Kingdom of Saudi Arabia
The National Commission for Academic Accreditation & Assessment
Program Specifications
(PS)
Page 1 of 29
Kingdom of Saudi Arabia
National Commission for
Academic Accreditation & Assessment
National Commission for Academic Accreditation & Assessment
Program Specifications
For guidance on the completion of this template, please refer to NCAAA guidebooks.
1. Institution
King Abdulaziz University – North Jeddah
Date of Report 12-JAN-14
2. College/Department
Faculty of Computing and Information Technology / Computer Science
3. Vice Dean
Saleh M. Alshomrani, Associate Professor
4. Insert program administrative flowchart
5. List all branches/locations offering this program
Branch/Location 1.
Boys Campus - North Jeddah, Saleh M. Alshomrani, Associate Professor
Branch/Location 2.
Branch/Location 3.
Branch/Location 4.
A. Program Identification and General Information
1. Program title and code
B.S. Computer Science / CPCS
2. Total credit hours needed for completion of the program
140
3. Award granted on completion of the program
Bachelor of Science in Computer Science
Form 4 _ Program Specifications
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Kingdom of Saudi Arabia
National Commission for
Academic Accreditation & Assessment
4. Major tracks/pathways or specializations within the program (eg. transportation or structural engineering within a
civil engineering program or counselling or school psychology within a psychology program) N/A (Not Applicable)
5. Intermediate Exit Points and Awards (if any) (eg. associate degree within a bachelor degree program)
N/A (Not Applicable)
6. Professional occupations (licensed occupations, if any) for which graduates are prepared. (If there is an early exit
point from the program (eg. diploma or associate degree) include professions or occupations at each exit point)
Professional
7. (a) New Program
New Program Planned starting date
(b) Continuing Program
01-SEP-13
Year of most recent major program review
Organization involved in recent major review (eg. internal within the institution,Accreditation review by
Other Others
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.
Branch/Location 1.
Boys Campus - North Jeddah, Abdullah Bawakid, Assistant Professor
Branch/Location 2.
Branch/Location 3.
Branch/Location 4.
9. Date of approval by the authorized body (MoHE for private institutions and Council of Higher Education for public
institutions).
Campus Branch/Location
Boys Campus - North Jeddah, Saleh M. Alshomrani, Associate
Professor
Approve By
Date
Campus Branch/Location
Approve By
Date
Form 4 _ Program Specifications
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Kingdom of Saudi Arabia
National Commission for
Academic Accreditation & Assessment
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.
Demand for computing professionals with scientific background has grown in the past decade as a result of
increased demand for sophisticated computing environments, applications, and scientific research inside and outside
of academia. The demand for skills targeted by the program has been supported by a university-sponsored study
conducted in 2005-2006 (No. 425/629, Shawwal 1426H.).
b. Explain the relevance of the program to the mission and goals of the institution.
As one of the oldest universities in the Kingdom, King Abdulaziz University has been offering computing programs
since the 1970s under its science and engineering colleges. A primary provider of higher education in the Kingdom,
with the right combination of tradition, experience and resources, the university is highly interested in continuing to
provide innovative, quality computing education. This interest led to the establishment of a college of Computing
and Information Technology in 2006.
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?
This program builds on 26 credits of university-required Islamic studies, Arabic language and communication skills
coursework, as well as a full academic year of foundation program shared by Science, Medical, and Engineering.
The program also shares 24 credits of college-required basic computing coursework with other computing programs
in the college.
Courses offered to other computing programs as part of college-required credits conform to common student
outcomes (program exit competencies) defined by ABET and adopted by the college. Their contents are finalized
after consultation with the other departments.
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?
Courses offered by other departments in the college, as well as math and science courses shared by the
ABETaccredited college of Engineering, conform to similar standards. Courses offered by the University have
adequately apportioned attention and resources, and therefore should meet expected standards.
3. Do students who are likely to be enrolled in the program have any special needs or characteristics? (eg. Part time
evening students, physical and academic disabilities, limited IT or language skills).
YES
NO
The program expects full time students who have completed the university’s Science/ Medical/Engineering
B. Program Context
foundation year, and have met college admission criteria as outlined in the Undergraduate Catalog.
