ABET

Self-Study Report

for the

Computer Engineering Program

at

Umm Al-Qura University

Makkah

Saudi Arabia

June 2018

CONFIDENTIAL
The information supplied in this Self-Study Report is for the confidential use of ABET and its
authorized agents and will not be disclosed without authorization of the institution concerned,
except for summary data not identifiable to a specific institution.

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Table of Contents
0. BACKGROUND INFORMATION.......................................................... 0-1
A. Contact Information ............................................................................................... 0-1
B. Program History ..................................................................................................... 0-1
C. Options ................................................................................................................... 0-1
D. Program Delivery Modes ....................................................................................... 0-1
E. Program Locations ................................................................................................. 0-2
F. Public Disclosure ................................................................................................... 0-2
G. Deficiencies, Weaknesses or Concerns from Previous Evaluation(s) and the Actions
Taken to Address Them ......................................................................................... 0-2
1. CRITERION 1: STUDENTS ................................................................... 1-1
A. Student Admissions................................................................................................ 1-1
B. Evaluating Students Performance .......................................................................... 1-2
B-1 Examination and Grading System............................................................. 1-2
B-2 Academic Probation .................................................................................. 1-3
C. Transfer Students and Transfer Courses ................................................................ 1-4
C-1 Transfer from Other Universities .............................................................. 1-4
C-2 Transfer of students within the University ................................................ 1-5
C-3 Transfer to a department within the College ............................................. 1-5
D. Advising and Career Guidance .............................................................................. 1-6
D-1 Registration Procedure .............................................................................. 1-6
D-2 Academic advising .................................................................................... 1-6
D-3 Functions of the Academic Advisor .......................................................... 1-6
E. Work in Lieu of Courses ........................................................................................ 1-7
F. Graduation requirements ........................................................................................ 1-7
G. Transcripts of Recent Graduates ............................................................................ 1-7
2. CRITERION 2: PROGRAM EDUCATIONAL OBJECTIVES ............. 2-1
A. Mission Statement .................................................................................................. 2-1
A-1 Mission of the University.......................................................................... 2-1
A-2 College of Computer and Information Systems Mission .......................... 2-1
A-3 Computer Engineering Department Mission............................................. 2-1
B. Program Educational Objectives (PEOs) ............................................................... 2-3
C. Consistency of the Program Educational Objectives with the Mission of the
Institution ............................................................................................................... 2-3

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 D. Program Constituencies ......................................................................................... 2-4
E. Process of Revision of PEOs.................................................................................. 2-4
3. CRITERION 3: STUDENT OUTCOMES .............................................. 3-1
A. Student Outcomes .................................................................................................. 3-1
B. Relationship of SOs to PEOs ................................................................................. 3-1
4. CRITERION 4: CONTINUOUS IMPROVEMENT ................................ 4-1
A. Student Outcomes .................................................................................................. 4-1
A-1 Data Collection Elements.......................................................................... 4-1
A-2 Assessment Processes ............................................................................... 4-5
A-3 Assessments Management ........................................................................ 4-7
A-4 SO Evaluation Processes ........................................................................... 4-9
A-5 SO Attainment Data Extraction from CLOSO........................................ 4-17
A-6 SO Attainment indicated by Summative Assessment ............................. 4-29
A-7 SO Attainment indicated by Course-wise Student Survey...................... 4-30
A-8 SO Attainment through indicated by Course-wise Faculty Survey ........ 4-30
A-9 SO Attainment indicated by Exit Surveys .............................................. 4-30
A-10 SO Attainment indicated through Alumni Survey .................................. 4-31
A-11 SO Attainment indicated through Employer Survey............................... 4-32
B. Continuous Improvement ..................................................................................... 4-32
B-1 Course Improvement Plan (CIP) ............................................................. 4-32
B-2 Improvement Planning based on Student Weaknesses ........................... 4-38
B-3 Improvement Planning based on Course Readiness ............................... 4-39
B-4 Improvement Planning based on Exit Surveys ....................................... 4-45
B-5 Improvement Planning based on Alumni and Employer Surveys .......... 4-46
B-6 Improvement through Curriculum .......................................................... 4-46
C. Additional Information......................................................................................... 4-47
References ....................................................................................................................... 4-48
5. CRITERION 5: CURRICULUM ............................................................. 5-1
A. Program Curriculum............................................................................................... 5-1
A-1 Plan of Study ............................................................................................. 5-1
A-2 Curriculum Alignment to Program Educational Objectives ..................... 5-1
A-3 Curriculum Alignment to Student Outcomes ............................................ 5-1
A-4 Prerequisites Flowchart ............................................................................. 5-1

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 A-5 Curricular Areas ........................................................................................ 5-1
A-6 Major Design Experience for Engineering Practice .................................. 5-9
A-7 Cooperative Education ............................................................................ 5-10
A-8 Materials Available for Review during Visit .......................................... 5-11
B. Course Syllabi ...................................................................................................... 5-12
6. CRITERION 6. FACULTY ...................................................................... 6-1
A. Faculty Qualifications ............................................................................................ 6-1
B. Faculty Workload ................................................................................................... 6-1
C. Faculty Size ............................................................................................................ 6-1
D. Professional Development ..................................................................................... 6-2
E. Authority and Responsibility of Faculty ................................................................ 6-2
7. CRITERION 7. FACILITIES .................................................................. 7-1
A. Offices, Classrooms and Laboratories ................................................................... 7-1
A-1 Offices ....................................................................................................... 7-1
A-2 Classrooms ................................................................................................ 7-1
A-3 Laboratory Facilities ................................................................................. 7-1
B. Computing Resources ............................................................................................ 7-2
C. Guidance ................................................................................................................ 7-2
D. Maintenance and Upgrading of Facilities .............................................................. 7-2
E. Library Services ..................................................................................................... 7-2
F. Overall Comments on Facilities ............................................................................. 7-4
F-1 General Safety Measures........................................................................... 7-4
F-2 Laboratory Safety Guidelines ................................................................... 7-4
F-3 Safety of Computer Software .................................................................... 7-4
8. CRITERION 8: INSTITUTIONAL SUPPORT ...................................... 8-1
A. Leadership .............................................................................................................. 8-1
B. Program Budget and Financial Support ................................................................. 8-1
B-1 Sources of Financial Support .................................................................... 8-1
B-2 Support for Teaching Activities ................................................................ 8-2
B-3 Support for Facilities ................................................................................. 8-2
B-4 Adequacy of Resources ............................................................................. 8-3
C. Staffing ................................................................................................................... 8-3
D. Faculty Hiring and Retention ................................................................................. 8-3

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 E. Support of Faculty Professional Development....................................................... 8-3
9. PROGRAM CRITERIA ........................................................................... 9-1
A. Curriculum ............................................................................................................. 9-1
Appendix A – Course Syllabi ................................................................................................. 9-0
Appendix B – Faculty Vitae ................................................................................................... 9-0
Abdellatif I M Semeia ....................................................................................................... 9-1
Abdulaziz Miyajan ............................................................................................................ 9-3
Abdulbasit Abid................................................................................................................. 9-4
Abdulghani Sayegh ........................................................................................................... 9-5
Abdullah Baz ..................................................................................................................... 9-6
Adnan Gutub ..................................................................................................................... 9-7
Ahmad Alzahrani............................................................................................................... 9-9
Ahmad Muaz Qamar ....................................................................................................... 9-11
Anas Basalamah .............................................................................................................. 9-13
Ayman Alharbi ................................................................................................................ 9-15
Emad Felemban ............................................................................................................... 9-16
Fahad Ahmed Alzahrani .................................................................................................. 9-18
Fahd M. Aldosari ............................................................................................................. 9-19
Faisal R. Al-Osaimi ......................................................................................................... 9-21
Hussam Aleem Mohammed ............................................................................................ 9-23
Imran Tasadduq ............................................................................................................... 9-24
Khalid Alhindi ................................................................................................................. 9-26
Khalid Muhammad Jamil A. Khayyat ............................................................................. 9-27
Khaled Almotairi ............................................................................................................. 9-28
Loai Tawalbeh ................................................................................................................. 9-29
Maher I. Rajab ................................................................................................................. 9-30
Majed M. Gethami Al Otaibi........................................................................................... 9-31
Mohsin Murad ................................................................................................................. 9-33
Muhammad Rashid .......................................................................................................... 9-34
Mohammed Hussein Sinky.............................................................................................. 9-36
Mohammad Al-Turkistany .............................................................................................. 9-37
Muhammad Yousuf Irfan Zia .......................................................................................... 9-38
Omar Sonbul.................................................................................................................... 9-39

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 Saleh Basalamah .............................................................................................................. 9-40
Turki Al-Somani .............................................................................................................. 9-41
Waleed Alasmary ............................................................................................................ 9-43
Appendix C – Equipment ....................................................................................................... 9-1
Appendix D – Institutional Summary..................................................................................... 9-1
A. The Institution ........................................................................................................ 9-1
A-1 Name and address of the institution .......................................................... 9-1
A-2 Name and title of the chief executive officer of the institution ................. 9-1
A-3 Name and title of the person submitting the self-study report. ................. 9-1
A-4 Name the organizations by which the institution is now accredited and the
dates of the initial and most recent accreditation evaluations........................................ 9-1
B. Type of Control ...................................................................................................... 9-1
C. Educational Unit .................................................................................................... 9-1
D. Academic Support Units ........................................................................................ 9-2
E. Non-academic Support Units ................................................................................. 9-3
F. Credit Unit.............................................................................................................. 9-3
G. Tables ..................................................................................................................... 9-3
Table D–1: Program Enrollment and Degree Data .......................................................... 4
Table D–2: Personnel ....................................................................................................... 5
Signature Attesting to Compliance ........................................................................................6

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BACKGROUND INFORMATION
A. Contact Information
Dr. Ayman Alharbi
Head of Computer Engineering Department
College of Computer and Information Systems
Umm Al-Qura University
Makkah, Saudi Arabia
Phone: +966-2-527-0000 Ext 6710
E-mail: [email protected]

B. Program History
The College of Computer and Information Systems was established in the year 2005 with three
constituent departments – Computer Engineering, Computer Science and Information Systems. The
degree offered by Computer Engineering program is called Bachelor of Science in Computer
Engineering.
Before establishment of the College of Computer and Information Systems, computer engineering
program used to be offered by the Electrical and Computer Engineering Department of College of
Engineering and Islamic Architecture.
The program curriculum has gone through several changes since it started. The curriculum that was
introduced nine years ago has gone through several changes based on the recommendations of various
constituencies. Course descriptions of various courses have been revised several times. Course learning
outcomes of all the courses have been revised from time to time along with their mappings with the
student outcomes. As a persistent continuous improvement policy, the program goes through a review
every five years and recommendations of all the constituencies are considered. A further improvement
is planned on the basis of the feedbacks from various constituencies.
This is the second accreditation of this program. A previous evaluation was done by ABET in the 2013-
14 review cycle. The weakness identified during evaluation was addressed in the due-process response
and was resolved according to ABET final statement dated August 21, 2014. The program was accredited
to September 30, 2018. The accreditation was retroactive from October 01, 2011. RFE for the re-
accreditation for the 2017-2018 cycle was submitted but was withdrawn. Since the previous accreditation
expires on Sept 30, 2018, this accreditation will be considered as an Initial General Review.

C. Options
At present, the department of computer engineering offers a single option. The graduates from the
program obtain a degree of Bachelor of Science in Computer Engineering. In the senior level year, the
students have to choose three electives.

D. Program Delivery Modes

The program is delivered basically through daytime classes. Most classes are between the time spans of
8 AM to 4 PM. However, due to non-availability of classrooms or faculty engagement in certain projects,
classes are also offered in the evening. No classes are offered during the weekend. The courses are
delivered in traditional lecture/laboratory environment.

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E. Program Locations
The program is offered at the new Abdia campus in the holy city of Makkah.

F. Public Disclosure
Item for public disclosure URL
1 Program Education Objectives (PEOs) https://uqu.edu.sa/en/cis_ce/19504
2 Student Outcomes (SOs) https://uqu.edu.sa/en/cis_ce/19507
3 Annual student enrollment and graduation data https://uqu.edu.sa/en/cis_ce/19513

G. Deficiencies, Weaknesses or Concerns from Previous

Evaluation(s) and the Actions Taken to Address Them
No deficiencies, weaknesses or concerns exist from the previous evaluation, that was done by ABET in
the 2013-14 review cycle. The program was accredited to September 30, 2018. The accreditation was
retroactive from October 01, 2011.

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CRITERION 1: STUDENTS
A. Student Admissions
In general, students applying to the College of Computer and Information Systems are centrally admitted
by the Deanship of Admission and Registration. The new students are not accepted directly to the
Computer Engineering program but they must spend one year in the Preparatory Year Program (PYP).
University Council decides the number of students to be admitted for each academic year according to
the recommendation of various academic colleges. The deanship of admissions and registration
implements all policies in coordination with the colleges. Admission takes place only once each year in
the beginning of the academic year.
Requirements of admission to the computer engineering program:
1) Secondary School Certificate (Natural Sciences) or its equivalent from inside or outside the
Kingdom of Saudi Arabia.
2) Score of “Entrance Examination” which consists of an aptitude test, and a subject test. The test
is administered by the National Center for Assessment in Higher Education, Saudi Arabia. It has
two parts. The first part is General Aptitude Test. This test measures a student's analytical and
deductive skills. It focuses on testing the student's capacity for learning in general regardless of
any specific skill in a certain subject or topic. The other part is called “Achievement test for
Science Colleges”. This part covers the general and key concepts in biology, chemistry, physics
and mathematics covered in the courses of the three years of General Secondary School.
3) Record of good conduct.
4) Appearance in interviews required by the university council.
5) Certificate of physically fitness.
6) Permission from the employer (For employed candidates).
7) No record of suspension from UQU or any other university.
Students applying for admission fulfilling all the above conditions are considered as applicants. A merit
list of all applicants is prepared by the Deanship of Admissions and Registration on the basis of the
following weights to the three types of scores:
a) Secondary school certificate score (50%).
b) Aptitude test score (30%).
c) Achievement test score (20%).
Students are offered admissions in a college of their choice in the order of their position in the merit list
subject to the availability of seats. Once seats are exhausted in a particular college, the admission to that
college is closed and remaining students have to make their choices from other colleges.
All newly admitted students to the College of Computer and Information Systems seeking acceptance to
the Computer Engineering program spend their first academic year in the PYP. The major objectives of
this program are:
a) to improve the students' English language proficiency to enable them for the engineering
education in English language which is the principal language of instruction.
b) to strengthen the students' abilities in mathematical and analytical techniques and calculus-
based physics.
c) to improve computer skills of the students.

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The duration of the PYP is one academic year, divided into two semesters, as well as a summer term, if
needed. Based on their performance in the PYP, and in accordance with the implementation rules,
students will be able to select the major of their choice. An orientation session is held during the second
semester of PYP for students to learn about all programs in the engineering college to help them select
the program that suits them the most.
On successful completion of the PYP, the performance of students seeking admission to the Computer
Engineering program is evaluated based on the GPA in the PYP. A merit list of these students is prepared
and the department accepts the allocated number of students from the top of the list.
The admission procedures are regulated by the “Education and Examination Regulations” available at the
following URL:
https://uqu.edu.sa/en/isarch.dep/App/FILES/5643 (Click “(UQU-01) Regulations of Study and
Examinations of UQU Regulations of Study and Examinations”)

B. Evaluating Students Performance

Each Computer Engineering student is assigned to a faculty who acts for him as an academic advisor.
The academic advisor assists him in choosing courses for registration in each semester according to the
study plan of the Computer Engineering program. The study plan is documented in the chapter on
Curriculum. The study plan is available for the students and the academic advisors at the URL
https://uqu.edu.sa/en/cis_ce/51109. The academic advisors of the Computer Engineering program may
access students’ registration record for academic advisement. Based on this study plan a student can
register on-line.
The maximum course load allowed to a student is 18 credit hours. Exceptions to this rule can only be
allowed by the coordinator of Students Registration for the College based upon the performance of the
student during the last few semesters.
Normally a student is not allowed to register a course without taking the prerequisite courses as specified
in the study plan. The instructors or the academic advisors are not authorized to allow a student to register
in a course without satisfying the pre-requisites under any circumstances. If a student somehow does get
registered in a course without satisfying the pre-requisites, the chairman of the department cancels the
registration of such a course.
However, under certain circumstances a student may be allowed to take a course without a perquisite if
the college coordinator for registration sees a need for it (e.g. his graduation will be delayed by a year).
In this case evidence must be provided that the pre-requisite abilities have been attained by the student
by taking outside courses, training, or due to his own lifelong learning with interest in the topics related
to the pre-requisite subjects. This strictly required the approval of the instructor teaching the course.
The instructor evaluates students’ performance in each course. The instructor designs the assessments for
finding out the attainment of the course learning outcomes. The instructor may use homework
assignments, quizzes, periodic examinations, and a final examination to evaluate students’ performance
in terms of the attainment of the course learning outcomes (CLOs). In the courses that involve laboratory
classes, laboratory written reports (for the lab work throughout the semester) and the laboratory final
examination are used to assess the attainment of the learning outcomes. Each question of an assessment
is tagged for the CLO, SO and Bloom’s level it is addressing. The scores of students in all questions of
all assessments are input to the CLOSO software and finally converted into the attainment of the course
learning outcomes (CLOs) and student outcomes (SOs).

B-1 Examination and Grading System

Success in a course is usually based on the combination of grades awarded to term work and final
examination. Each course has a total of 100 points. Out of this, the instructor may allocate 40% to 60%
marks to the term work consisting of quizzes, homework, term projects and mid-term or other periodic
assessments while the remainder is allocated to the final examination.
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The rubrics used for the grading system of Umm Al-Qura University are shown in Table 1-1. The
instructor awards the grade as marks out of 100. The marks are converted to a letter grade and grade
points as shown in Table 1-1. Table 1-2 shows a sample of student's grade report for six subjects in a
typical semester.
Table 1-1 Grading system at UQU
Grade Points
Marks out of 100 Letter Grade Description
per Credit Hour
95-100 A+ 4.00
Excellent
90-less than 95 A 3.75
85-less than 90 B+ 3.50
Very Good
80-less than 85 B 3.00
75-less than 80 C+ 2.50
Good
70-less than 75 C 2.00
65-less than 70 D+ 1.50
Poor
60-less than 65 D 1.00
Below 60 F Failure 0.00

Table 1-2 Sample calculation of GPA

Grade Points
Credit Hours Assigned Total Grade Points
Course per Credit Hour
(CH) Course Grade (CH) × (QP/CR)
(QP/CR)
Course 1 2 A 3.75 7.5
Course 2 3 D 2.00 6.0
Course 3 3 C 3.00 9.0
Course 4 4 D+ 2.50 10.0
Course 5 4 B+ 4.50 18.0
Course 6 2 C+ 3.50 7.0
Total 18 57.5
Computed GPA = Total Grade Points / Credit Hours = 57.5 / 18 = 3.19

Grade of “Incomplete” (IC) is given to the student if the course requirements are not completed by the
student. This is usually allowed in courses that require a project to be completed by the students. It is
awarded only on the recommendation of the instructor and approval of the Department Council. The
student getting IC must complete the requirements during the next semester otherwise the IC
automatically changes to “F”.
Some courses need more than one term to complete the requirements particularly the Graduation Project.
For these courses, the student gets “In Progress” (IP) grade. IP grade does not require the approval of the
departmental council. Student getting an IP is required to continue the work and appear for the assessment
when the work is completed.
Umm Al-Qura University requires that students do not miss more than 25% of the total number of
lectures, labs and tutorials. Students failing to meet this requirement in any of the courses are prohibited
from attending the final examination of that course and earn a DN (Denied) grade in that course. A student
who is absent in the final examination of a course(s) for a valid reason accepted by the department council
and the Dean of the college is allowed to take the examination at a later date.

B-2 Academic Probation

At the beginning of each term, the Deanship of Admission and Registration provides each student with
his full academic advising record showing the results of all the courses that have been studied from the
study plan as well as the number of academic warnings that have been issued. The student gets a warning
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if his CGPA is below 1.0 out of 4.0 in a term. The student is suspended if he gets a maximum of three (3)
such consecutive warnings. After the third warning, being suspended for one term, College Council, in
coordination with the Deanship of Admission and Registration, may recommend to the University
Council to give a fourth chance to those students who can raise their CGPA by taking courses according
to the rules of registration. The student will also be suspended if he is not able to complete the graduation
requirements within a period of 15 terms. The academic suspension is governed by the Article #20 of the
Policy on Regulations of Study and Examinations. The English translation of implementation rules of
Article #20 is documented in https://uqu.edu.sa/en/isarch.dep/App/FILES/5643 (Click “(UQU-01)
Regulations of Study and Examinations of UQU Regulations of Study and Examinations”)

C. Transfer Students and Transfer Courses

Transfer to the College can be done through three different channels as follows:

C-1 Transfer from Other Universities

A student may be accepted to transfer from outside UQU if he has studied at a recognized university or
college and has not been suspended from that institution based on disciplinary or academic reasons. The
transferring applicant must not have spent more than 6 terms at the university he is transferring from and
he must study at least 60% of the required courses at UQU. The applicant is required to get an approval
from the Dean of College and head of the department he is transferring to. These requirements and process
for accepting transfer students are governed by the Article #42 of the Policy on Regulations of Study and
Examinations available in https://uqu.edu.sa/en/isarch.dep/App/FILES/5643.
Credits for courses taken by the students outside the university (UQU) may be transferred provided the
college council based on the recommendations of the concerned department offering the equivalent
courses approves the transfer of credits. The equivalent courses are documented in the academic record
of the student being transferred. The equivalency credits are granted for only those courses in which the
students have obtained a letter grade of ‘C’ or above. But the points for the equivalent courses are not
used in the computation of CGPA of the student.
The transferred student submits an application for getting equivalency credits to the Deanship of
Admission and Registration along with the original academic record and certified detailed description of
the courses taken by student outside UQU. The Deanship of Admission and Registration refers the
application to the concerned department for evaluation of equivalency credit. This evaluation is
performed by the academic advisor in coordination with the chairman of the department on a case-by-
case basis. The department, after getting the approval of the college council on the equivalency
evaluations, sends the results to the Deanship of Admission and Registration. These requirements and
process for courses equivalency and transfer credits are governed by Article #43 of the Policy on
Regulations of Study and Examinations available in https://uqu.edu.sa/en/isarch.dep/App/FILES/5643.
The student should have a minimum cumulative GPA of 3.0 (out of 4.0) or equivalent from a reputable
college. This is complemented with other conditions developed by the College Council on a yearly basis.
The procedure for evaluating transfer applications to the College from outside the university is as follows:
• Fill in the university application form online
• Upon receiving all applications, the university registrar office sends all applications that
satisfy the College requirements to the College’s Vice Dean of academic affairs office. The
college Vice Dean of academic affairs office prepares the applicants information for the
College dean. The college dean evaluates the presented applications information and makes
decisions on transfer applications.
• The maximum allowable percentage of credit hours that could be transferred by students
from other universities is 40% of the total credit hours in the curriculum.

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Students who want to study some courses in other universities must do the following:
i. Fill in a course transfer form and submit it to the chairman of the department.
ii. The chairman consults the faculty who teaches the course.
iii. The faculty reviews the syllabus of the transfer course in light of the departmental course
syllabus checking the equivalency of the syllabus and credits.
iv. The chairman approves the equivalency and signs the form.
v. The student should then get the approval of the vice dean.
vi. The student hands in the form to university registrar office and gets an official acceptance letter
to study the course at the specified university.
vii. After studying the course, the student should get an official completion letter and the transcript
from the registrar office of the university where the transfer course was completed.
viii. Finally the student should hand the official completion letter to the UQU registrar office.

C-2 Transfer of students within the University

Students can apply for transfer only after studying at least one semester in the College they are registered.
(Summer semester is not counted). The student must satisfy the College admission conditions which are
announced on a yearly basis. The procedure for evaluating transfer applications is as follows:
1. Fill in the transfer form online (Inter-College Transfer Form).
2. College Vice Dean receives all online applications.
3. Upon receiving all applications, a designated college-based committee (which consists of the
Vice Dean and the chairs of all departments) meets and recommends on transfer applications. If
the number of eligible applicants is high, students with the highest cumulative GPA are
tentatively accepted.
4. The tentative transfer decisions are then forwarded to the dean for final approval.
5. The academic committee of each department reviews transcripts of all tentatively accepted
transfer students and decides on the equivalency of credits based on an equivalency table of
credits approved by the College Council.

C-3 Transfer to a department within the College

The procedure for evaluating transfer applications between departments within the College is as follows:
1. Fill in the Inter-departmental Transfer Form online.
2. Upon receiving all applications, a designated college-based committee (which consists of the
Vice Dean and the chair and representatives of all departments) meets and decides tentatively on
transfer applications. If the number of eligible applicants is high, students with the highest
cumulative GPA are tentatively accepted.
3. The tentative transfer decisions are then forwarded to the dean for final approval.
4. The academic committee of each department reviews transcripts of all tentatively accepted
transfer students and decides on the equivalency of credits based on equivalency tables of credits
approved by the College Council.

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D. Advising and Career Guidance
The University considers student advising by faculty as an important academic activity. A faculty member
is expected to advise students in planning their academic programs during early registration, and
throughout the academic year whenever a student seeks his advisor's input in academic matters.

D-1 Registration Procedure

Under normal circumstances, all students are registered automatically through the University
computerized registration system following a model study plan set by the department. This plan includes
all prerequisites and maximum and minimum allowable number of credit hours per semester. The system
allows the student to make changes and adjustments within the preset rules. It is during the first week of
classes that students are allowed to make changes, such as add and drop. Afterwards, only course
withdrawals are allowed provided they are done five weeks before the final examination period, and with
the head of department’s approval.
Nevertheless, a student can only drop a course or withdraw from course(s) if his workload will not fall
below a minimum of 12 credit hours. This procedure can be repeated for four times during the course of
a student’s study.
The student must confirm his registration within the first week of the semester. The load for each student
is determined as follows:
 Students with GPA of at least 2.0 are eligible to register for 14 credit hours.
 Students with GPA of 3.5 or above are eligible to register for up to 20 credit hours.
 Allowed credits range between 14 and 20 based on GPA.

D-2 Academic advising

According to the department council recommendation, the chairman of the department allocates groups
of students to academic staff. Then this allocation is entered into the University's electronic registration
system for student’s access. The name of the advisor for each student is included in the electronic
registration system.

D-3 Functions of the Academic Advisor

Academic advisors are meant to provide educational counseling for students. The academic advisor's
primary responsibility is to ensure that he takes all courses to satisfy the requirements for his graduation
while it meeting each student's specific needs. To be effective, the advisor must recognize that each
student has different abilities, interests, aspirations, needs, experiences, and problems so that his approach
in dealing with students can be different from one to the other. The general advising duties can be stated
as follows:
 The advisor is expected to deal with students’ academic problems.
 The academic advisor helps his advisee students examine the course offerings in their
major and understand their graduation requirements.
 The academic advisor helps the student explore the career fields within his major, and
obtain related career information and survey job opportunities.
 The academic advisor serves as a link between the student and the administration by
counseling the student on matters of failure, on the procedures for dropping and adding
courses, course scheduling, and academic progress.
 The academic advisor must alarm students of the exclusion procedure well in advance,
and of any subsequent changes that might be enforced during the course of their studies.

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E. Work in Lieu of Courses
The university only grants credit(s) for the academic courses that are successfully completed. No credit
is offered towards achieving life experience, advanced placement, dual enrollment, military experience.
Nevertheless, two credit hours are awarded for completing summer training which is explained under the
graduation requirements.

F. Graduation requirements
Head of the Computer Engineering Department and the Deanship of Admissions and Registration are
jointly responsible to ensure that all graduating students have met all the graduation requirements. With
the help of the online registration system, the Deanship of Admissions and Registration ensures that
graduating students are fulfilling all the requirements for graduation.
The Computer engineering curriculum consists of 165 credit hours. According to the University
regulations, the student cumulative average should be 1.0 out of 4.0 or better at the time of graduation.
The University Council has approved that the minimum CGPA for graduation will be 2.0 out of 4.0 for
all the engineering disciplines. The implementation of this decision is in process.
University Council has the right to specify additional course load for a student to improve his cumulative
average in case he passes the required courses but fails to fulfill the cumulative average. The requirement
of 165 credit hours is distributed amongst various components as shown in Table 1-3.
Table 1-3 Graduation requirements
Curriculum Component Credit Hours
Mathematics and Basic Sciences 35
General Education 34
Others 24
Core Courses 59
Engineering
Electives 9
courses
Summer Training 4
Total 165

G. Transcripts of Recent Graduates

Sample copies of transcripts of graduating students will be available for the team visit.

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CRITERION 2: PROGRAM EDUCATIONAL
OBJECTIVES
A. Mission Statement
A-1 Mission of the University
The existence of Umm Al-Qura University in the Holy City of Makkah gives it a distinguished character
as an academic institution that serves Islam and contribute to the development of human resources and
the provision of services at the levels of both the public and private sectors in the light of the requirements
of the comprehensive development plans of the country. The major objectives of the University as set by
the Council of Ministers Decree number 190 on 21/7/1981 include the following:
 Provision of higher education and graduate studies to enable citizens to contribute to the
development of their country in the light of Islamic principles in the following fields:
o Islamic studies.
o Natural and applied sciences.
o Humanities, social sciences and languages.
 Contribution to enhancement of scientific research by conducting and encouraging research and
establishing research centers, and suggesting means for provision and satisfaction of present-day
needs.
 Preparation of specialized scientists and teachers.
 Helping other Islamic societies in the specialized education of their citizens in the different fields
of knowledge.
The University mission, vision and objectives are available online at:
https://drive.uqu.edu.sa/_/quality/files/AR_UQU_Strategic_plan_1-1-1433H.pdf

A-2 College of Computer and Information Systems Mission

The mission statement of the College of Computer and Information Systems is as follows:
“To provide high quality education, to conduct innovative research and to offer professional services to
the Saudi Community. This includes preparing students to be leaders in their profession, creating and
disseminating knowledge by means of scholarly and creative achievements, and establishing partnerships
with local industry, Governmental organizations and leading international academic institutions”.
This mission statement is available online at: https://uqu.edu.sa/en/cis.

A-3 Computer Engineering Department Mission

The mission of the computer engineering department is:
“To educate students to be computer engineers who are competent and conscientious, and who have the
ability to become intellectual professionals in industry, government, and academia. Fostering an academic
environment ideal for having applied and innovative research, and for providing professional services to
the Saudi community.”
This mission statement is available online at: https://uqu.edu.sa/en/cis_ce/AboutUs.

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In order to show coherence between the Department mission and the College and University missions,
the mission statements will be divided into simpler statements. These simple statements will then be
mapped to each other as shown in Table 2-1, Table 2-2 and Table 2-3.
The University mission can be summarized into three sub-missions:
1. Leadership in Quality Education.
2. Leadership in Scientific Research.
3. Local and Global Community Service.
The College mission aims to:
1. Provide high quality education.
2. Conduct innovative research.
3. Offer professional services to the Community.
Table 2-1 illustrates how the College mission helps in achieving the overall University mission.
Table 2-1 Mapping of College mission to the University mission
University Mission
College Mission
1 2 3
1 
2 
3 

The mission of the CE department can be summarized as:

1. Graduate students who are competent and conscientious, and who have the ability to become
intellectual leaders in industry, government, and academia

2. Fostering an academic environment ideal for applied and innovative research

3. Fostering an academic environment ideal for providing professional services to the Saudi
community
Table 2-2 and Table 2-3 illustrate how the mission of the Computer engineering department helps achieve
the mission of the College and the University.
Table 2-2 Mapping of Department mission to the University mission
University Mission
Department Mission
1 2 3
1  
2 
3 

Table 2-3 Mapping of Department mission to the College mission

College Mission
Department Mission
1 2 3
1  
2 
3 

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B. Program Educational Objectives (PEOs)
The Computer engineering department has defined a set of PEOs that translate its mission into definite
abilities they attain a few years after graduation. The PEOs of computer engineering program are defined
as:
Graduates of computer engineering will:
1. Practice as computer engineers in problem solving, designing, implementing and maintaining
computing systems.
2. Utilize their professional education/knowledge for the benefits of the society or/and the
profession.
3. Keep their professional knowledge updated through further education or exploring available
resources and through engineering educational seminars or workshops.
4. Assume leadership positions in industry, academia and public service, and/or contribute
positively to their growth and sustainability.
These PEOs are available at department’s website: https://uqu.edu.sa/en/cis_ce/19504.

C. Consistency of the Program Educational Objectives

with the Mission of the Institution
The first and second PEOs are in line with the last part of UQU mission, i.e., “local and global community
service”. The third PEO is in conformance with the second part of the mission, i.e., “leadership in
scientific research”. “Leadership in education” is mapped to the fourth PEO where our graduates are
assumed to have the ability of assuming leadership positions in industry, academia and public service.
The program educational objectives 1 and 2 are consistent with the College mission as well since the
computer engineering program prepares students to be leaders in their profession. The third PEO is in
conformance with the second part of the College mission, i.e., “conduct innovative research”. The third
and the fourth PEOs together are mapped to the College mission as stated in “disseminating knowledge
by means of scholarly and creative achievements” and “leadership in scientific research” respectively.
The following statements summarize the University, College and Department missions:
Mission 1. Leadership in education /high quality education/graduates are competent and
conscientious. (university/college/department)

Mission 2. Conduct innovative research/Leadership in scientific research/having applied and

innovative research (university/college/department)

Mission 3. Local and global community service/offer professional services to the Saudi
community/providing professional services to the Saudi community
(university/college/department)

Mission 4. Educate students who have the ability to become intellectual leaders in Industry,
government, and academia (department)

Table 2-4 shows a mapping between the Institution’s missions and the PEOs indicating the consistency
of the PEOs with the mission of the institution.

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 Table 2-4 Mapping of PEOs to the missions of Institution
Mission 1 Mission 2 Mission 3
Mission 4
University & University, College University, College
Department
College & Department & Department
PEO I 
PEO II  
PEO III  
PEO IV   

D. Program Constituencies
The program constituencies are the following:
 Program students: They are the primary input to the program. It is expected that students become
technically qualified, marketable, and productive scientists upon graduation.
 Program alumni: This group includes students who have earned B.Sc. degrees from the
Computer Engineering program and are currently working in various professions.
 Department faculty: Faculty consists of members of the departmental teaching staff who are
responsible for meeting the program outcomes and objectives during the teaching process.
 National and regional employers of computing professionals: The employers range from public
to private sectors and from small to large organizations.
The Computer Engineering program objectives align with the needs of different constituencies:
 PEO I and II align with the needs of the national and regional employers to have qualified
graduates being competent in their field, being effective team members, applying
professionalism, and being ethically responsible
 PEO III and IV align with faculty members’ aim to see part of their graduates continuing through
post-graduation studies and taking part in applied and innovative research
 All PEOs are aligned with the needs of the students to be well prepared for the job market and/or
for continuing their studies
The role of each of the department constituents consists of establishment and of participation in the
continuous assessment of the program program’s educational objectives and student outcomes. Initially,
the PEOs were established by a process that involved extensive discussions with faculty, students and the
College of Computer & Information Systems’ (CCIS) ABET Coordinators’ Committee. We then held a
meeting with the Department faculty and proposed a number of objectives. Detailed discussions resulted
in a consensus.
The department also created an External Advisory Board (EAB) which gathers some faculty members,
some representatives of the employers of computer engineering graduates along with some program
alumni. In addition, the department has created a student council where students of different levels of the
B.Sc. program are represented. The EAB takes part in the process of establishing and reviewing the PEOs.

E. Process of Revision of PEOs

The review and revising process of the PEOs is planned to be launched every three years. It involves
consultations with the program’s constituencies. From these consultations, the Assessment and
Evaluation Committee will propose revisions to the PEOs. The process is as follows:
1. A questionnaire similar to the one shown in Figure 2-1 is distributed to get opinions on PEOs.
Along with the questionnaire, all the information is provided to ensure that the recommendations

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 for modifying the PEOs remain consistent with the institutional mission and the program
constituents’ needs.
2. Students are involved in the process in two ways:
a. The current PEOs are published on the department web page and students will be
encouraged to present proposed revisions through the Student Advisory Board.
b. Close to the date of each revision, the Student Advisory Board will take student opinion
about PEO revisions through the questionnaire.
3. Alumni are involved in the revision process through a survey of randomly selected alumni
graduated within a period of 3 to 5 years from the date of survey.
4. Employers are also involved in the revision process through a survey of major employers of the
program graduates.
5. Based on the data obtained through student survey, exit interviews, alumni surveys, employer
surveys, and the faculty survey data gathered through the CLOSO software during the past three
years, the Assessment and Evaluation Committee forms proposals for revisions of the PEOs.
6. The proposals are presented to the faculty in the department council meeting.
7. The revised PEOs approved by the department council will be sent to EAB members.
8. EAB members will present their opinions in the EAB annual meeting. The EAB members are
given the questionnaire to fill in as shown in Figure 2-1.
9. Finally, the department council will consider the recommendations of EAB as well as all
constituencies and will give final approval to the revisions.

