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The following
engineering programs at the Faculty of Engineering are accredited by the
Engineering Accreditation Commission (EAC) of ABET http://www.abet.org:
1. BSc. in Chemical
Engineering
2. BSc. in Civil Engineering
3. BSc. in Electrical
Engineering (Biomedical)
4. BSc. in Electrical
Engineering (Computer)
5. BSc. in Electrical
Engineering (Electronics and Communications)
6. BSc. in Electrical
Engineering (Power and Machines)
7. BSc. in Industrial
Engineering
8. BSc. in Mechanical
Engineering (Aeronautical)
9. BSc. in Mechanical
Engineering (Production and Mechanical Systems Design)
10. BSc. in Mechanical Engineering (Thermal Engineering
and Desalination Technology)
11. BSc. in Mining Engineering
12. BSc. in Nuclear Engineering
13. BSc. in Nuclear Engineering (Medical
Physics Program)
14. BSc. in Nuclear
Engineering (Radiation Protection program)
Academic Accreditation of KAU Engineering
Programs
KAU Engineering Adopted ABET
Terminology
All 14 programs at the Faculty
of Engineering adopt the following ABET terms and 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,
as a result of skills, knowledge and behaviors that students acquire as
they progress through the program. Student outcomes are outcomes ‘a’
through ‘k’(as seen below) 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.
NCAAA
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 is to 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.
NCAAA Domains of Learning versus
ABET Outcomes
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 of Engineering provide students with
a learning experience that permits them to build up the skills and abilities according to ABET and
NCAAA requirements. Student outcomes ‘1’ to ‘7’ 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,
compared to the 5 domains of learning stipulated by the National Center for
Academic Accreditation and evAluation (NCAAA), so as to identify the following:
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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 and the senior design project.
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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
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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
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SO 1:
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an ability to identify, formulate, and solve complex engineering
problems by applying principles of engineering, science, and mathematics.
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SO 2:
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an ability to apply engineering design to produce solutions that meet
specified needs with consideration of public health, safety, and welfare, as
well as global, cultural, social, environmental, and economic factor.
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SO 6:
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an ability to develop and conduct appropriate experimentation, analyze
and interpret data, and use engineering judgment to draw conclusions.
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iii. Interpersonal Skills and Responsibility
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SO 4:
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an ability to recognize ethical and professional responsibilities in
engineering situations and make informed judgments, which must consider the
impact of engineering solutions in global, economic, environmental, and
societal contexts.
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SO 5:
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an ability to function effectively on a team whose members together
provide leadership, create a collaborative and inclusive environment, establish
goals, plan tasks, and meet objectives.
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SO 7:
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an ability to acquire and apply new knowledge as needed, using appropriate
learning strategies.
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iv. Communication, IT, and Numerical Skills
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SO 3:
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an ability to communicate effectively with a range of audiences.
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The summary of the program learning outcomes is expressed
using a table in the following format:
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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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SO 1
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SO 2
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SO 6
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SO 4
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SO 5
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SO 7
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SO 3
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