4. What modifications or services are you providing for special needs applicants?
N/A (Not Applicable)
Form 4 _ Program Specifications
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Kingdom of Saudi Arabia
National Commission for
Academic Accreditation & Assessment
C. Mission, Goals and Objectives
1. Program Mission Statement (insert)
The Department of Computer Science (CS) offers a five-year academic and practical program that is based on
scientific foundations. It aims to equip the software and computing specialists with in-depth theoretical knowledge
and versatile skills that enable them to master, improve and efficiently work in a wide range of scientific and
technical settings.
The CS Program tries to strike a balance between theory and practice by incorporating the scientific foundations of
computing and practical application. It also strives to specify realistic and achievable goals for the five-year
program in accordance with the requirements of the Academic Accreditation Unit that is concerned with the
outcomes of the field of computing programs.
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.
Goals and Objectives
Major Strategies
Measurable Indicators
Have successful career in the practice
of computer science and related
applications built on their
understanding of formal and applied
methods for problem solving, de-sign
of computer systems, and
development of effective software
systems and algorithmic applications.
Advance in responsibility and
leadership and contribute as active
partners in the economic growth and
the sustainable development of the
Saudi society.
Engage in professional development
and/or graduate studies to pursue
flexible ca-reer paths amid future
technological changes.
Student Outcomes (Program Exit Competencies)
ABET-A
ABET-B
ABET-C
ABET-D
ABET-E
ABET-F
An ability to apply knowledge of computing and mathematics appropriate to the discipline.
An ability to analyze a problem, and identify and define the computing requirements appropriate to its
solution.
An ability to design, implement, and evaluate a computer-based system, process, component, or program to
meet desired needs.
An ability to function effectively on teams to accomplish a common goal.
An understanding of professional, ethical, legal, security and social issues and responsibilities.
An ability to communicate effectively with a range of audiences.
Form 4 _ Program Specifications
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Kingdom of Saudi Arabia
National Commission for
Academic Accreditation & Assessment
ABET-G An ability to analyze the local and global impact of computing on individuals, organizations, and society.
ABET-H Recognition of the need for and an ability to engage in continuing professional development.
ABET-I An ability to use current techniques, skills, and tools necessary for computing practice.
ABET-J An ability to apply mathematical foundations, algorithmic principles, and computer science theory in the
modeling and design of computer-based systems in a way that demonstrates comprehension of the tradeoffs
involved in design choices.
Student Outcomes (Program Exit Competencies)
ABET-K
An ability to apply design and development principles in the construction of software systems of varying
complexity.
Form 4 _ Program Specifications
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Kingdom of Saudi Arabia
National Commission for
Academic Accreditation & Assessment
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.
Form 4 _ Program Specifications
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Kingdom of Saudi Arabia
National Commission for
Academic Accreditation & Assessment
Curriculum Study Plan Table
Year
First Semester
Second Semester
Summer1
Third Semester
Fourth Semester
Summer2
Fifth Semester
Sixth Semester
Summer3
Seventh Semester
Eighth Semester
Course
Code
CPIT-100
ELI 101
ELI 102
PHYS-110
MATH-110
COMM-101
ELI 103
ELI 104
STAT-110
CHEM-110
BIO -110
CPCS-323
ISLS-101
CPIT-201
CPCS-202
CPIT-221
ARAB-101
ISLS-201
MATH-202
CPCS-203
CPCS-222
CPCS-323
CPCS-204
CPCS-211
CPCS-212
CPCS-214
CPCS-223
CPCS-241
CPCS-301
STAT-352
CPCS-323
CPCS-324
CPCS-331
CPIS-334
CPCS-351
CPCS-361
CPCS-371
ISLS-301
CPCS-302
CPCS-381
Course Title
Required Credit College or
or Elective Hrs Department
Computer Skills
Required
3
University
English Language I
Required
0
University
English Language II
Required
2
University
General Physics
Required
3
University
Mathematics
Required
3
University
Communication Skills
Required
3
University
English Language III
Required
2
University
English Language IV
Required
2
University
Statistics
Required
3
University
General Chemistry
Required
3
University
General Biology
Required
3
University
Summer (workplace) Training
Required
0
Department
Islamic Culture (I)
Required
2
University
Introduction to Computing
Required
3
College
Programming (I)
Required
3
College
Technical Writing
Required
2
College
Language Skills
Required
3