2-5
Figure 2-1: PEO revision questionnaire

2-6
CRITERION 3: STUDENT OUTCOMES
A. Student Outcomes
The Computer Engineering Department has adopted the Student Outcomes a-k as prescribed in ABET
Criterion 3. These abilities that students must demonstrate at the time of graduation are attained through
various courses taken by all students during the program. Student Outcomes a-k are listed in Table 3-1.
These have been published at the following URL: https://uqu.edu.sa/en/cis_ce/19507.
Table 3-1 Student Outcomes (SOs)
SO ID SO Description
(a) an ability to apply knowledge of mathematics, science, and engineering
(b) an ability to design and conduct experiments, as well as to analyze and interpret data
an ability to design a system, component, or process to meet desired needs within realistic
(c) constraints such as economic, environmental, social, political, ethical, health and safety,
manufacturability, and sustainability
(d) an ability to function on multidisciplinary teams
(e) an ability to identify, formulate, and solve engineering problems
(f) an understanding of professional and ethical responsibility
(g) an ability to communicate effectively
the broad education necessary to understand the impact of engineering solutions in a
(h)
global, economic, environmental, and societal context
(i) a recognition of the need for, and an ability to engage in life-long learning
(j) a knowledge of contemporary issues
an ability to use the techniques, skills, and modern engineering tools necessary for
(k)
engineering practice

B. Relationship of SOs to PEOs

The program outcomes support the program educational objectives. The first objective is that our
graduates “Practice as computer engineers in problem solving, designing, implementing and maintaining
computing systems”. This objective is supported by most of the student outcomes. Indeed, (a), (b), (c),
(e), and (k) target the ability to (1) apply fundamental mathematical, science and engineering knowledge,
(2) formulate and solve an engineering problem of varying complexity (a small component to a complete
system) as individual or a member of a team and (3) utilize their computing knowledge and up to date
computing techniques and tools in analyzing, designing, implementing and evaluating computer-based
systems of varying degrees of complexity. Outcome (f) targets social responsibilities and is required from
computing professionals such as our graduates. Outcome (h) ensures the ability of our graduates to study
the impact of their design in a global, economic, environmental, and societal context.
The second objective is that our graduates “Utilize their professional education/ knowledge for the
benefits of the society or/and the profession”. Outcomes (d), (e) and (f) support this objective in that they
provide the ability to design projects in teams under broader ethical, societal, and global point of view.
The third objective is that our graduates “Keep their professional knowledge updated through further
education or exploring available resources and through engineering educational seminars or
workshops”. The outcome (i) directly supports this assertion. Outcomes (h) and (j) require having life-
long learning as well.

3-1
The forth objective is that our graduates “Assume leadership positions in industry, academia and public
service, and/or contribute positively to their growth and sustainability”. Leadership positions usually
require effective communication (Outcome “g”), more experience and knowledge beyond the B.Sc. study
(Outcome “i”), a knowledge of contemporary issues (Outcome “j”) and skills of using modern tools and
technology (Outcome “k”).
Table 3-2 summarizes the mapping between the student outcomes and the program objectives.
Table 3-2 Relationship of SOs to PEOs
Program Educational Objectives (PEOs)
(Abbreviated)
PEO 1 PEO 2 PEO 3 PEO 4
Practice computer Utilize Keep professional Attain
Student engineering professional knowledge professional
Outcomes profession education updated leadership
(a) 
(b) 
(c)  
(d)  
(e) 
(f) 
(g) 
(h)  
(i)  
(j)  
(k)  

3-2
CRITERION 4: CONTINUOUS IMPROVEMENT
A. Student Outcomes
The student outcomes (SOs) have already been described in the previous chapter. The computer
engineering program has several processes for regularly assessing and evaluating these outcomes. This
section of the chapter documents these processes as well as the results that indicate the extent to which
the SOs are actually attained. This section has been structured as follows:
1) Data Collection Elements (Section A-1)
2) Assessment processes (Section A-2).
3) Assessments management (Section A-3)
4) SO Evaluation Processes (Section A-4)
5) SO Attainment (Sections A-5 to A-11)

A-1 Data Collection Elements

The data collection processes for the assessment and evaluation of SOs rely on the following elements:
A-1-1 Element 1: Course Learning Outcomes
Each course has a set of outcomes called “Course Learning Outcomes” or CLOs. The CLOs of a course
are the abilities targeted to be attained by the students through the various topics taught to them in the
course. For Computer Engineering program, the CLOs are part of the syllabus and are published for
students and the faculty through the CLOSO software as described later in this chapter. The syllabus for
each course with the CLOs are also provided in Appendix A – Course Syllabi of this SSR.
An example of the set of CLOs for the course 1403201-4 Circuit Theory is shown in Table 4-1.
Table 4-1 Typical CLOs (1403201-4 Circuit Theory)
CLO ID CLOs
CLO 1 An ability to analyse resistive circuits by applying electrical circuit laws
CLO 2 An ability to analyse 1st order and 2nd order circuits by applying electrical circuit laws
CLO 3 An ability to analyse basic two-port circuits by applying electrical circuit laws
CLO 4 An ability to design and conduct experiments in the area of basic electrical circuits

CLOs are important because they are the basis of all direct assessments of SOs. Importance of the
assessment of CLOs is very well described in (Imam et al., 2017) and is quoted as follows:
[It is worth noting that the SOs are not always expected to be attained directly but indirectly in an integrative
manner through the attainment of various CLOs in one or more courses. In an academic program, students enroll
in a set of courses prescribed in the curriculum. The abilities attained by the students are attained mainly through
their learning from these courses. The instructor teaching a course may primarily focus on the course subject matter
and strive to ensure that at the end of the course the students attain the abilities as required by the set of CLOs pre-
specified in the curriculum. Consequently, the curriculum design must include courses with appropriate CLOs that
also help in attaining the required SOs in an integrative manner. This imperative is usually accommodated through
an appropriate CLO-SO map (Imam & Tasadduq, 2012; Imam, Tasadduq, Ahmad, & Aldosari, 2016; Smart-
Accredit, 2016). Once ensured proper CLO-SO mapping is achieved, teaching and assessments can be focused on
the attainment of CLOs (Kuh, Jankowski, Ikenberry, & Kinzie, 2014). It is noteworthy that directly assessing the
SOs, and not through CLOs, often defeats the purpose of having both an integrated and an encompassing
curriculum. For example, in a course of Circuit Theory, CLOs would require the students to attain an ability to
analyze circuits. Whereas, in a course of Hydraulics, CLOs would require the students to attain the ability to analyze
4-1
the flow in pipes and channels. These abilities are learned through various courses and, in turn, facilitate learners
attain the broad higher-level ability “to identify, formulate, and solve engineering problems”, which is an ABET
specified SO. However, if an instructor just assesses the SO directly and disregards the subject matter then the
whole idea of an integrated curriculum is defeated.]

A-1-2 Element 2: CLO-SO Linking

The ability attained by students in a CLO may be linked to an ability represented by one or more SOs.
Therefore, CLO-SO map is required to show this linking using the 0-1 logic. A typical CLO-SO map for
the course 1403201-4 Circuit Theory is shown in Table 4-2. A value of 1 indicates the CLO is
significantly contributing towards the attainment of the relevant SO.
Table 4-2 Typical CLO-SO map (1403201-4 Circuit Theory)
SOs
CLO ID
a b c d e f g h i j k
1 1 1
2 1 1
3 1 1
4 1 1

Since SOs are linked to the CLOs of various core courses through the CLO-SO mapping, if the CLOs are
attained to the required level of satisfaction, the relevant SOs are also assumed to be attained to the
required level of satisfaction. Based on this proposition, the most important part of our SO assessment
process is to track the attainment and satisfaction of CLOs in various courses. The data obtained for CLO
satisfaction are then converted to SO satisfaction data automatically by the CLOSO software being used
in the department for the last 6 years. Figure 4-1 shows this central idea of the SO assessment process.

Figure 4-1 The SO assessment linked to CLO assessment

A-1-3 Element 3: Level of Learning (LOL)
“Level of Learning” (LOL) is another essential element of the assessment and evaluation process. It is
obvious that just saying that a given SO has been attained by the students is not enough. The question
arises: “To what level a SO has been attained?” Therefore, it is important to prescribe proper LOL for
each SO. This is necessary to keep track of the level of learning for each SO.
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Bloom’s Taxonomy is well established way to specify and assess the LOL. It covers the various levels of
attainment of educational objectives by dividing them into six levels of cognitive development. They are
described here in Table 4-3. Table 4-4 shows the LOLs for each SO. This table may be improved with
experience.
Table 4-3 Bloom’s Levels of Learning (LOL)
LOL
Level Illustrative Verbs
ID
define; describe; enumerate; identify; label; list; match; name; reproduce;
1 Knowledge
select; state
classify; cite; convert; describe; discuss; estimate; explain; generalize;
2 Comprehension
give examples; paraphrase; restate (in own words); summarize
Administer; apply; calculate; chart; compute; determine; demonstrate;
3 Application
implement; prepare; provide; relate; report; solve; use
analyze; break down; correlate; differentiate; discriminate; distinguish;
4 Analysis formulate; illustrate; infer; organize; outline; prioritize; separate;
subdivide
Adapt; combine; compile; compose; create; design; develop; devise;
5 Synthesis
facilitate; generate; integrate; modify; plan; reconstruct; revise; justify
Appraise; compare and contrast; conclude; criticize; defend; evaluate;
6 Evaluation
judge; justify

Table 4-4 LOLs for SOs

SO (a) (b) (c) (d) (e) (f) (g) (h) (i) (j) (k)
LOL 4,5 3 4,5 3 4,5 4,5 4,5 3,4 3 4,5 3

A-1-4 Element 4: Courses Used for Evaluation

The list of all courses used for assessment data collection and evaluation of attainment of SOs is given in
Table 4-5. This list does not include all the courses of the program. Students of the Computer Engineering
program acquire abilities as prescribed by the required SOs through various courses during the five-year
degree program. These courses are from various departments from different colleges and span over a
wide range of subject areas. Despite the fact that all such courses contribute a little or more towards
attaining the required SOs, assessment and evaluation presented here to demonstrate the attainments of
SOs are limited to the core courses of the program administered by the Computer Engineering
Department including the Graduation Project. These courses are taken by all students enrolled in the
program and the department has full control on them for devising the assessment and evaluation processes
as well as implementing the improvement plans.
The courses that are not considered in the SO evaluation processes are the following:
• General courses to satisfy the university requirement
• Engineering courses administered by other departments
• Elective courses of the Computer Engineering program
• The two summer trainings administered by the College
It must be re-emphasized that all the above courses that are not considered in the evaluation of attainment
of SOs definitely contribute to the abilities related to SOs. The reasons for excluding them are as follows:
a) Since it will be demonstrated that all the SOs are attained to the required satisfaction level
through the Computer Engineering core courses, as mentioned above, the abilities gained
through the excluded courses “a plus” and are not required to be evaluated.

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 b) These courses are not administered by the department and therefore we don’t have full control
on them for data collection and evaluation.
c) Excluding elective courses from data collection and evaluation is due to the fact that all students
do not take the same elective courses. The SOs attained in various elective course are different
and therefore the attainment of SOs in these elective courses are not representative of the abilities
of all students in the program.
A-1-5 Element 5: Satisfaction Criterion
Another essential element of the SO assessment and evaluation process is the “Program Satisfaction
Criterion” or PSC. It specifies the percentage of students that must attain a certain level of ability for the
students learning to be called satisfactory. The abilities attained are represented by the students’
percentage scores in each CLO and SO. The PSC is specified by the department based on faculty opinion.
If the satisfaction level for a CLO or SO in a course is lower than the specified PSC it will trigger the
alarm for the instructor and a “Course Improvement Plan” (CIP) must be written and implemented by the
instructor.
Computer Engineering program has specified a satisfaction criterion of 60% students attaining the ability
represented by 70% marks (i.e., C grade), stated as follows:
Target PSC: “60% students attain the ability represented by 70% marks”
It must be emphasized here that it is a target to be achieved. With this target, for any course that cannot
attain this PSC then a CIP must be provided by the instructor and then implemented to obtain the required
“Target PSC”. The purpose of this “Target PSC” is to encourage the faculty to suggest a CIP whenever
the CLO or SO attainments fall below this Target PSC. Considering the fact that some faculty members
are always too hard graders and some are too soft, the “Target PSC” provides a guideline to the instructors
and the chairman to evaluate the level of learning of the students.
Table 4-5 Courses used for evaluation of SO attainment
Course No. Course Name Credit Hours
1403201 Circuit Theory 4
1403271 Switching Theory 4
1403311 Electronics 4
1403312 Digital Elect. Syst. & Circuits 4
1403322 Computer Comm. System 4
1403364 Basics of IC Design 3
1403371 Advanced Logic Design 4
1403372 Computer Organization 4
1403381 Numerical Analysis 3
1403401 Seminar 2
1403422 Computer Networks 4
1403450 Microcomputers Syst. Design 4
1403472 Computer Architecture 3
1403489 Microprocessors 4
1403499 Project 4

A-1-6 Element 6: Accreditation Software

The department is using a software package called CLOSO [http://www.smart-accredit.com]. It was used
to achieve the following goals:
a) To cut down the instructor’s time and effort in assessment data collection.
b) To automate the course folder preparation.
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 c) To make the course folder of each instructor in a unified format.
d) To increase the reliability of the collected data.
e) To allow error-free processing of large amount of data.
f) To enable the department to analyze and evaluate all courses.
g) To obtain faculty’s opinions on issues to help improve the CLO and SO attainments.
h) To identify the courses having issues and to take corrective measures.
i) To review the SO attainments and “Loop-closing” in each semester.
j) To maintain a unified database for syllabi of all courses.
k) To make the assessment and evaluation system highly sustainable to continue without any
additional resources.
The software CLOSO was licensed because it satisfied all the above requirements. The software has been
extensively used by the instructors in preparing the course files and by the ABET coordinator in getting
data for this SSR.

A-2 Assessment Processes

The attainment of SOs are continually assessed and evaluated through a number of processes. Other than
the direct Formative and Summative Assessments, five other indirect assessment processes constitute a
system of assessment and evaluation. A summary of these processes is given in Table 4-6.
Table 4-6 Assessment Processes at a Glance
SO Assessment Assessment Data Data Collection &
Frequency Evaluated by
Process Type Responsibility Processing
Formative Each Assessment
1 Direct Instructors CLOSO
Assessment Semester Committee
Summative Each Project Assessment
2 Direct CLOSO
Assessment Semester Advisor Committee
Course-wise Each Assessment
3 Indirect Instructors CLOSO
Student Survey Semester Committee
Course-wise Each Assessment
4 Indirect Instructors CLOSO
Faculty Survey Semester Committee
Each Surveys Surveys Assessment
5 Exit Survey Indirect
Semester Committee Committee Committee
Surveys Surveys Assessment
6 Alumni Survey Indirect Triennial
Committee Committee Committee
Employers Surveys Surveys Assessment
7 Indirect Triennial
Survey Committee Committee Committee

Data collection and evaluation is automated through CLOSO software package mentioned above. The
software maintains a unified database containing the syllabus, CLO-SO maps for all courses, Program
Satisfaction Criterion and various other data. The software has several features and the effective use of
software is improved continually. The department was quite successful in drastically cutting down the
instructors’ time in preparing the course files and the evaluation of data. To understand the assessment
processes, the following two points are to be noted:
a. In the direct assessment process, reliance on some “SO-based” questions in a subset of courses
cannot be fruitful. Complete data for all core courses are required to make decisions that bring
improvement. Since the instructor teaching the course is more oriented towards the CLOs and
naturally plans to assess the CLOs of the course and considers students’ attainment of the CLOs

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 of the course as the major responsibility, we let the instructor focus on the CLOs. The CLOSO
software converts the CLO based data to the SO based data through the CLO-SO map of the
course as described in Section A-4-1.
b. Since CLOSO software automates the process of analysis and evaluation of data our
“Formative Assessment” now includes all core courses. The philosophy in the Formative
Assessment is based on the fact that SOs are in fact the abilities at the time of graduation and
not the abilities demonstrated in individual courses. All core courses taken before the
graduation are actually just preparing the students to attain the SOs. Therefore, the Formative
Assessments represent the quality of learning and teaching and the data from these assessments
are indicators of students’ progress towards the attainment of SOs. The SOs are demonstrated
by the students in their graduation projects completed in the senior year. The graduation
projects cover all the SOs. For this reason, we call the assessment of the Graduation Project as
“Summative Assessment”.
A-2-1 Formative Assessment
For each course, course assessment data are collected by the instructor in a prescribed format. The data
for each core course are input to the CLOSO software by the instructor. CLOSO software produces all
the required analyses and evaluation data. It also produces a print out of the complete course file for
accreditation purpose. The results are finally reviewed and evaluated by the CLOSO Admin part of the
software. The compiled results are reviewed and evaluated by the Assessment and Evaluation Committee.
Since all data processing is done by CLOSO software, the key to success in achieving the reliability of
the direct course assessment and evaluation system is the data collection and data entry. The data to be
collected by the instructor over the whole semester are described in the following sections.
A-2-2 Summative Assessment
Three to five students work as a team on the Graduation Project over a period of one semester under the
supervision of a faculty member with good design back ground. CLOSO data templates are available for
the instructors to report the assessment of the project. The data are processed and all the required analysis
of data and the evaluation are produced by the CLOSO software. The details are given in Section A-6.
A-2-3 Course-wise Student Survey Assessment
For each course, CLOSO software produces a CLO satisfaction survey form. The instructor distributes
the survey form to the students at the end of the semester before the final examination. The students fill
in the survey form to tell their opinion about how well they think they have learned based on their
perception. The data is entered in the CLOSO software by the instructor. The software does the rest of
the processing as explained in Section A-7.
A-2-4 Course-wise Faculty Survey Assessment
For each course, the instructor enters his own opinion about students learning based on his perception at
the end of the course. The data are entered in the CLOSO software by the instructor. The software does
the rest of the processing as will be explained in Section A-8.
A-2-5 Exit Survey Assessment
Exit survey is conducted at the end of each semester. All graduating students fill a survey form. In this
survey, graduating students give their assessments of how well they have attained the SOs. The data is
compiled by the Surveys Committee and is reviewed by the Assessment and Evaluation Committee. It is
discussed in Section A-9.
A-2-6 Alumni Survey Assessment
The Alumni survey is performed at an interval of three years. One of the main objectives of this survey
is to obtain the opinion of the alumni about how they found themselves in the abilities relevant to the SOs
at the time of graduation. Details of this process are described in Section A-10.

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A-2-7 Employer Surveys
Employer survey is performed every three years. There are several items on the questionnaire. One major
purpose of the survey is to determine the opinions of the employers about the abilities of the graduates of
the Computer Engineering Program related to each SO at the time they were hired after graduation. This
is described in Section A-11.

A-3 Assessments Management

A-3-1 SO Assessment Plan
The first piece of information that is required by all instructors is an SO assessment plan for the courses
they are teaching and share it with the students in the first week of classes. The purpose of this plan is to
increase the awareness of the course relevant SOs among the students and to re-emphasize the faculty of
the importance of SO assessment though done implicitly through the assessment of the CLOs. This helps
the instructor in keeping in view the relevant SOs whenever designing an assessment for CLOs. At the
same time, it helps the students in paying attention to their abilities that are required at the time of
graduation. Table 4-7, Table 4-8 and Table 4-9 show the choices available to the instructor for three
different aspects of the SO assessment plan.
Table 4-7 SO Introduction to Students - Choices for Instructors
Choice No. When will the SO be introduced to the students?
1 In the first week of classes
2 In the second week of classes
3 Any time before mid-term
4 After the mid-term
5 Last week of classes
6 Never

Table 4-8 SO Students Awareness Check - Choices for Instructors

Choice No. How will it be ascertained that students are aware of the SO?
1 Through verbal cross-questioning
2 Through a questionnaire
3 Through questions in assessments
4 No. Nothing will be done.

Table 4-9 SO Assessment Method - Choices for Instructors

Choice No. How will the SO be assessed?
1 Implicitly through CLO based questions
2 Explicitly through SO based questions
3 Through a presentation, student will make
4 Through an assessment for this purpose
5 Through oral questions
6 Not applicable (because no plan to assess)

Figure 4-2 shows a typical instructors’ input in CLOSO software. Here the instructor enters the plan of
SO evaluation. The SOs in the first column are only those that are relevant to the course. This information
is gathered from all instructors for increased awareness of the faculty teaching the course and the students
and may be used by the Assessment and Evaluation Committee to resolve any issues concerning the
satisfaction of SO attainment.

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 Figure 4-2 An example of SO Assessment Plan Input
A-3-2 Assessment Design
CLOSO helps the instructor in organized design of assessments. The assessments are organized by
identifying the four attributes:
a) An assessment ID (usually the serial order of occurrence of assessment)
b) A name given to the assessment by the instructor
c) Raw marks used for grading the assessment
d) Contribution of the assessment to the final grade out of 100
An example is shown in Table 4-10. It is worth noting that data shown in Table 4-10 is typically
maintained by all instructors universally and therefore it is no additional burden on the instructor.
Table 4-10 Typical Assessment Marks Contribution Data
Assessment Assessment Raw Marks Marks
ID Name (Used for grading Contribution to
the assessment) Final Grade (%)
1 Quiz 1 20 5
2 Homework 1 100 5
3 Quiz 2 20 5
4 Mid-Term 20 20
5 Term Project 50 15
6 Final Exam 100 50
Total marks contribution: (must add up to 100) >> 100

A-3-2-1 Organizing the Question Sets

The question set works as the main entity in assessment design. It has the following 6 elements:
1. QS ID
2. From/To Question Numbers for the QS
3. Raw Marks of the QS
4. CLO addressed in the QS
5. SO addressed in the QS
6. Bloom’s Level of the QS
The instructor inputs the above attributes for each question set through CLOSO as shown in Figure 4-3.

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 Figure 4-3 An example of assessment design data input
A-3-2-2 Assessment Data
Assessment marks for the students are among the data that an instructor always maintains. Computer
Engineering Program Assessment and Evaluation system requires that the assessment marks be recorded
QS-wise in a natural way as is done conventionally. The instructor may maintain such data for all students
in an Excel sheet and then copy-paste to the CLOSO data input window. Alternatively, the instructor may
input the data directly to CLOSO and there is no need to store data in Excel sheets. Table 4-11 is an
example showing the required data for each assessment to be recorded by the instructor. The last column
indicates the Non-CLO marks i.e. marks for questions in an assessment that don’t belong to any of the
course CLOs. This option is only used by instructors who assess the students in areas not covered by the
prescribed CLOs. Later they may recommend improvements in the curriculum based on their
observations of the Non-CLO performance.
Table 4-11 Example of Required Assessment Data
Student QS 1 QS 2 QS 3
S/N (Marks Out of 20) (Marks Out of 30) (Marks Out of 50)
1 17 20 45
2 16 22 43
3 10 25 30
4 17 26 39
5 15 23 38
6 14 19 37
…. …. …. ….

Figure 4-4 shows the data input window for assessment data. It is interesting to note that graphs of
analyses are shown instantly as the instructor inputs the data. These analyses keep the instructor informed
of the students’ performance so that the instructor may take measures to improve the learning outcomes.

A-4 SO Evaluation Processes

Evaluation is defined as one or more processes for interpreting the data acquired though the assessment
processes in order to determine how well the student outcomes are being attained. This section describes
the evaluation processes.
A-4-1 Evaluation through Core Courses
For each course, CLOSO software performs analysis of the collected assessment data. Two types of data
are produced: a) CLO satisfaction data, b) SO satisfaction data. They are described below:

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 Figure 4-4 Assessment data input and analysis of CLOSO
a) CLO Satisfaction Data: CLOSO software analyses and determines the percentage of students
satisfying the PSC for each assessment. Then a weighted average is calculated for each CLO. An
example of CLOSO display of CLO Satisfaction data is shown in Figure 4-5. For each CLO,
there are two columns of data. The first column displays the marks allocated for the assessment
for the particular CLO. The second column displays the percentage of students getting marks
greater than 70% (Program satisfaction Criterion). The last row in this table of data gives the
weighted average of all assessments done for the course.
b) SO Satisfaction Data: CLOSO performs SO satisfaction analysis of each course using a
conversion formula based on CLO-SO map for the course and produces the percentage of
students satisfying the program satisfaction criterion for each SO that is relevant to the course as
shown in Figure 4-6. For each SO, there are two columns of data. The first column displays the
marks allocated for the assessment for the particular SO. The second column displays the
percentage of students getting marks greater than 70% (Program satisfaction Criterion). The last
row in this table of data gives the weighted average of all assessments done for the course.

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 Figure 4-5: Typical CLO satisfaction data

Figure 4-6: Typical SO satisfaction data

A-4-2 Evaluation through Graduation Project (GP)

The Graduation Project (GP) is to be completed in one semester. However, if the students are unable to
complete the project in one semester, they are given an incomplete grade and they continue the work in
the following semester. Its complete procedure with specified tasks to be done is described in a document
prepared by the department. This document is available at https://uqu.edu.sa/en/cis_ce/44326. It describes
the assessment process of the GP, its administration and evaluation. GP assessment is even more
important and has much more weight than direct course assessment because the students doing the GP
are close to graduation. Their abilities in all SOs are assessed in GP. We describe the process of data
collection and evaluation in the following sections.
A-4-2-1 Graduation Project CLOs & CLO-SO Map
Assessment data for the graduation project submitted by the GP advisers are based on a set of CLOs that
are pre-specified and are strongly linked to the SOs. The CLO-SO map for the graduation project is also
pre-specified. The CLOs and the CLO-SO maps of the graduation project are approved by the Curriculum
Committee. They are also reviewed by the assessment committee to make sure all SOs are properly
represented. The prescribed CLOs are shown in Table 4-12. The CLO-SO map is shown in Table 4-13.
It can be seen from the CLO-SO map that all the 11 SOs from (a) to (k) are significant in the project.
Therefore, over the two semesters, the students demonstrate their abilities in all the required SOs through
the tasks required by the GP. Since graduation project is taken by the students when they are close to the
graduation, the data obtained from the GP is the most reliable data indicating the attainment of the SOs.

Table 4-14 shows the list of tasks for the GP with relative weight of each task and the required CLO to
be attained from these tasks. The weights shown in the third column of Table 4-14 are used by the software
CLOSO to process the assessment data. The instructor does not have to worry about calculating the
assessment marks based on the weights. The instructor reports the assessment of each task out of 100.

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The Graduation Project data collected from the instructors in the form of CLOSO data files are
automatically evaluated by CLOSO software for CLO and SO satisfaction. The analysis and the output
are exactly similar to what has been described in Section A-4-1 and therefore are not repeated here.
Table 4-12: Graduation project CLOs
S/N Course Learning Outcomes (CLOs)
1 Ability to identify and formulate engineering problems in the area of Computer Engineering
2 Ability to function in multidisciplinary teams
3 Ability to conduct enough literature review in the project domain
4 Ability to design a system, component or process with defined constraints
5 Ability to solve engineering problems and implement designed solutions
Ability to collect and analyze data, and draw conclusions through experiments while testing a
6
project
7 Ability to communicate effectively in written engineering report and in oral presentation

Table 4-13: Graduation project CLO-SO map

Student Outcomes
CLO ID
a b c d e f g h i j k
CLO 1 1 0 0 0 1 0 0 0 1 0 0
CLO 2 0 0 0 1 0 0 0 0 0 0 0
CLO 3 1 0 1 0 1 1 0 0 1 1 1
CLO 4 1 1 1 0 0 0 0 1 0 1 1
CLO 5 1 1 1 0 1 0 0 1 0 1 1
CLO 6 0 1 0 0 0 0 0 0 0 1 1
CLO 7 0 0 0 0 0 1 1 0 0 0 0

Table 4-14: Graduation project assessment items

Weight
Task No. Task Description CLO ID
(Out of 100)
1 Proposal 5 CLO 1
2 Process & Team Work 15 CLO 2
3 Literature Review And Analysis 5 CLO 3
4 Problem Formulation 5 CLO 1
5 Design 20 CLO 4
6 Implementation 15 CLO 5
7 Testing 10 CLO 6
8 Technical Report 10 CLO 7
9 Oral Presentation 5 CLO 7
10 Poster Presentation 10 CLO 7
Total Marks 100

A-4-3 Course-wise Student Survey

Indirect assessment of SO attainment through course-wise student survey is the most important indirect
assessment. Students get a chance to tell about their perception concerning the attainment of the CLOs.
The form for getting each student’s opinion is generated and printed by CLOSO. Since the CLOs are
different for each course, the forms are printed differently for each course. On the form, the CLOs are
listed and a student scores the learning outcome attained as perceived by him. A typical form is shown in
Figure 4-7.
The filled in forms are collected from all students just before the final examination. The data are entered
in CLOSO. CLOSO processes the data and evaluates the CLO satisfaction. A typical CLOSO screen
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snapshot of Student Survey Analysis is shown in Figure 4-8. In the analysis produced by CLOSO, the
percentages in the columns, labelled 3:C, 4:B and 5:A, are summed up to determine what percentage of
students perceive that the CLOs have been attained to 70% or higher marks. The SO satisfaction is also
calculated and displayed as shown in the bottom part of Figure 4-8. It may be noted that the required
satisfaction is obtained when 60% students believe that they have attained the CLOs to the level of 70%
or higher marks (i.e., C or above).
A-4-4 Course-wise Faculty Survey
Indirect assessment of SOs through Faculty Survey is important because it is the judgment of the
instructor teaching the course. Obviously, the instructor knows from the direct assessment how well the
students have attained the CLOs and SOs. The judgment of the instructor will be usually about the same
as reflected by the direct assessments. However, the instructor observes the performance of students over
the semester and there may be reasons to believe that the students’ ability as reflected by the direct
assessments are not true. Thus, the indirect assessment through Faculty Survey is necessary. It shows the
perception the instructor has about the students’ abilities attained in the course. In this survey, the
instructor indicates, for each CLO, his opinion about the real abilities attained by the students. Therefore,
the input is very simple. CLOSO takes the input from the instructor and then converts it to SO satisfaction
using the same CLO-SO mapping as discussed earlier. Figure 4-9 shows a CLOSO screen snapshot of
the faculty survey of CLO satisfaction for a typical course. The snapshot also shows the rubrics used for
the faculty survey. CLOSO displays the rubrics to help the instructor input his perception of students’
abilities. The rubrics are as follows:
 1: Unsatisfactory
 2: Progressing (towards satisfaction)
 3: Satisfactory (i.e. 60% students are attaining the abilities to a level of C grade)
 4: Excellent
 5: Exemplary
A score less than three is unsatisfactory and therefore an improvement plan will be required to rectify the
low attainment of the CLO and the relevant SOs.

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 Figure 4-7 Typical student survey form
CLOSO converts the CLO Satisfaction data to the SO satisfaction data. Figure 4-10 shows the converted
data for several courses. This is presented here as an example. Faculty survey analysis is not done only
for the CLO and SO attainment but actually is done for numerous factors affecting the quality of learning
and proposed improvements. The data shown in Figure 4-10 is for SO attainment that is displayed when
the user clicks the “SO Satisfaction” item from the left menu and then selects “Faculty Survey” from the
bottom of the window.
Figure 4-10 shows faculty survey data for each course. It shows the marks allocated to the relevant SO
and the percentage of students getting 70% or more marks. For example, SO (a) has two columns namely
M(a) and P(a). M(a) are the marks that were allocated to questions used in the assessments of SO (a). P(a)
is based on the faculty survey data about the perception of the instructor about the percentage of students
satisfying the criterion. One can see that except for three, all the courses displayed have a satisfaction of
99 i.e., 100%. It means that the instructor believes that all of the students have attained the learning
outcome to the level of 70%. In addition to this information, the first few columns of the table give the
Course ID, Sections, the credit hours (CH) and the number of students (NS).

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 Figure 4-8 Typical student survey data and analysis

Figure 4-9 An example of faculty survey data input

Figure 4-10: Example of SO satisfaction based on faculty survey data

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A-4-5 Exit Survey
In each semester, all graduating students are required to fill in a survey form available online at
department’s website. Table 4-15 shows part of the survey form that relates to SOs.
Table 4-15 Exit Survey SO Attainment Form

A-4-6 Alumni Survey

Alumni survey is done at an interval of 3 years. The questionnaire is available online and a set of randomly
selected alumni are requested to fill it. Among the questions in the questionnaire Table 4-16 is provided.
In this table, the alumni indicate the perception of their abilities in each SO at the time of graduation.
A-4-7 Employer Survey
Employer survey is also done at an interval of 3 years. A set of randomly selected employers are requested
to fill a questionnaire available online. Among the questions, a table similar to Table 4-16 used for the
Alumni survey is provided so that the employers may indicate how well they found our graduates that
they employed in abilities concerning each SO.

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 Table 4-16 Alumni survey form for SO attainment
To what degree the
education you received
at CE meet the Student
CE Student Outcomes Outcome

Very Good

Very Poor
Excellent

Good

Poor
My education at UQU has given me the ability to:

a Apply knowledge of mathematics, science, and engineering

Design and conduct experiments, and collect, analyze and interpret
b
data.
Design a system, process, or component to meet desired needs
c
subject to given constraints
Function on multi-disciplinary and/or diverse teams. Take
d
responsibility, share work, and value other viewpoints.
e Identify, formulate, and solve engineering problems

f Understand professional and ethical responsibilities

g Communicate effectively – oral and written

Understand the impact of engineering solutions in a global,
h
economic, environmental, and societal context
Recognize the need for and demonstrate ability to engage in
i
lifelong learning
Know about contemporary (state-of-the-art) issues relevant to
j
computer engineering
Use techniques, skills and modern engineering tools necessary for
k
engineering practice

A-5 SO Attainment Data Extraction from CLOSO

SO Attainment data for two academic years (2016-17 and 2017-18) are presented in this section. These
data are based on the formative assessment data collected from the course files submitted by the
instructors. The data represent about 90% of the courses taught in the academic years covering all SOs
from (a) to (k). Roughly 10% of the courses go without any course file submission or course files with
issues that don’t allow their inclusion in the automated analysis performed by CLOSO software. This
does not have any significant effect on the average SO attainment data. The department chairman takes
measures to pursue all instructors for the submission of course files and we are hoping to have 100%
course files submission in the future.
A-5-1 SO Attainment Data for 2016-17 (Formative)
Formative SO Attainment Data for the academic year 2016-17 produced by CLOSO software are shown
in Figure 4-11 to Figure 4-21 for SO (a) to SO (k).

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Figure 4-11 SO Attainment Data for SO (a) – Fall & Spring 2016-17 (Produced by CLOSO)

Figure 4-12 SO Attainment Data for SO (b) – Fall & Spring 2016-17 (Produced by CLOSO)

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Figure 4-13 SO Attainment Data for SO (c) – Fall & Spring 2016-17 (Produced by CLOSO)

Figure 4-14 SO Attainment Data for SO (d) – Fall & Spring 2016-17 (Produced by CLOSO)

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Figure 4-15 SO Attainment Data for SO (e) – Fall & Spring 2016-17 (Produced by CLOSO)

Figure 4-16 SO Attainment Data for SO (f) – Fall & Spring 2016-17 (Produced by CLOSO)

Figure 4-17 SO Attainment Data for SO (g) – Fall & Spring 2016-17 (Produced by CLOSO)

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Figure 4-18 SO Attainment Data for SO(h) – Fall & Spring 2016-17 (Produced by CLOSO)

Figure 4-19 SO Attainment Data for SO (i) – Fall & Spring 2016-17 (Produced by CLOSO)

Figure 4-20 SO Attainment Data for SO(j) – Fall & Spring 2016-17 (Produced by CLOSO)

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 Figure 4-21 SO Attainment Data for SO (k) – Fall & Spring 2016-17 (Produced by CLOSO)
A-5-2 SO Attainment Data for 2017-18 (Formative Assessments)
SO Attainment Data for the academic year 2017-18 are shown for SO (a) to SO (k) in Figure 4-22 to
Figure 4-32.

