance
processes of post secondary institutions. It isto ensure the quality and
management of educational institutions so as to bring them at par with the
highest international standards recognized both within the Kingdom and
elsewhere in the world.
The domains used in the higher
education component of the National Qualifications Framework for Saudi Arabia
are:
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Knowledge- the ability to
recall and present information
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Cognitive Skills- the ability to
apply concepts and principles in thinking and problem solving
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Interpersonal
Skills and Responsibility- the ability to work effectively in
groups, exercise leadership, and take responsibility for their own
independent learning, and the ethical and moral development that is
associated with these abilities
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Communication
Information Technology and Numerical Skills– that includes
basic mathematical and communication skills and ability to use
communications technology
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Psychomotor
skills-
are important in some fields of study and are considered as an additional
domain where relevant to the program concerned.
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Engineering programs in the
Faculty provide the students with a learning experience that permits them to
build up the skills and abilities according
to ABET requirements. Student
outcomes a to k and additional outcomes that may be articulated
by the program must foster attainment of program educational objectives. The
educational administration in the Faculty of Engineering develops an
assessment and evaluation process that periodically documents and
demonstrates the degree to which student outcomes are attained. as compared
to the 5 domains of learning stipulated by the National Commission for
Academic Accreditation and Assessment (NCAAA), so as to notice the following:
1.
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NCAAA Psychomotor domain is not applicable for
Engineering programs.
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2.
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All ABET outcomes require a level of learning in
the engineering subjects that is higher than knowledge. A minimum level of learning of
application (level 3) in the 6 levels of the cognitive domain of Bloom’s
taxonomy is required.
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3.
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Only basic math and science courses are limited to
a knowledge level of learning.
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4.
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Knowledge of discipline-related industrial
practices is also required and is normally satisfied through the summer
training activity.
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As a result of this discussion the
four NCAAA domains of learning are mapped in the outcomes of Engineering
Programs as follows:
i.
Knowledge
Outcome (1):
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Knowledge of facts, concepts and theories of Math
and basic sciences.
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Outcome (2):
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Knowledge of discipline-related industrial
practices and procedures.
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ii.
Cognitive Skills
Outcome (b):
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an ability to design and conduct experiments, as
well as to analyze and interpret data
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Outcome (c):
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an ability to
design a system, component, or process to meet desired needs within
realistic constraints such as economic, environmental, social, political,
ethical, health and safety, manufacturability and sustainability
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Outcome (e):
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ability to identify, formulate, and solve
engineering problems
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Outcome (h):
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the broad education necessary to understand the
impact of engineering solutions in a global, economic, environmental, and
societal context
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Outcome (j):
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knowledge of contemporary issues
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iii.
Interpersonal Skills and Responsibility
Outcome (d):
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an ability to function on multidisciplinary teams
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Outcome (f):
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an understanding of professional and ethical
responsibility
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Outcome (i):
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recognition of the need for and an ability to
engage in life-long learning
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iv.
Communication, IT, and Numerical Skills
Outcome (a):
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an ability to apply knowledge of mathematics,
science, and engineering
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Outcome (g):
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an ability to communicate effectively
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Outcome (k):
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an ability to use the techniques, skills, and
modern engineering tools necessary for engineering practice
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The
summary of the program learning outcomes is expressed using a table in the
following format:
NCAAA
Domains of Learning
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knowledge
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Cognitive Skills
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Interpersonal
Skills and
Responsibility
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Communication,
IT, and
Numerical Skills
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ABET
and Additional Program Outcomes
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1
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2
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b
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c
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e
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h
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j
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d
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f
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i
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a
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g
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k
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Maximum
Attainable Level of Learning*
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*1: Low level
(Remembering& Understanding), 2: Medium (Applying& Analyzing),
3: High (Producing& Evaluating)
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