ABET Accreditation

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.




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:



Knowledge– the ability to recall and present information


Cognitive Skills- the ability to apply concepts and principles in thinking and problem solving


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


Communication Information Technology and Numerical Skills– that includes basic mathematical and communication skills and ability to use communications technology


Psychomotor skills – are important in some fields of study and are considered as an additional domain where relevant to the program concerned.


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:



NCAAA Psychomotor domain is not applicable for Engineering programs.


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.


Only basic math and science courses are limited to a knowledge level of learning.


Knowledge of discipline-related industrial practices is also required and is normally satisfied through the summer training activity and the senior design project.


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):

knowledge of facts, concepts and theories of math and basic sciences.

Outcome (2):

knowledge of discipline-related industrial practices and procedures.


ii.  Cognitive Skills

 SO 1:

an ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics.

 SO 2:

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.

 SO 6:

an ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions.


iii.  Interpersonal Skills and Responsibility

 SO 4:

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.

 SO 5:

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.

 SO 7:

an ability to acquire and apply new knowledge as needed, using appropriate learning strategies.


iv.  Communication, IT, and Numerical Skills

 SO 3:

an ability to communicate effectively with a range of audiences.


The summary of the program learning outcomes is expressed using a table in the following format:


NCAAA Domains of Learning


Cognitive Skills

Interpersonal Skills and

Communication, IT, and
Numerical Skills

ABET and Additional Program Outcomes



SO 1

SO 2

SO 6

SO 4

SO 5

SO 7

SO 3



Last Update
11/11/2022 11:33:12 PM