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Figure 4-22 SO Attainment Data for SO (a) – Fall & Spring 2017-18 (Produced by CLOSO)

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Figure 4-23 SO Attainment Data for SO (b) – Fall & Spring 2017-18 (Produced by CLOSO)

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Figure 4-24 SO Attainment Data for SO (c) – Fall & Spring 2017-18 (Produced by CLOSO)

Figure 4-25 SO Attainment Data for SO (d) – Fall & Spring 2017-18 (Produced by CLOSO)

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Figure 4-26 SO Attainment Data for SO (e) – Fall & Spring 2017-18 (Produced by CLOSO)

Figure 4-27 SO Attainment Data for SO (f) – Fall & Spring 2017-18 (Produced by CLOSO)

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Figure 4-28 SO Attainment Data for SO (g) – Fall & Spring 2017-18 (Produced by CLOSO)

Figure 4-29 SO Attainment Data for SO (h) – Fall & Spring 2017-18 (Produced by CLOSO)

Figure 4-30 SO Attainment Data for SO (i) – Fall & Spring 2017-18 (Produced by CLOSO)

Figure 4-31 SO Attainment Data for SO (j) – Fall & Spring 2017-18 (Produced by CLOSO)
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 Figure 4-32 SO Attainment Data for SO (k) – Fall & Spring 2017-18 (Produced by CLOSO)
A-5-3 SO Attainment Summary and Comparison for Formative Assessments
A summary of SO attainment for academic year 2016-17 is shown in Table 4-17. It is obvious that SOs
(a), (c), (e) and (g) are the weakest and below the PSC. However, at least in one course, 87% students
earned 70% or more marks in both these SOs as can be seen in the last row of the table. Moreover, students
attained these marks in one of the advanced courses that they took. Also, SO attainment is much better in
advanced courses as compared to that in earlier courses. Therefore, it can be concluded that although,
students were weak in these SOs in earlier courses but they earned good scores in advanced courses
showing that their understanding became better later in the program.
A summary of SO attainment for academic year 2017-18 is shown in Table 4-18. Looking at simple
averages, It can be seen that SO (g) has improved but SOs (a), (c) and (e) have degraded even further.
However, as shown in the last row of the table, at least in one course, 89% students earned 70% or more
marks in SO (a), 96% in SO (c) and 94% in SO (e). Similar to what we concluded for the academic year
2016-17, these maximum attainments were achieved in one of the advanced courses. Also, SO attainment
is much better in advanced courses as compared to that in earlier courses. Therefore, for the academic
year 2017-18 also, it can be concluded that although, students were weak in these SOs in earlier courses
but they earned good scores in advanced courses showing that their understanding became better later in
the program.

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 Table 4-17 SO attainment for P: 70% (2016-17)
Student Outcomes (SO) a b c d e f g h i j k
Weighted Averages (%) 56 75 55 74 46 77 55 63 73 64 75
Maximum (%) 87 96 96 99 87 92 99 99 99 93 99

Table 4-18 SO attainment for P: 70% (2017-18)

Student Outcomes (SO) a b c d e f g h i j k
Weighted Averages (%) 48 76 48 82 42 74 80 66 69 61 69
Maximum (%) 89 99 96 99 94 80 99 99 99 88 99

A comparison of averages for the two academic years is shown in Figure 4-33. There is improvement in
SOs (b), (f), (g) and (j) while student performance has degraded in other SOs. This issue will be
investigated in the Assessment and Evaluation Committee in the early part of Fall 2018-19 and faculty
opinion will be sought to suggest measures for improvements. Moreover, instructors have been proposing
and implementing improvement plans for courses in which they find SO attainment less than PSC.

2016-17 2017-18

82 80
75 76 77 75
74 74 73
69 69
66 64
63 61
56 55 55
48 48 46
42

(A) (B) (C) (D) (E) (F) (G) (H) (I) (J) (K)

Figure 4-33 SO attainment averages’ comparison 2016-17 vs 2017-18

A-6 SO Attainment indicated by Summative Assessment

As described earlier in Section A-4-2, while discussing the assessment process of the graduation project,
the Graduation Project addresses all the SOs from (a) to (k). Also, the Graduation Project is completed
just before graduation and therefore it represents the abilities at the time of graduations. No other course
or set of courses have such strong summative property for the purpose of assessment of the SOs.
Therefore, we consider the Graduation Project assessment as the most important direct Summative
Assessment of the Computer Engineering Program. The department has established a system to regulate,
monitor and assess the Graduation Projects. All assessment data are collected by the instructors and are
input to CLOSO software. CLOSO performs all the required data processing and generates tables just
like the tables described earlier for formative assessments. Table 4-19 gives a summary of SO attainment
as indicated by the summative assessments. The numbers in the table are weighted averages for all
graduation projects completed in the academic years 2016-17 and 2017-18. Except for SO (d), all the
attainment percentages being higher than 90% indicate that almost all the students scored 70% or higher
for the respective SOs.
Table 4-19: Summative SO Attainment (%) Weighted Averages
a b c d e f g h i j k
2016-17 99 99 99 84 99 99 99 99 99 99 99
2017-18 99 99 99 94 99 99 99 99 99 99 99
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A-7 SO Attainment indicated by Course-wise Student Survey
As described earlier, CLOSO analyses the student survey data. Students’ opinions are based on their
perception of learning concerning each CLO of the course. CLOSO converts the data to SO based
satisfaction. The attainment indicated by the course-wise student survey has been showing very
satisfactory results. The data shown in Table 4-20 are student survey results for academic years 2016-17
and 2017-18. The weighted averages have been shown. Similar data has been observed in the past years.
For both the academic years, for all SOs in various courses, more than 80% students believe that they
have the abilities to score 70% marks. Although, the direct assessment results indicate much lower
satisfaction, this expression of students’ belief of their learning is a good indicator. Its reliability however
must be determined.
Student survey becomes useful when the students strongly disagree with the notion that they have the
achieved the abilities and the satisfaction goes below 60%. In such special cases, the department council
is required to look into the matter on the recommendation of the Assessment and Evaluation Committee.
Table 4-20 Student Survey SO Attainment
a b c d e f g h i j k
2016-17 95 91 95 93 93 96 97 92 92 98 87
2017-18 88 84 92 89 88 96 98 94 95 97 82

A-8 SO Attainment through indicated by Course-wise Faculty Survey

The process of faculty survey has been described earlier. Each instructor gives his perception of the level
of learning of the students in each CLO of the course. This way the instructor expresses his opinion about
whether the direct assessment data is an accordance with his perception of students’ learning or otherwise.
CLOSO software processes the faculty input and converts them into SO based satisfaction data. The data
obtained from CLOSO for the two academic years are shown in Table 4-21. These are weighted averages
for all the core courses used for formative assessments not including the Graduation Projects. It is obvious
from the data that in faculty’s opinion the abilities are being achieved by the students in the courses at
satisfactory level. Again, the direct assessment results don’t coincide with this and indicate lower level
of actual abilities for the SOs. The matter will be investigated and discussed in the beginning of Fall 2018-
19 and the faculty council will make decisions to modify the process of faculty survey to make it more
realistic.
Table 4-21 Faculty Survey SO Attainment
a b c d e f g h i j k
2016-17 85 80 92 99 73 99 99 85 79 99 65
2017-18 86 85 83 99 79 85 96 99 99 88 78

A-9 SO Attainment indicated by Exit Surveys

Exit surveys are performed to obtain data of the graduating students’ perception of their abilities at the
time of graduation. The data collected for the two academic years was processed so as to obtain weighted
averages for each SO by giving 5 points to Excellent, 4 to Very Good, 3 to Good, 2 to Poor and 1 to Very
Poor. The weighted averages for the two academic years are shown graphically in Figure 4-34. The
ordinate in this graph is the weighted average of student responses. The graph shows attainments of SOs
(a) to (k) as indicated by the surveys. Since the satisfaction criterion is 60%, we consider the attainment
satisfactory if the weighted average is greater than or equal to 60%. It can be observed that the SO
attainment for both the academic years is well above the satisfaction target. However, except for SOs (f)
and (k), SO attainment in 2017-18 has degraded to some extent as compared to the year 2016-17. This
issue will be investigated in the Assessment and Evaluation Committee in the early part of Fall 2018-19
and faculty opinion will be sought to suggest measures for improvements.

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 2016-17 2017-18

93 90
88 85 88 85 85 83
82 83 83 81 83 83 81 82 83 83 83
78 77 79

A B C D E F G H I J K
Student Outcomes

Figure 4-34 Exit survey results for attainment of SOs

A-10 SO Attainment indicated through Alumni Survey

The process of Alumni Survey has been described earlier in Section A-4-6. Here the data is presented
based on a random sample of 21 alumni. Since the satisfaction criterion is 60%, we consider the
attainment satisfactory if the weighted average is greater than or equal to 60%. The results are shown in
Table 4-22 and it can be observed that all SOs indicate satisfaction. Whenever this weighted average will
be less than 60% for one or more SO(s), it would be discussed in the Assessment & Evaluation Committee
to analyze the reason(s) behind it. The matter might also be escalated to the Department Council for
remedial measures to be taken.
Table 4-22: Alumni survey results for attainment of SOs

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A-11 SO Attainment indicated through Employer Survey
The process of Employer Survey has been described earlier in Section A-2-7. Here the data is presented
based on a random sample of 15 employers. This survey was done some years ago. New survey is being
conducted and hopefully, the results will be available at the time of the visit. Since the satisfaction
criterion is 60%, we consider the attainment satisfactory if the weighted average is greater than or equal
to 60%. As a result, an improvement plan must be devised to tackle the issue of low satisfaction. In this
case, the issue will be discussed in Assessment & Evaluation Committee, Departmental Council, and the
EAB meetings. Employers and alumni will be contacted and ways to resolve the issue will be determined.
The data shown in Table 4-23 indicates that only the software skills are in the state of “progressing
towards satisfaction”. Faculty is aware of this issue and it has been discussed in the Department Council.
Computer Science department that teaches software courses to Computer Engineering students is also
aware of this issue and has been taking measures to improve software skills of the students.
Table 4-23: Employer survey data for SO attainment

B. Continuous Improvement
Computer Engineering program has very significant and effective continuous improvement processes.
For the past several years, there have been continuous improvements on numerous fronts including the
curriculum, assessment processes, facilities, graduation project quality and assessment, etc. The whole
process of improvement itself is being improved to obtain a highly sustainable system of assessment,
evaluation and improvement based on CLOSO software. The processes used for evaluating the Student
Outcomes were described in Section A-2. In this section, we discuss the continuous improvement
processes keeping the following in consideration:
a) How the results of SO evaluations are used in continuous improvement processes
b) Changes made to the program due to the results of assessments and evaluations
c) Results of changes made to the program
d) Future program improvement plans based on recent evaluations

B-1 Course Improvement Plan (CIP)

The most important part of our continuous improvement plan is a “microscopic” continuous improvement
process that deals with an instructor’s teaching and assessment plan. We believe that improvements at
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microscopic level contribute the most to the continuous improvement of the program through
improvements in the course outcomes. This improvement process directly and specifically uses the results
of evaluation processes for SOs as well as for CLOs with information about the instruction and assessment
plan used to teach the course.
In this process, the instructor identifies the weak CLO or SO and then comes up with changes in the
teaching plan and/or the assessment plan. The changes suggested here are those that the instructor alone
can accomplish to improve the learning outcome. The instructor treats the weakness in a particular CLO
or a related SO by suggesting changes in the teaching/assessment plan to be implemented next time the
course is taught. Some examples of the measures that are suggested in a CCIP are as follows:
a) Timing of teaching particular topics
b) Timing of assessments for particular topics
c) Re-assessment of students with weak CLOs/SOs after giving them an opportunity to learn
d) Holding extra classes/tutorials to remove the weakness in relevant CLOs or SOs
e) Increasing the number of quizzes or assignments in relevant CLOs or SOs
f) Providing students with solutions to problems related to topics in which students face difficulty
g) Suggesting ways to increase students’ interest in topics related to weak CLOs or SOs
h) Arranging group discussions among the students
i) Ensuring that students know in-advance the nature of questions in assessments
j) Re-designing teaching plan to have more lectures or lab sessions for weak CLOs and/or SOs
It will be again emphasized that in this type of CIP, the focus is only on what an instructor can do without
asking for things that the department can do such as modifications in the curriculum. Such a microscopic
improvement plan is possible because, as described earlier, CLOSO produces CLO and SO satisfaction
data for the instructors. From this data, the instructors can easily identify the CLOs and the SOs for the
course with satisfaction level(s) lower than the PSC. If in a course, all CLOs and the relevant SOs are
satisfied (i.e., 60% or more of the students obtain 70% or more marks), then no CIP is required, though
an instructor may due to his own interest try to improve the learning outcomes even further and suggest
a CIP.
B-1-1 CIP Procedure
The instructor will do the following to create a CIP report:
1) Review the course information: Copy it from CLOSO to the CIP report. This shows the CLO-SO
map and other information about the course.
2) Analyze the CLO satisfaction data: Identify the weak CLOs and the assessments that indicate the
weakness.
3) Analyze the SO satisfaction data: Identify the weak SOs and relate them to the CLOs using the
CLO-SO map.
4) Ask himself/herself questions: The questions that an instructor needs to ask himself/herself arise
because the instructor thinks: “I taught the students the topic, explained to them the methods and
concepts involved then why 60% students did not get to level C?” Pondering into this may raise
the questions of following types:
a. Was my explanation of the topics not enough or not clear?
b. Was the topic covered beyond the student’s background?
c. Can I lower the level of complication of the assessment on this topic while keeping the
same level of Bloom’s Taxonomy as required for the related SO?
d. Were the questions not so much focused on the CLO or the related SO?

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 e. Will a forehand explanation of the nature of an assessment, prior to giving it to the
students, help them achieve attain better abilities and consequently better score?
f. Will more quizzes on the weak CLO help?
g. Will an explanation of the type of answer for 100% score help?
The above are just examples of the questions that the instructor can pose to himself/herself and
should be considered as thought provoking. The instructor will know better about how to find the
right direction to go for improvement.
5) Suggest improvements: Based on the answers to the above questions, the following
improvements may be considered:
a. Homework problems may be explained (at the time of assigning them) in more detail so
students know clearly what is required by them.
b. A quiz on this CLO with may be introduced before the final examination so students prepare
the topics related to the CLO better
c. If students show poor learning in the quiz on this CLO, another quiz after the quiz with poor
performance be given to help them be more prepared.
d. Students be given solved example of a question demonstrating effective communication at
the time of assigning the homework questions on weak CLO.
e. Students be provided with an ideal answer (that will result in 100% marks) to an example
problem related to weak CLO.
It may be noted that the above are only examples of the improvement measures that the instructor
teaching the course next time can implement. The instructor himself/herself will be able to
analyze the situation and come up with a suitable improvement plan.
Suggested improvements must have the following qualities to make the improvement plan successful:
A. They must be specific to the CLO or SO being considered.
B. Time must be specified for implementation like before mid-term, before final exam, etc.
C. Bad and vague suggestions must be avoided. Some example of vague and bad suggestions are as
follows:
a) Give enough practice in solving different types of problems numerically.
i) “enough” is vague and non-measurable.
ii) “practice” is also vague and undefined and non-specific
iii) “different types” is also not clear. The CLO is not mentioned
iv) Time is missing. When it will be done?
b) Enable students to write computer programs for different problems
i) “Enable” is vague and non-measurable. It should be clearly specified what will
exactly be done.
ii) “different” is also not clear. The CLO is not mentioned.
iii) CLO not specified
iv) Time of implementation missing.
c) Read certain books containing some applications of the numerical methods.
i) “certain” is vague. Clearly specify which books.
ii) “some” is vague. Clearly specify what type of application
iii) “numerical methods” is non-specific. Specify the topic
iv) CLO not specified
v) Time of implementation missing
D. Discuss the suggestions with fellow instructors: All cases of low satisfaction of CLO with the
improvement plan need to be discussed with fellow instructors preferably teaching the same
course.
E. Loop Closing: The loop closing will take place when the suggested improvements are
implemented and as a result the CLO and SO satisfaction (number of students getting 70% or
more marks) rises to 60% or greater.

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B-1-2 CIP Example
Following is a typical CIP prepared by one of the instructors:

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B-1-3 Meaning of Loop-closing in CIP
It is important to understand what is meant by “Loop-closing” in the data presented here. We consider
the loop closed in the following two cases:
1. An improvement plan was available from the beginning of the semester and its implementation
caused the satisfaction attained in a particular SO to improve to a level of 60% or better.
2. The satisfaction obtained for a particular SO is greater than 60% although no improvement plan
was available because the satisfaction in the previous semester was already greater than 60%.
The Loop-closing for a particular SO will remain false if the satisfaction for that particular SO remained
below 60% whether an improvement plan was available or not or, whether the satisfaction was ok in the
previous semesters.
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B-1-4 CIP Loop-closing Monitoring
CLOSO software provides the instructors with an option to specify whether an improvement plan for
their course was available at the beginning of the semester and did it improve the outcome. The purpose
of this option is to collect data from all instructors and then analyze them for making decisions. Table
4-24 shows the choices available to the instructors for the questions asked by CLOSO.
Table 4-24: Improvement plan existence for relevant SOs
Question Possible answers
At the start of the semester, was an Yes
improvement plan available that No
addressed this SO? Not Applicable
Instructor
Who was responsible for implementing Department
the improvement plan? Instructor and Department
Not Applicable
Yes, all parts implemented
Only instructor’s part implemented
Was the improvement plan implemented
Only department’s part implemented
while teaching this course?
Nothing was implemented
Not applicable
Very good. Satisfaction criterion was met
Significant improvement but not enough
How good was the improvement in SO
Insignificant improvement
satisfaction?
No improvement
Satisfaction went down

Figure 4-35 shows a typical instructor’s input in CLOSO software. The Loop-closing data collected as
described, is analyzed by CLOSO. The statistics obtained by the software CLOSO are discussed by the
Assessment and Evaluation Committee for resolving any issues and recommending future actions to be
taken.

Figure 4-35 CIP loop-closing monitoring in CLOSO

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B-1-5 SO Loop Closing Statistics
The loop-closing statistics can be displayed using CLOSO software for any of the SOs for any specific
semester, academic year or a set of courses. Figure 4-36 shows a typical CLOSO screen snapshot for SO
(b). CLOSO administrator puts all the CLOSO files in a folder and then from the Admin Panel of CLOSO,
chooses “SO-wise Analysis” and then the “Loop Closing” tab. Selecting the SO (b) (just as an example),
CLOSO displays all the courses in the folder. The “Plan existed” column shows “Yes” for courses that
had a CIP available. It can be seen that the faculty is reporting the effectiveness of the CIP. In some cases,
significant improvement did occur but the satisfaction criterion was not achieved so the loop was not
closed. Since the data comes from the faculty input, many times there are errors in the faculty input.
Assessment and Evaluation committee will review all the data and then will request the faculty members
to re-submit the CLOSO course files with the corrected data. The complete and corrected data for all SOs
will be available at the time of the visit.

Figure 4-36 An example of loop-closing data

CLOSO also provides a summary of the statistics as shown in Figure 4-37. This is just an example for
SO (b). Complete data for all SOs will be available at the time of the visit.

Figure 4-37 An example of loop-closing statistics

B-1-6 Results of changes made through CIP
All the CIPs are first submitted to the ABET coordinator who ensures that all the required information
has been provided and the plans are implementable. Any issues in the plans are discussed with course
instructors and then the improvement plans are finalized. The instructors then implement the
improvement plans. Once the CIPs are implemented and new results are compiled, the assessment and
evaluation committee discusses and evaluates the new results to ascertain if student learning has
improved. Table 4-25 summarizes some of the results of the changes made through CIPs. In this table,
the SOs that were below satisfaction are shown in the fourth column. The table shows “Weak SOs” for
each subject, their satisfaction percentage before improvement and their satisfaction after implementing
the CIP the next time the course was taught. The data does not include the CIPs that did not result in any
improvements.

B-2 Improvement Planning based on Student Weaknesses

Instructors identify student weaknesses and suggest possible improvements in their courses. They do it
two ways. First, by pointing out weaknesses and then by identifying the ways to improve. CLOSO
displays a list of 16 weaknesses. The instructor may choose from the list the weaknesses he thinks exist
4-38
in the students. The 17th in the list is for the instructor to specify any weakness not among the 16. This
list is shown in Table 4-26.
Table 4-25 SO Improvement Loop-closing
Satisfaction (%)
Weak
Course Semester Before After
SOs
Improvement Improvement
1403312 Digital Elect. Syst. & Circuits Spring 2016-17 (e) 21 69
1403371 Advanced Logic Design Spring 2016-17 (c) 49 65
(a) 51 63
1403372 Computer Organization Fall 2016-17
(c) 29 74
1403381 Numerical Analysis Spring 2016-17 (k) 33 61
(a) 51 74
1403422 Computer Networks Fall 2017-18
(h) 25 74
1403450 Microcomputer based Syst. Design Fall 2016-17 (e) 40 51

In addition to the identification of weaknesses, the instructors also identify ways to improve the SO
attainments. The list of possible improvements to be chosen from is shown in Table 4-27.
CLOSO performs SO-wise analysis of the data gathered by the instructors for their courses. SO-wise
analysis gives a good idea of the weaknesses and improvement methods for a specific SO. Figure 4-38
and Figure 4-39 show such data displayed by CLOSO for SO (a). All such data are evaluated by the
Assessment and Evaluation committee for future improvements.

B-3 Improvement Planning based on Course Readiness

CLOSO software provides the opportunity to instructors to voice their concerns about “Course
Readiness”. It involves the readiness aspects required at the beginning of the semester. Following CLOSO
snapshots obtained from the analysis of such survey for the academic year 2017-18 are given in Figure
4-40 to Figure 4-57.
Table 4-26 Student Weaknesses
S/N Weakness
1 Students' abilities were not according to the pre-requisite courses.
2 Proficiency of students in English language was not sufficient.
3 Students were poor in computer programming.
4 Students did not get practice on SO based questions.
5 Students were weak in tools like PowerPoint/EXCEL/MATLAB/AutoCAD.
6 Students did not take interest in the course.
7 Students did not do the home assignments properly.
8 Students did not read the textbook at home.
9 Students were lazy and unwilling to learn.
10 The textbook for the course is not appropriate.
11 Syllabus has too many topics and the time was not enough.
12 Assignments focusing the SOs were not enough.
13 Home assignments were not corrected due to lack of teaching assistants.
14 Questions in the assessments were above standard for this course.
15 Instructor's absence from the lectures/labs without a replacement.
16 Lectures/labs were missed due to unscheduled events.
17 Other than the above? Please write in the space provided.

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 Table 4-27 Ways to improve SO attainments
S/N Improvement Method
1 Students were weak in tools like PowerPoint/EXCEL/MATLAB/AutoCAD.
2 Students did not take interest in the course.
3 Students’ English proficiency be improved.
4 The CLO with weak performance be addressed earlier in the semester.
5 More assignments related to the CLOs be given.
6 More Quizzes related to the weak CLO be given.
7 Assessment marks for questions related to the weak CLO be increased.
8 Students’ admission policy be made stricter.
9 Students’ interest be improved through lectures/site-visits.
10 A different textbook be specified.
11 Syllabus of the course be revised.
12 Tutorial classes be arranged.
13 Contact hours for the course be increased.
14 Lab facilities be improved.
15 Complexity of questions in assessments be reduced
16 Errors in exams be explained with elaboration to the students.
17 Other than the above? Please write in the following space:

Figure 4-38 Example of SO-wise weakness analysis for SO (a)

4-40
Figure 4-39 Example of SO-wise improvement methods analysis for SO (a)

Figure 4-40 Pre-requisite courses

Figure 4-41 Pre-requisite abilities in the students

Figure 4-42 Instructor’s class schedule

4-41
 Figure 4-43 Instructor’s class size

Figure 4-44 Instructor’s classroom space

Figure 4-45 Instructor’s classroom facilities

Figure 4-46 Instructor’s classroom environment

Figure 4-47 Lab equipment

4-42
 Figure 4-48 Lab utilities

Figure 4-49 Lab assistants/technicians

Figure 4-50 Lab class size

Figure 4-51 Required software

Figure 4-52 Textbook availability

4-43
Figure 4-53 Reference material availability

Figure 4-54 Teaching assistants

Figure 4-55 Classroom Wifi

Figure 4-56 Lab Wifi

Figure 4-57 Instructor’s office Wifi

4-44
B-4 Improvement Planning based on Exit Surveys
The results of exit surveys as shown in Section A-9 clearly indicate that the SO attainments as perceived
by the students are well above the PSC for both the academic years.
In addition to SO attainments, the graduating students in their exit surveys, are also asked about some
key parameters related to the continuous improvement that indicate the satisfaction of overall learning
and assessment processes. Students are asked if they agree with the quality of the following key
parameters that affect the learning assessment processes:
1) Quality of Instruction
2) Quality of Laboratories
3) Quality of Supervision or Advice
4) Quality of Academic Services
Student responses for the period of 2016 to 2018 are shown in Table 4-28. It is obvious that most of the
students believe that the quality of the key parameters is satisfactory. However, improvement measures
are still necessary because of relatively large number of students selecting “Good” about the quality. Such
issues are usually discussed in the annual meetings of the External Advisory Board. And continuous
improvement measures are always taken at various levels from the instructor level to the department,
college and university administration levels to improve the quality.
Table 4-28: Response of graduating students regarding the quality of key parameters

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B-5 Improvement Planning based on Alumni and Employer Surveys
Results of the last Alumni survey shown in Section A-10 are yet to be analyzed by the Assessment and
Evaluation Committee. However, it is clear from these results that SO “j” (knowledge of contemporary
issues) has scored the lowest. This issue has already been taken care of by modifying CLOs of certain
courses as will be explained in the next section. Based on these results and analysis, the Assessment and
Evaluation committee will present recommendations.
Results of a relatively older employer survey were presented in Section A-11. It was noted that the
employers gave low score to software skills of computer engineering students. The computer science
department that offers software courses to computer engineering students is taking measures to improve
software skills of students. As soon as the results of a recent employer survey become available, the
Assessment and Evaluation Committee will analyze them and will present recommendations.

B-6 Improvement through Curriculum

Program improvement plans are based on the evaluations as described in this chapter. Some of the
improvement plans are short ranged as described in Section B-1. Some improvement plans will be made
at the beginning of the semester when the Assessment and Evaluation Committee will present any issues
that need attention. There are other long-term improvement plans that are based on evaluation results of
last several years. Among them, the most important is the curriculum improvement. A summary of this
improvement is given in the following:
During the last 12 years one major and one minor improvement were made to the curriculum. The
curricula at Umm Al-Qura University are identified as “Plan xx”. For example, Plan 27 was introduced
12 years ago in 2006. For getting ABET accreditation, minor changes were made and the modified
curriculum was given the name Plan 30. The numbers 27 and 30 refer to the Arabic calendar years 1427
and 1430. The students being admitted to the program since Fall 2009 are following the curriculum of
Plan 30 (the current plan) and the students admitted before Fall 2009 were following the curriculum of
Plan 27. Starting from Fall 2017-18, the admitted students started following Plan 37 which is a major
improvement of Plan 30 based on many factors including the outcome evaluations described in this
chapter. Figure 4-58 shows that basically, the curricula known as Plan 30 and Plan 37 represent the same
academic program with about the same number of credit hours allocated to the four areas of General
Education, Engineering, Math & Basic Sciences and Others. The improvements that are yet to be
implemented, will bring minor changes in this allocation.
Table 4-29 shows a comparison of Plan 30 and Plan 37 mentioning the courses that have been removed,
modified or added. The course content and CLOs have also been improved in the new Plan.
In addition to above, several other improvements have been made in the curriculum as detailed below:
1. Wordings of CLOs for all courses have been standardized to comply with the standard definition
of learning outcomes. Wherever possible, same action verbs are used for abilities that are similar
in nature but are being addressed in different courses. Moreover, CLO statements have been
revised and made simple so that the abilities addressed by these CLOs are easily understood.
2. Topics to which CLOs relate have been identified and documented within the syllabus to make
it easier for the instructor to design assessments addressing a specific CLO.
3. Expected Bloom’s level has also been made part of the CLO statement.
4. Mapping of CLOs to the SOs has also been revised to ensure that a CLO indeed maps to the right
SO. Also, to the extent possible, each CLO has been mapped to minimum number of SOs.
5. Teamwork has been introduced in some of the labs and an assessment form has been developed
for this purpose.
6. On the recommendations of EAB, new electives are being introduced in the curriculum to keep
up pace with the rapidly growing technological world.
4-46
 7. It is now mandatory for the Graduation Projects to have a chapter in the final report that
demonstrates students’ understanding in SOs “h” and “j”.

Figure 4-58: Credit hours’ comparison of the current and improved curriculum
Table 4-29: Summary of improvements in the curriculum
Current Curriculum Improved Curriculum
Changes
Course CH Course CH
1 4800150 Computer Skills-I 2/0/2 Removed
2 1401102 Computer Prog. 2/1/3 14011101 Computer Prog. 3/1/4 Modified
3 1401104 Structured Prog. 2/1/3 14011102 Object Oriented Prog. 3/1/4 Modified
4 802321 Signal Analysis 3/0/3 14032101 Signals & Systems 3/1/4 Replaced
5 804343 Eng. Prob. & Stat. 3/0/3 14033410 Prob. & Stat. for Eng. 3/1/4 Replaced
6 1401105 Advanced Prog. 2/1/3 Removed
14032401 Numerical Methods
7 1403381 Numerical Analysis 3/0/3 3/1/4 Modified
for Computing
1403372 Computer Org. 3/1/4 14032205 Computer Org. &
8 3/1/4 Merged
1403472 Computer Arch. 3/0/3 Architecture
1403300 Summer Training-I 0/2/2
9 14033500 Summer Training 0/3/3 Merged
1403400 Summer Training-II 0/2/2
10 804344 Eng. Economics 2/0/2 Removed
14033403 Professional Skills for
11 1403401 Seminar 2/0/2 2/0/2 Replaced
Eng. Design
12 1403422 Computer Networks 3/1/4 14033103 Computer Networks 3/1/4 Modified
Core to
13 1403364 Basics of IC Design 3/0/3
Elective
14 804345 Eng. Management 2/0/2 8034620 Eng. Projects Mgt. 2/0/2 Replaced
14034903 Graduation Project-I 0/2/2
15 1403499 Project 0/4/4 Split
14034904 Graduation Project-II 0/3/3
16 1401313 Software Engineering 3/0/3 Removed
14033402 Eng. Design Process
17 3/0/3 Added
& Tools

C. Additional Information
PDF copies of the course folders will be made available in the ABET resource room. Each instructor
submits a course folder. It contains the copies of the assessment instruments, assessment data,
improvement plans, samples of students’ work, faculty and student survey data, syllabus, instructor’s
time table, office hours, CLOs of the course, related SOs, CLO-SO map, course topics teaching plan,

4-47
instruction methods used, assessment methods used, SO assessment plan, student survey analysis, faculty
surveys, Loop-closing data, and samples of all assessments.
Minutes of the meetings of committees involved in the evaluation of the assessment results, minutes of
department council where recommendations for action were made will be available for reviewer at the
time of visit.

References
Imam, M. H., & Tasadduq, I. A. (2012). Evaluating the satisfaction of ABET student outcomes from
course learning outcomes through a software implementation. International Journal of Quality
Assurance in Engineering and Technology Education (IJQAETE), 2(3), 21-33.
Imam, M. H., Tasadduq, I. A., Ahmad, A.-R., & Aldosari, F. (2016). An Expert System for Assessment of
Learning Outcomes for ABET Accreditation. Paper presented at the International Conference on
Engineering Education, Singapore.
Imam, M. H., Tasadduq, I. A., Khan, M. H., Ahmad, A.-R., Aldosari, F., & Shaikh, S. V. (2017). eCOOL:
An Expert System based Approach to Designing Effective Assessments for Course Outcomes
and Learning. Transylvanian Review, 1(4).
Kuh, G. D., Jankowski, N., Ikenberry, S. O., & Kinzie, J. (2014). Knowing what students know and can
do: The current state of student learning outcomes assessment in US colleges and universities.
Urbana, IL: University of Illinois and Indiana University, National Institute for Learning
Outcomes Assessment (NILOA).
Smart-Accredit. (2016). CLOSO User's Manual (smart-accredit.com). Retrieved from http://www.smart-
accredit.com/adminpanel/upload/CLOSO_2015_Users_Manual.pdf

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CRITERION 5: CURRICULUM
A. Program Curriculum
The computer engineering program prepares students for engineering practice via course content
throughout the curriculum, culminating in a major design experience, 1403499-4: Project. The Program
includes over one-year combination of college level mathematics and basic sciences (35 credits, 32
minimum), 72 credit hours of engineering topics (48 minimum), 24 credit hours of Computer Science
courses, and general education consistent with Umm Al-Qura University requirements.

A-1 Plan of Study

Table 5-1 describes the plan of study for students in the computer engineering program. This includes
information on course offerings in the form of a recommended schedule by year and term along with
maximum section enrollments for all courses in the program. Table 5-1 also indicates whether the credit
hours of the courses belong to Math & Basic Sciences or Engineering Topics or General Education or
other.
According to the information given in Table 5-1, courses belonging to Math & Basic Sciences collect 35
hours that fits with minimum required credit hours. Also, engineering topics collect 72 hours which is
more than the minimum required.
Undergraduate lecture courses usually have a class size ranging from 20 to 40. The laboratory courses
usually have 20 – 25 students per section. Detailed information regarding actual course offerings and
section enrollment is provided in Table 5-1. The departmental policy is to offer basic required computer
engineering courses each semester. In each academic semester, a selection of technical electives is also
offered to facilitate exposure to current technologies and specialization. In consultation with their faculty
advisers, students choose 9 credit hours of technical electives.

A-2 Curriculum Alignment to Program Educational Objectives

Table 5-2 lists all course of the computer engineering program and its support with the Computer
Engineering program objectives.

A-3 Curriculum Alignment to Student Outcomes

Each of the Computer Engineering courses in the curriculum has a set of Course Learning Outcomes
(CLOs). The CLOs are related to the student outcomes considering that each CLO will help the students
in attaining the abilities required at the time of graduation. This relationship of the CLOs of a course with
the SOs is expressed as a CLO-SO map as shown in the syllabi given in Appendix A. The support of each
SO from various courses based on the CLO-SO maps of Computer Engineering core courses are shown
in Table 5-3.

A-4 Prerequisites Flowchart

Figure 5-1 shows the prerequisite flowchart for the core courses of the program.

A-5 Curricular Areas

Five main curricular areas are included in the Computer Engineering program which consists of 165 credit
hours. These areas are mathematics, basic science, computer engineering, others (consisting of courses
from computer science) and general education. Table 5-4 shows distribution of credit hours among these
curricular areas.