University
Islamic Culture (II)
Required
2
University
Calculus (II)
Required
4
Department
Programming (II)
Required
3
College
Discrete Structures (I)
Required
3
College
Summer (workplace) Training
Required
0
Department
Data Structures (I)
Required
3
College
Digital Logic Design
Required
3
Department
Applied Math for Computing (I)
Required
4
Department
Computer Organization and Architecture (I)
Required
3
Department
Analysis and Design of Algorithms
Required
3
Department
Database (I)
Required
3
Department
Programming Languages
Required
3
Department
Applied Probability and Random Procsess
Required
3
Department
Summer (workplace) Training
Required
0
Department
Algorithms and Data Structures (II)
Required
3
Department
Artificial Intelligence (I)
Required
3
Department
Introduction to Software Project Management
Required
2
College
Software Engineering (I)
Required
3
Department
Operating Systems (I)
Required
3
Department
Computer Networks (I)
Required
3
Department
Islamic Culture (III)
Required
2
University
Compiler Construction
Required
3
Department
Human-Computer Interaction
Required
2
Department
Form 4 _ Program Specifications
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Kingdom of Saudi Arabia
National Commission for
Academic Accreditation & Assessment
Summer4
Year
Ninth Semester
Tenth Semester
CPCS-391
--CPCS-323
Course
Code
ARAB-201
CPCS-498
------ISLS-401
CPIS-428
CPCS-499
-----
Computer Graphics (I)
College Free (I)*
Summer (workplace) Training
Course Title
Writing Skills
Senior Project (I)
Department Elective (I)*
College Free (II)*
College Free (III)*
Islamic Culture (IV)
Professional Computing Issues
Senior Project (II)
Department Elective (II)*
Department Elective (III)*
Required
3
Department
Elective
3
Elective
Required
0
Department
Required Credit College or
or Elective Hrs Department
Required
3
University
Required
1
Department
Elective
3
Elective
Elective
3
Elective
Elective
3
Elective
Required
2
University
Required
2
College
Required
3
Department
Elective
3
Elective
Elective
2
Elective
Form 4 _ Program Specifications
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Kingdom of Saudi Arabia
National Commission for
Academic Accreditation & Assessment
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
CPCS-323 Summer (workplace) Training, Credit - 0 Summer Training is a great experience that provides students
with hands-on , real world experience in a work setting. This is mandatory internship program for all students in
FCIT. The course is designed to provide students opportunity to apply their academic education with work
experience. Students are sent to different companies to get the real flavor of work group, communications and
professional development experiences. A continuous period of 200 hours spent in company with purpose of
acquiring practical experience.
b. At what stage or stages in the program does the field experience occur? (eg. year, semester)
Summer Between 8th Semeter - 9th Semester.
c. Time allocation and scheduling arrangement. (eg. 3 days per week for 4 weeks, full time for one semester)
200 Hrs
d. Number of credit hours (if any)
0
Form 4 _ Program Specifications
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Kingdom of Saudi Arabia
National Commission for
Academic Accreditation & Assessment
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.)
a. Brief description
CPCS-498 Senior Project (I), Credit - 1 This course is the first part of a sequence of two courses that constitute the
BSc graduation capstone project. In this part, the student is expected to propose, analyze, and design a software
system or conduct a thorough investigation of a particular CS-related problem for research-based projects. The
student will deliver oral presentations and written reports.
CPCS-499 Senior Project (II), Credit - 3 This course is the second part of a sequence of two courses that constitute
the BSc graduation capstone project. In this project, the student will continue the System/Research development of
the project that started in CPCS-498. The student will deliver oral presentations, progress reports, and a final report.
b. List the major intended learning outcomes of the project or research task.
ABET-D,ABET-G,ABET-H,ABET-F
c. At what stage or stages in the program is the project or research undertaken? (e.g. year, semester)
9th Semester - 10th Semester
d. Number of credit hours (if any)
4
e. Description of academic advising and support mechanisms for students.
Faculty members are assigned to enrolled students as project supervisors to guide them throughout their work. The
courses are counted towards the supervisor’s teaching load. A department-level coordinator is assigned to manage
the courses. His duties include advising students on rules and procedures.
f. Description of assessment procedures (including mechanism for verification of standards)
Supervisor ,Coordinator ,Committee
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.