5-1
 Table 5-1: Program Curriculum
Subject Area (Credit Hours)
Indicate
Whether

Math & Basic Sciences

Course is

General Education
Required,
Last Two Terms Maximum
Elective or a the Course was

Other
Selected Engineering Section
Topics Offered: Enrollment
Course Elective by an
R, an E or an Check if Year and, for the Last
(Department, Number, Title)
SE.1 Contains Semester, or Two Terms
List all courses in the program by term starting with the first term of the Significant the Course
first year and ending with the last term of the final year. Design (√) Quarter was Offered2
Spring 2015-16 Lecture 60
Preparation Year Deanship, 4800130-4, General Physics-I R 4 0 0 0
Spring 2016-17 Lab 60
Preparation Year Deanship, 4800140-4, Introduction to Mathematics-I R 4 0 0 0 Fall 2015-16 Lecture 60
Fall 2016-17
Preparation Year Deanship, 4800170-6, English Language R 0 0 6 0 Fall 2015-16 Lecture 60
Fall 2016-17
Preparation Year Deanship, 4800150-2, Computer Skills-I R 0 0 0 2 Fall 2013-14 Lecture 60
Fall 2014-15 Lab 60
Preparation Year Deanship, 4800141-4, Introduction to Mathematics-II R 4 0 0 0 Spring 2015-16 Lecture 60
Spring 2016-17
Preparation Year Deanship, 4800171-4, Technical English R 0 0 4 0 Spring 2015-16 Lecture 60
Spring 2016-17 Lab 60
Preparation Year Deanship, 4800104-3, Learning and Study Skills R 0 0 3 0 Fall 2015-16 Lecture 60
Fall 2016-17 Lab 60
Preparation Year Deanship, 4800153-3, Computer Programming Skills R 0 0 0 3 Spring 2015-16 Lecture 60
Spring 2016-17 Lab 60
Computer Science, 1401102-3, Computer Programming R 0 0 0 3 Spring 2016-17 Lecture 106
Fall 2017-18 Lab 106
College of Engineering, 800201-3, Engineering Mathematics-I R 3 0 0 0 Fall 2017-18 Lecture 40
Fall 2016-17

5-2
 Subject Area (Credit Hours)
Indicate
Whether

Math & Basic Sciences

Course is

General Education
Required,
Last Two Terms Maximum
Elective or a the Course was

Other
Selected Engineering Section
Topics Offered: Enrollment
Course Elective by an
R, an E or an Check if Year and, for the Last
(Department, Number, Title)
SE.1 Contains Semester, or Two Terms
List all courses in the program by term starting with the first term of the Significant the Course
first year and ending with the last term of the final year. Design (√) Quarter was Offered2
Dawah and Islamic Culture, 601101-2, Islamic Culture I R 0 0 2 0 Fall 2017-18 Lecture 79
Spring 2017-18
Dawah and Islamic Culture, 605101-2, The Holy Qur`aan I R 0 0 2 0 Fall 2017-18 Lecture 110
Spring 2017-18
Kitab and Sunna, 102101-2, The Biography of Prophet Muhammad (pbuh) R 0 0 2 0 Fall 2017-18 Lecture 95
Spring 2017-18
Chemistry, 402101-4, General Chemistry R 4 0 0 0 Fall 2017-18 Lecture 50
Spring 2017-18 Lab 50
Computer Engineering, 1403201-4, Circuit Theory R 0 4 0 0 Fall 2017-18 Lecture 113
Spring 2017-18 Lab 113
College of Engineering, 800202-3, Engineering Mathematics-II R 3 0 0 0 Spring 2017-18 Lecture 40
Spring 2016-17
Computer Science, 1401104-3, Structured Programming R 0 0 0 3 Spring 2016-17 Lecture 69
Fall 2017-18 Lab 69
Physics, 403102-4, General Physics II R 4 0 0 0 Fall 2017-18 Lecture 50
Spring 2017-18 Lab 50
Dawah and Islamic Culture, 601201-2, Islamic Culture II R 0 0 2 0 Fall 2017-18 Lecture 114
Spring 2017-18
Dawah and Islamic Culture, 605201-2, The Holy Qur`an II R 0 0 2 0 Fall 2017-18 Lecture 159
Spring 2017-18
Computer Engineering, 1403271-4, Switching Theory R 0 4 0 0 Fall 2017-18 Lecture 122
Spring 2017-18 Lab 122
5-3
 Subject Area (Credit Hours)
Indicate
Whether

Math & Basic Sciences

Course is

General Education
Required,
Last Two Terms Maximum
Elective or a the Course was

Other
Selected Engineering Section
Topics Offered: Enrollment
Course Elective by an
R, an E or an Check if Year and, for the Last
(Department, Number, Title)
SE.1 Contains Semester, or Two Terms
List all courses in the program by term starting with the first term of the Significant the Course
first year and ending with the last term of the final year. Design (√) Quarter was Offered2
Electrical Engineering, 802321-3, Signal Analysis R 0 3 0 0 Fall 2017-18 Lecture 45
Spring 2017-18
Computer Engineering, 1403311-4, Electronics R 0 4 0 0 Fall 2017-18 Lecture 63
Spring 2017-18 Lab 63
Dawah and Islamic Culture, 605301-2, The Holy Qur`an III R 0 0 2 0 Fall 2017-18 Lecture 79
Spring 2017-18
Dawah and Islamic Culture, 601301-3, Islamic Culture III R 0 0 3 0 Fall 2017-18 Lecture 87
Spring 2017-18
Mechanical Engineering, 804343-3, Eng. Statistics & Probability Theory R 3 0 0 0 Fall 2017-18 Lecture 55
Spring 2017-18
Computer Science, 1401105-3, Advanced Programming R 0 0 0 3 Fall 2017-18 Lecture 56
Spring 2017-18 Lab 56
Computer Engineering, 1403381-3, Numerical Analysis R 3 0 0 0 Fall 2017-18 Lecture 49
Spring 2017-18
Computer Engineering, 1403372-4, Computer Organization R 0 4 0 0 Fall 2017-18 Lecture 44
Spring 2017-18 Lab 44
Dawah and Islamic Culture, 601401-2, Islamic Culture IV R 0 0 2 0 Fall 2017-18 Lecture 94
Spring 2017-18
Computer Engineering, 1403312-4, Digital Electronic Sys. & Circuits R 0 4 0 0 Fall 2017-18 Lecture 62
Spring 2017-18 Lab 62
Computer Engineering, 1403300-2, Summer Training I R 0 2 0 0 Summer 2016 Training 44
Summer 2017
5-4
 Subject Area (Credit Hours)
Indicate
Whether

Math & Basic Sciences

Course is

General Education
Required,
Last Two Terms Maximum
Elective or a the Course was

Other
Selected Engineering Section
Topics Offered: Enrollment
Course Elective by an
R, an E or an Check if Year and, for the Last
(Department, Number, Title)
SE.1 Contains Semester, or Two Terms
List all courses in the program by term starting with the first term of the Significant the Course
first year and ending with the last term of the final year. Design (√) Quarter was Offered2
Dawah and Islamic Culture, 605401-2, The Holy Qur`an IV R 0 0 2 0 Fall 2017-18 Lecture 109
Spring 2017-18
Computer Engineering, 14003322-4, Computer Communication System R 0 4 0 0 Fall 2017-18 Lecture 27
Spring 2017-18 Lab 27
Computer Science, 1401218-4, Data Structures & Algorithms R 0 0 0 4 Fall 2017-18 Lecture 24
Spring 2017-18 Lab 24
Mechanical Engineering, 804344-2, Engineering Economics R 0 2 0 0 Fall 2017-18 Lecture 32
Spring 2017-18
Computer Science, 1401210-3, Discrete Structures R 3 0 0 0 Spring 2016-17 Lecture 19
Fall 2017-18
Computer Engineering, 1403371-4, Advanced Logic Design R 0 4 0 0 Fall 2017-18 Lecture 34
Spring 2017-18 Lab 34
Computer Engineering, 1403401-2, Seminar R 0 2 0 0 Fall 2017-18 Lecture 27
Spring 2017-18
Computer Engineering, 1403422-4, Computer Networks R 0 4 0 0 Fall 2017-18 Lecture 29
Spring 2017-18 Lab 29
Arabic Language and Grammar, 501101-2, Arabic Language R 0 0 2 0 Fall 2017-18 Lecture 144
Spring 2017-18
Computer Science, 1401311-3, Operating Systems R 0 0 0 3 Fall 2017-18 Lecture 11
Spring 2017-18
Computer Engineering, 1403472-3, Computer Architecture R 0 3 0 0 Fall 2017-18 Lecture 96
Spring 2017-18
5-5
 Subject Area (Credit Hours)
Indicate
Whether

Math & Basic Sciences

Course is

General Education
Required,
Last Two Terms Maximum
Elective or a the Course was

Other
Selected Engineering Section
Topics Offered: Enrollment
Course Elective by an
R, an E or an Check if Year and, for the Last
(Department, Number, Title)
SE.1 Contains Semester, or Two Terms
List all courses in the program by term starting with the first term of the Significant the Course
first year and ending with the last term of the final year. Design (√) Quarter was Offered2
Computer Engineering, 1403489-4, Microprocessors R 0 4 0 0 Fall 2017-18 Lecture 36
Spring 2017-18
Computer Engineering, 1403400-2, Summer Training II R 0 2 0 0 Summer 2016 Training 36
Summer 2017
Computer Engineering, 1403450-4, Microcomputer System Design R 0 4 0 0 Fall 2017-18 Lecture 26
Spring 2017-18 Lab 26
Computer Engineering, 1403364-3, Basics of IC Design R 0 3 0 0 Fall 2017-18 Lecture 27
Spring 2017-18
Mechanical Engineering, 804345-2, Engineering Management R 0 2 0 0 Fall 2017-18 Lecture 27
Spring 2017-18
Computer Engineering, 1403499-4, Project R 0 4 0 0 Fall 2017-18 Lecture 26
Spring 2017-18
Computer Science, 1401313-3, Software Engineering R 0 0 0 3 Fall 2017-18 Lecture 29
Spring 2017-18
Fall 2017-18 Lecture 17
Computer Engineering, 1403xxx, Elective I E 0 3 0 0
Spring 2017-18
Fall 2017-18 Lecture 33
Computer Engineering, 1403xxx, Elective II E 0 3 0 0
Spring 2017-18
Computer Engineering, 1403xxx, Elective III Fall 2017-18 Lecture 32
E 0 3 0 0
Spring 2017-18

5-6
 Subject Area (Credit Hours)
Indicate
Whether

Math & Basic Sciences

Course is

General Education
Required,
Last Two Terms Maximum
Elective or a the Course was

Other
Selected Engineering Section
Topics Offered: Enrollment
Course Elective by an
R, an E or an Check if Year and, for the Last
(Department, Number, Title)
SE.1 Contains Semester, or Two Terms
List all courses in the program by term starting with the first term of the Significant the Course
first year and ending with the last term of the final year. Design (√) Quarter was Offered2

Add rows as needed to show all courses in the curriculum.

TOTALS-ABET BASIC-LEVEL REQUIREMENTS 35 72 34 24

OVERALL TOTAL CREDIT HOURS FOR COMPLETION OF THE PROGRAM 165
PERCENT OF TOTAL 21.21 43.6% 20.6 14.54
% % %
32
Total must satisfy Minimum Semester Credit Hours 48 Hours
Hours
either credit hours
or percentage Minimum Percentage 25% 37.5 %

1. Required courses are required of all students in the program, elective courses (often referred to as open or free electives) are optional for students, and selected elective courses are those for which
students must take one or more courses from a specified group.
2. For courses that include multiple elements (lecture, laboratory, recitation, etc.), indicate the maximum enrollment in each element. For selected elective courses, indicate the maximum enrollment for
each option.

Instructional materials and student work verifying compliance with ABET criteria for the categories indicated above will be required during the campus visit.

5-7
 Table 5-2 Relationship between CE curriculum and the PEOs
Course Program Educational Objectives
Course Title
Number PEO 1 PEO 2 PEO 3 PEO 4
Required Courses
1403201-4 Circuit Theory 
1403311-4 Electronics  
1403271-4 Switching Theory  
1403381-3 Numerical Analysis 
1403372-4 Computer Organization  
1403312-4 Digital Electronic Systems & Circuits  
1403322-4 Computer Communication System   
1403371-4 Advanced Logic Design  
1403401-2 Seminar    
1403422-4 Computer Networks   
1403489-4 Microprocessors    
1403472-3 Computer Architecture   
1403364-3 Basics of IC Design    
1403450-4 Microcomputer System Design  
1403300-2 Summer Training I    
1403400-2 Summer Training II    
1403499-4 Project    
Electives
1403464-3 Design of Integrated Circuit   
1403446-3 Mobile Computing    
1403478-3 Computer Vision   
1403481-3 Neural Networks  
1403476-3 Simulation & Modeling  
1403421-3 Digital Signal Analysis 
1403480-3 Artificial Intelligence   
1403484-3 Databases    
1403487-3 Process Control   
1403490-3 Special Topics - - - -
Other Courses
Physics and Chemistry 
Mathematics 
General Education including English  

A-5-1 Mathematics and Basic Sciences

One year of mathematics and basic sciences is taken primarily during the freshman and sophomore years.
The combined mathematics and basic science credits are a minimum of 35 (more than the required
minimum of 32 credits).
Mathematics
Computer engineering students take Calculus I & II in their freshman year. In their second year, students
take Engineering Math I & II. Students also take Engineering Statistics and Probability Theory, and
Numerical Analysis during their third year. Finally, they take Discrete Structures in their fourth year.

5-8
 Table 5-3: Relationship between CE curriculum and SOs
Course Cr Student Outcomes
ID Name Hr (a) (b) (c) (d) (e) (f) (g) (h) (i) (j) (k)
1403201 Circuit Theory 4 1 1 0 0 1 0 0 0 0 0 1
1403271 Switching Theory 4 1 1 1 0 1 0 0 0 0 0 1
1403311 Electronics 4 1 1 0 1 1 0 0 0 0 0 1
1403312 Digital Elect. Syst. & Circuits 4 1 1 0 0 1 0 0 0 0 0 1
1403322 Computer Comm. System 4 1 1 1 0 1 1 1 0 0 1 1
1403364 Basics of IC Design 3 1 0 1 0 1 0 1 1 1 1 0
1403371 Advanced Logic Design 4 1 1 1 1 0 0 0 0 0 0 1
1403372 Computer Organization 4 1 1 1 0 1 0 0 0 0 0 1
1403381 Numerical Analysis 3 1 0 0 0 0 0 0 0 0 0 1
1403401 Seminar 2 0 0 0 0 0 1 1 0 1 1 1
1403422 Computer Networks 4 1 1 1 0 1 0 0 1 0 0 1
1403450 Microcomputers Syst. Design 4 1 1 1 1 1 0 0 1 1 0 1
1403472 Computer Architecture 3 1 0 1 0 1 1 1 0 0 1 0
1403489 Microprocessors 4 1 1 1 0 1 0 0 1 1 0 1
1403499 Project 4 1 1 1 1 1 1 1 1 1 1 1
T O T A L S (for each column) 55 14 11 10 4 12 4 5 5 5 5 13
Bloom’s Taxonomy LOL for each SO 4,5 3 4,5 3 4,5 4,5 4,5 3,4 3 4,5 3

Basic Sciences
In their freshman year, Computer Engineering majors take General Physics I & II. Each is 4 credits
including laboratory. In their second year, students take General Chemistry I (4 credits including
laboratory). These courses total 12 credits.
A-5-2 Engineering Topics
Computer Engineering majors are required to take a minimum of 72 engineering credits including 63
required credits and 9 elective credits.
Required Courses
The required course set totaling 72 credits is tabulated in Table 5-5 by the year typically taken.
Professional Electives
Computer Engineering majors are also required to take a minimum of three courses from the courses
listed in Table 5-6.

A-6 Major Design Experience for Engineering Practice

Several courses in Computer Engineering curriculum give design experience to students. For example,
students gain elementary design experience in course 1403271-4 Switching Theory, 1403322-4 Computer
Communications and 1403372-4 Computer Organization. Students gain relatively advanced design
experience in courses such as 1403371-4 Advanced Logic Design, 1403489-4 Microprocessors and
1403450-4 Microcomputer Based System Design.
Seniors in their final year take their major design experience, 1403499-4 Graduation Project. Students
work in teams of anywhere from three to five students. Students are allowed to form their own teams and
choose projects that must be approved by the faculty member teaching the course. Only those students
who complete at least 132 credit hours’ worth course work are allowed to take the project. The Capstone
Projects Committee and the faculty member supervising the project ensure that the project is indeed
capstone and incorporates engineering standards and realistic constraints such as economic,
5-9
environmental, sustainability, ethical, security and social considerations. Chapter 4 of this SSR has
discussed in detail the coverage of all student comes through the Graduation Project. A document
highlighting the complete process is available at: https://uqu.edu.sa/en/cis_ce/Graduation-Project-
Regulations.

Figure 5-1: Prerequisites flowchart

A-7 Cooperative Education

Currently the Computer Engineering program curriculum does not allow cooperative education.

5-10
A-8 Materials Available for Review during Visit
The materials available during the ABET evaluator’s visit has been described in Section C of Criterion
4. In addition, the following will be available concerning the curriculum:
1. Course syllabi.
2. Teaching Materials.
3. Course textbooks.

Table 5-4: Number of credit hours for each curriculum area

Area Credit hours % of Credit hours
Mathematics 23 13.93%
Basic Sciences 12 7.27%
Engineering Topics 72 43.6%
Others 24 14.54%
General Education 34 20.60%

Table 5-5: Year-wise distribution of credit hours of required engineering courses

Year Course Code Course Title Credit Hours
2nd Year 1403201-4 Circuit Theory 4
802321-3 Signal Analysis 3
1403311-4 Electronics 4
1403271-4 Switching Theory 4
3rd Year
1403372-4 Computer Organization 4
1403312-4 Digital Electronic Systems & Circuits 4
1403300-2 Summer Training 1 2
1403322-4 Computer Communication System 4
1403371-4 Advanced Logic Design 4
1403401-2 Seminar 2
1403422-4 Computer Networks 4
4th Year
1403489-4 Microprocessors 4
1403472-3 Computer Architecture 3
1403400-2 Summer Training 2 2
804344-2 Engineering Economics 2
1403364-3 Basics of Integrated Circuits Design 3
1403450-4 Microcomputers System Design 4
1403499-4 Project 4
5th Year 804345-2 Engineering Management 2
1403xxx-3 Elective I 3
1403xxx-3 Elective II 3
1403xxx-3 Elective III 3

5-11
 Table 5-6: Elective courses
Course Code Course Title Credit Hrs.
1403464-3 Design of Integrated Circuits 3
1403446-3 Mobile Computing 3
1403478-3 Computer Vision 3
1403481-3 Neural Networks 3
1403476-3 Simulation & Modeling 3
1403421-3 Digital Signal Analysis 3
1403480-3 Artificial Intelligence 3
1403490-3 Special Topics 3
1403484-3 Databases 3
1403487-3 Process Control 3

B. Course Syllabi
Course syllabi are attached in Appendix A.

5-12
CRITERION 6. FACULTY
A. Faculty Qualifications
The Computer Engineering faculty is committed to program development and course coverage in addition
to maintaining continuity and improvement of academic standards. The interest and qualifications of
department faculty members are sufficient to plan, teach, modify and update all offered courses and
curriculum. The faculty collectively presents an impressive level of competence in their respective areas
of specialty through their academic, research and industrial experiences.
The Department has currently thirty-one full time faculty members of which twenty-six have doctorate
degrees, four have master’s degrees while one has a bachelor’s degree. The distribution of the full-time
faculty ranks is as follows: three professors, seven associate professors, sixteen assistant professors and
five lecturers. They have earned their degrees from recognized universities of the USA, UK, Canada,
Australia, Pakistan and Middle East.
There is versatility in specializations of faculty members and they cover all the curricular areas of the
program such as, Computer Architecture and Organization, Computer Networks and Communications,
Digital Systems Design, and Circuits and Electronics.
Some of the Computer Engineering faculty members have been assigned various administrative positions.
Three faculty members of Computer Engineering hold the position of the Dean while five others hold the
positions of the Vice Dean in various departments of the University.
Qualifications, experiences, and level of professional activities of the Computer Engineering faculty
members have been listed in Appendix B and Table 6-1.

B. Faculty Workload
The maximum teaching load according to the official University policy is as follows:
• 10 credit hours for professors.
• 12 credit hours for associate professors.
• 14 credit hours for assistant professors.
• 16 credit hours for lecturers.
The above teaching load allows the faculty to spend time on research and educational quality
improvement activities. Department chairman and faculty members who are assigned the administrative
positions get only 50% of the teaching loads.
The expected working hours for the Saudi faculty members is 35 hours/week (Article #41 of the
University Policy) and for the faculty on the yearly contract the working hours are 40 hours/week (Article
#15 of the Policy and Regulation of Non-Saudi faculty). The working hours are to be spent on teaching,
research, academic advising, laboratory supervision, and any other tasks assigned to them. The teaching
load of faculty for Fall and Spring of the academic year 2017-18 can be found in Table 6-2.

C. Faculty Size
The faculty size of thirty-one is more than sufficient to cater the needs of around 285 students registered
in the program as the student to faculty ratio is 9.19:1. Table 6-2 summarizes the teaching load of each
faculty member for the past academic year.
Faculty members have a wide range of responsibilities in addition to teaching that includes student-
faculty interaction, student advising, research activities and administrative responsibilities. Several

6-1
faculty members hold administrative positions within and outside the College of Computer and
Information Systems.
The faculty members actively pursue research in their areas of specialization. In addition to personal
research efforts, they utilize funding opportunities through the Deanship of Scientific Research as well
as external funding by other agencies such as King Abdulaziz City for Science and Technology (KACST).

D. Professional Development
The faculty members of Computer Engineering Department have several opportunities of professional
development through one or more of the following:
• Attending workshops on teaching techniques offered by the University
• Attending administration and leadership workshops through the Institute of Public
Administration.
• Attending national and international conferences and workshops in the areas of various
computer and IT disciplines.
• Attending e-learning workshops supervised by the National Center for E-learning.

For tenured faculty members, UQU covers all the expenses for attending wide range of conferences and
workshops based on the approval of the Computer Engineering Department Council and the College
Council subject to UQU rules and regulations. In addition to that, UQU allows tenured faculty members
to have a one-year sabbatical leave if the faculty member has served UQU for at least five years.

E. Authority and Responsibility of Faculty

Department Chairman is the chief administrator of all resources provided to the Department. The role of
Department Chairman has two primary over-arching dimensions. First, the Department Chairman has the
responsibility to oversee and manage the wide range of operations in their academic unit. Second, the
Department Chairman participates in the executive management of the college and, as such, has a
responsibility to contribute to the overall success of the college.

The department council consist of all faculty members. It makes decisions on all academic matters related
to the Computer Engineering program including the study plan, curriculum, textbooks, and appointment
of faculty members and teaching assistants.

Several committees consisting of faculty members have been made to carry out the tasks of development
and implementation of the processes for the assessment, evaluation, and continuing improvement of the
program.

Most of the faculty members are assigned the task of Academic Advisement. The Academic Advisement
duties require the faculty member to assist students in all academic matters to help them fulfill all the
requirements of graduation.

6-2
 Table 6-1: Faculty Qualifications
Years of Level of Activity
Experience
H, M, or L 3

Type of Academic
Appointment 2
T, TT, NTT

Consulting/summer
Govt./Ind. Practice
Highest Degree

FT or PT 4

work in industry
Professional Registration/

Organizations

Development
Professional

Professional
Faculty Name Earned- Field and

This Institution
Certification

Rank 1
Year

Teaching
Abdellatif Semeia PhD – CE – 2002 AST NTT FT 0 28 12 -- M M H
Abduaziz Miyajan PhD – CE – 2016 AST T FT 0 5 3 Hardware security M L M
Abdulbasit Abid PhD – CE – 2008 AST T FT 0 10 10 -- L L L
Abdulghani Sayegh MS – CE – 2012 TA T FT 0 13 13 -- L L L
Abdullah Baz PhD – CE – 2014 AST T FT 0 12 12 IEEE senior member M L H
Adnan Abdul-Aziz Gutub PhD – CE – 2002 P T FT 2 17 7 -- M M M
Ahmed Zahrani PhD – CE – 2015 AST T FT 2 6 4 -- L L L
Ahmad Muaz Qamar MS – CS – 1998 L NTT FT 2 15 15 -- L L L
Anas Basalamah PhD – CE – 2009 ASC T FT 9 7 7 -- L M M
Ayman A Alharbi PhD – CE – 2015 AST T FT 0 3 2 -- L M L
Emad Felemban PhD – CE – 2009 ASC T FT 0 18 18 IEEE, ACM, Saudi Eng. M M L
Fahad Al-Zahrani PhD – CE – 2005 ASC T FT 0 13 13 -- L L L
Fahd Aldosari PhD – CE– 2011 AST T FT 2 6 6 -- L M L
Faisal Al-Osaimi PhD – CE – 2010 AST T FT 0 6 6 -- L L L
Hussam Aleem Mohammed MS – CE – 2009 L NTT FT 2 6 6 CCNA, MCSE, MCP, MCSA L M L
Imran Tasadduq PhD – ECE – 2002 P NTT FT 0 16 9 -- L L L
Khalid Al-Hindi PhD – EE – 2002 ASC NTT FT 2 24 17 -- L L L
Khaled H. Almotairi PhD – ECE – 2012 AST T FT 0 5 5 -- L L L
6-3
 Khalid Khayyat PhD – CE – 2011 AST T FT 0 7 7 -- L L L
Lo’ai A. Tawalbeh PhD – ECE – 2004 ASC T FT 14 14 5 IEEE Senior Member M M M
Maher Rajab PhD – CE – 2004 ASC T FT 0 15 15 -- L M L
Mohammad Al-Turkistany PhD – CE – 2006 AST T FT 0 12 12 -- L L L
Majid Al-Gethami PhD – CE – 2011 AST T FT 1 7 7 -- L L L
Mohammed Hussein Sinky PhD – CE – 2015 AST T FT 0 2 2 -- L L L
Mohsin Murad MSc – CE – 2012 L NTT FT 0 6 6 -- L L L
Muhammad Rashid PhD – CE – 2009 AST NTT FT 2 7 7 -- L L M
Muhammad Yousuf I. Zia MS – CE – 2002 L NTT FT 0 15 7 -- M M L
Omar Sonbul PhD – CE – 2012 AST T FT 1 6 6 -- L L L
Saleh Basalamah PhD–BioEng–2005 ASC T FT 0 12 12 -- L L L
Turki Al-Somani PhD – CSE – 2006 P T FT 12 12 12 MCSE, CCNA, CCDA H H H
Waleed Alasmary PhD – ECE – 2015 AST T FT 0 2 2 -- L M M

Instructions: Complete table for each member of the faculty in the program. Add additional rows or use additional sheets if necessary. Updated information is to be
provided at the time of the visit.
1. Code: P = Professor ASC = Associate Professor AST = Assistant Professor I = Instructor A = Adjunct O = Other
2. Code: TT = Tenure Track T = Tenured NTT = Non Tenure Track
3. The level of activity, high, medium or low, should reflect an average over the year prior to the visit plus the two previous years.
4. FT means full time, PT means part time

6-4
 Table 6-2: Faculty workload summary

Program Activity Distribution3 % of

PT Time
Classes Taught (Course No./Credit Hrs.)
Faculty Member (name) or Devoted
Term and Year2 Research or
Other4
FT1 Teaching
Scholarship to the
Program5
(1403271/4) Fall 2017-18
Abdellatif Semeia FT 80 20 - 100%
(1403312/4) Spring 2017-18
(1403472/3) Fall 2017-18
Abdulaziz Miyajan FT 80 20 - 100%
(14032205/4) (2 Sections), (14032205/4) (1 Lab) Spring 2017-18
(14031202/4), (1403201/4) (2 Sections) Fall 2017-18
Abdulbasit Abid FT 80 20 - 100%
(1403201/4) (2 Sections), (14032205/4) (3 Sections) Spring 2017-18
Abdulghani Sayegh FT (14031201/4) (3 Labs), (1403271/4) Fall 2017-18 90 10 - 100%
(1403271/4), (1403364/3) Fall 2017-18
Abdullah Baz FT 80 20 - 100%
(14031201/4) (2 Sections), (1403364/3) Spring 2017-18
(14031202/4) (2 Sections) Fall 2017-18
Adnan Gutub FT 60 40 - 100%
(1403271/4), (1400519/3) Spring 2017-18
(1403311/4) Fall 2017-18
Ahmad Zahrani FT 80 20 - 100%
(1403311/4) (2 Sections), (48021503/3) Spring 2017-18
(14031202/4) (4 Labs), (1403372/4) (1 Lab) Fall 2017-18
Ahmad Qamar FT 90 10 - 100%
(14032205/4) (1 Lab), (1403372/4) (3 Labs), (1401310/3) Spring 2017-18
(1403422/4) Fall 2017-18
Anas Basalamah FT 40 60 - 100%
(1403422/4) Spring 2017-18
(1403271/4) (2 Labs), (1403311/4) (1 Lab), (1400503/3) (3 Sections) Fall 2017-18
Ayman Harbi FT (14031201/4) (1 Lab) (1403271/4) (1 Lab) (1403322/4) (1 Lab), (1403490/3), 50 50 - 100%
(1400510/3), (1400522/3) Spring 2017-18
(1403446/3), (1400520/3) Fall 2017-18
Emad Felemban FT 80 20 - 100%
(1400522/3) Spring 2017-18
(14031201/4), (1403271/4) Fall 2017-18
Fahad Zahrani FT 80 20 - 100%
(1403381/3) (3 Sections), (1400529/3) Spring 2017-18
(1400508/3) (2 Sections) Fall 2017-18
Fahd Dosari FT 60 40 - 100%
(1400509/3) (2 Sections), (1403450/4) ( 1 Lab) Spring 2017-18
(1400508/3) Fall 2017-18
Faisal Osaimi FT 50 50 - 100%
(1400509/3) (2 Sections) Spring 2017-18
(1403311/4) (3 Labs) Fall 2017-18
Hussam Aleem FT 90 10 - 100%
(14031201/4) (2 Labs) ), (1403271/4) ( 2 Labs) Spring 2017-18

6-5
 (1403322/4), (1403381/3) (2 Sections) Fall 2017-18
Imran Tasadduq FT 70 30 - 100%
(1403322/4) Spring 2017-18
(1403481/3) Fall 2017-18
Khalid Hindi FT 80 20 - 100%
(1403481/3) Spring 2017-18
(1403271/4), (405121/4) Fall 2017-18
Khalid Khayyat FT 80 20 - 100%
(1403271/4), (405121/4) (2 Sections), (405123/3) Spring 2017-18
(1400520/3) Fall 2017-18
Khalid Motairi FT 80 20 - 100%
(1400514/3) Spring 2017-18
(1400510/3) Fall 2017-18
Loai Tawalbeh FT 80 20 - 100%
(1400513/3) Spring 2017-18
(1403489/4 ) Fall 2017-18
Maher Rejeb FT 70 30 - 100%
(1403478/3) Spring 2017-18
(1403401/2), (2316539/4) Fall 2017-18
Majid Gethami FT 80 20 - 100%
(14031201/4) (1 Lab) (1403312/4) (1 Lab), (1401439/4) Spring 2017-18
(1403311/4) (2 Labs), (1403450/4) (2 Labs) Fall 2017-18
Mohsin Khan FT 90 10 - 100%
(1403311/4) ( 3 Labs) Spring 2017-18
(1403311/4) (2 Sections), (1403499/4) ( 2 Sections) Fall 2017-18
Muhammad Rashid FT 80 20 - 100%
(1403372/4) Spring 2017-18
(14031201/4), (1403371/4) (2 Sections), (1403499/4) Fall 2017-18
Muhammad Sinky FT 80 20 - 100%
(1403371/4) (2 Sections), 1403472/3) Spring 2017-18
(405121/4), (1401210/3) Fall 2017-18
Muhammad Turkistany FT (1403312/4) (2 Sections), (1403446/3), (1401334/3), (14011801/3) (2 Sections) 80 20 - 100%
Spring 2017-18
(1403450/4), (1403499/4) Fall 2017-18
Omar Sonbul FT 80 20 - 100%
(1403450/4) Spring 2017-18
Saleh Basalamah FT - - - 100 100%
(1403372/4) Fall 2017-18
Turki Somani FT 60 40 - 100%
(14031201/4), (1403372/4), (1403401/2) Spring 2017-18
(1403201/4) (1 Lab), (1403371/4) (1 Lab), (1403499/4) Fall 2017-18
Waleed Asmary FT (14031201/4) (2 Sections), (1403499/4) (4 Sections), (1400581/3), (1400582/3) 60 40 - 100%
Spring 2017-18
(1403271/4) (2 Labs), (1403322/4) (1 Lab) Fall 2017-18
Yousuf Zia FT 90 10 - 100%
(1403201/4) (2 Labs), (1403322/4) (1 Lab) Spring 2017-18

1. FT = Full Time Faculty or PT = Part Time Faculty, at the institution 2. For the academic year for which the self-study is being prepared.
3. Program activity distribution should be in percent of effort in the program and 4. Indicate sabbatical leave, etc., under "Other."
should total 100%. 5. Out of the total time employed at the institution.

6-6
CRITERION 7. FACILITIES
A. Offices, Classrooms and Laboratories
A-1 Offices
Until about two years’ ago, there was limitation of space for faculty offices and labs. Previously, only 18
offices were available, shared between multiple faculty members. Similarly, lecturers had to utilize
laboratories for their administrative work. However, the aforementioned problem has been solved by the
completion of new building where independent offices have been provided to each faculty member. Faculty
offices in the new building are equipped with the following facilities:
• Office size allows the faculty members to conduct meetings with at least two colleagues or students.
• Normal and standard teaching needs
• Each faculty member is assigned a computer with basic software installed such as Windows and
Microsoft Office, and he has full access to the Internet and the University Intranet. Furthermore,
wireless access to the Internet/intranet is available in the offices.
• Computer replacement occurs on the demand/requirements of faculty and is initiated by the College
depending on the available annual purchasing budget allocated to the College.
In addition to faculty offices, there are dedicated offices for administrative and clerical works. Lecturers in
the department are utilize the laboratories for their administrative tasks.

A-2 Classrooms
Classrooms in the new building are equipped with the following facilities:
• Adequate number of seats
• An instructor's desk
• A data projector
• A white board
However, classrooms are not covered with a wireless network. Consequently, the instructors cannot
connect their laptops to the Internet during lectures.

A-3 Laboratory Facilities

Facilities related to the laboratories can be summarized in the following:
• Total number of labs: There are a total of eight physical laboratories covering ten different subjects
including an exclusive lab for Graduation Projects.
• Class size of each lab: Lab class size is 15 – 20 students on average and the lab instructor has the
opportunity to comfortably supervise the experiments and help the students in any problems they
might face.
• Equipment in the labs: These laboratories are well equipped as is mentioned in the equipment list
in Appendix C. Appendix C enlists the major and latest equipment available in computer
engineering laboratories.
• Upgradation of equipment: The department upgrades laboratories as and when needed by
purchasing state of the art equipment, software and components.
7-1
 • Upgradation of laboratory manuals: All the lab manuals were thoroughly revised and updated to
help students in performing the experiments and enhancing their laboratory experience. These lab
manuals are available online at: https://uqu.edu.sa/en/cis_ce/‫اﻟﻤﻌﺎﻣﻞ‬-‫ﺗﺠﺎرب‬-‫ﻻﺋﺤﺔ‬

B. Computing Resources
On campus, students have open access to the campus network and the Internet. There are wireless access
points that serve campus buildings including staff offices and labs. The practical result is that anyone in the
campus community can have access to the campus network and the Internet at any time from any place.
Students can either use their own laptops to connect to the Internet or use one of the laboratories having
computing facilities to use computers and connect to the Internet. Further, each faculty member has a PC
in his office having Internet access.
The Deanship of Admission and Registration provides access to the electronic-gate services system to
students and faculty members via the University network. By using the Electronic-Gate system, students
can perform online registration, monitor their academic progress, view transcripts/grades, etc. while
instructors can monitor their students, see their academic progress and results, insert marks and absences
for students, edit their profile, etc.

C. Guidance
The faculty members are responsible to support and guide the use of laboratories and resources, each in his
assigned laboratory. Faculty prepares laboratory notes, set procedures for performing the experiments and
discusses the safety regulations for each lab. A staff member always attends the laboratory sessions with
the students and guides them in the relevant use of equipment and tools as needed and in performing
experiments.
Furthermore, there are two types of technical support. The first type of technical support is related to PCs
and is provided by IT department to all college students, faculty, teaching staff and administrative staff.
Technicians deal with all kinds of technical problems which are sometimes fixed on the spot, and sometimes
are handled by the help desk. The requester has to fill up a technical-support request form and submit it at
the help desk which keeps track of issue until the request is fulfilled.
The second type of technical support is related to hardware laboratories which are used to teach a number
of courses in the computer engineering department. Technical support for those laboratories and their
equipment is directly provided by qualified teaching staff from the computer engineering department. The
department generally supervises and operates those laboratories.

D. Maintenance and Upgrading of Facilities

For computing related facilities, the IT Deanship is responsible for all university-supplied computers and
network connectivity issues on all campuses. The IT Deanship has a telephone service desk that serves as
the first point of contact for handling and resolving maintenance problems. If they cannot rectify the
problem, they will forward the issue to the relevant part of the IT Deanship. If faculty members experience
maintenance problems with their office computer or network connectivity, they can contact the service desk
directly.

E. Library Services
The King Abdullah Library is the central library of Umm Al-Qura University. It is the main body that
collects and develops information sources (purchasing, donation, and exchange), organizes these sources
(classifying, cataloging, indexing, and shelving), and makes them available to the university community
through a range of services (loans, reading areas, electronic access). The library contains a large range of
information resources such as books, periodicals, digital libraries, documents, manuscripts, audio-visual

7-2
material, maps and atlases, and other electronically accessible material. These services are provided by the
following departments of the library:
• The Department of Library Users Services.
• The Department of Scripts, Dissertations, and Audio-visual Materials.
• The Department of Technical Procedures.
• The Department of Exchange and Official Publications.
• The Department of Special Collections.
• The Department of Planning, Follow Up, Organization and Research.
Under its authority are:
• King Abdullah University Library at the Abdiyah campus
• King Abdullah University Library at the Zaher campus
• Branch libraries, including:
• College of Da’wa and Usul-ud-Din Library (Abdiyah)
• College of Arabic Language Library (Abdiyah)
• College of Applied Sciences Library (Abdiyah)
• College of Computer & Information Systems Library (Abdiyah)
• College of Engineering and Islamic Architecture Library (Abdiyah)
• College of Medicine Library (Abdiyah)
• Institute of Scientific Research and Revival of Islamic Heritage Library (Abdiyah)
• College of Applied Sciences Library (Zaher)
• Al-Jamum University College Library (Jamum)
• College of Arts and Administrative Sciences Library (Zaher)
• The Custodian of the Two Holy Mosques Institute for Hajj Research Library (Aziziah)
• College of Islamic Law Library (Abdiyah)
• College of Education Library (Abdiyah)
• Al-Qunfudah University College Library (Qunfudah)
• College of Fine Arts and Design Library (Abdiyah)
• Al Leith University College Library (Leith)
The university provides connections to different and varied information sources. These include:
• University Dissertations and Theses
• Arabic Books
• Foreign Books
• Periodicals and Microfilms

7-3
 • Government Publications
• Automatic Lending Service
• Automatic Book-Return Service
• Reference Service
• Book Purchase Request Service
• Digital Library Service (e.g. IEEE Explore, ACM, Elsevier, and Wiley)
• Umm Al-Qura University Journals
• Original and Photocopied manuscripts
• Records of conferences and symposia held at Umm Al-Qura University
• Photographed meetings held at Umm Al-Qura University

F. Overall Comments on Facilities

Safety procedures for all Computer Engineering Laboratories follow the University's centralized plan and
policy. Specific laboratory procedures are documented for each Computer Engineering laboratory.
Required safety equipment and the proper operation of laboratory equipment is conveyed to students by the
laboratory instructors and are also documented in each laboratory manual. Several policies and measures
have been defined and taken in order to ensure that facilities, tools, computers and equipment used are safe
for their intended purposes. They are summarized below.

F-1 General Safety Measures

The general safety measures taken are summarized as follows:
• The college building is equipped with surveillance cameras for security purposes.
• A health center is available in the University for all students.
• Smoke detectors are installed everywhere in the college building.
• Fire extinguishers are installed everywhere in the college building.
• Sprinklers are installed everywhere in the college building.
• An emergency evacuation procedure is available in laboratories.
• A laboratory safety procedure is affixed in each laboratory.

F-2 Laboratory Safety Guidelines

Laboratory safety guidelines are included in every lab manual. These have been included in Appendix F.

F-3 Safety of Computer Software

F-3-1 Safety against Viruses/Malware
Antivirus is installed on all the PCs in the college. This is configured for automatic updates and real time
scanning.
F-3-2 Software Piracy
All software tools used within the college are legal and licensed. The installation and use of illegal and/or
unlicensed software tools is strictly forbidden.

7-4
CRITERION 8: INSTITUTIONAL SUPPORT
A. Leadership
The departmental leadership consists of the chairman of the department, and the department council which
consists of all faculty members. The chairman heads the department council responsible for making all
academic decisions related to the curriculum, faculty and staff appointment, teaching load distribution and
faculty research and professional development activities. The department chair and council play a very
important role in promoting departmental interests at the college and university levels. The chairman has
made several committees to help him in making decisions. If the recommendations of these committees
relate to academic matters, the matter is discussed in the department council meeting before a decision is
made. Any recommendations that require the support of the college, are referred to the dean of the college
of engineering. The dean presents the matter to the college council and a decision is made. If the matter
requires the support of the university then the approved decision is sent to the university administration for
proper action, support or implementation.

B. Program Budget and Financial Support

B-1 Sources of Financial Support
Umm Al-Qura University is one of the leading universities in Kingdom of Saudi Arabia situated in Holy
city of Makkah. Like other state-owned universities in the Kingdom it receives very generous financial
support from the Ministry of Education. The Computer Engineering Program budget is supplied by the
funds allocated to the university. The financial support and budget are on an annual basis. Initially each
department informs the college of the required facilities, faculty appointments and funding. University
prepares the budget based on the financial requirements of all colleges and various other entities functioning
under the rector of the university and is presented to the Ministry of Education.

The budget for the University and thus of the program is mostly centralized. The first of the University
budget preparation steps involves consultation with the organizational units including, but not limited to,
the University Vice Rectors, Projects Department, Financial Department, Procurements Department,
Deanship of Faculty and Staff Affairs, and Deanship of Admission & Registration to define the University
requirements and complete the forms specifically prepared by the Ministry of Finance. This process helps
to ensure the adequacy of funds for programs and services to be provided for the next year. During the
budget preparation, consultation with the Rector and Vice Rector is maintained to obtain their guidance.
The draft budget with a brief memorandum on it is submitted to the University Council for approval. Once
the proposal is approved by the Council, it is submitted to the Ministry of Finance with copies of the same
to the Ministry of Civil Service and the Ministry of Economics & Planning. A date is set for discussing the
draft budget with the Ministry. After the University budget is approved, it is announced and disseminated.
The funds allocated to salaries, benefits and wages, as well as the budget assigned to the security,
maintenance, and other amenities are administered and audited centrally at the University campus. The
operating expenses for laboratory equipment, office furniture, teaching materials, raw material for
maintenance, spare parts projects, repair projects, and building rehabilitation plans are allocated based on
the needs and requirements of the various units of the University.
The University budget is 2.7 Billion Saudi Riyals. The college budget is a part of the University. Large
orders, such as computer equipment for labs or offices, lab equipment or furniture for labs or offices, are
handled centrally. Salaries of all staff are also handled centrally. The College funds are controlled by
regulations issued by the College Council and implemented and monitored by the Dean.
The computer engineering department had its share from the college budget according to the requirements
of the department. Also, the following funds were used by the department directly from the University:

8-1
 a) Computer Laboratory equipment
b) Basic computer software
c) Lab equipment (other than computers)
d) Faculty and staff computers
In addition, the University also provides resources to the College to hire non-Saudi MS-holders as lecturers.
The University has made outstanding progress not only in increasing the number of faculty and staff but
also in enhancing its quality. It provides opportunities to faculty for personal and professional development
through workshops, including teaching workshops, offered regularly by the Deanship of University
Development and Quality, and by encouraging faculty members to attend international conferences or
training workshops abroad.
The long-term needs for the department are stated in the Strategic Plan are considered at the time of
preparing the central university budget. Short-term needs for the department are managed through the Dean
by requesting finding from the university. The university assigns financial resources based on needs and
priorities of all its academic and administrative units.

B-2 Support for Teaching Activities

Each faculty member teaching a course is in charge of the teaching and grading activities assigned to him.
The secretarial staff and those graduate students who have not yet gone abroad for their higher education,
are utilized by the department chair to help the faculty in their teaching activities.
The University also supports the College with a generous share of the Teaching Assistant positions at the
University level for Saudi graduates. Appointed Teaching Assistants are required to pursue their MS and
Ph.D. degrees in top-ranked international universities within at most two semesters of their appointment.
After earning their Ph.D., they return to their respective departments to serve as full-time faculty. Budgets
continue to be adequate to cover program and departmental needs for all operations.
The faculty and staff employment processes are centrally supervised and administered by the Deanship of
Faculty and Staff Affairs. Moreover, the Deanship provides all personnel services for Umm Al-Qura
University Colleges.
The university provides salaries of all its employees, including Computer Engineering Department faculty
and staff. The salary of each faculty member of Computer Engineering department includes a basic salary,
a professional allowance between 30 to 100% of the basic salary, transportation housing allowances. Each
faculty member enjoys 2 months fully paid summer vacation.

B-3 Support for Facilities

Formal department plans to acquire, maintain, and operate equipment, laboratories, and other facilities are
revised and followed every year. Other permanent improvements of the facilities are planned during the
budget process. The plans are developed with the input of faculty members assigned as coordinators of
various laboratories in the department.
The College relies mainly on the University-allocated governmental budget provided each fiscal year for
purchases and upgrade of laboratory equipment, teaching facilities, furniture, etc. The College also utilizes
its University-allocated liquidity to acquire any additional facilities and equipment needed by faculty or
students of the various College programs.
The college programs have adequate teaching infrastructure, facilities and laboratory equipment for
students to attain their student outcomes. Various committees of the department keep track of any issues
and upgrade plans through communication with the department faculty and staff. The laboratory equipment
is upgraded regularly according to the request of the department.

8-2
B-4 Adequacy of Resources
The fund and the budget allocated by the University to the Computer Engineering Department is adequate
to enable the Computer Engineering Program achieving its academic goals and objectives. The university
provides salaries of all its employees, including Computer Engineering Department faculty and staff. The
salary of each faculty member of Computer Engineering department includes a basic salary, a professional
allowance between 30 to 100% of the basic salary, transportation housing allowances. Each faculty member
enjoys 2 months fully paid summer vacation.
The faculty and staff employment processes are centrally supervised and administered by the Deanship of
Faculty and Staff Affairs. Moreover, the Deanship provides all personnel services for Umm Al-Qura
University Colleges.

C. Staffing
The computer engineering department has a strong resource team composed of faculty, administrative
assistants, engineers, clerical and other support personnel. The college maintains administrative staffs that
provide various kinds of support to the department. Currently, the computer engineering department has
three technicians, one teaching assistant and four lecturers on duty. In addition, twelve teaching assistants
are on leave for PhD studies. Staff retention is not an issue. Their salaries and benefits and the pension plan
are quite attractive to keep them in the department.

D. Faculty Hiring and Retention

The majority of faculty and staff employment processes are centrally managed by the Deanship of Faculty
and Staff Affairs. Moreover, the Deanship provides all personnel services for Umm Al-Qura University
Colleges. To hire new faculty, the department selects a suitable person and then requests the University to
make arrangements for hiring him. There is no problem in retaining faculty as the salary here is tax-free
and faculty receives free housing and medical benefits plus air tickets to their country of origin.

E. Support of Faculty Professional Development

Faculty professional development is primarily accomplished through workshops, seminars, conferences,
professional publications, and committee service in professional societies. The University supports the
College with a generous share of the available Teaching Assistant (TA) positions at the University level for
top Saudi graduates. Appointed TA's are required to pursue their MS and Ph.D. degrees in top-ranked
international universities within at most two semesters of their appointment. After earning their PhD, they
return to their respective departments to serve as full-time faculty. In addition, the University also provides
resources to the College to hire non-Saudi MS-holders as teaching assistants with the "lecturer" rank, and
BS and MS holders as research assistants. The University also allows departments to hire part-time teaching
faculty and assistants on a per-semester basis with the approval of the University Permanent Committee for
Collaborators. The University has made outstanding progress not only in increasing the number of its
faculty members and staff but also in enhancing its quality. It provides opportunities to faculty for personal
and professional development through workshops, including teaching workshops, offered regularly by the
Deanship of University Development and Quality, and by encouraging faculty members to attend
international conferences or training workshops abroad. Faculty members are encouraged to attend
regularly training and professional development workshops held either within the University, by the
Deanship of University Development and Quality Development, or outside the University.
All tenured faculty members can get a leave to attend national or international conferences twice a year and
to attend a workshop every two year. Faculty members are given financial support for transportation,
conference registration fees and living allowance for the conference period. They are also allowed to have
a one-year sabbatical leave every five years, after providing an acceptable plan for research and scientific
contribution to be performed during the expected leave.

8-3
PROGRAM CRITERIA
The structure of the computer engineering curriculum (as described in detail in Criterion 5) covers all the
applicable ABET Program Criteria. The Criteria are also fully integrated into our outcome assessment
process (Criterion 4).

A. Curriculum
Specifically, in terms of the ABET Program Criteria, the Computer Engineering curriculum can be
summarized as follows:
• All computer engineering students take laboratory-based basic sciences, which include depth
in both General Chemistry and calculus-based physics (General Physics I and General Physics
II), and two semesters of differential and integral calculus (Introduction to Math-I and
Introduction to Math-II) that include applications to physical sciences and engineering
problems.
• Advanced mathematics topics covered through two Engineering Math sequences include
complex variables, multivariable calculus and differential equations. Other advanced topics are
introduced through required computer engineering courses. For example, discrete mathematics
is covered in the third year.
• The required course Engineering Math II introduces computer engineering students to the
techniques of linear algebra and its basic applications. These concepts are further reinforced
through application in the required course Signal Analysis.
• The required course Engineering Statistics and Probability Theory introduces computer
engineering students to random variables, various distribution functions, and computer
simulation of probability models.
• As described in detail in Criterion 5, the required computer engineering courses cover the full
range of computer engineering topics such as, electrical and electronic devices, software,
computers, and systems containing hardware and software components. They include
analytical techniques, laboratory skills, and a design sequence. The design sequence begins in
the freshman year, is built upon through the curriculum, and culminates in a major design
experience in the senior year.
• Computer engineering students also take three electives in which they analyze and design
complex software, and systems containing hardware and software components.

9-1
Appendix A – Course Syllabi

A-0
 1403201 (Circuit Theory) Syllabus - Part 1
General Information
Course Number 1403201
Credit Hours 3/1/4 (Theory credit hours = 3; Lab. credit hours = 1; Total credit hours = 4)
Prerequisites Physics-I and Introduction to Math-II
Course Coordinator Abdellatif Semeia
Course Objective
The objective of this course is to learn analysis techniques for linear electrical circuits

Catalog Description
Electric circuit laws, resistive circuits, inductive and capacitive circuits, two-port networks

Course Contents
1. Introduction - 2. Basic Circuit Laws - 3. Circuit Structure - 4. Resistance Equivalent Circuits - 5.
Nodal Analysis - 6. Mesh Analysis - 7. Circuit Theorems - 8. Inductance and Capacitance Equivalent
Circuits - 9. First order circuits (RL,RC) - 10. Second order circuits (RLC) - 11. Two-port circuits

Text Book
Nilson and Susan, Electric Circuits, 9th Edition, Prentice Hall, 2011
Reference Material
Johnson and Hilurn, Basic electric circuit analysis, Prentice Hall, 2010

A-1
 1403201 (Circuit Theory) Syllabus - Part 2
Course Learning Outcomes
Course Learning Outcome (CLO)
1 An ability to analyse resistive circuits by applying electrical circuit laws [BL 3, Topics 1 to 6]

2 An ability to analyse first order and second order circuits by applying electrical circuit laws [BT 3,
Topics 7, 8, 9]
3 An ability to analyse basic two-port circuits by applying electrical circuit laws [BL 3, Topic 10]

4 An ability to design and conduct experiments in the area of basic electrical circuits [BT 3]

CLO-SO Map
SO IDs
CLO ID a b c d e f g h i j k
CLO 1 1 0 0 0 1 0 0 0 0 0 0
CLO 2 1 0 0 0 1 0 0 0 0 0 0
CLO 3 1 0 0 0 1 0 0 0 0 0 0
CLO 4 0 1 0 0 0 0 0 0 0 0 1

Approvals
Prepared by Kadry Montasser
Approved by Curriculum Committee
Last Update 28 April, 2016

A-2
 1403271 (Switching Theory) Syllabus - Part 1
General Information
Course Number 1403271
Credit Hours 3/1/4 (Theory credit hours = 3; Lab. credit hours = 1; Total credit hours = 4)
Prerequisites Circuit Analysis-I or Circuit Theory
Course Coordinator Muhammad Rashid
Course Objective
The objective of this course is to provide fundamental knowledge of digital design

Catalog Description
Number Systems, Boolean Algebra, design and analysis of combinational and sequential circuits.

Course Contents
1. Introduction to Digital Systems - 2. Number Systems and Codes - 3. Boolean Algebra and Logic - 4.
Circuits Optimization - 5. Combinational Logic: Design and Analysis - 6. Sequential Logic: Design and
Analysis

Text Book
M. Morris Mano and Michael D. Ciletti, Digital Design, 5th Edition, 2007, Prentice Hall, ISBN-
10:01398926X, ISBN-13: 978-013989269.

Reference Material
Not Specified

A-3
 1403271 (Switching Theory) Syllabus - Part 2
Course Learning Outcomes
Course Learning Outcome (CLO)
1 An ability to understand number systems and codes. [BL 1, Topics 1, 2]

2 An ability to apply Boolean algebra for optimizing logic circuits. [BL 3, Topics 3]

3 An ability to design combinational logic circuits. [BL 3, Topic 4]

4 An ability to design sequential circuits. [BL 3, Topic 5]

5 An ability to design and conduct experiments in the area of basic digital circuits [BL 3]

CLO-SO Map
SO IDs
CLO ID a b c d e f g h i j k
CLO 1 1 0 0 0 0 0 0 0 0 0 0
CLO 2 1 0 0 0 0 0 0 0 0 0 0
CLO 3 0 0 1 0 1 0 0 0 0 0 0
CLO 4 0 0 1 0 1 0 0 0 0 0 0
CLO 5 0 1 0 0 0 0 0 0 0 0 1

Approvals
Prepared by Not Specified
Approved by Curriculum Committee
Last Update 28 April, 2016

A-4
 1403311 (Electronics) Syllabus - Part 1
General Information
Course Number 1403311
Credit Hours 3/1/4 (Theory credit hours = 3; Lab. credit hours = 1; Total credit hours = 4)
Prerequisites General Physics-II
Course Coordinator Abdellatif Semeia
Course Objective
The objective of this course is to understand the fundamentals of electronic circuits

Catalog Description
Electronics devices: introduction, operation, characteristics, specifications and applications

Course Contents
1. Semiconductor Theory - 2. Diodes - 3. Diode Devices - 4. Transistor - 5. DC and AC Analysis - 6.
Field-Effect Transistor

Text Book
1.Electronic Devices and Circuit Theory, Robert Boylestad and Louis Nashelsky, 10th ed., Prentice Hall,
2009

Reference Material
2.Digital Integrated Circuits, Thomas DeMassa and zack Ciccone, John Wiley & Sons, 1996
3.Microelectronics, Millman, McGraw-Hill, 1999

A-5
 1403311 (Electronics) Syllabus - Part 2
Course Learning Outcomes
Course Learning Outcome (CLO)
1 An ability to apply the theory of diodes to solve electronic circuits [BL 3, Topics 1, 2, 3]

2 An ability to apply the theory of transistors to solve electronic circuits [BL 3, Topics 4, 5]

3 An ability to apply the theory of FETs to solve electronic circuits [BL 3, Topic 6]

4 An ability to design and conduct experiments in the area of electronic circuits [BL 3]

CLO-SO Map
SO IDs
CLO ID a b c d e f g h i j k
CLO 1 1 0 0 0 1 0 0 0 0 0 0
CLO 2 1 0 0 0 1 0 0 0 0 0 0
CLO 3 1 0 0 0 1 0 0 0 0 0 0
CLO 4 0 1 0 1 0 0 0 0 0 0 1

Approvals
Prepared by Kadry Montasser
Approved by Curriculum Committee
Last Update 28 April, 2016

A-6
 1403381 (Numerical Analysis) Syllabus - Part 1
General Information
Course Number 1403381
Credit Hours 3/0/3 (Theory credit hours = 3; Lab. credit hours = 0; Total credit hours = 3)
Prerequisites Computer Programming and Eng. Math-II
Course Coordinator Khaled Almotairi
Course Objective
The objective of this course is to solve numerical problems using computers

Catalog Description
Theory of key concepts on equation solving, curve fitting, numerical integration and
differentiation and the solution of differential equations are introduced with the computer
implementation using MATLAB

Course Contents
1. Introductory material (Absolute and relative errors, Rounding and chopping, Computer errors in
representing numbers, Review of Taylor series - 2. Locating roots of algebraic equations - 3. Systems of
linear equations - 4. The Method of Least Squares - 5. Interpolation - 6. Numerical Integration - 7.
Numerical Differentiation - 8. Ordinary Differential Equations

Text Book
1.Steven C. Chapra and Raymond P. Canale, Numerical Methods for Engineers, 6th Edition, McGraw-
Hill, 2009. ISBN: 0073401064

Reference Material
2.W. Cheney and Kincaid, Numerical Mathematics and Computing, 6th Edition, Brookes Cole, 2007.
ISBN: 9780495114758

A-7
 1403381 (Numerical Analysis) Syllabus - Part 2
Course Learning Outcomes
Course Learning Outcome (CLO)
1 The ability to apply Taylor Series to approximate functions [BL 3, Topic 1]

2 The ability to apply various algorithms to locate the roots of equations [BL 3, Topic 2]

3 The ability to solve problems involving linear algebraic equations [BL 3, Topic 3]

4 The ability to apply least squares method and polynomials [BL 3, Topics 4, 5]

5 The ability to solve numerical differentiation and integration problems [BL 3, Topics 6, 7]

6 The ability to solve ordinary differential equations [BL 3, Topic 8]

7 The ability to use MATLAB to solve various numerical problems [BL 3, Topics 1 to 8]

CLO-SO Map
SO IDs
CLO ID a b c d e f g h i j k
CLO 1 1 0 0 0 0 0 0 0 0 0 0
CLO 2 1 0 0 0 0 0 0 0 0 0 0
CLO 3 1 0 0 0 0 0 0 0 0 0 0
CLO 4 1 0 0 0 0 0 0 0 0 0 0
CLO 5 1 0 0 0 0 0 0 0 0 0 0
CLO 6 1 0 0 0 0 0 0 0 0 0 0
CLO 7 0 0 0 0 0 0 0 0 0 0 1

Approvals
Prepared by Imran Tasadduq
Approved by Curriculum Committee
Last Update 28 April, 2016

A-8
 1403372 (Computer Organization) Syllabus - Part 1
General Information
Course Number 1403372
Credit Hours 3/1/4 (Theory credit hours = 3; Lab. credit hours = 1; Total credit hours = 4)
Prerequisites Switching Theory and Electronics
Course Coordinator Muhammad Rashid
Course Objective
The objective of this course is to provide the fundamentals of Computer organization and
architecture

Catalog Description
Computer performance, Instruction set architecture, Data path and Control

Course Contents
1. Introduction to Computer Organization and Architecture - 2. Performance and performance assessment
- 3. Instruction Set Architecture - 4. Datapath and Control

Text Book
•D. Patterson and J. Hennessy, Computer Organization and Design, The Hardware L Software Interface,
4th Edition, Morgan Kaufmann, 2009

Reference Material
Not specified.

A-9
 1403372 (Computer Organization) Syllabus - Part 2
Course Learning Outcomes
Course Learning Outcome (CLO)
1 An ability to evaluate and analyze computer performance [BL 4, Topics 1, 2]

2 An ability to use MIPS instruction set architecture for assembly language programming [BL 3,
Topic 3]
3 An ability to implement MIPS instruction set architecture by building data path and controller [BL
3, Topic 4]
4 An ability to write assembly language programs using MIPS assembly language [BL 3]

CLO-SO Map
SO IDs
CLO ID a b c d e f g h i j k
CLO 1 1 0 0 0 1 0 0 0 0 0 0
CLO 2 1 0 0 0 1 0 0 0 0 0 0
CLO 3 1 0 1 0 0 0 0 0 0 0 0
CLO 4 0 1 0 0 0 0 0 0 0 0 1

Approvals
Prepared by Muhammad Rashid
Approved by Curriculum Committee
Last Update 28 April, 2016

A-10
 1403312 (Digital Electronic Systems and Circuits) Syllabus - Part 1
General Information
Course Number 1403312
Credit Hours 3/1/4 (Theory credit hours = 3; Lab. credit hours = 1; Total credit hours = 4)
Prerequisites Electronics
Course Coordinator Abdellatif Semeia
Course Objective
The objective of this course is to provide advanced knowledge of electronic circuits

Catalog Description
BJT transistor modeling, BJT small-signal analysis, FET small-signal analysis, operational
amplifiers, oscillator circuits, digital ICs

Course Contents
1. Amplification in AC domain, BJT transistor modeling, hybrid equivalent model - 2. CE and CB
configurations and networks, collector feedback configuration, approximate and complete hybrid
equivalent circuit - 3. Fixed and self-biasing, CG configuration, designing FET amplifier networks - 4.
Differential and common mode operation, Op-Amp basics and circuits, different applications of Op-Amp
- 5. Feedback concepts and connection types, practical feedback circuits, oscillator operation and types -
6. Diode and transistor modeling, DRL, DTL, RTL and TTL gates and characteristics

Text Book
Louis Nashelsky and Robert Boylestad, Discrete and Integrated, 10th ed., Prentice Hall 2009
Reference Material
Not specified.

A-11
 1403312 (Digital Electronic Systems and Circuits) Syllabus - Part 2
Course Learning Outcomes
Course Learning Outcome (CLO)
1 An ability to apply the knowledge of modeling and small signal analysis of BJT and FET [BL 3,
Topics 1, 2, 3]
2 An ability to understand and apply the knowledge of operational amplifiers [BL 3, Topic 4]

3 An ability to analyze the feedback and oscillator circuits. [BL 4, Topic 5]

4 An ability to identify the characteristics of digital ICs. [BL 2, Topic 6]

5 An ability to design and conduct experiments in the area of digital electronic systems and circuits
[BL 3]

CLO-SO Map
SO IDs
CLO ID a b c d e f g h i j k
CLO 1 1 0 0 0 1 0 0 0 0 0 0
CLO 2 1 0 0 0 1 0 0 0 0 0 0
CLO 3 1 0 0 0 1 0 0 0 0 0 0
CLO 4 1 0 0 0 0 0 0 0 0 0 0
CLO 5 0 1 0 0 0 0 0 0 0 0 1

Approvals
Prepared by Kadry Montasser
Approved by Curriculum Committee
Last Update 28 April, 2016

A-12
 1403322 (Computer Communication System) Syllabus - Part 1
General Information
Course Number 1403322
Credit Hours 3/1/4 (Theory credit hours = 3; Lab. credit hours = 1; Total credit hours = 4)
Prerequisites Signal Analysis
Course Coordinator Anas Basalamah
Course Objective
The objective of this course is to provide fundamentals of computer communication

Catalog Description
A conceptual view of data communications and network layers and models, internetworking of networks
and addressing. Physical layer concepts that includes data and signal transmission, transmission
impairment, signal conversion, modulation, bandwidth and throughput

Course Contents
1. Introduction to Communication - 2. Network Models - 3. Introduction to Physical Layer - 4. Digital
Transmission - 5. Analog Transmission - 6. Bandwidth Utilization - 7. Transmission Media - 8.
Switching

Text Book
Data Communications and Networking, By: Behrouz A. Forouzan (5th Edition)
Reference Material
Data and Computer Communications, By: William Stallings (6th Edition).
Computer Networks, By: Andrew Tanenbaum. (4th Edition)

A-13
 1403322 (Computer Communication System) Syllabus - Part 2
Course Learning Outcomes
Course Learning Outcome (CLO)
1 An ability to comprehend the fundamentals of data communications. [BL 2, Topics 1,2]

2 An ability to apply mathematical foundations to solve problems involving digital and analog
signals. [BL 3, Topic 3]
3 An ability to comprehend analog and digital transmission. [BL 2, Topics 4,5]

4 An ability to apply knowledge of multiplexing and spectrum spreading. [BL 3, Topic 6]

5 An ability to understand the fundamentals of transmission media. [BL 1, Topic 7]

6 An ability to design different types of switches. [BL 3, Topic 8]

7 An ability to highlight the challenges/issues of modern communication systems through a

technical report/presentation [BL 4, 5]
8 An ability to design and conduct experiments in the area of communications [BL 3]

CLO-SO Map
SO IDs
CLO ID a b c d e f g h i j k
CLO 1 1 0 0 0 0 0 0 0 0 0 0
CLO 2 1 0 0 0 1 0 0 0 0 0 0
CLO 3 1 0 0 0 0 0 0 0 0 0 0
CLO 4 1 0 0 0 1 0 0 0 0 0 0
CLO 5 1 0 0 0 0 0 0 0 0 0 0
CLO 6 0 0 1 0 0 0 0 0 0 0 0
CLO 7 0 0 0 0 0 1 1 0 0 1 0
CLO 8 0 1 0 0 0 0 0 0 0 0 1

Approvals
Prepared by Momen Al-Rawi, Imran Tasadduq
Approved by Curriculum Committee
Last Update 28 April, 2016

A-14
 1403371 (Advanced Logic Design) Syllabus - Part 1
General Information
Course Number 1403371
Credit Hours 3/1/4 (Theory credit hours = 3; Lab. credit hours = 1; Total credit hours = 4)
Prerequisites Switching Theory
Course Coordinator Muhammad Rashid
Course Objective
The objective of this course is to provide the knowledge of digital system design

Catalog Description
Register Transfer Level (RTL) Design, Hardware Description Language (HDL), Physical
implementation on ICs

Course Contents
1. Revision of basic concepts in digital logic design: combinational and sequential - 2. Introduction to
Hardware Description Language (HDL) - 3. Combinational circuit design in HDL - 4. Finite State
Machines (FSMs) and controller design - 5. Design of data path components - 6. Register Transfer Level
(RTL) design - 7. Physical implementation on ICs: ASICs and FPGAs - 8. Simulation and synthesis of
HDL design on FPGAs

Text Book
(1)Frank Vahid, Digital Design with RTL Design, VHDL and Verilog, Second Edition, 2011, John Wiley
and Sons
(2)Frank Vahid and Roman Lysecky, Verilog for Digital Design , Edition 2007, John Wiley and Sons

Reference Material
Not Specified

A-15
 1403371 (Advanced Logic Design) Syllabus - Part 2
Course Learning Outcomes
Course Learning Outcome (CLO)
1 An ability to design and capture combinational as well as sequential behaviors in HDL [BL 3, 4,
Topics 1 to 4]
2 An ability to design digital systems at Register Transfer Level [BL 3, Topic 5]

3 An ability to comprehend the basic concepts in ASICs and FPGAs [BL 2, Topic 6]

4 An ability to design and conduct experiments in the area of digital systems design [BL 3, Topic 7]

CLO-SO Map
SO IDs
CLO ID a b c d e f g h i j k
CLO 1 1 0 1 0 0 0 0 0 0 0 0
CLO 2 1 0 1 0 0 0 0 0 0 0 0
CLO 3 1 0 0 0 0 0 0 0 0 0 0
CLO 4 0 1 0 1 0 0 0 0 0 0 1

Approvals
Prepared by Muhammad Rashid
Approved by Curriculum Committee
Last Update 28 April, 2016

A-16
 1403422 (Computer Networks) Syllabus - Part 1
General Information
Course Number 1403422
Credit Hours 3/1/4 (Theory credit hours = 3; Lab. credit hours = 1; Total credit hours = 4)
Prerequisites Computer Communication System
Course Coordinator Anas Basalamah
Course Objective
The objective of this course is to provide fundamentals of computer networks

Catalog Description
Data-Link design issues, Framing, Flow Control, Error Control, Multiple Access, Channelization,
Ethernet, WANs, Network layer design issues, Routing and congestion control, Internetworking,
Transport layer design issues and protocols, Application layer design issues and protocols, Examples of
protocol suites and networks

Course Contents
1. Data link layer: Error Detection and Correction; Framing; Design of Data-link protocols; Multiple
Access, Controlled Access, Channelization; 4. Wireless LAN, Connecting Devices; Backbone Networks,
VLAN, Wireless WAN, SONET - 2. Network Layer: IPV4; IPV6; Fragmentation; Transition from IPv4
to IPv6; 8. Delivery, Forwarding, Routing and routing tables, Unicast and Multicast Routing Protocols -
3. Transport Layer: Process-to-Process delivery; UDP; TCP; SCTP; Congestion Control, QoS - 4.
Application Layer: Domain Name System; Domain Name Space; DNS in the Internet; Mapping names
to Addresses and vice versa; DDNS; SNMP; Multimedia

Text Book
Data Communications and Networking, By: Behrouz A. Forouzan (4th Edition)
Reference Material
Data and Computer Communications, By: William Stallings (6th Edition).
Computer Networks, By: Andrew Tanenbaum. (4th Edition)

A-17
 1403422 (Computer Networks) Syllabus - Part 2
Course Learning Outcomes
Course Learning Outcome (CLO)
1 A comprehension of the fundamental principles of the data link layer including Link Control,
Multiple Access, and Wired/Wireless LANs. [BL 1,2, Topic 1]
2 The ability to apply Error Detection and Correction on data link layer. [BL 3, Topic 1]

3 An understanding of the Network Layer, Delivery, Forwarding and Routing of Packets in the
Internet. [BL 1,2, Topic 2]
4 The ability to design a network by addressing and subnetting. [BL 5, Topic 2]

5 Recognition of the key principles of the Transport layer, Transport Layer protocols, and
Congestion Control and Quality of Service. [BL 1,2, Topic 3]
6 Grasping the basic concepts of the Application Layer and mapping to network layer addresses. [BL
1,2, Topic 4]
7 An ability to design and conduct experiments in the area of Computer Networks. [BL 3]

CLO-SO Map
SO IDs
CLO ID a b c d e f g h i j k
CLO 1 1 0 0 0 0 0 0 0 0 0 0
CLO 2 1 0 0 0 1 0 0 0 0 0 0
CLO 3 1 0 0 0 0 0 0 1 0 0 0
CLO 4 1 0 1 0 1 0 0 0 0 0 0
CLO 5 1 0 0 0 0 0 0 0 0 0 0
CLO 6 1 0 0 0 0 0 0 0 0 0 0
CLO 7 0 1 0 0 0 0 0 0 0 0 1

Approvals
Prepared by Momen Al-Rawi
Approved by Curriculum Committee
Last Update 28 April, 2016

A-18
 1403484 (Databases) Syllabus - Part 1
General Information
Course Number 1403484
Credit Hours 3/0/3 (Theory credit hours = 3; Lab. credit hours = 0; Total credit hours = 3)
Prerequisites Data Structures & Algorithms
Course Coordinator Khaled Almotairi
Course Objective
Not specified.

Catalog Description
This course highlights the importance of database design, use, and management to information
technology systems. It includes the following topics: databases and database users, database system
concepts and architecture, data modelling using the entity-relationship (ER) model, the relational data
model and relational database constraints, relational database design by ER-to-relational mapping, SQL:
schema definition, constraints, and queries and views, functional dependencies and normalization for
relational databases

Course Contents
Databases and database users - Database system concepts and architecture - Data modelling using the
entity-relationship (ER) model - The relational data model and relational database constraints -
Relational database design - SQL: schema definition, constraints, and queries and views - Functional
dependencies and normalization for relational databases

Text Book
Fundamentals of Database Systems, 6th edition, Elmasri & Navathe, Addison Wesley, 2011, ISBN: 978-
0136086208

Reference Material
Not specified.

A-19
 1403484 (Databases) Syllabus - Part 2
Course Learning Outcomes
Course Learning Outcome (CLO)
1 An understanding of the basic definitions of a database system and roles of different users

2 An ability to design relational databases using entity-relationship (ER) model and ER-to-relational
mapping
3 An ability to write SQL statements

CLO-SO Map
SO IDs
CLO ID a b c d e f g h i j k
CLO 1 0 0 0 0 0 1 0 1 0 0 0
CLO 2 1 0 1 0 0 0 0 0 0 0 1
CLO 3 1 0 0 0 0 0 0 0 0 0 1

Approvals
Prepared by Maher El-Shakankiri
Approved by Curriculum Committee
Last Update 14 February, 2012

A-20
 1403472 (Computer Architecture) Syllabus - Part 1
General Information
Course Number 1403472
Credit Hours 3/0/3 (Theory credit hours = 3; Lab. credit hours = 0; Total credit hours = 3)
Prerequisites Computer Organization
Course Coordinator Muhammad Rashid
Course Objective
The objective of this course is to provide the advanced knowledge of computer organization
and architecture

Catalog Description
Revision of fundamental concepts, Pipelined data path and control, memory hierarchy,
multiprocessing.

Course Contents
1. Revision of fundamental concepts: ISA and its implementation (data path and control) - 2. Pipelining
(pipelined data-path and control) - 3. Pipelining hazards (structural, data and control) - 4. Cache memory:
principles, types and performance - 5. Virtual memory - 6. Storage and I/O - 7. Multi-core,
multiprocessors, and clusters

Text Book
Computer Organization & Design: The Hardware/Software Interface, D. Patterson and J. Hennessy (4th
edition or newer)

Reference Material
Not specified.

A-21
 1403472 (Computer Architecture) Syllabus - Part 2
Course Learning Outcomes
Course Learning Outcome (CLO)
1 An ability to comprehend fundamental concepts of computer organization and architecture [BL 2,
Topic 1]
2 An ability to apply the concepts of pipelining to MIPS data path and control [BL 3, Topics 2, 3]

3 An ability to analyze and design memory hierarchy [BL 4, 5, Topics 4, 5]

4 An ability to understand I/O and storage devices [BL 1, Topic 6]

5 An ability to understand the architecture of multiprocessors [BL 1, Topic 7]

6 An ability to highlight the challenges/issues of modern computer architectures through a technical

report/presentation [BL 4, 5, Topic 7]

CLO-SO Map
SO IDs
CLO ID a b c d e f g h i j k
CLO 1 1 0 0 0 0 0 0 0 0 0 0
CLO 2 1 0 0 0 1 0 0 0 0 0 0
CLO 3 1 0 1 0 1 0 0 0 0 0 0
CLO 4 1 0 0 0 0 0 0 0 0 0 0
CLO 5 1 0 0 0 0 0 0 0 0 0 0
CLO 6 0 0 0 0 0 1 1 0 0 1 0

Approvals
Prepared by Muhammad Rashid
Approved by Curriculum Committee
Last Update 28 April, 2016

A-22
 1403489 (Microprocessors) Syllabus - Part 1
General Information
Course Number 1403489
Credit Hours 3/1/4 (Theory credit hours = 3; Lab. credit hours = 1; Total credit hours = 4)
Prerequisites Computer Organization
Course Coordinator Omar Sonbul
Course Objective
The objective of this course is to provide the knowledge of microprocessor based system design

Catalog Description
Microprocessor-based systems, Programming the 8085, Interfacing peripherals and applications

Course Contents
1. Introduction to microprocessors-based system design - 2. 8085 microprocessor: architecture and bus
timing as well as interfacing of memory and I/O devices - 3. 8085 assembly language programming and
instructions - 4. Additional programming techniques, counters and time delays, stack and subroutines - 5.
Interfacing Peripherals: interrupts, programmable interface devices, serial I/O and data communication -
6. Microprocessor applications

Text Book
Ramesh S. Gaonkar, "Microprocessor Architecture, Programming, and Applications with the 8085,”
Prentice Hall. 5th edition, 2002

Reference Material
Not specified.