Form 4 _ Program Specifications
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Kingdom of Saudi Arabia
National Commission for
Academic Accreditation & Assessment
Srno
1
1.1
1.2
1.3
2
2.1
2.2
2.3
3
3.1
3.2
4
4.1
4.2
5
5.1
5.2
NQF Learning Domains
and Learning Outcomes
Knowledge
Teaching
Strategies
Teaching
Assessment
Methods
Assessment
Cognitive Skills
Interpersonal Skills and Responsibility
Communication, Information Technology, Numerical
Psychomotor
Form 4 _ Program Specifications
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Kingdom of Saudi Arabia
National Commission for
Academic Accreditation & Assessment
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
Maintain
Reflect Examine
Review Ensure Enlarge Understand
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
Form 4 _ Program Specifications
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Kingdom of Saudi Arabia
National Commission for
Academic Accreditation & Assessment
Order
by
Course Offerings
NQF Learning
Domains and
Learning
Outcomes
1
1.1
1.2
1.3
2
2.1
2.2
2.3
3
3.1
3.2
4
A- A- A- A- A- A- A- A- A- A- A- A- A10 10 10 10 10 10 10 10 10 10 11 11 11
0 1 2 3 4 5 6 7 8 9 0 1 2
Knowledge
Cognitive Skills
Interpersonal Skills and Responsibility
Communication, Information Technology,
Numerical
4.1
4.2
5 Psychomotor
5.1
5.2
5. Admission Requirements for the program
Attach handbook or bulletin description of admission requirements including any course or experience prerequisites.
FCIT admits students to its general program after they successfully complete the university-level science track
foundation year. FCIT sets the following conditions to admit interested students within the capacity set by the
College Council:
1. Minimum GPA of 2.75
2. Minimum grade of B in English
3. Minimum grade of B in Computer Skills
Form 4 _ Program Specifications
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Kingdom of Saudi Arabia
National Commission for
Academic Accreditation & Assessment
6. Attendance and Completion Requirements Attach
handbook or bulletin description of requirements for:
a) Attendance
Absence exceeding 25% of course classes is grounds for granting a grade of “Denied” (DN), and being denied
admission to the final exam of the course. Students with absence of 25%-50% may submit an excuse request to the
Faculty Council supported by proper documentation.
b) Progression from year to year.
N/A (Not Applicable)
c) Program completion or graduation requirements.
To obtain a bachelor degree, all students must satisfy the following:
1. Have a minimum Grade Point Average (GPA) of 2.75.
2. Complete 140 credits according to the following:
• University Requirements: 26 credits
• Foundation Year Requirements: 15 credits
• Collage Required: 24 credits
• College Free*: 9 credits
• Department Required: 57 credits
• Department Elective+: 9 credits
*University-wide free electives: students are allowed to choose courses outside the department.
+Department electives: students choose courses from list of electives offered by their department.
E. Regulations for Student Assessment and Verification of Standards
What processes will be used for verifying standards of achievement (eg 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.)
FCIT is committed to meaningful and sustainable assessment of its bachelor programs. To achieve that, FCIT
developed a formal assessment plan that involves a variety of direct and indirect assessments of courses, programs,
outcomes, and overall student and faculty experiences. The plan specifies which assessments to perform and
identifies data sources, frequency and stakeholders of each assessment. A robust assessment process is in place to
ensure consistent results. An Academic Assessment Unit is responsible for administering the assessments according
to plan and delivering results to their respective stakeholders. Departments, administrators, and faculty members are
free to concentrate on evaluation and improvement. Details of assessment guidelines and processes are in an
Assessment Guide published by the Academic Assessment Unit.
Form 4 _ Program Specifications
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Kingdom of Saudi Arabia
National Commission for
Academic Accreditation & Assessment
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
colleg
Academic advising is a key to success at any higher education institution. FCIT considers academic advisers a
valuable resource to students as they help plan their undergraduate career and, ultimately, prepare them for
graduation. Academic advising means guiding the students/advisee on different issues related to their academic
progress and to help them find solutions to different academic problems. Academic advising is related to assisting
students with educational choices, degree requirements, academic policies/procedures, as well as broader concerns
such as career and graduate school options in the future.
The four stakeholders involved in the process of academic advising at FCIT are:
1. The advisee/student.
2. The advisor/faculty member.
3. The Head of the Academic Advising Committee or the Head Academic Advisor.
4. The department/program.
Details of academic advising procedures and policies can be found in the FCIT Academic Advising Manual
available from the Academic Affairs Unit.