A-23
 1403489 (Microprocessors) Syllabus - Part 2
Course Learning Outcomes
Course Learning Outcome (CLO)
1 An ability to comprehend the knowledge of microprocessor based systems [BL 2, Topics 1, 2]

2 An ability to use 8085 instruction set architecture for assembly language programming [BL 3,
Topics 3, 4]
3 An ability to apply the knowledge of interfacing peripherals to design a microprocessor based
system [BL 3, Topics 5, 6]
4 An ability to design a system or component through a hardware project in the area of
microprocessor based system [instructor will evaluate the project on the basis of self-learning (SO
5 An ability to design and conduct experiments in the area of microprocessor based system (BL 3)

CLO-SO Map
SO IDs
CLO ID a b c d e f g h i j k
CLO 1 1 0 0 0 0 0 0 0 0 0 0
CLO 2 1 0 0 0 1 0 0 0 0 0 0
CLO 3 1 0 1 0 0 0 0 0 0 0 0
CLO 4 0 0 0 0 0 0 0 1 1 0 0
CLO 5 0 1 0 0 0 0 0 0 0 0 1

Approvals
Prepared by Maher Rajab and Muhammad Rashid
Approved by Curriculum Committee
Last Update 28 April, 2016

A-24
 1403450 (Microcomputers System Design) Syllabus - Part 1
General Information
Course Number 1403450
Credit Hours 3/1/4 (Theory credit hours = 3; Lab. credit hours = 1; Total credit hours = 4)
Prerequisites Microprocessors
Course Coordinator Omar Sonbul
Course Objective
The objective of this course is to provide the knowledge of microcomputer based system design

Catalog Description
Microcomputer based architecture, assembly language of PIC, microcomputer interfacing

Course Contents
1. Introduction to microcontroller/microcomputer based system design - 2. PIC18 family Architecture
and program development - 3. PIC18 family instruction set and assembly language programming - 4.
PIC18 family hardware specifications - 5. Basic input outputs and interrupts - 6. Controlling Systems and
advanced topics

Text Book
Barry B. Brey, Applying PIC18 Microcontrollers; Architecture, Programming and Interfacing using C
and Assembly, Pearson Education, Inc., 2008

Reference Material
Computer Organization and design: The hardware/Software Interface, The Morgan Kaufmann Series in
Computer Architecture and Design, 4th Edition, 2008

A-25
 1403450 (Microcomputers System Design) Syllabus - Part 2
Course Learning Outcomes
Course Learning Outcome (CLO)
1 An ability to comprehend the knowledge of microcomputer/microcontroller based systems [BL 2,
Topics 1, 2]
2 An ability to use PIC18 instruction set architecture for assembly language programming [BL 3,
Topic 3]
3 An ability to apply the knowledge of PIC 18 hardware and interfacing peripherals to design a
microcomputer based system [BL 3, Topics 4,5,6,]
4 An ability to design a system or component through a hardware project in the area of
microcomputer/microcontroller based system [Instructor will evaluate the project on the basis of se
5 An ability to design and conduct experiments in the area of
microcomputer/microcontroller based systems [BL 3]

CLO-SO Map
SO IDs
CLO ID a b c d e f g h i j k
CLO 1 1 0 0 0 0 0 0 0 0 0 0
CLO 2 1 0 0 0 1 0 0 0 0 0 0
CLO 3 1 0 1 0 0 0 0 0 0 0 0
CLO 4 0 0 0 1 0 0 0 1 1 0 0
CLO 5 0 1 0 0 0 0 0 0 0 0 1

Approvals
Prepared by Abdellatif Semeia
Approved by Curriculum Committee
Last Update 28 April, 2016

A-26
 1403364 (Basics of Integrated Circuits Design) Syllabus - Part 1
General Information
Course Number 1403364
Credit Hours 3/0/3 (Theory credit hours = 3; Lab. credit hours = 0; Total credit hours = 3)
Prerequisites Electronics
Course Coordinator Abdullah Baz
Course Objective
Not specified.

Catalog Description
This course teaches the fundamental issues involved in the design, manufacturing, and testing of digital
integrated circuits (ICs).

Course Contents
Representation and modeling of the characteristics and operation of MOS (NMOS & CMOS) transistors
at the System, Component, Circuit and Device level - relationships between MOS transistor
representations and models at different levels of IC design hierarchy, and their limitations - design of
combinational and sequential circuits using MOS circuits - dynamic and static design - understanding
the interrelationships between device and circuit levels in IC design, and corresponding analysis
including that of design trade-offs - MOS IC fabrication, layout and design rules, stick diagrams,
transistor sizing, subsystem design and practical considerations

Text Book
S.-M. Kang and Y. Leblebici, CMOS Digital Integrated Circuits: Analysis and Design, 2nd ed., 1999
Reference Material
N. Weste and K. Eshraghian, Principles of CMOS VLSI Design, Addison Wesley, 1993.
Ken Martin, Digital Integrated Circuit Design, Oxford Press, 2000.
Jan Rabaey, Digital Integrated Circuits; A design Perspective, Prentice Hall, 1996.

A-27
 1403364 (Basics of Integrated Circuits Design) Syllabus - Part 2
Course Learning Outcomes
Course Learning Outcome (CLO)
1 Knowledge and critical understanding of CMOS manufacturing process

2 Knowledge and critical understanding of the basics of IC Design at different levels including
System, Components, Circuits and Devices
3 An ability to understand the interrelationships between device and circuit levels in IC design, and
corresponding analysis including that of design trade-offs
4 Applications of different models in the design hierarchy and understanding of their relationships
and limitations
5 The qualities and transferable skills necessary for employment requiring the exercise of personal
responsibility, active learning, and communication skills

CLO-SO Map
SO IDs
CLO ID a b c d e f g h i j k
CLO 1 1 0 0 0 0 0 0 0 0 1 0
CLO 2 1 0 1 0 0 0 0 1 0 1 0
CLO 3 1 0 1 0 1 0 0 0 0 0 0
CLO 4 1 0 1 0 1 0 0 0 0 0 0
CLO 5 0 0 0 0 0 0 1 0 1 0 0

Approvals
Prepared by Kadry Montasser, M.K. Ibrahim
Approved by Curriculum Committee
Last Update 14 February, 2012

A-28
 1403464 (Design of Integrated Circuits) Syllabus - Part 1
General Information
Course Number 1403464
Credit Hours 3/0/3 (Theory credit hours = 3; Lab. credit hours = 0; Total credit hours = 3)
Prerequisites Basics of Integrated Circuit Design
Course Coordinator Abdullah Baz
Course Objective
Not specified.

Catalog Description
This course introduces the MOS system design, layout and design rules, layout graphic editors, design
rule checking, layout extraction and verification (LVS). It emphasizes on full custom versus semicustom
design styles, design entry tools, schematic capture and HDLs. It applies logic and switch level
simulation for layout generation and design synthesis. The course stresses hands-on experience of VLSI
design using CAD tools

Course Contents
MOS and BiCMOS circuit design process programming model - Basic circuit concepts - Subsystem
design and layout interfacing concepts - Subsystem design processes

Text Book
Etienne Sicard& Sonia D. Bendhia, Advanced CMOS Cell Design, McGraw Hill, 2007
Reference Material
Kamran Eshraghian, Douglas A. Pucknell and Sholeh Eshraghian, Essentials of VLSI circuits and
Systems, Prentice-Hall of India, INC., 2005.
Designing with FPGA’s& CPLD’s, Bob Zeidman, CMP Books, 2002

A-29
 1403464 (Design of Integrated Circuits) Syllabus - Part 2
Course Learning Outcomes
Course Learning Outcome (CLO)
1 Synthesize MOS layers, stick diagrams, design rules and layout, layout diagrams and symbolic
diagrams.
2 Calculate and analyse the sheet resistance, area capacitances of layers, inverter delays, propagation
delays, wiring capacitances, choice of layers.
3 Analyse and evaluate general considerations, design processes, observations, the real world of
VLSI design, test and testability

CLO-SO Map
SO IDs
CLO ID a b c d e f g h i j k
CLO 1 1 0 1 0 1 0 0 0 0 0 0
CLO 2 1 0 1 0 1 0 0 0 0 0 0
CLO 3 1 0 1 0 1 0 0 0 0 1 1

Approvals
Prepared by Kadry Montasser
Approved by Curriculum Committee
Last Update 14 February, 2012

A-30
 1403446 (Mobile Computing) Syllabus - Part 1
General Information
Course Number 1403446
Credit Hours 3/0/3 (Theory credit hours = 3; Lab. credit hours = 0; Total credit hours = 3)
Prerequisites Computer Networks
Course Coordinator Emad Felemban
Course Objective
Not specified.

Catalog Description
Introduction to Wireless Networks in different layers. Starting from Physical layer, RF, Signal
propagation, Antennas. Wireless access technologies, multiple access and mobility management.
Network and service architecture, routing, ad hoc networking, capacity planning. Mobility issues and
handling. Wireless network security managements

Course Contents
Introduction to wireless networks and systems - Introduction to wireless protocols, standards and policies
- RF Engineering ( Link budget, fading models, path loss and capacity estimation, antenna scheme
selection) - Wireless MAC schemes ( Analysis, performance measurement, bandwidth estimation,
tradeoff analysis, frequency re-use factor, Satellite systems) - Wireless Network Routing (Mobile IP
schemes, Ad hoc routing, Routing Algorithms analysis & design)

Text Book
Jochen Schiller, Mobile Communications, 2nd Edition, Addison-Wesley, 2003; ISBN: 978-0321123817
Reference Material
Supplemental materials

A-31
 1403446 (Mobile Computing) Syllabus - Part 2
Course Learning Outcomes
Course Learning Outcome (CLO)
1 Recognize existing wireless networking systems, constraints, challenges and opportunities.

2 Extend the knowledge and networking fundamental concepts from wired networks to wireless
networks
3 Apply mathematical knowledge and engineering skills to Radio Frequency (RF) Engineering
including, 1) Formulate RF problems, 2) Theoretical Design of RF systems based on given require
4 Recognize classical Wireless MAC and routing schemes.

5 High Level design of a wireless system to solve a community problem

CLO-SO Map
SO IDs
CLO ID a b c d e f g h i j k
CLO 1 0 0 0 0 0 0 0 1 0 1 0
CLO 2 0 0 0 0 0 0 0 1 0 1 0
CLO 3 1 0 0 0 1 0 0 0 0 0 1
CLO 4 0 0 0 0 0 0 0 1 0 1 0
CLO 5 1 0 1 0 1 0 0 0 1 0 0

Approvals
Prepared by Emad Felemban
Approved by Curriculum Committee
Last Update 14 February, 2012

A-32
 1403487 (Process Control) Syllabus - Part 1
General Information
Course Number 1403487
Credit Hours 3/0/3 (Theory credit hours = 3; Lab. credit hours = 0; Total credit hours = 3)
Prerequisites Microcomputer Systems Design
Course Coordinator Esam Khan
Course Objective
Not specified.

Catalog Description
The objective of this course is to teach the principles of embedded real-time systems design and their use
for process control and other real-time applications. The course will cover both the theoretical and
practical aspects of the subject matter. Both stand-alone and PC-based systems will be considered.
Although emphasis will be on the hardware design and interconnection, the software development will
also be included in the curricula

Course Contents
Introduction to control Systems, Types of control systems - Introduction to real time embedded systems -
Types of real time systems: Hard real time systems, Soft real time systems - Components of control
systems: Sensors and actuators, A/D & D/A converters, processors & controller (ASICs, programmable
processors, reconfigurable hardware), communication channels - Embedded software: real time operating
systems (RTOS), scheduling techniques, RTOS mechanisms, middleware - Design of control systems:
Specification, Flowcharts and Finite State Machines (FSMs), Hardware/software co-design,
Implementation - Validation, reliability and fault tolerance, simulation and testing, Design examples

Text Book
1.Peter Marwedel, Embedded System Design, Springer, 2006
Reference Material
Not specified.

A-33
 1403487 (Process Control) Syllabus - Part 2
Course Learning Outcomes
Course Learning Outcome (CLO)
1 An ability to design and analyze basic embedded real-time systems to meet some real-time
constraints.
2 An ability to work in small teams to acquire knowledge and achieve certain objectives

3 An understanding and a better knowledge of the principles of embedded real-time systems and
their importance in recent advances in control systems.

CLO-SO Map
SO IDs
CLO ID a b c d e f g h i j k
CLO 1 1 0 1 0 1 0 0 0 0 0 1
CLO 2 0 0 0 1 0 0 0 0 0 0 0
CLO 3 1 0 0 0 0 0 0 1 0 1 0

Approvals
Prepared by Adnan Gutub
Approved by Curriculum Committee
Last Update 14 February, 2012

A-34
 1403476 (Simulation and Modeling) Syllabus - Part 1
General Information
Course Number 1403476
Credit Hours 3/0/3 (Theory credit hours = 3; Lab. credit hours = 0; Total credit hours = 3)
Prerequisites Data Structures & Algorithms
Course Coordinator Fahd Aldosari
Course Objective
Not specified.

Catalog Description
Basic discrete-event simulation modeling, queuing models, simulation languages, review of basic
probability and statistics, random-number generators, generating random variables, output data analysis,
validation of simulation models

Course Contents
Introduction to simulation modelling - Queuing Models - Simulation Examples (Monte Carlo simulation)
- Concepts in discrete-event simulation - Statistical models in simulation - Input Modeling - Verification
and validation of simulation models - Output analysis for a single model - Output analysis for
comparison of multiple systems - Random number and Random-Variate generation - Simulation software

Text Book
Jerry Banks, John S. Carson, Barry L. Nelson and David M. Nicol, Discrete-Event System Simulation,
5th Edition, Prentice-Hall, 2009

Reference Material
Not specified.

A-35
 1403476 (Simulation and Modeling) Syllabus - Part 2
Course Learning Outcomes
Course Learning Outcome (CLO)
1 Formulate simulation problems

2 Build valid and creditable simulation models

3 Design or observe systems for data collection

4 Fit distributions from raw data

5 Develop queuing models to validate simulation or analyse systems

6 Use a simulation language to program and run simulation models

7 Design simulation experiments to obtain valid results

8 Analyze and interpret the results of simulation models

CLO-SO Map
SO IDs
CLO ID a b c d e f g h i j k
CLO 1 1 0 1 0 0 0 0 0 0 0 0
CLO 2 1 0 1 0 0 0 0 0 0 0 0
CLO 3 0 1 0 0 0 0 0 0 0 0 0
CLO 4 1 0 0 0 0 0 0 0 0 0 0
CLO 5 1 0 0 0 0 0 0 0 0 0 0
CLO 6 0 0 0 0 0 0 0 0 0 0 1
CLO 7 0 1 0 0 0 0 0 0 0 0 0
CLO 8 1 0 0 0 0 0 0 0 0 0 0

Approvals
Prepared by Imran Tasadduq
Approved by Curriculum Committee
Last Update 14 February, 2012

A-36
 1403490 (Special Topics) Syllabus - Part 1
General Information
Course Number 1403490
Credit Hours 3/0/3 (Theory credit hours = 3; Lab. credit hours = 0; Total credit hours = 3)
Prerequisites Not specified.
Course Coordinator Not specified.
Course Objective
Varies with course contents

Catalog Description
Varies with course contents

Course Contents
Not specified.

Text Book
Not specified.
Reference Material
Not specified.

A-37
 1403490 (Special Topics) Syllabus - Part 2
Course Learning Outcomes
Course Learning Outcome (CLO)
1 Not Specified

2 Not Specified

3 Not Specified

CLO-SO Map
SO IDs
CLO ID a b c d e f g h i j k
CLO 1 0 0 0 0 0 0 0 0 0 0 0
CLO 2 0 0 0 0 0 0 0 0 0 0 0
CLO 3 0 0 0 0 0 0 0 0 0 0 0

Approvals
Prepared by Not specified.
Approved by Not specified.
Last Update Not specified.

A-38
 1403480 (Artificial Intelligence) Syllabus - Part 1
General Information
Course Number 1403480
Credit Hours 3/0/3 (Theory credit hours = 3; Lab. credit hours = 0; Total credit hours = 3)
Prerequisites Data Structures and Algorithms
Course Coordinator Anas Basalamah
Course Objective
Not specified.

Catalog Description
The course introduces the fundamental areas of artificial intelligence: knowledge representation and
reasoning; machine learning; planning; game playing; natural language processing; and vision

Course Contents
Introduction to AI
Search - review of basic search techniques - heuristic search - game playing - constraint propagation
Machine Learning for Classification - learning theory - decision tree learning - neural nets
Knowledge Representation - semantic networks, frames - pattern matching, unification - representation
of action - representational challenges
Uncertainty - review of probability theory - compactly represented distribution - inference in compact
distributions
Planning - STRIPS representation - solution strategies: graphplan - uncertainty: Markov decision
processes
Machine Learning About Action Dynamics - temporal difference learning - reinforcement learning, Q
learning
Text Book
Artificial Intelligence: A New Synthesis, Nils Nilsson, Morgan Kaufman, 1998, ISBN No. 1558604677
Reference Material
Not specified.

A-39
 1403480 (Artificial Intelligence) Syllabus - Part 2
Course Learning Outcomes
Course Learning Outcome (CLO)
1 a practical and theoretical understanding of uninformed and informed machine search and machine
learning techniques.
2 a basic familiarity with the mathematics of knowledge representation.

3 an aquaintance with the fundamental difficulties involved in designing intelligent programs.

4 knowledge of key previous work in a broad range of artificial intelligence subareas.

5 an ability to apply AI techniques both in analytical and in programming contexts to solve

problems, and to communicate the result of such application

CLO-SO Map
SO IDs
CLO ID a b c d e f g h i j k
CLO 1 1 1 1 0 1 0 0 0 0 0 1
CLO 2 1 0 0 0 0 0 0 0 0 0 0
CLO 3 1 0 0 0 0 0 0 1 0 1 1
CLO 4 1 0 0 0 0 1 0 1 0 1 0
CLO 5 1 1 1 0 1 0 1 0 0 1 1

Approvals
Prepared by Imran Tasadduq
Approved by Curriculum Committee
Last Update 14 February, 2012

A-40
 1403421 (Digital Signal Analysis) Syllabus - Part 1
General Information
Course Number 1403421
Credit Hours 3/0/3 (Theory credit hours = 3; Lab. credit hours = 0; Total credit hours = 3)
Prerequisites Signal Analysis
Course Coordinator Imran Tasadduq
Course Objective
Not specified.

Catalog Description
Classification of signals and their mathematical representation. Discrete-time systems classification.
Linear shift-invariant system response, difference equations, convolution sum, and frequency response.
Discrete Fourier transform. z-transform and its application to system analysis. Realization forms.
Sampling and aliasing. Finite-impulse response (FIR). Design windowing technique. Introduction to
infinite impulse-response (IIR). Filter design techniques

Course Contents
Introduction and fundamentals of discrete-time signal processing - Discrete-time signals and systems -
Frequency analysis of discrete-time signals - Properties of Fourier Transform for discrete-time signals -
Frequency-Domain Characteristics of LTI Systems - Implementation of discrete-time systems using FIR
and IIR filters

Text Book
J.G. Proakis and D. G. Manolakis, Digital Signal Processing, Algorithms and Applications (4th Edition),
Prentice Hall, 2007

Reference Material
Vinay K. Ingle and J.G. Proakis, Digital Signal Processing Using Matlab, 2nd Edition, Thomson
Learning, 2007
V. Oppenheim and W. Schafer, Digital- Time Signal Processing, 4th Edition,
Oxford Publishing, 1998

A-41
 1403421 (Digital Signal Analysis) Syllabus - Part 2
Course Learning Outcomes
Course Learning Outcome (CLO)
1 an ability to manipulate and understand digital signals

2 an ability to find the response of digital LTI systems to any input signal

3 an understanding of the definitions and basic properties (e.g. time-shift, modulation, Parseval's
Theorem) of discrete-time Fourier series, discrete-time Fourier transforms, and an ability to compu
4 an ability to perform and analyze sampling, reconstruction, analog to digital and digital to analog
conversion
5 an ability to implement discrete-time systems using FIR and IIR filters

CLO-SO Map
SO IDs
CLO ID a b c d e f g h i j k
CLO 1 1 0 0 0 0 0 0 0 0 0 0
CLO 2 1 0 0 0 1 0 0 0 0 0 1
CLO 3 1 0 0 0 0 0 0 0 0 0 1
CLO 4 1 0 0 0 1 0 0 0 0 0 1
CLO 5 1 0 0 0 1 0 0 0 0 0 1

Approvals
Prepared by Imran Tasadduq
Approved by Curriculum Committee
Last Update 14 February, 2012

A-42
 1403478 (Computer Vision) Syllabus - Part 1
General Information
Course Number 1403478
Credit Hours 3/0/3 (Theory credit hours = 3; Lab. credit hours = 0; Total credit hours = 3)
Prerequisites Calculus and Advanced Programming
Course Coordinator Maher Rajab
Course Objective
Not specified.

Catalog Description
The course introduces computer vision and proceeds to key vision and recognition concepts. The topics
include: image acquisition and formation, transformations, camera calibration, basic image processing,
invariants, template matching, edge detection, point and patch feature detection and matching, invariants,
segmentation, motion estimation and 3D stereo vision

Course Contents
Image formation, transformations and camera calibrations - Basic image processing operations; including
equalization, sampling, filtering - Feature detection and matching with vision and recognition
applications; edges, points, patches and holistic - Segmentation, Dense motion estimation, 3D stereo
vision.

Text Book
Richard Szeliski, Computer Vision: Algorithms and Applications, Springer, 2010
Reference Material
Not specified.

A-43
 1403478 (Computer Vision) Syllabus - Part 2
Course Learning Outcomes
Course Learning Outcome (CLO)
1 The students will gain a solid knowledge with hands on experience in a number of key computer
vision and pattern recognition problems.
2 The students will learn about the challenges of designing a computer vision system and will gain a
practical insight in trading off between system requirements (e.g. full automation or invariance ver
3 The students will write brief technical reports on the lab experiments which will improve on their
writing skills.
4 The students will develop skills in using Matlab for computer vision and pattern recognition.

CLO-SO Map
SO IDs
CLO ID a b c d e f g h i j k
CLO 1 1 1 0 0 1 0 0 0 0 0 0
CLO 2 0 1 1 0 1 0 0 0 0 0 0
CLO 3 0 0 0 0 0 0 1 0 0 0 0
CLO 4 0 0 0 0 0 0 0 0 0 0 1

Approvals
Prepared by Faisal Al-Osaimi
Approved by Curriculum Committee
Last Update 14 February, 2012

A-44
 1403481 (Neural Networks) Syllabus - Part 1
General Information
Course Number 1403481
Credit Hours 3/0/3 (Theory credit hours = 3; Lab. credit hours = 0; Total credit hours = 3)
Prerequisites Probability & Statistics
Course Coordinator Khalid Alhindi
Course Objective
Not specified.

Catalog Description
Introduces basic (artificial) neural network architectures and learning rules. Emphasis is placed on
mathematical analysis of these networks, on methods of training them, and on their application to
practical problems in areas such as pattern recognition, signal processing, and control systems. The
course shows how to construct a network of "neurons" and train them to serve a useful function

Course Contents
Introduction - Neuron model and network architecture, Illustrative example - Perceptron learning rule,
Signal and weight vector spaces - Linear transformations for neural networks - Supervised Hebb -
Performance surfaces and optimum points - Performance optimization, Widrow Hoff, Back-propagation -
Variations on back-propagation

Text Book
Martin T. Hagan, Howard B. Demuth, and Mark H. Beale, Neural Network Design, Thomson Learning,
1996, ISBN: 978-0971732100

Reference Material
Not specified.

A-45
 1403481 (Neural Networks) Syllabus - Part 2
Course Learning Outcomes
Course Learning Outcome (CLO)
1 Have an understanding of the concepts and techniques of neural networks through the study of the
most important neural network models
2 Have a knowledge of sufficient theoretical background to be able to reason about the behavior of
neural networks
3 To be able to train a neural network using different training techniques.

4 To be able to design and apply neural networks to particular applications, and to know what steps
to take to improve performance

CLO-SO Map
SO IDs
CLO ID a b c d e f g h i j k
CLO 1 1 0 0 0 0 0 0 0 0 0 0
CLO 2 1 0 0 0 0 0 0 0 0 0 0
CLO 3 1 0 0 0 0 0 0 0 0 0 1
CLO 4 1 0 1 0 1 0 0 0 0 0 0

Approvals
Prepared by Imran Tasadduq
Approved by Curriculum Committee
Last Update 14 February, 2012

A-46
 1403401 (Seminar) Syllabus - Part 1
General Information
Course Number 1403401
Credit Hours 2/0/2 (Theory credit hours = 2; Lab. credit hours = 0; Total credit hours = 2)
Prerequisites None
Course Coordinator Imran Tasadduq
Course Objective
The objective of this course is to provide the knowledge of ethics and contemporary issues, and teach
presentation skills

Catalog Description
The course mainly covers some of the professional skills required for engineering practice
such as ethics, presentation skills and contemporary issues.

Course Contents
1. Engineering ethics and ethical decision making - 2. Basic presentation skills - 3. Contemporary issues
in computer engineering - 4. Student presentation sessions

Text Book
E. A. Stephan et al, (2013), “Thinking Like an Engineer: An Active Learning Approach” Second Edition,
Pearson Prentice Hall

Reference Material
Not specified.

A-47
 1403401 (Seminar) Syllabus - Part 2
Course Learning Outcomes
Course Learning Outcome (CLO)
1 An ability to make ethical decisions in complex situations [BL 3]

2 An understanding of professional and ethical responsibility [BL 1]

3 An ability to make effective presentations on PowerPoint [BL 2]

4 A knowledge of contemporary issues [BL 1]

CLO-SO Map
SO IDs
CLO ID a b c d e f g h i j k
CLO 1 0 0 0 0 0 1 0 0 1 0 1
CLO 2 0 0 0 0 0 1 0 0 0 0 0
CLO 3 0 0 0 0 0 0 1 0 0 0 0
CLO 4 0 0 0 0 0 0 0 0 0 1 0

Approvals
Prepared by Imran Tasadduq
Approved by Curriculum Committee
Last Update 28 April, 2016

A-48
 1403499 (Project) Syllabus - Part 1
General Information
Course Number 1403499
Credit Hours 4/0/4 (Theory credit hours = 4; Lab. credit hours = 0; Total credit hours = 4)
Prerequisites Not specified.
Course Coordinator Abdellatif Semeia
Course Objective
Not specified.

Catalog Description
The objective of this course is to train the student on how to accomplish a complete integrated computer
engineering project, write a technical report and defend the work. The main purpose of the project is to
encourage students to apply the knowledge acquired during their studies. Students are also expected to
show how proficient they are in solving real world problems with certain constraints for the outcome-
based evaluation suggested by ABET and ACM/IEEE

Course Contents
Literature review - Requirement analysis - Specification development - Preliminary design -
Implementation - Final Report - Formal presentation

Text Book
All requirements of this course for students, supervisors and faculty members are published in “Final
Year Graduation Project Handbook” available at the department’s website

Reference Material
Not specified.

A-49
 1403499 (Project) Syllabus - Part 2
Course Learning Outcomes
Course Learning Outcome (CLO)
1 Ability to identify and formulate engineering problems in the area of Computer Engineering

2 Ability to function in multidisciplinary teams

3
Ability to conduct enough literature review in the project domain
4
Ability to design a system, component or process with defined constraints
5
Ability to solve engineering problems and implement designed solutions
6
Ability to collect and analyze data, and draw conclusions through experiments while testing a proj
7
Ability to communicate effectively in written engineering report and in oral presentation

CLO-SO Map
SO IDs
CLO ID a b c d e f g h i j k
CLO 1 1 0 0 0 1 0 0 0 1 0 0
CLO 2 0 0 0 1 0 0 0 0 0 0 0
CLO 3 1 0 1 0 1 1 0 0 1 1 1
CLO 4 1 1 1 0 0 0 0 1 0 1 1
CLO 5 1 1 1 0 1 0 0 1 0 1 1
CLO 6 0 1 0 0 0 0 0 0 0 1 1
CLO 7 0 0 0 0 0 1 1 0 0 0 0

Approvals
Prepared by Faisal Osaimi and Imran Tasadduq
Approved by Curriculum Committee
Last Update 14 February, 2012

A-50
 1401102-3 - Computer Programming (3 credits)
Coordinator: Abdulbaset Gaddah

Catalog Description
Introduce students to the basics of writing software programs including variables, types,
arrays, procedures, control structures, input/output, and general rules for writing good code.

Prerequisites
1401101-3 – Introduction to Computer Science

Major Topics Covered in the Course (14 week semester)

Topic Week
Introduction to basic concepts of writing code, compilation, and execution 1-2
Using Classes/Objects/Data members as building blocks 3
Defining methods: parameters, return values 4
Primitive data types and operations (variables, types, assignment, and expressions) 5-6
Control statements 7-8
Loops and arrays 9-11
Vectors 12-13
Input/output via console 14

Weekly Hours
2 x 50 mins lectures, 2 x 50 mins labs

Textbook/References/References
- Head First Java, 2nd Edition by Kathy Sierra and Bert Bates, O'Reilly Media, 2005
- Absolute Java, 4th Edition, Walter Savitch, Addison Wesley, 2009
- Java Programming, 7th Edition, Joyce Farrell, 2013, 1285081951
- Java: How to Program, 9e, Dietel and Dietel, Pearson 0273759760

Assessment Methods
- Assignments and quizzes (40%)
- Midterms (20%)
- Final Exam (40%)

Course Learning Outcomes (CLOs)

1. Students will be able to solve problems using programming.
2. Students will learn to use professional programming coding style and comments to
improve code readability and maintainability.
3. Students will learn to write error-free code using debugging and testing techniques.

Relationship between CLOs and Student Outcomes

Student Outcomes – Mapped to CLOs
CLOs (a) (b) (c) (d) (e) (f) (g) (h) (i) (j) (k)
CLO 1   
CLO 2  
CLO 3  

A-51
Relationship of Course to ABET Student Outcomes
a. an ability to apply knowledge of mathematics, computing, science, and engineering
appropriate to the discipline
Students apply knowledge of programming to solve simple programming problems.
b. an ability to analyze a problem, and identify and define the computing requirements
appropriate to its solution
Students acquire the ability to study programming problems and write programs that realize the
required logic.
c. an ability to design, implement and evaluate a computer-based system, process, component
or program to meet desired needs
Students are required to write (implement) their assignment in the form of methods to be called from
the main method and test their methods by passing different appropriate values.
d. an ability to function effectively on teams to accomplish a common goal
---
e. an understanding of professional, ethical, legal and social issues and responsibilities
Students will understand the importance of code readability and maintainability.
f. an ability to communicate effectively
---
g. an ability to analyze the local and global impact of computing on individuals, organizations
and society, including ethical, legal, security and global policy issues
---
h. a recognition of the need for, and an ability to engage continuing professional development
---
i. an ability to use the current techniques, skills, and tools necessary for computing practice.
Students use the command line and an IDE for writing, formatting, compiling, running, and
debugging code.
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.
---
k. an ability to apply design and development principles in the construction of software
systems of varying complexity
---

Approvals
Course Coordinator Abdulbaset Gaddah 25 Dec 2012
Undergraduate Director Mohammad Ansari 30 Jan 2013

A-52
 1401104-3 - Structured Programming (3 credits)
Coordinator: Abdulbaset Gaddah

Catalog Description
Builds on 1401102-3 introducing object oriented programming concepts such as classes,
objects, and methods. Also explores larger design concepts such as encapsulation,
inheritance, abstraction and polymorphism.

Prerequisites
1401102-3 – Computer Programming

Major Topics Covered in the Course (14 week semester)

Topic Week
Review Object Oriented Programming concepts 1
Objects: Defining, Creating, and Using 2-5
Inheritance 6-7
Polymorphism-Part1 8-9
Polymorphism-Part2 10-11
UML for Object Oriented Programming 12
Object Oriented Design 13-14

Weekly Hours
2 x 50 mins lectures, 2 x 50 mins labs

Textbook/References
Java: How to Program, 9e, Dietel and Dietel, Pearson 0273759760
Object-Oriented Analysis and Design: Undergraduate Topics in Computer Science, Sarnath
Ramnath and Brahma Dathan, Springer, ISBN 978-1-84996-521-7

Assessment Methods
Assignments and quizzes (60%)
Midterm (20%)
Final exam (20%)

Course Learning Outcomes (CLOs)

1. Students will understand object oriented concepts including – classes, objects,
inheritance, data abstraction, encapsulation, and polymorphism
2. Students will learn how to design applications using object oriented design
methodology
3. Students will appreciate the benefits of code reuse by learning how to make use of
off-the-shelf Java libraries such as the Java String

Relationship between CLOs and Student Outcomes

Student Outcomes – Mapped to CLOs
CLOs (a) (b) (c) (d) (e) (f) (g) (h) (i) (j) (k)
CLO 1     
CLO 2       
CLO 3  

A-53
Relationship of Course to ABET Student Outcomes
a. an ability to apply knowledge of mathematics, computing, science, and engineering
appropriate to the discipline
Students acquire the concepts of Object Oriented Programming and use it to design
applications.
b. an ability to analyze a problem, and identify and define the computing requirements
appropriate to its solution
Students acquire the ability to decompose problems into components and design and
code each component.
c. an ability to design, implement and evaluate a computer-based system, process,
component or program to meet desired
Students are required design and implement software to meet specifications.
d. an ability to function effectively on teams to accomplish a common goal
Students are required to communicate with their group members efficiently to accomplish
their assignment and to be able to defend it individually.
e. an understanding of professional, ethical, legal and social issues and
responsibilities
---
f. an ability to communicate effectively
---
g. an ability to analyze the local and global impact of computing on individuals,
organizations and society, including ethical, legal, security and global policy issues
---
h. a recognition of the need for, and an ability to engage continuing professional
development
---
i. an ability to use the current techniques, skills, and tools necessary for computing
practice.
Students acquire the ability to learn advanced IDE features such as UML class diagrams
and sequence diagrams.
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.
Students acquire the ability to design advanced logical algorithms by decomposing it and
writing objects realizing these tasks.
k. an ability to apply design and development principles in the construction of
software systems of varying complexity
Students acquire the principles of OOD through the use of UML design principles and
tools.

Approvals
Course Coordinator Abdulbaset Gaddah 30 Jan 2013
Undergraduate Director Mohammad Ansari 30 Jan 2013

A-54
 1401105-3 - Advanced Programming (3 credits)
Coordinator: Abdulbaset Gaddah

Catalog Description
Extends the programming knowledge introduced in 1401102-3 and 1401104-3. The course
will focus more heavily upon application development with an emphasis on more advanced
programming concepts. Topics include, but are not limited to, GUI (Swing), Collections,
Exception handling, and I/O file management. Students will develop several GUI-based
computer programming projects.

Prerequisites
1401104-3 – Structured Programming

Major Topics Covered in the Course (14 week semester)

Topic Week
Review of OOD 1
Exception handling and input validation 2-3
File management and object persistence 4-5
GUI building 6-8
Collections 9-10
Other advanced topics (e.g., recursion, generic programming, design patterns, …) 11-14

Weekly Hours
2 x 50 mins lectures, 2 x 50 mins labs

Textbook/References/References
- Java: How to Program, 9e, Dietel and Dietel, Pearson 0273759760
- Absolute Java, 4th Edition, Walter Savitch, Addison Wesley, 2009
- Java Programming, 7th Edition, Joyce Farrell, 2013, 1285081951
- Head First Java, 2nd Edition by Kathy Sierra and Bert Bates, O'Reilly Media, 2005

Assessment Methods
- Projects (60%)
- Midterm (20%)
- Final (20%)

Course Learning Outcomes (CLOs)

1. Students will be familiar with exception handling and input validation.
2. Students will gain knowledge about I/O file management and object persistence
3. Students will be able to develop GUI-based Java applications.
4. Students will learn how to use different types of collections provided in the standard
library as well as the fundamental operations of the Arrays and Collections classes
5. Students will learn about other advanced Java topics.
6. Students will get the experience of working in groups to design and develop complete
GUI-based Java application projects.

Relationship between CLOs and Student Outcomes

Student Outcomes – Mapped to CLOs

A-55
 CLOs (a) (b) (c) (d) (e) (f) (g) (h) (i) (j) (k)
CLO 1  
CLO 2  
CLO 3 
CLO 4  
CLO 5   
CLO 6        

Relationship of Course to ABET Student Outcomes

a. an ability to apply knowledge of mathematics, computing, science, and engineering
appropriate to the discipline
Students apply knowledge of object-oriented programming to solve programming problems.
b. an ability to analyze a problem, and identify and define the computing requirements
appropriate to its solution
Students acquire the problem analysis and solving skills throughout the course projects.
c. an ability to design, implement and evaluate a computer-based system, process, component
or program to meet desired
Students are required to design and develop programming projects to meet the desired
requirements.
d. an ability to function effectively on teams to accomplish a common goal
Students work on teams to accomplish the building blocks of their projects.
e. an understanding of professional, ethical, legal and social issues and responsibilities
---
f. an ability to communicate effectively
Students improve their communication skills as they discuss and exchange the ideas with each other
to build their projects.
g. an ability to analyze the local and global impact of computing on individuals, organizations
and society, including ethical, legal, security and global policy issues
---
h. a recognition of the need for, and an ability to engage continuing professional development
Students are encouraged to conduct self-study on some advanced topics.
i. an ability to use the current techniques, skills, and tools necessary for computing practice.
Students will use an IDE to facilitate the development process of the programming projects.
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.
---
k. an ability to apply design and development principles in the construction of software
systems of varying complexity
The students are required to use standard design and development principles on some significant
programming problems.