Roles and Responsibilities
An academic advisor is a selected faculty member of the department for the process of guiding the students/advisee
on different issues related to their academic progress and problems. Maximum number of students per academic
advisor is twenty (20). Following are the responsibilities defined for the academic advisor:
1. Advise undergraduate students and address their academic concerns.
2. Follow and report student progress via advising checklist sheet.
3. Participate in orientation and advising services.
4. Assist students in selecting suitable senior projects and supervisors.
5. Check fulfillment of graduation requirements.
The advisee/student has the responsibility to:
1. Recognize that advising is a shared responsibility and accept responsibility for all decisions.
2. Share personal values, abilities and goals.
3. Prepare for advising sessions and bring relevant materials.
4. Meet with the advisor when asked or when in need of assistance.
5. Learn policies, procedures and requirements, i.e. add/drop deadlines, graduation and general education policies.
2. Student Appeals
Attach the regulations for student appeals on academic matters, including processes for consideration of those
appeals.
FCIT is serious about creating an honest and ethical learning environment. FCIT will not tolerate dishonest actions
such as cheating and plagiarism, or disruptive behavior that violates its rules and conduct expectations. Offenders
Form 4 _ Program Specifications
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Kingdom of Saudi Arabia
National Commission for
Academic Accreditation & Assessment
will be subject to punishment in accordance with student disciplinary regulations as issued by the University
Council. FCIT reserves the right to use various means to detect and document dishonest conduct.
Form 4 _ Program Specifications
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Kingdom of Saudi Arabia
National Commission for
Academic Accreditation & Assessment
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?
Faculty and staff members generally follow standard KAU procedures to acquire resources, which typically start by
submitting their requests in appropriate forms through their department heads.
1b. What processes are followed by faculty and teaching staff for planning and acquisition resources for library,
laboratories, and classrooms.
Faculty and staff members generally follow standard KAU procedures to acquire resources, which typically start by
submitting their requests in appropriate forms through their department heads.
2. What processes are followed by faculty and teaching staff for evaluating the adequacy of textbooks, reference and
other resource provisions?
Instructors suggest textbooks appropriate to their courses through the department-appointed course coordinator who
submits their request to a curriculum committee which can recommend the book for approval by the Department
Council.
3. What processes are followed by students for evaluating the adequacy of textbooks, reference and other resource
provisions?
Students have the opportunity to evaluate textbooks within student course experience survey as well as annual
student focus group. Both activities are run by the college-level Academic Assessment Unit.
4. What processes are followed for textbook acquisition and approval?
Textbooks are made available to students through the University Bookstore. Departments submit their revised
textbook lists at the end of the academic year before summer to be made available by beginning of following year.
Form 4 _ Program Specifications
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Kingdom of Saudi Arabia
National Commission for
Academic Accreditation & Assessment
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.
Recruitment of new faculty members generally conforms to common practices and standard university procedures.
It starts with the department coordinating with college administration to solicit and procure applications. The
department selects their candidates based on a careful review of applicant CV. The college files requests of
employment in accordance with the university’s human resources department.
Form 4 _ Program Specifications
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Kingdom of Saudi Arabia
National Commission for
Academic Accreditation & Assessment
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.
Faculty involvement in program quality management occurs at 3 levels: ABET (Accreditation) Committee
responsible for reporting on program quality, Curriculum Committee responsible for program content, and
Department Council for final review and decisions.
b. Explain the process of the Advisory Committee (if applicable)
The Industrial Advisory Board (IAB) is a 2-year term industry-based committee intended to help FCIT ensure that
the graduates of its bachelor programs better fit the needs of its employer stakeholders. The board members are
leading non-academic professionals selected from a variety of backgrounds and industries that traditionally seek
graduates of computing programs.
Board members generally advise FCIT on the needs of the job market, and the qualities that they seek when they
hire. One of the most important roles of IAB is to help FCIT review and develop valuable educational objectives for
its programs. Another important role is to help provide students with opportunities to gain some real world
experience during their summer training and capstone coursework.
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?
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.
b. Other professional development including knowledge of research and developments in their field of teaching
specialty
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.
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.
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.
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. (ie. Approvals required, selection process, proportion to total teaching staff, etc.)
N/A (Not Applicable)
I. Program Evaluation and Improvement Processes
1. Effectiveness of Teaching
Form 4 _ Program Specifications
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Kingdom of Saudi Arabia
National Commission for
Academic Accreditation & Assessment
a. What processes are used to evaluate and improve the strategies for developing learning outcomes in the different
domains of learning? (eg. 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)
Details of assessment guidelines and processes are in an Assessment Guide published by the Academic Assessment
Unit. Following is a summary of main points.
The continuous improvement cycle (assessment, evaluation, and improvement)is split into two parts with
assignment of responsibilities for each to different parties:
1. Assessment is assigned to a dedicated college-level unit, called the Academic Assessment Unit.
2. Evaluation and improvement are assigned to assessment stakeholders such as course instructors, program
heads, and curriculum committees.
Assessment (data collection in ABET terminology)has the following main characteristic:
•
It starts from observable actions by students at the course level, so called course learning outcomes (CLO).
•
It relies on a combination of direct and indirect measurements to produce and corroborate evidence.
•
It utilizes suitable sampling of performance data. For example, when assessing course outcomes performance
we do not insist on collecting data for every assessment in every course for every semester. We believe less is more
here. Good sampling can yield representative results while being sustainable and avoids overwhelming assessment
administrators and stakeholders.
•
It is based on the actual scores (marks) obtained by students in exams and other assessment tools used to
evaluate their learning. We don’t believe in using adjusted (curved) scores for outcome assessment as they can
obscure actual student performance that is the basis of our outcome performance assessment.
We expect the following continuous improvement reports to be filed as follows.
•
End of semester, Course, Course Coordinator, Course file, Presented at 1st Department Council in following
semester.
•
End of year, Program, ABET Committee, Program report, Presented at 1st Department Council of academic
year.
The college has developed tools to facilitate program quality management, the most important of which is AIMS,
for Accreditation Integration and Management System. It is an in-house electronic system that manages academic
information of interest to accreditation. It was developed to relieve the faculty from the burden of dealing with
tedious paperwork and allow them to concentrate their efforts instead on teaching/learning and on academic
development activities. The system separates academic data from process thereby allowing the support of multiple
accreditation-systems. Currently AIMS supports both ABET and the NCAAA.
b. What processes are used for evaluating the skills of faculty and teaching staff in using the planned strategies?
Primarily a combination of student surveys and focus group meetings as detailed in the Assessment Guide
published by the college-level Academic Assessment Unit.
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?
Primarily exitand alumni surveys based on well-articulated and communicated so-called Student Outcomes (exit
competencies), and Program Education Objectives (PEO), respectively. Exit surveys target current students. Alumni
surveys target past graduates of 2 years or more.
Form 4 _ Program Specifications
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Kingdom of Saudi Arabia
National Commission for
Academic Accreditation & Assessment
(ii) From independent advisors and/or evaluator(s)?.
Primarily through seeking relevant international accreditation for program and feedback during annual meetings with
the college’s Industrial Advisory Board. The program has been accredited by ABET (www.abet.org) as of August
2013.
(iii) From employers and/or other stakeholders.
Primarily through employer surveys, and consultation with members of the members of the Industrial Advisory Board
who are selected to represent relevant community and employer stakeholders.
Form 4 _ Program Specifications
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Kingdom of Saudi Arabia
National Commission for
Academic Accreditation & Assessment
Program KPI and Assessment Table
Standard 3 Management of Quality Assurance and Improvement
Kpi#
List of Program KPIs Approved by the
Institution
KPI
Target
Bench
mark
KPI
KPI
KPI
Actual Internal External Bench
marks
Bench Bench
mark marks
1
Students overall evaluation on the quality of
their learning experiences at the
institution.(Average rating of the overall
quality of their program on a five point
scale in an annual survey final year
students.)
4
2
100% 100%
Proportion of courses in which student
offered
evaluations were conducted during the year.
3.36
KPI
Analysis
We need to
work more on
weak
components to
improve student
satisfaction.
Weak course
and academic
advising ratings
tended to pull
results down.
Electronic
surveys make
administering
questions and
managing
responses easy.
Direct
assessment
however
remains
challenging.
KPI
New
Target
Bench
mark
4
100%
Standard 4 Learning and Teaching
Kpi#
List of Program KPIs Approved by the
Institution
KPI
Target
Bench
mark
1
Ratio of students to teaching staff(Based on
full time equivalents)
25:1
Students overall rating on the quality of
their courses. (Average rating of students on
a five point scale on overall evaluation of
courses.)