Approvals
Course Coordinator Abdulbaset Gaddah 30 Jan 2013
Undergraduate Director Mohammad Ansari 30 Jan 2013

A-56
 1401210-3 - Discrete Structures (3 credits)
Coordinator: Imdadullah Khan

Catalog Description
This course covers the mathematical foundations of computer science and engineering. It
provides an introduction to elementary concepts in mathematics such as definitions, logic,
proofs, functions, relations and counting principles. The course also introduces students to
elementary discrete structures such as sets, partial orders, graphs and trees.

Prerequisites
404151-4 – Introduction to Set Theory

Major Topics Covered in the Course (14 week semester)

Topic Reading Week
Logic, Truth Table, Propositional equivalences [KR] 1.1, 1.2 1,2
Predicates and Quantifiers [KR] 1.3 3
Sets and Functions [KR] 1.4 – 1.6 4
[JMJN] 1.2,1.4
Relations, Equivalences and Partial Orders [KR] Chapter 6 5,6
[JMJN] 1.5, 1.6, 2.1
Proofs: Induction, Contradiction, Contrapositives [KR] 3.1, 3.2 7,8,9
[JMJN] 1.3
Counting Principles: Cardinality, factorials, permutations, [KR] 4.1 – 4.3, 5.5,5.6 10,11,
Binomial coefficients, Inclusion-Exclusion, Pigeon-Hole [JMJN] 3.1 – 3.3, 3.7 12
Principle, sums and asymptotics [KR] 1.7, 1.8
Graphs and Trees: Representation, degree sequences and [KR] 7.1 – 7.3, 7.5, 7.6, 13,14
hand shaking lemma, Euler tours, Planar graphs, Euler 8.1, 8.2, 8.5, 8.6
Formula. Properties of Tree, Spanning Trees [JMJN] 4.1 – 4.3, 4.4,
5.1, 5.3. 5.4

Weekly Hours
3 x 50 mins lectures, 0 lab hours

Textbook/References
[KR] Discrete Mathematics and Its Applications, 4th Edition, By Kenneth Rosen
[JMJN] Invitation to Discrete Mathematics, 2nd Edition, By Jiri Matousek and Jaroslav
Nesetril

Assessment Methods
Homework: 20%
Quizzes: 10%
Midterm: 30%
Final: 40%

Course Learning Outcomes (CLOs)

1. Be able to analyze complexity of algorithms
2. Be able to apply number theory to practical problems
3. Be able to synthesize elementary proofs
4. Be able to apply concepts of graph theory and trees to solve real world problems

A-57
Relationship between CLOs and Student Outcomes
Student Outcomes – Mapped to CLOs
CLOs (a) (b) (c) (d) (e) (f) (g) (h) (i) (j) (k)
CLO 1  
CLO 2  
CLO 3  
CLO 4  

Relationship of Course to ABET Student Outcomes

a. an ability to apply knowledge of mathematics, computing, science, and engineering
appropriate to the discipline
Students will be able to analyze computational processes
b. an ability to analyze a problem, and identify and define the computing requirements
appropriate to its solution
---
c. an ability to design, implement and evaluate a computer-based system, process,
component or program to meet desired
---
d. an ability to function effectively on teams to accomplish a common goal
---
e. an understanding of professional, ethical, legal and social issues and
responsibilities
---
f. an ability to communicate effectively
---
g. an ability to analyze the local and global impact of computing on individuals,
organizations and society, including ethical, legal, security and global policy issues
---
h. a recognition of the need for, and an ability to engage continuing professional
development
---
i. an ability to use the current techniques, skills, and tools necessary for computing
practice.
---
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.
This course provides the foundation for algorithms and theory of computing. Hence the
students will be able to apply methods learned in this course to analyze and reason mathematically
about the tradeoffs involved in design choices. Furthermore this course will enable students to model
many systems using discrete structures.
k. an ability to apply design and development principles in the construction of
software systems of varying complexity
---

Approvals
Course Coordinator Imdadullah Khan 11 Dec 2011
Undergraduate Mohammad Ansari 13 Dec 2011
Director

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 1401218-4 - Data Structures & Algorithms (4 credits)
Coordinator: Amine Marref

Catalog Description
The objective of this course is to provide the fundamentals of data structures and algorithm
design needed in the remainder of the curriculum, introduce algorithm analysis, and develop
students’ problem solving and computer programming skills. Emphasis on linked lists, stacks,
queues, trees, priority queues, heaps and graphs, and abstract data types. Also includes object
oriented concepts.

Prerequisites
1401105-3 - Advanced Programming

Major Topics Covered in the Course (14 week semester)

Topic Week
Basics of algorithm analysis 3-4
Linear Data Structures 5
Sorting 6-7
Search Trees 8-9
Hash Tables 10-11
Priority Queues 12
Graphs 13-15

Weekly Hours
2 x 50 mins lectures, 2 x 50 mins labs

Textbook/References
Data Structures and Algorithms in Java, 4th edition, by M.T. Goodrich and R. Tamassia. John
Wiley and Sons, Inc., ISBN: 0-471-73884-0

Assessment Methods
The students are expected to complete programming assignments, and pass written
examinations on class material. The mark division is 50% for final exam, 25% for midterm
exam, and 25% for practical work and quizzes.

Course Learning Outcomes (CLOs)

1. The students will be able to describe, construct, and use various implementations for
fundamental data abstractions such as lists, stacks, queues, trees, and graphs
2. The students will be able to design and implement efficient algorithms for
manipulating data structures
3. The students will be able to compare the efficiency of various data structures and
algorithms and to choose the most appropriate ones for a given application

Relationship between CLOs and Student Outcomes

Student Outcomes – Mapped to CLOs
CLOs (a) (b) (c) (d) (e) (f) (g) (h) (i) (j) (k)
CLO 1  
CLO 2   

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CLO 3    

Relationship of Course to ABET Student Outcomes

a. an ability to apply knowledge of mathematics, computing, science, and engineering
appropriate to the discipline
Students appreciate the use of mathematical proofs to reason about and compare the
asymptotic complexity of various algorithms through the use of Big-Oh and other notations. They will
also develop an understanding of how to represent different algorithm resource requirements as
mathematical functions on the size of the input (logarithmic, linear, etc.)
b. an ability to analyze a problem, and identify and define the computing requirements
appropriate to its solution
Students can analyze the time and space requirements of a particular problem by
performing asymptotic analysis.
c. an ability to design, implement and evaluate a computer-based system, process,
component or program to meet desired
Students are asked to modify algorithms to produce different outputs or combine
algorithms and data structures to offer new solutions e.g. search trees + in-order traversal for sorting.
d. an ability to function effectively on teams to accomplish a common goal
---
e. an understanding of professional, ethical, legal and social issues and
responsibilities
---
f. an ability to communicate effectively
---
g. an ability to analyze the local and global impact of computing on individuals,
organizations and society, including ethical, legal, security and global policy issues
---
h. a recognition of the need for, and an ability to engage continuing professional
development
---
i. an ability to use the current techniques, skills, and tools necessary for computing
practice.
The students learn how to use the most up-to-date libraries in the course-selected
programming language to implement different data structures e.g. maps in Java.
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.
Students are able to compare various algorithms e.g. which of the sorting algorithms is
best for which kind of input, which is best in parallel systems, which is best when memory is limited,
which is best when implemented as part of a dependable system, etc.
k. an ability to apply design and development principles in the construction of
software systems of varying complexity
---

Approvals
Course Coordinator Amine Marref 20 Jul 2011
Undergraduate Director Mohammad Ansari 13 Dec 2011

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 1401311-3 - Operating Systems (3 credits)
Coordinator: Faizan UrRehman

Catalog Description
This course provides an introduction to operating system design and implementation. It
covers the major components of most operating systems, in particular process management,
memory management (segmentation, paging, swapping), file systems, and OS protection and
security.

Prerequisites
1401215-3 - Computer Architecture

Major Topics Covered in the Course (14 week semester)

Topic Week
Introduction to Operating Systems 1-2
Process and thread management 3-8
Memory management 9-11
File system 12-13
I/O system 14
Protection & Security 15

Weekly Hours
3 x 50 mins lectures, 0 lab hours

Textbook/References
Operating Systems Concepts, seventh edition, Silberchatz, Galvin, and Gagne, John Wiley &
Sons Inc., ISBN 0-471-69466-5

Assessment Methods
Theoretical homework (20%), Four written exams (5%+20% +5%+ 40%)

Course Learning Outcomes (CLOs)

a. Awareness of basic components of operating system and knowledge of the services
provided by it.
b. Appreciate the main principles and techniques used to implement processes and
threads, inter-process communication, process synchronization, and algorithms for
process scheduling.
c. Appreciate memory management techniques including virtual memory abstractions.
d. Appreciate I/O mechanisms, disk organization and file system structure.
e. Evaluate security risks in operating systems and understand the role operating systems
can and should play in establishing security.

Relationship between CLOs and Student Outcomes

Student Outcomes – Mapped to CLOs
CLOs (a) (b) (c) (d) (e) (f) (g) (h) (i) (j) (k)
CLO 1    
CLO 2    

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CLO 3    
CLO 4    
CLO 5    

Relationship of Course to ABET Student Outcomes

a. an ability to apply knowledge of mathematics, computing, science, and engineering
appropriate to the discipline
Students apply knowledge of computing and design to programming assignments
b. an ability to analyze a problem, and identify and define the computing requirements
appropriate to its solution
---
c. an ability to design, implement and evaluate a computer-based system, process,
component or program to meet desired
---
d. an ability to function effectively on teams to accomplish a common goal
Programming assignments are implemented in teams.
e. an understanding of professional, ethical, legal and social issues and
responsibilities
---
f. an ability to communicate effectively
---
g. an ability to analyze the local and global impact of computing on individuals,
organizations and society, including ethical, legal, security and global policy issues
---
h. a recognition of the need for, and an ability to engage continuing professional
development
---
i. an ability to use the current techniques, skills, and tools necessary for computing
practice.
Students leverage the capabilities of a modern OS to solve real problems.
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.
Students are required to apply their knowledge of computing to design a solution to a
problem and to document the solution including the tradeoffs involved in their design choices.
k. an ability to apply design and development principles in the construction of
software systems of varying complexity
---

Approvals
Course Coordinator Faizan UrRehman 17 Sep 2012
Undergraduate Director Mohammad Ansari 27 Dec 2012

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 1401313-3 - Software Engineering (3 credits)
Coordinator: Basem Kazemi

Catalog Description
Software engineering concepts including the software life cycle and other software-
development process models. Specification techniques, design methodologies, performance
analysis, and verification techniques. Team-oriented software design and development, and
project management techniques. Introduction to design and debugging tools of a modern
programming language. Homework and laboratory projects that emphasize design and the
use/features of a modern programming language in software development

Prerequisites
1401222-3 – System Analysis & Design

Major Topics Covered in the Course (14 week semester)

Topic Week
Introduction to software engineering and its impact on software development 1
Critical software engineering principles such as modularity, abstraction, software 2,3
evolution, etc
Software development process models such as waterfall, spiral, etc. and case 4,5,6
studies on their usage. Object-oriented development models
Traditional and object-oriented software design concepts and techniques 6,7
Software verification via testing, analysis, and debugging 8,9
Software engineering tools and environments. Practice in using tools for software 10,11,12
design, and testing
Basic management concepts including an introduction to team aspects of solving 13,14
software design problems

Weekly Hours
3 x 50 mins lectures, 0 lab hours

Textbook/References
Software Engineering – Principle and Practice Hans Van Vliet, 3rd, 2010, 978-0-470-03146

Assessment Methods
The student is expected to complete theoretical homework and programming tasks, to pass
written examinations, and to successfully complete a significant project

Course Learning Outcomes (CLOs)

1. The student will have a working knowledge of established software engineering
issues and practice and their relationship to emerging methodologies, paradigms,
techniques, tools, and languages.
2. The student will be able to analyze, design and implement a modern application from
an architectural perspective, which includes a decomposition into components of
software, hardware, and their interdependencies.
3. The student will be able to design and prototype software from written specifications
and/or supplied application libraries.

Relationship between CLOs and Student Outcomes

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Student Outcomes – Mapped to CLOs
CLOs (a) (b) (c) (d) (e) (f) (g) (h) (i) (j) (k)
CLO 1  
CLO 2       
CLO 3      

Relationship of Course to ABET Student Outcomes

a. an ability to apply knowledge of mathematics, computing, science, and engineering
appropriate to the discipline
Students apply knowledge of computing and design to a project
b. an ability to analyze a problem, and identify and define the computing requirements
appropriate to its solution
---
c. an ability to design, implement and evaluate a computer-based system, process,
component or program to meet desired
Students are required design and implement a software project to meet a specification.
d. an ability to function effectively on teams to accomplish a common goal
Projects are implemented in teams.
e. an understanding of professional, ethical, legal and social issues and
responsibilities
---
f. an ability to communicate effectively
The projects require communications, specifications, progress reports, and final report.
g. an ability to analyze the local and global impact of computing on individuals,
organizations and society, including ethical, legal, security and global policy issues
---
h. a recognition of the need for, and an ability to engage continuing professional
development
The students often must utilize the internet to learn and apply the new technologies that
they have chosen in support of their projects.
i. an ability to use the current techniques, skills, and tools necessary for computing
practice.
Projects use current computing and modeling/design tools.
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.
Students are required to apply their knowledge of computing to design a solution to a
problem and to document the solution including the tradeoffs involved in their design choices.
k. an ability to apply design and development principles in the construction of
software systems of varying complexity
The students are required to use standard design and development principles on a
significant software project

Approvals
Course Coordinator Basem Kazemi 17 Oct 2011
Undergraduate Director Mohammad Ansari 13 Dec 2011

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 802321 (Signal Analysis) Syllabus - Part 1
General Information
Course Number 802321
Credit Hours 3/0/3 (Theory credit hours = 3; Lab. credit hours = 0; Total credit hours = 3)
Prerequisites Engineering Mathematics II (800202)
Course Coordinator Communication sequence committee
Course Objective
Not specified.

Catalog Description
This course is to the different models and classifications of signals (periodic, non periodic, Analog,
Digital and Power, energy). The students will be able to represent signals in both the Time-Domain and
Frequency-Domain. The students will be introduced to signal processing and characterization techniques,
such as convolution, frequency response, and transforms. Hence, the student can start successfully in
studying the different Electrical, Electronic, and Communication courses. Topics on Fundamentals of the
Analysis and Processing of Continuous and Discrete Signals, Fourier Series and Integrals, Linear
Systems, Impulse Response, Convolution, Analog Filters, Signal Flow Graphs, Introduction to Discrete
Fourier Transforms (DFT & FFT) and z-Transform are covered in this course.

Course Contents
Introduction to Signals - Signals and Systems - Fourier Series - Fourier Transform - Discrete-time signals
& systems

Text Book
Alan V. Oppenheim, Alan S. Willsky, with S. Hamid Nawab, Signals & Systems, 2nd edition, Prentice-
Hall, 2014.

Reference Material
1.B. P. Lathi, Zhi Ding, Modern Digital and Analog Communication Systems. 4th Ed., Boston, MA:
Oxford, 2009.
2.Haykin S., Moher M., Communication Systems, 5th Ed., NY: John Wiley & Sons, Inc, 2009.

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 802321 (Signal Analysis) Syllabus - Part 2
Course Learning Outcomes
Course Learning Outcome (CLO)
1 Classify signals with different properties and characteristics.

2 Calculate the energy and power for a wide range of continuous-time signals, apply time operations
to signals, and analyze the unit impulse, unit step, exponential and sinusoidal functions.
3 Describe the analogy between signals and vectors, and demonstrate the understanding of the
components of a signal and orthogonal signals to calculate the energy of the sum of orthogonal sig
4 Characterize systems in terms of their interconnections and properties to analyze LTI (linear Time-
Invariant) systems.
5 Express a periodic signal in terms of Exponential and Trigonometric Fourier Series to determine
the Fourier Transform and the Inverse Fourier Transform of periodic and aperiodic signals, and ap
6 Determine the correlation and the correlation coefficient of signals and demonstrate how to solve
the convolution integral in the time and frequency domain.
7 Demonstrate how to determine the Discrete Fourier Transform (DFT) and Fast Fourier Transform
(FFT) of signals using appropriate software tool.
8 Apply the z-Transform to analyze discrete-time signals

CLO-SO Map
SO IDs
CLO ID a b c d e f g h i j k
CLO 1 1 0 0 0 0 0 0 0 0 0 0
CLO 2 1 0 0 0 1 0 0 0 0 0 0
CLO 3 1 0 0 0 0 0 0 0 0 0 0
CLO 4 1 0 0 0 0 0 0 0 0 0 0
CLO 5 1 0 0 0 1 0 0 0 0 0 0
CLO 6 1 0 0 0 1 0 0 0 0 0 0
CLO 7 1 0 0 0 1 0 0 0 0 0 0
CLO 8 1 0 0 0 0 0 0 0 0 0 1

Approvals
Prepared by Not specified.
Approved by Not specified.
Last Update Fall 2016

A-66
 Umm Al Qura University ‫ﺟﺎﻣﻌﺔ أم اﻟﻘـ ــﺮى‬

Preparatory Year Deanship ‫ﻋـﻤﺎدة اﻟﺴﻨﺔ اﻟﺘﺤﻀﲑﻳﺔ‬

Course Description

4800130-4 General Physics (I)

Institution: Umm Al-Qura University.

College/Department: Preparatory Year Deanship, Natural Sciences Department.

A. Course Identification and General Information:

1. Course title and code: General Physics (I), 4800130 - 4

2. Credit hours: 4 credit hours (3+1) - “2nd Term (Semester) = 4 cr. hrs.”
3. Program(s) in which the course is offered.
- Preparatory year Scientific Track

4. Name of faculty member responsible for the course: Members of staff

5. Level/year at which this course is offered: Preparatory year

6. Pre-requisites for this course (if any): 4800140 – 4 Introduction to Mathematics (I)

7. Co-requisites for this course (if any): None

8. Location if not on main campus: Main Campus

9. Lectures: 45 contact hours.

10. Practical section: 28 contact hours.

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B. Objectives:

1. Summary of the main learning outcomes for students enrolled in the course.
By the end of the course the students will be able to:

Evaluate the components and direction angles of a vector.

Determine the unit vector describing the direction of a vector.
Determine the properties of a set of concurrent forces required for them to have a specified
resultant.
Compute the component of a vector.
Evaluate the forces required for static equilibrium of a particle.
Compute the cross product of two vectors.
Compute the torque of a force about a point and a line.
Resolve a set of given forces into a force-couple system.
Evaluate the magnitude, direction, and location of a point on the line of action of the single
force that is equivalent to a system of planar or parallel forces.
Determine the nature of the supports of a rigid body and to draw a free body diagram.
Evaluate unknown reactions holding a rigid body in equilibrium by solving the equations of
static equilibrium.
Formulate and solve in a logical sequence the equilibrium equations for a frame, in order to
evaluate the forces acting on each member of the structure.
Understand the principles of dry friction.
Evaluate the friction forces required to hold a system in equilibrium.
Develop the ability to use constant acceleration formulas that describe the position and velocity
of a point in rectilinear motion.
Understand the definitions of the basic parameters for Cartesian coordinates.
Develop the ability to convert velocities and accelerations from one kinematical description to
another.
Evaluate the kinematical properties of a projectile.

2. Briefly describe any plans for developing and improving the course that are being implemented. (eg
increased use of IT or web based reference material, changes in content as a result of new research in
the field)
Continues updating for content of lectures as a result of recent achievements and researches in
the field.
Encouraging the students to deal with electronic books, as they are using many web based
reference material and by providing them with continues update for information.
Trying to Decrease the direct theoretical teaching load of the course and putting more time for
explaining correlations and student-directed learning sessions and seminars.
Planning for elective self studies in the course to encourage students to engage in depth study of
areas of interest.
More efforts will be exerted to develop and improve the course to enable the student to clearly
understand the Physics basis.

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C. Course Description:

1. Topics to be Covered

Week Ses Activities Topics

# #

1 Class What Is Physics, Measuring Things, The International System of Units.

2 Class Changing Units. Length, Time and Mass.

1

Problem
3 REVIEW, SUMMARY and PROBLEMS (calculus biased) .
solving

Motion, Position and Displacement, Average Velocity and Average Speed,

4 Class
Instantaneous Velocity and Speed.

Acceleration, Constant Acceleration: A Special Case, Another Look at

5
2 Class Constant Acceleration, Free-Fall Acceleration, Graphical Integration in
Motion Analysis.

6 Problem
REVIEW, SUMMARY and PROBLEMS (calculus biased).
solving

7 Class Vectors and Scalars, Adding Vectors Geometrically, Components of Vectors.

Unit Vectors, Adding Vectors by Components, Vectors and the Laws of

8 Class
Physics, Multiplying Vectors.
3

Problem
9 REVIEW, SUMMARY and PROBLEMS (calculus biased)
solving

10 Class Newtonian Mechanics, Newton’s First Law.

11 Class Force, Mass.

4

Problem
12 REVIEW, SUMMARY and PROBLEMS (calculus biased).
solving

13 Class Newton’s Second Law, Some Particular Force.

14 Class Applying Newton’s Laws.

5

Problem
15 REVIEW, SUMMARY and PROBLEMS (calculus biased).
solving

16 Class Kinetic Energy, Work, Work and Kinetic Energy.

6

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 Work Done by the Gravitational Force, Work Done by a Spring Force, Work
17 Class
Done by a General Variable Force, and Power.

Problem
18 REVIEW , SUMMARY and PROBLEMS (calculus biased).
solving

19 Class What Is a Fluid, Density and Pressure, Fluids at Rest.

20 Class Measuring Pressure, Pascal’s Principle.

7
Problem
21 REVIEW, SUMMARY and PROBLEMS (calculus biased).
solving
22 Class Midterm Exam.
23 Class Archimedes’ Principle, Ideal Fluids in Motion.

24 Class The Equation of Continuity, Bernoulli’s Equation.

8

Problem
25 REVIEW, SUMMARY and PROBLEMS (calculus biased).
solving

Types of Waves, Transverse and Longitudinal Waves, Wavelength and

26 Class Frequency, The Speed of a Traveling Wave and Wave Speed on a Stretched
String.

9 27 Class Energy and Power of a Wave Traveling Along a String.

Problem
28 REVIEW, SUMMARY and PROBLEMS (calculus biased).
solving

The Wave Equation, The Principle of Superposition for Waves, Interference

29 Class
of Waves.

30 Class Phasors, Standing Waves, Standing Waves and Resonance.

10

Problem
31 REVIEW, SUMMARY and PROBLEMS (calculus biased).
solving

32 Class Sound Waves, The Speed of Sound.

33 Class Traveling Sound Waves, Interference.

11
Problem
34 REVIEW, SUMMARY and PROBLEMS (calculus biased).
solving

35 Class Sources of Musical Sound, Beats.

36 Class The Doppler Effect, Supersonic Speeds, Shock Waves.

12
Problem
37 REVIEW, SUMMARY and PROBLEMS (calculus biased).
solving

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 Temperature, The Zeroth Law of Thermodynamics, Measuring Temperature,
38 Class The Celsius and Fahrenheit Scales, Thermal Expansion, Temperature and
Heat.

The Absorption of Heat by Solids and Liquids, A Closer Look at Heat and
13 39 Class Work, The First Law of Thermodynamics, Some Special Cases of the First
Law of Thermodynamics, Heat Transfer Mechanisms.

Problem
40 REVIEW, SUMMARY and PROBLEMS (calculus biased).
solving

41

14 42 Class REVIEW, SUMMARY and PROBLEMS (calculus biased).

43

15 44 Class Revision.

Final exam.
16 45

2. Course components (total contact hours per semester):

Lecture: 45 Tutorial: …… Laboratory: Practical/Field Other..........

work/Internship: 28

3. Additional private study/learning hours expected for students per week. (This should be an average:
for the semester not a specific requirement in each week):
There is no scheduled private study/ learning hours but the students can directly contact the lecturer
during his office hours.

4. Development of Learning Outcomes in Domains of Learning

For each of the domains of learning shown below indicate:

A brief summary of the knowledge or skill the course is intended to develop;
A description of the teaching strategies to be used in the course to develop that knowledge or
skill.
The methods of student assessment to be used in the course to evaluate learning outcomes in
the domain concerned.

a. Knowledge

(i) Description of the knowledge to be acquired:

At the end of this course, the students are expected to be able to:

Provide an Introduction to fundamentals of Physics, that gives the students a command of its

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 concepts, such as; MEASUREMENT, MOTION ALONG A STRAIGHT LINE, FORCE AND
MOTION—II; VECTORS, MOTION—I, FORCE AND MOTION—II, FLUIDS, WAVES—I,
WAVES—II, TEMPERATURE, HEAT, AND THE FIRST LAW OF THERMODYNAMICS.
Subject taught using the TEAL (Technology Enabled Active Learning) studio format
which utilizes small group interaction and current technology to help students develop
intuition about, and conceptual models of physical phenomena.

(ii) Teaching strategies to be used to develop that knowledge:

The knowledge is given in form of lectures. Each lecture is accompanied by an assigned reading
which is important for mastering the learning objectives. The strategies include:
Provide clear and informative lecture notes with learning objectives that focus on important
points.
Give clear, informative, and stimulating 50-minute lectures with PowerPoint or other visual
electronic aids to enhance the learning experience for students.
Answer questions either in or outside class or via e-mail or telephone.
Compose thoughtful and fair exam questions that assess student learning and application of the
course content.
Directing the case sessions and facilitators to provide an effective learning experience in small
group, team-oriented sessions.
Providing answers and explanations to student inquiries regarding any aspect of the course.
Providing advice and assistance to students for improving their learning strategies and
performance in the course.
Reviewing and implementing appropriate changes in the course based on student feedback and
evaluations.
Also;
Written Homework
There will be one homework handed in on paper each week. To receive full credit for your hardcopy
homework handed in, you must prepare and submit lucid and clearly reasoned written solutions. These
problems will be graded and returned.

In-class Group and Personal Assignments

In almost all classes, individuals and groups, will submit answers to questions about desktop
experiments done in class, material covered in the lecture in that class, and so on. You must be present in
class to receive credit for assignments submitted either by you or by your group.
Group Work
You will be assigned to a group of three for collaborative work. Your group assignment will be
announced near the beginning of the term. If you are not satisfied with the way your group is working,
first try to discuss it with your group members. If you cannot arrive at a satisfactory solution, then
discuss the problems with your instructor.
Laboratory
You will be offered hands-on, inquiry-based activities during the class period. These labs allow you to
discover various aspects of a physics concept. Labs will be done in groups.
Tests
There is tests will be given. There will be Midterm and Final exams in the course. The final will be a
comprehensive exam and will cover all of the subject material.

(iii) Methods of assessment of knowledge acquired:

Solve some example during the lecture.
Ask the student to clear the misunderstanding of some physical principle.
Discussions with the students, and ask quality question.
Exams:
a) Quizzes
b) Mid Term Exam.
c) Final Exam

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 d) Oral exams, Lab reports, and Lab Final Exam.

TASKS WEIGHTS

Lab report & Lab Exam +Quizzes

20%+10%+ 30%+40%
+ Mid + Final Exam.

Quizzes + Homework. 10%

Lab report. 10%

Lab final exam. 10%

Mid Term exam. 30%

Final exam. 40%

Total 100 %

A Excellent 90 -100

B Very good 80 – 89

C Good 70 – 79

D Pass 60 – 69

F Fail 59 and below

b. Cognitive Skills

(i) Cognitive skills to be developed

The course has an aim to improve the ability in the following cognitive skills:
How to use physical laws and principles to understand the subject.
How to simplify problems and analyze phenomena.
Analyse and explain natural phenomena.
Ability to explain the idea with the student own words.
Represent the problems mathematically.

Also to develop;
Effective Learning skills.
Problem solving skills.
Self assessment and development.
Reading and searching.

(ii) Teaching strategies to be used to develop these cognitive skills:

Preparing main outlines for teaching.

Following some proofs.
Define duties for each chapter
Home work assignments.
Ask the student to do small research.
Encourage the student to look for the information in different references.
Ask the student to attend lectures for practice solving problem.

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(iii) Methods of assessment of students cognitive skills:
Those skills can be assessed by:
Improvement in the overall performance of the student in consequent examinations during the
course.
Interaction of the course and its effect on other courses offered for the students, which can be
measured by their feedback.

Also;
- Discussions of how to simplify or analyze some phenomena.
- Asking about physical laws previously taught
- Writing reports on selected parts of the course
- Midterm Exam. Final Exam, Lab Exam, and short quizzes.

c. Interpersonal Skills and Responsibility

(i) Description of the interpersonal skills and capacity to carry responsibility to be developed

The course has an aim to improve the ability in the following interpersonal skills and
responsibilities:

Work independently.
The students learn independently and take up responsibility.
Following the learner manners and ethics including; commitment, respect and communication
with confidence.

(ii) Teaching strategies to be used to develop these skills and abilities

Students are expected to:

Learn how to search on the internet and use the library.

Learn how to cover missed lectures.
Learn how to summarize lectures or to collect materials of the course.
Learn how to solve difficulties in learning: solving problems – enhance educational skills.
Develop her interest in Science through :( lab work, field trips, visits to scientific and research.
Encourage the student to attend lectures regularly by:
Giving bonus marks for attendance
Assigning marks for attendance.
Give students tasks of duties.

(iii) Methods of assessment of students interpersonal skills and capacity to carry responsibility

Those skills are reflected on the student behaviour inside and outside the class. It can be
assessed by the feedback from the lecturer regard the student’s interaction and behaviour.
Also;
Quizzes on the previous lecture.
Checking report on internet use and trips
Discussion
The accuracy of the result gained by each group will indicate good group work.
Presenting the required research on time and the degree of the quality will show the sense of
responsibility.

d. Communication, Information Technology and Numerical Skills

(i) Description of the skills to be developed in this domain.

The course has an aim to improve the ability in the following Information Technology and
Numerical Skills:

Computation, and designing presentations..

Problem solving.
Feeling physical reality of results.
Data analysis and interpretation.
Enhance the ability to use the search engines.

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 (ii) Teaching strategies to be used to develop these skills, give the students tasks in:

Know the basic Physics principles.

Use the web for research.
Discuss with the student.
Exams to measure the mathematical skill.
Clear the weakness point that should be eliminated.
Encourage the student to ask for help if needed.
Computational analysis.
Data representation.
Focusing on some real results and its physical meaning.
Lectures for problem solution.
Encourage the student to ask good question to help solve the problem.
Display the lecture note and homework assignment at the web.

(iii) Methods of assessment of students numerical and communication skills

Those skills can be predicted by:
Their interaction with the lectures and discussions.
The reports of different asked tasks.
Homework, Problem solutions assignment and exam should focus on the understanding, and
Research.
Results of computations and analysis.
Comments on some resulting numbers.

e. Psychomotor Skills:

(i) Description of the psychomotor skills to be developed and the level of performance required:

Contributions in the improvement of Physics education level.

(ii) Teaching strategies to be used to develop these skills:
1. Provide the role and the fundamental of Physics.
2. Develop basic laboratory skills and techniques for the study of Physics.

(iii) Methods of assessment of students' psychomotor skills:

It is not included in the overall assessment of the students.

5. Schedule of Assessment Tasks for Students During the Semester

Assessment Assessment task (eg. essay, test, group project, examination Week Proportion
etc.) due of Final
Assessment

1 Problem sets. Around 10 %

the
semester.

2
Mid-term exam 8 30%

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 3 Around
Lab report. the 10 %
semester.
4
Practical Exam (Lab Final Exam). 15 10%

5 Final Exam 16 40 %

Total Assessment 100%

D. Student Support
1. Arrangements for availability of teaching staff for individual student consultations and academic advice.
(include amount of time teaching staff are expected to be available each week)

The student has the right to contact the lecturer or coordinators by their e-mails or during their office
hours for academic advices or consultations.

E- Learning Resources
1. Required Text(s):
Fundamentals of PHYSICS, 9 th Edition, by HALLIDAY / RESNICK / WALKER, Wiley,
Binder Ready Version edition (March 2010).

2. Essential References;
Physics for scientists and engineering by Serway 7 th edition, Cengage Learning; (February 20,
2007).
Fundamentals of Physics: Mechanics, Relativity, and Thermodynamics (The Open Yale
Courses Series), Yale University Press (December 2, 2013).

3- Recommended Books and Reference Material (Journals, Reports, etc) (Attach List):

Electromagnetism Principles and Applications by Paul Lorrain and Dale R. Corson.

Physics for student of science and Engineering by A.L.Stanford and J.M. Tanner, Harcourt
College Pub. (January 1985).

4-.Electronic Materials, Web Sites etc.

http://www.physicsclassroom.com
http://www.eskimo.com
http://ocw.mit.edu/OcwWeb/Physics/8-02Electricity-and-Magnetism/VideoLectures/index.htm

5- Other learning material such as computer-based programs/CD, professional standards/regulations:

Wikipedia.

F. Facilities Required

Indicate requirements for the course including size of classrooms and laboratories (ie number of seats in

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 classrooms and laboratories, extent of computer access etc.)
1. Accommodation (Lecture rooms, laboratories, etc.)

Audio-visual equipment for teaching (projector, microphones, speakers, board.

2. Computing resources:

None.

3. Other resources (specify –e.g. If specific laboratory equipment is required, list requirements or attach
list)

None.

G. Course Evaluation and Improvement Processes

1. Strategies for Obtaining Student Feedback on Effectiveness of Teaching:

Evaluation questionnaires of the staff at the end of the semester.

2. Other Strategies for Evaluation of Teaching by the Instructor or by the Department:

None.

3. Processes for Improvement of Teaching:

Reviewing and implementing appropriate changes in the course based on the student feedback and
evaluations.

4. Processes for Verifying Standards of Student Achievement (eg. check marking by an independent
member teaching staff of a sample of student work, periodic exchange and remarking of tests or a
sample of assignments with staff at another institution):

None

5. Describe the planning arrangements for periodically reviewing course effectiveness and planning for
improvement.

Regular meeting with the staff to review the course effectiveness.

A-77
 403102 (General Physics II) Syllabus - Part 1
General Information
Course Number 403102
Credit Hours 3/1/4 (Theory credit hours = 3; Lab. credit hours = 1; Total credit hours = 4)
Prerequisites General Physics I
Course Coordinator Not specified
Course Objective
To develop physical understanding and problem-solving skills utilizing calculus for solving problems of
electrostatic field, electrostatic energy, and magnetic field.

Catalog Description
This course is an applied study of the basic laws and principles of calculus-based physics in the
following areas: electric charge, the electric field, gauss’ law, electric potential, capacitance, current and
resistance, circuits, magnetic field, magnetic field due to currents, and induction.
Subject taught using the TEAL (Technology Enabled Active Learning) studio format which utilizes small
group interaction and current technology to help students develop intuition about, and conceptual models
of, physical phenomena.

Course Contents
Introduction to TEAL; Fields; Review of gravity; Electric field; Electric charge; Electric fields; Dipoles;
Continuous charge distributions; Coordinate systems; Gradients; Line and surface integrals; electric
potential, equipotential; Gauss's law; Conductors and capacitors; Current, Resistance, and DC circuits;
Magnetic fields: Creating magnetic fields - Biot-Savart, Ampere's Law, Feeling magnetic fields, charges
and dipoles, Magnetic levitation; Magnetic forces on dipoles, Force and torque on a current loop,
Faraday's law; Mutual inductance and transformers; Inductors and magnetic energy; RC and RL circuits;
LC, and undriven LRC circuits; Driven LRC circuits; Maxwell's equations, EM radiation and energy
flow, EM radiation, Generating EM radiation.