4
2
KPI
KPI
KPI
Actual Internal External Bench
marks
Bench Bench
mark marks
4.9
5.2
KPI
Analysis
KPI
New
Target
Bench
mark
Master’s holders
25:1
(lecturers) and
doctoral
degree holders
are
included in these
figures
We need to work
more on weak
components to
improve student
satisfaction.
Form 4 _ Program Specifications
4
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Kingdom of Saudi Arabia
National Commission for
Academic Accreditation & Assessment
3
Proportion of teaching staff with verified
doctoral qualifications.
75%
2.36
4
Proportion of students entering
undergraduate programs who complete
those programs in minimum time.
85%
67.7%
Numbers per
campus.
More doctoral
holders should be
hired. Perhaps
Girls sections
should utilize
doctoral holders
from other
campus over
closed circuit.
Obtaining
accurate
enrollment data
from KAU
systems continue
to be a challenge.
75%
85%
Standard 5 Student Administration and Support Services
Kpi#
List of Program KPIs Approved by the
Institution
1
Ratio of students to administrative staff
3
Student evaluation of academic and career
counselling. (Average rating on the
adequacy of academic and career
counselling on a five point scale in an
annual survey of final year students.
KPI
Target
Bench
mark
KPI
KPI
KPI
KPI
Actual Internal External Bench Analysis
marks
Bench Bench
mark marks
KPI
New
Target
Bench
mark
15:1
8.1:1
14.1:1
Numbers tell half
the story. Perhaps
focus should shift
now to training in
order to improve
performance.
15:1
4
2.96
Academic
advising
improvement is
ongoing.
Perhaps current
situation needs
a
comprehensive
review.
4
Standard 7 Facilities and Equipment
Kpi#
2
List of Program KPIs Approved by the
Institution
Number of accessible computer terminals
per student
KPI
Target
Bench
mark
1:5
KPI
KPI
KPI
KPI
Actual Internal External Bench Analysis
marks
Bench Bench
mark marks
1:1.07
We have
reached very
good levels of
equipment.
Perhaps we
should shift
focus from to
Form 4 _ Program Specifications
KPI
New
Target
Bench
mark
1:5
Page 24 of 29
Kingdom of Saudi Arabia
National Commission for
Academic Accreditation & Assessment
3
Average overall rating of adequacy of
facilities and equipment in a survey of
teaching staff
4
Internet bandwidth per user
4
1:1.37
64 kbps 2.42
quality of
operating and
service as
reflected in KPI
S7.3
We are aware of
4
problems in
operating labs.
Perhaps a
comprehensive
review of
situation is
needed.
Numbers are
64 kbps
very general
based on 1
Gbps shared
KAU-wide
bandwidth, 25%
university-wide
peak usage and
100000 users in
total (according
to KAU website
there are more
than 82000
students).
Standard 9 Employment Processes
Kpi#
List of Program KPIs Approved by the
Institution
KPI
Target
Bench
mark
KPI
KPI
KPI
Actual Internal External Bench
marks
Bench Bench
mark marks
1
Proportion of teaching staff leaving the
institution in the past year for reasons other
than age retirement
1%
1
2
Proportion of teaching staff participating in
professional development activities during
the past year
25%
29.4%
KPI
Analysis
We are
experiencing
continued
growth since the
college
establishment in
2006 with new
faculty joining
almost every
semester.
We are actually
happy with
current levels of
involvement.
Perhaps
revising our
target up is
Form 4 _ Program Specifications
KPI
New
Target
Bench
mark
1%
30%
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Kingdom of Saudi Arabia
National Commission for
Academic Accreditation & Assessment
justified.
3 Average overall faculty rating of professional
activities during the past year
Standard 10
4
4.35
Initial efforts to
capture
essential
stakeholder
(faculty)
feedback in our
needs analysis
leading to the
development
plan seem to be
paying off. We
expect better
results then we
capture more
needs from
other
stakeholders
(students and
employer
representatives).
4
Research
Kpi#
List of Program KPIs Approved by the
Institution
KPI
Target
Bench
mark
KPI
KPI
KPI
KPI
Actual Internal External Bench Analysis
marks
Bench Bench
mark marks
1
Number of refereed publications in the
previous year per full time equivalent
member of teaching staff. (Publications
based on the formula in the Higher Council
Bylaw excluding conference presentations)
2
0.66
3
Proportion of full time member of teaching
staff with at least one refereed publication
during the previous year
50%
13.2%
This is an
ongoing effort
for the past 2
years. Reporting
publications by
faculty
members
always seems to
be lagging. The
situation may
require further
investigation.
The college
may have to
assume a more
proactive role in
encouraging
individual
faculty
members to
target
Form 4 _ Program Specifications
KPI
New
Target
Bench
mark
2
50%
Page 26 of 29
Kingdom of Saudi Arabia
National Commission for
Academic Accreditation & Assessment
publication.
4
Number of papers or reports presented at
academic conferences during the past year
per full time equivalent members of
teaching staff
10
7
Looking at KPI
S10.3 suggests
that more
faculty
members could
be encouraged
and supported
to attend
conferences to
meet our target.
10
Program Action Plan
Directions: Based on your "Analysis of KPIs and Benchmarks" provided in the above Program KPI and Assessment
Table, list the recommendations identified below.
Srno
Recommendations
Action
Points
Assessment
Criteria
Responsible Start
Person
Date
Completion
Date
New assessment policy (CLO * Revision of Course
revision)
Learning Outcomes (CLOs)
for all the core courses
* Revision of course
outcome
mapping (if
necessary)
Curriculum Revision
* Meetings on curriculum
gap
analysis against the
latest ACM/IEEE 2013
curriculum guidelines
* Experts'
evaluation
All course
coordinators in
consultation
with the course
instructors
1st
week,
Spring
2013-14
13th week,
Spring 2013-14
* Up-to-date
curricula and
faculty
feedback
6th
week,
Spring
2013-14
12th week,
Spring 2013-14
3
Updating lab manuals
* Synchronize practical
work with the theory
1st
week,
Spring
2013-14
10th week,
Spring 2013-14
4
Employer, alumni and
Student
course surveys
* Preparation of more
focused employer and
alumni surveys
* Introducing more menu
based survey
* Impact on
students'
performance,
particularly
programming
projects
* Participation
rate
Course
Coordinators
under the
umbrella of
Curriculum
Revision
Committee
All course
coordinators in
consultation
with the course
instructors
Already
started
By the end of
the current
semester
5
Establishment of Artificial
Intelligence (AI) and High
Performance Computing
(HPC)
labs
* Installation of new AI and * Research and
Development work
HPC lab equipment
utilizing the lab
equipment.
Department
ABET
Committee and
Faculty
Assessment
Unit
The
Department AI
and HPC
Groups
Already
started
By the end of
the current
semester
1
2
Form 4 _ Program Specifications
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Kingdom of Saudi Arabia
National Commission for
Academic Accreditation & Assessment
6
Research activities in the
department
* Activation of research
groups
* Group registration with
DSR
7
Strategic plan
8
Academic Advising
9
Course Binders
* Post-ABET accreditation
strategic plan (undergrad
program)
* Analysis and feedback of
Student Outcomes achieved
by individual students
* Preferably distribution of
students to academic
advisors based on matching
interests
* Preparing Course binders
for all required courses
likewise
key Courses, to
enhance course planning
* Publications
in well reputed
journals,
preferably ISI
indexed
* Number of
funded
research
projects (e.g.
KACST)
All selfmotivated
faculty
members
Already
started
By the end of
the current
academic year
Department
Council
* Students
Feedback
Through surveys
Academic
advisors
1st week of By the end of
Spring 2014 current
academic year
* Availability
of Contents in
binder
Course
1st week of By the end of
Coordinator in Spring 2014 current
consultation
academic year
with Course
instructors
Action Plan Analysis (List the strengths and recommendations for improvement of the Program Action Plan).
To promote research culture in the Department, the researchers could be rewarded with better incentives. These incentives could
range from minimizing teaching workload, by setting up a ‘load model’, which should quantify one’s workload. For example, if
someone publishes a paper in a high impact-factor journal or wins a research grant outside the KAU, (s)he would get a bit of
teaching relief.
Form 4 _ Program Specifications
Page 28 of 29
Kingdom of Saudi Arabia
National Commission for
Academic Accreditation & Assessment
Attachments:
1. Copies of regulations and other documents referred to in template preceded by a table of contents.
2. Course specifications for all courses including field experience specification if applicable.
Authorized Signatures
Dean /
Program Chair
Program Dean or Chair
of Board of Trustees
Main Campus
Name
Title
Signature
Date
2
3
4
5
Vice Rector
2
3
4
5
Form 4 _ Program Specifications
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