Text Book
Physics by : Halliday, D and Resnick, Krane
Reference Material
1)Electromagnetism Principles and Applications by Paul Lorrain and Dale R. Corson 2)Physics for
scientists and engineering by Serway 7Th edition. 3)Physics for student of science and Engineering by
A.L.Stanford and J.M. Tanner

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 403102 (General Physics II) Syllabus - Part 2
Course Learning Outcomes
Course Learning Outcome (CLO)
1 Not Specified

2 Not Specified

3 Not Specified

4 Not Specified

CLO-SO Map
SO IDs
CLO ID a b c d e f g h i j k
CLO 1 0 0 0 0 0 0 0 0 0 0 0
CLO 2 0 0 0 0 0 0 0 0 0 0 0
CLO 3 0 0 0 0 0 0 0 0 0 0 0
CLO 4 0 0 0 0 0 0 0 0 0 0 0

Approvals
Prepared by Not specified
Approved by Not specified
Last Update Not specified

A-79
3. LEVEL-5 3rd Year: Basic Sciences: 4 Credits (College of Applied Sciences)
402101: General Chemistry
Lecture Credit Hours: 3, Lab Credit Hours: 1, Total Credit Hours: 4
Lecture Contact Hours: 3, Lab Contact Hours: 3, Total Contact Hours: 6
Instructor’s /Course Coordinator’s Name: ____________
Level/year at which this course is offered : First year
Pre-requisites for this course (if any): No-Pre-Requisite
Co-requisites for this course (if any): No-Co-requisite
Textbook:
C. Raymond. Chemistry. 9th Ed., McGrawhill, 2008.

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:

A-81
 Umm Al Qura University ‫ﺟﺎﻣﻌﺔ أم اﻟﻘـ ــﺮى‬

Preparatory Year Deanship ‫ﻋـﻤﺎدة اﻟﺴﻨﺔ اﻟﺘﺤﻀﲑﻳﺔ‬

Course Description

4800140 – 4 Introduction to Mathematics (I)

Institution: Umm Al-Qura University.

College/Department: Preparatory Year Deanship, Natural Sciences Department.

A. Course Identification and General Information:

1. Course title and code: Introduction to Mathematics (I), 4800140 - 4

2. Credit hours: 4 credit hours - “1st Term (Semester) = 4 cr. hrs.”

3. Program(s) in which the course is offered.
- Preparatory year Scientific Track
- Preparatory year Administrative Track
- Engineering and sciences students
4. Name of faculty member responsible for the course: Members of staff

5. Level/year at which this course is offered: Preparatory year

6. Pre-requisites for this course (if any): None

7. Co-requisites for this course (if any): None

8. Location if not on main campus: Main Campus

9. Lectures: 60 contact hours

10. Practical section: None

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B. Objectives:

3. Summary of the main learning outcomes for students enrolled in the course.

By the end of the course the students will be able to:

Using the concepts of introductory calculus.

Solving linear equations and inequalities two.
Solving quadratic equations and inequalities two.
Finding derivatives of functions using theorems and rules.
Evaluating the limit of functions.
Concise and authoritative definitions of mathematical terms.
Extending the concept of limits to infinity.
Differentiating of implicit and explicit functions two.
Study a function;
- Where it goes.
- How it evolves.

- Studying its monotonicity and critical points.

- Sketch its graph: concavity and inflexion points.

2. Briefly describe any plans for developing and improving the course that are being
implemented. (e.g. increased use of IT or web based reference material, changes in content as a
result of new research in the field)

Continues updating for content of lectures as a result of recent achievements and researches in
the field.
Encouraging the students to deal with electronic books, as they are using many web based
reference material and by providing them with continues update for information.
Trying to Decrease the direct theoretical teaching load of the course and putting more time for
explaining correlations and student-directed learning sessions and seminars.
Planning for elective self studies in the course to encourage students to engage in depth study of
areas of interest.
More efforts will be exerted to develop and improve the course to enable the student to clearly
understand the Calculus basis.

C. Course Description:

1. Topics to be Covered

Week Ses Activities Topics

# #
1 1 Class Lesson 1: Real numbers.

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 2 Class Lesson 2: Exponents and Radicals.

3 Problem REVIEW & SUMMARY & PROBLEMS.

solving
2 4 Class Lesson 3: Polynomials: Basic Operations and Factoring.

5 Class Lesson 4: Solving Equations.

6 Problem REVIEW & SUMMARY & PROBLEMS.

solving
3 7 Class Lesson 5: Rational Expressions: Basic Operations.

8 Class Lesson 6: Inequalities.

9 Problem REVIEW & SUMMARY & PROBLEMS.

solving
4 10 Class Lesson 7: Absolute Values.

11 Class Lesson 8: Definition of Functions (Domain and Range).

12 Problem REVIEW & SUMMARY & PROBLEMS.

solving
5 13 Class Lesson 9: Graphs of Functions.

14 Class Lesson 10: Operations on Functions

15 Problem REVIEW & SUMMARY & PROBLEMS.

solving
6 16 Class Lesson 11: Trigonometric Functions and Identities

17 Class Lesson 12: Introduction to Limits.

18 Problem REVIEW & SUMMARY & PROBLEMS.

solving

Lesson 13: Limits Theorems.

19 Class

Lesson 14: Limit from Right and from Left.

7 20 Class

Problem
21 REVIEW & SUMMARY & PROBLEMS.
solving
8 22 Class Lesson 15: Definition of Continuity.

23 Class Midterm Exam.

24 Class Lesson 16: Definition of Derivative (Using Limits).

25 Problem REVIEW & SUMMARY & PROBLEMS.

solving
9 26 Class Lesson 17: Rules and Theorems for Finding Derivatives.

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 27 Class Lesson 18: Derivative of Trigonometric Functions.

28 Problem REVIEW & SUMMARY & PROBLEMS.

solving
10 29 Class Lesson 19: Chain Rule.

30 Class Lesson 20: Higher Order Derivatives.

31 Problem REVIEW & SUMMARY & PROBLEMS.

solving
11 32 Class Lesson 21: Implicit Differentiation.

33 Class Lesson 22: Maxima and Minima.

34 Problem REVIEW & SUMMARY & PROBLEMS.
solving
12 35 Class Lesson 23: Monotonicity.

36 Class Lesson 24: Local Maxima and Minima.

37 Problem REVIEW & SUMMARY & PROBLEMS.

solving
13 38 Class Lesson 25: Concavity.
Lesson 26: Asymptotes.
39 Class Lesson 27: Sketching the Graphs.

40 Problem REVIEW & SUMMARY & PROBLEMS.

solving
14 41 Class Lesson 28: Integration of Functions.

42 Class Lesson 29: Definite Integrals.

43 Problem REVIEW & SUMMARY & PROBLEMS.

solving
15 44 Class Revision.
16 45 Final exam.

2. Course components (total contact hours per semester): 60

Lecture: 60. Tutorial: 15. Laboratory:… Practical/Field Other….

work/Internship: …….

3. Additional private study/learning hours expected for students per week. (This should be an average:
for the semester not a specific requirement in each week):
There is no scheduled private study/ learning hours but the students can directly contact the lecturer
during his office hours.

A-85
4. Development of Learning Outcomes in Domains of Learning

For each of the domains of learning shown below indicate:

A brief summary of the knowledge or skill the course is intended to develop;

A description of the teaching strategies to be used in the course to develop that knowledge or
skill;
The methods of student assessment to be used in the course to evaluate learning outcomes in
the domain concerned.

a. Knowledge

(i) Description of the knowledge to be acquired:

At the end of this course, the students are expected to be able to:
Calculate various forms of limits.
Calculate derivative of trigonometric functions and polynomials.
Use limits and derivatives to study different functions.
Subject taught using the TEAL (Technology Enabled Active Learning) studio format which
utilizes small group interaction and current technology to help students develop intuition about,
models of problems.

(ii) Teaching strategies to be used to develop that knowledge:

The knowledge is given in form of lectures. Each lecture is accompanied by an assigned reading which
is important for mastering the learning objectives. The strategies include:
Provide clear and informative lecture notes with learning objectives that focus on important
points.
Give clear, informative, and stimulating 50-minute lectures with PowerPoint or other visual
electronic aids to enhance the learning experience for students.
Answer questions either in or outside class or via e-mail or telephone.
Compose thoughtful and fair exam questions that assess student learning and application of the
course content.
Directing the case sessions and facilitators to provide an effective learning experience in small
group, team-oriented sessions.
Providing answers and explanations to student inquiries regarding any aspect of the course.
Providing advice and assistance to students for improving their learning strategies and
performance in the course.
Reviewing and implementing appropriate changes in the course based on student feedback and
evaluations.
Also;
Written Homework
There will be one homework handed in on paper each week. To receive full credit for your hardcopy
homework handed in, you must prepare and submit lucid and clearly reasoned written solutions. These
problems will be graded and returned.
In-class Group and Personal Assignments
In almost all classes, individuals and groups will submit answers to questions done in class, material
covered in the lecture in that class, and so on. You must be present in class to receive credit for
assignments submitted either by you or by your group.
Group Work
You will be assigned to a group of three for collaborative work. Your group assignment will be
announced near the beginning of the term. If you are not satisfied with the way your group is working,
first try to discuss it with your group members. If you cannot arrive at a satisfactory solution, then
discuss the problems with your instructor.
Tests
There is tests will be given. There will be Midterm and Final exams in the course. The final will be a

A-86
comprehensive exam and will cover all of the subject material, also Quizzes and Problem sets.

(iii) Methods of assessment of knowledge acquired:

Solve some example during the lecture.
Ask the student to clear the misunderstanding of some Math principles.
Discussions with the students, and ask quality question.
Exams:
a) Quizzes
b) Mid Term Exam.
c) Final Exam
d) Discussions with the students.

TASKS WEIGHTS

Problem sets (Quizzes + Exams). 20 %

Midterm exam. 20%

Final exam. 60%

Total 100 %

A Excellent 90 -100

B Very good 80 – 89

C Good 70 – 79

D Pass 60 – 69

F Fail 59 and below

b. Cognitive Skills

(i) Cognitive skills to be developed

The course has an aim to improve the ability in the following cognitive skills:
How to use laws and principles of Math to understand the subject.
How to simplify problems and analyze it.
Ability to explain the idea with the student own words.
Represent the problems mathematically.
Also to develop;
Effective Learning skills.
Problem solving skills.
Self assessment and development.
Reading and searching.

(ii) Teaching strategies to be used to develop these cognitive skills:

Preparing main outlines for teaching.

Homework assignments.
Ask the student to do small research.
Encourage the student to look for the information in different references.
Reading the problems carefully.

A-87
(iii) Methods of assessment of students cognitive skills:

Those skills can be assessed by:

Improvement in the overall performance of the student in consequent examinations during the
course.
Interaction of the course and its effect on other courses offered for the students, which can be
measured by their feedback.
Also;
- Midterm Exam, Exams.
- Continuous assessment (short quizzes).
- Homework.

c. Interpersonal Skills and Responsibility

(i) Description of the interpersonal skills and capacity to carry responsibility to be developed

The course has an aim to improve the ability in the following interpersonal skills and responsibilities:

Work independently.
The students learn independently and take up responsibility.
Following the learner manners and ethics including; commitment, respect and communication
with confidence.

(ii) Teaching strategies to be used to develop these skills and abilities.

Students are expected to:
Learn how to search on the internet and use the library.
Learn how to cover missed lectures.
Learn how to collect materials of the course.
Learn how to solve difficulties in learning: solving problems – enhance educational skills.
Develop the interest in Math.
Encourage the student to attend lectures regularly by:
Giving bonus marks for attendance
Assigning marks for attendance.
Give students tasks of duties.
(iii) Methods of assessment of students interpersonal skills and capacity to carry responsibility

Those skills are reflected on the student behaviour inside and outside the class. It can be
assessed by the feedback from the lecturer regard the student’s interaction and behavior.
Also;
Quizzes.
Discussion
Homework.
Presenting the required research on time and the degree of the quality will show the sense of
responsibility.

d. Communication, Information Technology and Numerical Skills

(iv) Description of the skills to be developed in this domain.

The course has an aim to improve the ability in the following Information Technology and
Numerical Skills:

Computation and designing presentations.

Problem solving.
Data analysis and interpretation.
Enhance the ability to use the search engines.

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 (ii) Teaching strategies to be used to develop these skills, give the students tasks in:
Know the basic mathematical principles.
Use the web for research.
Discuss with the students.
Exams to measure the mathematical skill.
Clear the weakness points that should be eliminated.
Encourage the student to ask for help if needed.
Encourage the student to ask good questions to help solve the problem.
Display the lecture note and homework assignment at the web.

(iii) Methods of assessment of students numerical and communication skills

Those skills can be predicted by:
Their interaction with the lectures and discussions.
The reports of different asked tasks.
Homework, Problem solutions assignment and exam should focus on the understanding.
Results of computations and analysis.
Comments on some resulting numbers.
Research.

e. Psychomotor Skills:

(i) Description of the psychomotor skills to be developed and the level of performance required:
Contributions in the improvement of Math education level.
(ii) Teaching strategies to be used to develop these skills
1. Provide the role and the fundamental of Calculus for students.
2. Develop basic skills and techniques for the study of Math.

(iii) Methods of assessment of students’ psychomotor skills:

It is not included in the overall assessment of the students.

5. Schedule of Assessment Tasks for Students During the Semester.

Assessment Assessment task (eg. test, group project, examination etc.) Week Proportion
due of Final
Assessment

1 Problem sets (Quizzes +Homework). Around 20 %

the
semester.

2 Midterm exam. 8 20%

3 Final Exam 16 60 %

Total Assessment 100%

D. Student Support
1. Arrangements for availability of teaching staff for individual student consultations and academic advice.
(include amount of time teaching staff are expected to be available each week)

The student has the right to contact the lecturer or coordinators by their e-mails or during their office

A-89
hours for academic advices or consultations.

E- Learning Resources
1. Required Text(s)

Calculus, (Ninth Edition) by Dale Varberg, Edwin Purcell and Steven Rigdon 2007.

2. Essential References;

Elementary Calculus: An Infinitesimal Approach. H. Jerome Keisler, revised December 2013.

3- Recommended Books and Reference Material (Journals, Reports, etc) (Attach List):

http://faculty.ncu.edu.jm/hforbes/MATHTMETHODS.pdf

4- Electronic Materials, Web Sites etc.

http://www2.rps205.com/Parents/Academics/Learning/Science/Pages/Physics-First.aspx
http://www-math.mit.edu/~djk/calculus_beginners/
http://tutorial.math.lamar.edu/Classes/CalcI/CalcI.aspx

5- Other learning material such as computer-based programs/CD, professional standards/regulations:

Wikipedia.

http://en.wikipedia.org/wiki/calculus

F. Facilities Required

Indicate requirements for the course including size of classrooms and laboratories (ie number of seats in
classrooms and laboratories, extent of computer access etc.)
1. Accommodation (Lecture rooms, laboratories, etc.)

Audio-visual equipment for teaching (projector, microphones, speakers, board.

2. Computing resources:

None.
3. Other resources (specify –e.g. If specific laboratory equipment is required, list requirements or attach
list)

None.

G. Course Evaluation and Improvement Processes

1. Strategies for Obtaining Student Feedback on Effectiveness of Teaching:

Evaluation questionnaires of the staff at the end of the semester.

2. Other Strategies for Evaluation of Teaching by the Instructor or by the Department:

A-90
 None.

3. Processes for Improvement of Teaching:

Reviewing and implementing appropriate changes in the course based on the student feedback and
evaluations.

4. Processes for Verifying Standards of Student Achievement (eg. check marking by an independent
member teaching staff of a sample of student work, periodic exchange and remarking of tests or a
sample of assignments with staff at another institution):

None.

5. Describe the planning arrangements for periodically reviewing course effectiveness and planning for
improvement.

Regular meeting with the staff to review the course effectiveness.

A-91
 Umm Al Qura University ‫ﺟﺎﻣﻌﺔ أم اﻟﻘـ ــﺮى‬

Preparatory Year Deanship ‫ﻋـﻤﺎدة اﻟﺴﻨﺔ اﻟﺘﺤﻀﲑﻳﺔ‬

Course Description

4800141 – 4 Introduction to Mathematics (II)

Institution: Umm Al-Qura University.

College/Department: Preparatory Year Deanship, Natural Sciences Department.

A. Course Identification and General Information:

1. Course title and code: Introduction to Mathematics (II), 4800141 - 4

2. Credit hours: 4 credit hours - “2nd Term (Semester) = 4 cr. hrs.”

3. Program(s) in which the course is offered.

- Preparatory year Scientific Track

- Preparatory year Administrative Track

- Engineering and sciences students

4. Name of faculty member responsible for the course: Members of staff

5. Level/year at which this course is offered: Preparatory year

6. Pre-requisites for this course (if any): 4800140 – 4 Introduction to Mathematics (I)

7. Co-requisites for this course (if any): None

8. Location if not on main campus: Main Campus

9. Lectures: 60 contact hours

10. Practical section: None

A-92
B. Objectives:

1. Summary of the main learning outcomes for students enrolled in the course.

This course aim to develop the skills of students in the art of integration. This is easily achievable by
recalling previous knowledge gained from Calculus (I). Thus in this course, special techniques are
introduced that will make integration more of a routine than a guess work.

By the end of the course the students will be able to:

Compute numerically the area under a curve.

Evaluate definite integrals.

Evaluate indefinite integrals.

Evaluate integrals involving trigonometric functions such as sinx, cosx, tan x, cotx, cosecx and
secx.

Evaluate integrals involving rational functions.

Evaluate integrals involving product functions.

Obtain reduction formula for certain categories of functions.

Compute area bounded by two intersecting curves.

Compute the volumes of solid of revolution.

Find the distance traveled by a moving object with a constant.

Compute the work done by compressing or stretching a spring.

2. Briefly describe any plans for developing and improving the course that are being implemented. (eg.
increased use of IT or web based reference material, changes in content as a result of new research in
the field).

Continues updating for content of lectures as a result of recent achievements and researches in
the field.

Encouraging the students to deal with electronic books, as they are using many web based
reference material and by providing them with continues update for information.

Trying to Decrease the direct theoretical teaching load of the course and putting more time for
explaining correlations and student-directed learning sessions and seminars.

Planning for elective self-studies in the course to encourage students to engage in depth study of
areas of interest.

More efforts will be exerted to develop and improve the course to enable the student to clearly
understand the Calculus basis.

A-93
C. Course Description:

1. Topics to be Covered:

Week Ses Activities Topics

# #

1 1 Class Review of Calculus (I).

2 Class Antiderivatives.
3 Problem
REVIEW & SUMMARY & PROBLEMS.
solving

2 4 Class The Definite Integral.

5 Class The first Fundamental Theorem of Calculus.
6 Problem
solving REVIEW & SUMMARY & PROBLEMS.

3 7 Class The second Fundamental Theorem of Calculus and the method of

substitution.
8 Class The Natural Logarithm Functions.
9 Problem
solving REVIEW & SUMMARY & PROBLEMS.

4 10 Class Inverse Functions and Their Derivatives.

11 Class The Natural Exponential Function.
12 Problem
solving REVIEW & SUMMARY & PROBLEMS.

5 13 Class General Exponential and Logarithmic Functions.

14 Class The Inverse Trigonometric Functions.
15 Problem
solving REVIEW & SUMMARY & PROBLEMS.

6 16 Class The Hyperbolic functions and their Inverses.

17 Class Basic Integration Rules.
18 Problem
solving REVIEW & SUMMARY & PROBLEMS.

19 Class Integration by Parts.

20 Class Some Trigonometric Integrals.

7
Problem
21 REVIEW & SUMMARY & PROBLEMS.
solving

8 23 Class Rationalizing Substitutions.

24 Class Integration of Rational Functions Using Partial Fractions.

A-94
 25 Problem
solving REVIEW & SUMMARY & PROBLEMS.

26 Class Midterm Exam.

9 27 Class
Indeterminate Forms of Type .
28 Class Other Indeterminate Forms.
29 Problem
solving REVIEW & SUMMARY & PROBLEMS.

10 30 Class Improper Integrals "Part 1".

31 Class Improper Integrals "Part 2".
32 Problem
solving REVIEW & SUMMARY & PROBLEMS.

11 33 Class Infinite Limits of integration.

34 Class Infinite Limits of integration.
35 Problem
solving REVIEW & SUMMARY & PROBLEMS.

12 36 Class Infinite Integrands.

37 Class Infinite Integrands.
38 Problem
solving REVIEW & SUMMARY &PROBLEMS.

13 39 Class The Area of a Plane Region.

40 Class Volumes of Solids: Slabs, Disks & Washers.
41 Problem
solving REVIEW & SUMMARY & PROBLEMS.

14 42 Class Revision.
43 Final exam

2. Course components (total contact hours per semester):

Lecture: 60. Tutorial: 15. Laboratory:…. Practical/Field Other……

work/Internship:

3. Additional private study/learning hours expected for students per week. (This should be an average:
for the semester not a specific requirement in each week):

There is no scheduled private study/ learning hours but the students can directly contact the lecturer
during his office hours.

A-95
4. Development of Learning Outcomes in Domains of Learning
For each of the domains of learning shown below indicate:
A brief summary of the knowledge or skill the course is intended to develop;
A description of the teaching strategies to be used in the course to develop that knowledge or
skill;
The methods of student assessment to be used in the course to evaluate learning outcomes in
the domain concerned.
a. Knowledge:

(i) Description of the knowledge to be acquired:

At the end of this course, the students are expected to be able to:
Develop the skills in the art of integration. This is easily achievable by recalling previous
knowledge gained from Calculus (I). Thus in this course, special techniques are introduced that
will make integration more of a routine than a guess work.
Also;
Subject taught using the TEAL (Technology Enabled Active Learning) studio format which
utilizes small group interaction and current technology to help students develop intuition about,
models of problems.
(ii) Teaching strategies to be used to develop that knowledge:
The knowledge is given in form of lectures. Each lecture is accompanied by an assigned reading which
is important for mastering the learning objectives. The strategies include:
Provide clear and informative lecture notes with learning objectives that focus on important
points.
Give clear, informative, and stimulating 50-minute lectures with PowerPoint or other visual
electronic aids to enhance the learning experience for students.
Answer questions either in or outside class or via e-mail or telephone.
Compose thoughtful and fair exam questions that assess student learning and application of the
course content.
Directing the case sessions and facilitators to provide an effective learning experience in small
group, team-oriented sessions.
Providing answers and explanations to student inquiries regarding any aspect of the course.
Providing advice and assistance to students for improving their learning strategies and
performance in the course.
Reviewing and implementing appropriate changes in the course based on student feedback and
evaluations.
Also;

Written Homework
There will be one homework handed in on paper each week. To receive full credit for your hardcopy
homework handed in, you must prepare and submit lucid and clearly reasoned written solutions. These
problems will be graded and returned.

In-class Group and Personal Assignments

In almost all classes, individuals and groups will submit answers to questions about desktop experiments
done in class, material covered in the lecture in that class, and so on. You must be present in class to
receive credit for assignments submitted either by you or by your group.

Group Work
You will be assigned to a group of three for collaborative work. Your group assignment will be
announced near the beginning of the term. If you are not satisfied with the way your group is working,
first try to discuss it with your group members. If you cannot arrive at a satisfactory solution, then
discuss the problems with your instructor.
Tests
There is tests will be given. There will be Midterm and Final exams in the course. The final will be a
comprehensive exam and will cover all of the subject material, also Quizzes and Problem sets.

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(iii) Methods of assessment of knowledge acquired:
Solve some example during the lecture.
Ask the student to clear the misunderstanding of some Math principles.
Discussions with the students, and ask quality question.
Exams:
a) Quizzes
b) Short exams (Mid Term Exam).
c) Long exams (Final Exam).

TASKS WEIGHTS

Problem sets (Quizzes +

20 %
Exams).

Midterm Exam. 20%

Final Exam. 60%

Total 100 %

A Excellent 90 -100

B Very good 80 – 89

C Good 70 – 79

D Pass 60 – 69

F Fail 59 and below

b. Cognitive Skills

(i) Cognitive skills to be developed:

The course has an aim to improve the ability in the following cognitive skills:

How to use laws and principles of Math to understand the subject.

How to simplify problems and analyze it.

Ability to explain the idea with the student own words.

Represent the problems mathematically.

Also to develop;

Effective Learning skills.

Problem solving skills.

Self assessment and development.

Reading and searching.

(ii) Teaching strategies to be used to develop these cognitive skills:

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 Preparing, and arrange main outlines for teaching.
Homework assignments.
Ask the student to do small research by using different references.
Reading the problems carefully.
(iii) Methods of assessment of students cognitive skills:

Those skills can be assessed by:

Improvement in the overall performance of the student in consequent examinations

during the course.
Interaction of the course and its effect on other courses offered for the students, which
can be measured by their feedback.
Also;
- Midterm Exam, Exams.
- Continuous assessment (short quizzes).
- Homework.
c. Interpersonal Skills and Responsibility

(i) Description of the interpersonal skills and capacity to carry responsibility to be developed

The course has an aim to improve the ability in the following interpersonal skills and
responsibilities:

Work independently.
The students learn independently and take up responsibility.
Following the learner manners and ethics including; commitment, respect and
communication with confidence.
(ii) Teaching strategies to be used to develop these skills and abilities

Students are expected to:

Learn how to search on the internet and use the library.

Learn how to cover missed lectures.

Learn how to summarize lectures or to collect materials of the course.

Learn how to solve difficulties in learning: solving problems – enhance educational

skills.

Develop the interest in Math.

Encourage the student to attend lectures regularly by:

Giving bonus marks for attendance

Assigning marks for attendance.

Give students tasks of duties.

(iii) Methods of assessment of students interpersonal skills and capacity to carry responsibility

Those skills are reflected on the student behaviour inside and outside the class. It can
be assessed by the feedback from the lecturer regard the student’s interaction and

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 behaviour.
Also;
Quizzes.
Discussion
Homework.
Presenting the required research on time and the degree of the quality will show the
sense of responsibility.

d. Communication, Information Technology and Numerical Skills

5- Description of the skills to be developed in this domain.
The course has an aim to improve the ability in the following Information Technology and
Numerical Skills:
Computation and designing presentations.
Problem solving.
Data analysis and interpretation.
Enhance the ability to use the search engines.
(ii) Teaching strategies to be used to develop these skills, give the students tasks in:

Know the basic mathematical principles.

Use the web for research.
Discuss with the students.
Exams to measure the mathematical skill.
Clear the weakness point that should be eliminated.
Encourage the student to ask for help if needed.
Encourage the student to ask good questions to help solve the problem.
Display the lecture note and homework assignment at the web.
(iii) Methods of assessment of students numerical and communication skills

Those skills can be predicted by:

Their interaction with the lectures and discussions.
The reports of different asked tasks.
Homework, Problem solutions assignment and exam should focus on the
understanding.
Results of computations and analysis.
Comments on some resulting numbers.
Research.

e. Psychomotor Skills:
(i) Description of the psychomotor skills to be developed and the level of performance required:

Contributions in the improvement of Math education level.

(ii) Teaching strategies to be used to develop these skills

1. Provide the role and the fundamental of Calculus for students.

2. Develop basic skills and techniques for the study of Math.

(iii) Methods of assessment of students’ psychomotor skills:

It is not included in the overall assessment of the students.

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 5. Schedule of Assessment Tasks for Students During the Semester.

Assessment Assessment task (eg. tests, group project, examination Week due Proportion
etc.) of Final
Assessment

1 Problem sets (Quizzes +Homework). Around the 20 %

semester.

2 Midterm Exam. 8 20%

3 Final Exam. 16 60 %

Total Assessment 100%

D. Student Support

1. Arrangements for availability of teaching staff for individual student consultations and academic advice.
(include amount of time teaching staff are expected to be available each week)

The student has the right to contact the lecturer or coordinators by their e-mails or during their office
hours for academic advices or consultations.

E- Learning Resources

1. Required Text(s)

Calculus (Ninth Edition) by Dale Varberg, Edwin Purcell and Steven Rigdon, 2007.

2. Essential References;

Introduction to Integration. Evan Dummit, 2012.

3- Recommended Books and Reference Material (Journals, Reports, etc) (Attach List):

http://faculty.ncu.edu.jm/hforbes/MATHTMETHODS.pdf

4-.Electronic Materials, Web Sites etc.

http://www2.rps205.com/Parents/Academics/Learning/Science/Pages/Physics-First.aspx
http://www-math.mit.edu/~djk/calculus_beginners/
http://tutorial.math.lamar.edu/Classes/CalcI/CalcI.aspx
5- Other learning material such as computer-based programs/CD, professional standards/regulations:
Wikipedia.
http://en.wikipedia.org/wiki/calculus

F. Facilities Required
Indicate requirements for the course including size of classrooms and laboratories (ie
number of seats in classrooms and laboratories, extent of computer access etc.)
1. Accommodation (Lecture rooms, laboratories, etc.)
Audio-visual equipment for teaching (projector, microphones, speakers, board.
2. Computing resources:
None.

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 3. Other resources (specify –e.g. If specific laboratory equipment is required, list requirements
or attach list)
None.

G. Course Evaluation and Improvement Processes

1. Strategies for Obtaining Student Feedback on Effectiveness of Teaching:

Evaluation questionnaires of the staff at the end of the semester.

2. Other Strategies for Evaluation of Teaching by the Instructor or by the Department:

None
3. Processes for Improvement of Teaching:

Reviewing and implementing appropriate changes in the course based on the student
feedback and evaluations.
4. Processes for Verifying Standards of Student Achievement (eg. check marking by an
independent member teaching staff of a sample of student work, periodic exchange and
remarking of tests or a sample of assignments with staff at another institution):

None.
5. Describe the planning arrangements for periodically reviewing course effectiveness and
planning for improvement.

Regular meeting with the staff to review the course effectiveness.

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 Learning and Study Skills 4800104-3
Course Title Learning and Study Skills
Course Number 4800104-3 Credit Hours 3 hours
Prerequisites None Contact Hours 6 hours

Course Description:

This course seeks to develop students understating of higher education, further increase their performance, foster their
self-motivation, develop their research skills, and train them on important university life skills, e.g. managing time and
priorities. The course expands student’s knowledge of the basics of university life success. It develops skills of coexistence
with others, negotiation and management of differences. In addition, it promotes communication skills and helps students
attain maximum self-sufficiency. Furthermore, the course trains students in constructive discussion and debate and teaches
them how to write curriculum vitae (CV) and other skills that can better set them to compete.

Major Topics Covered in the Course:

Methods of success and obstacles to adapt to everyday stress of university life.
The concept of thinking and its characteristics, thinking patterns, and programs of multiple intelligences.
The concept of scientific research and its methods and tools. This includes needed skills for writing a good scientific
research paper.
Communication skills.
Knowledge process skills.
Entrepreneurship and innovation.
Coexistence skills, negotiation skills, and difference management skills.
Motivation and self-motivation strategies, time management skills.
CV writing skills, and the ability to conduct effective and successful interviews.

Textbooks / References / Web Sites / Journals:

The course textbook is prepared by the faculty section staff, titled "Active learning skills".

Essential References:
Edward de Bono; translation by Dina Omar Faidi. & Abdul Hakim Al-Safi, Cort program to teach thinking. Amman.
Dar Al Fekr for publication and distribution. 2008.
Khalid Mohammed Al-Maghamessy: Dialogue and its Arts, Applications in Education. King Abdul Aziz Centre for
National Dialogue. Riyadh. 1430.
Mohammed Al-Sayed Al-Habet: Adaptation and Mental Health. Cairo. Modern University Office. 2003.

Recommended Books and Reference Material (Journals, Reports, etc.)

Journal of Modern Education.
Journal of Science Education.
Science magazine in Arabic.
Gulf Arab Scientific Research magazine.
Human Development magazine.
Curricula and Methodology magazine.
King Fahd National Library.

Electronic Materials, Web Sites etc.:

http://www.agu.edu.bh/AGJSR/journal_rules.aspx
http://sciarab.org/
http://academic.research.microsoft.com/
http://www.kfnl.gov.sa/Ar/Pages/default.aspx
http://scholar.google.com/

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 Computer Skills 4800150-2
Course Title Computer Skills 1435/1434
Course Number 4800150-2 Credit Hours 2 credit hours.
Prerequisites None. Contact Hours 4 hours.

Course Description:

This course is provided to Preparatory Year students all Tracks, in order to achieve the following learning outcomes:
To understand basic computer components.
To be able to use and search through the Internet.
To be able to use windows 7.
To be able to type papers and reports using MS-Word 2010.
To be able to create charts and analyze data using MS-Excel 2010.
To be able to create presentation using MS-Power point 2010.

Major Topics Covered in the Course:

- Basic computer components.

- Computer Networks.
- Introduction to Internet.
- Windows 7.
- MS-Word 2010.
- MS-Excel 2010.
- Computer Graphics (MS-PowerPoint 2010).

Textbooks / References / Web Sites / Journals:

- Computer Skills, by Khawarizm Academic – Arabic/English.

- Computer are your Future 12th edition (eText on PEARSON) , by Catherine LaBerta.
- Exploring Microsoft Office 2010 (Volume 1 &2), by MaryAnne Poatsy, Keith Mulbery, Cynthia Krebs, Lynn
Hogan, Amy M. Rutledge, Robert T. Grauer.

Essential References:
- “GO! With Concepts Getting Started”, by Shelley Gaskin, Victor Giol.
- http://www.ualr.edu/gblane/cpsc1370/links.htmlx

Electronic Materials, Web Sites etc.:

- http://www.tutorialspoint.com/listtutorials/computer-basics/1
- http://plato.stanford.edu/entries/ethics-computer/
- http://www.electricteacher.com/tutorials.htm
- http://wordprocessing.about.com/cs/introtowor1/a/wordoutline.htm
- http://www.lynda.com/Excel-training-tutorials/192-0.html
- http://www.tutorialspoint.com/listtutorials/windows/1
- http://chandoo.org/wp/excel-basics/
- http://www.tutorialspoint.com/listtutorials/ms-excel/1
- http://www.tutorialspoint.com/listtutorials/ms-powerpoint/1
- http://www.ualr.edu/gblane/book/GO_Computer_Concepts.pdf

Recommended Books and Reference Material (Journals, Reports, etc.)

Massive Open Online Courses.

Edx.
Coursera.

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 Computer Programming Skills 4800153-3
Course Title Computer Programming Skills.
Course Number 4800153-3 Credit Hours 3 credit hours.
Prerequisites Computer Skills 4800150-2 Contact Hours 4 hours.

Course Description:

This course is provided to Preparatory Year students all Tracks, in order to achieve the following learning outcomes:
Do conversion of number systems.
Acquire an introductory knowledge of problem solving and a sound knowledge of basic computer programming
concepts.

Major Topics Covered in the Course:

- Introduction to Information Technology and computer architecture.

- Numbering Systems (Decimal, Binary, Hexadecimal, and Octal).
- Conversion between numbering systems; data representation and coding.
- Arithmetic operations in Binary System (Addition, Subtraction).
- General Problem Solving Concepts, Introduction to Programming and Programming Languages (C language).
- Beginning Problem Solving Concepts for the Computer Programming, Problem Solving Tools
- The formal definition of an Algorithm; representing Algorithms; the efficiency of Algorithms; Analysis of
Algorithms.
- Fundamentals of writing code, compilation, and execution
- Basic types, variables, assignment, expressions, comments, identifiers, constants
- Formatted Input/Output
- Logical expressions and selection structures
- Repetition and Loop Statements
- Arrays
- Functions

Textbooks / References / Web Sites / Journals:

- Brian W. Kernighan. 1988. “The C Programming Language” (2nd ed.). Prentice Hall Professional Technical
Reference.
- 2. David A. Scanlan. 1989. “Structured Flowcharts Outperform Pseudocode: An Experimental Comparison”. IEEE
Softw. 6, 5 (September 1989), 28-36.
- 3. John C. Mitchell. 1996. “Foundations of Programming Languages”. MIT Press, Cambridge, MA, USA.
- 4. Ravi Sethi. 1989. “Programming Languages: Concepts and Constructs”. Addison-Wesley Longman Publishing Co.,
Inc., Boston, MA, USA.

Electronic Materials, Web Sites etc.:

http://www.robotroom.com/NumberSystems.html
http://www.rapidtables.com/math/number/Numeral_system.htm
http://www.math.grin.edu/~rebelsky/Courses/152/97F/Readings/student-binary
www.cimt.plymouth.ac.uk/projects/mepres/book9/bk9_1.pdf
http://cprogrammingexpert.com/
http://www.cprogramming.com/tutorial/c-tutorial.html
http://www.learn-c.org/
https://www.edx.org/course/introduction-to-computer-science-harvardx-cs50x

Recommended Books and Reference Material (Journals, Reports, etc.)

Massive Open Online Courses.

Edx.
Coursera.

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 4800170 (English Language) Syllabus - Part 1
General Information
Course Number 4800170
Credit Hours 3/0/3 (Theory credit hours = 3; Lab. credit hours = 0; Total credit hours = 3)
Prerequisites Not specified
Course Coordinator Not specified
Course Objective
Build students’ confidence and motivation through exposure to a wide range of universal topics selected
from a wide variety of materials.Provide English Language instruction to enhance students’ proficiency
and enable them to understand and use four language skills of grammar, Oral Communication, Reading,
and Writing. Enhance use of everyday English to practice functional language skills and social
interaction.

Catalog Description
Not specified

Course Contents
READING COMPREHENSION: Simple mathematical concepts, simple scientific topics. Exercises for
the three levels from very simple to advance. - Reading texts for technical terms, fill in the blanks,
choose the best answers and answer simple comprehension questions. - WRITING: Writing simple and
compound sentences about numbers, expressions, figures and shapes, Describe forces energy and
graphical concepts in simple sentences, Translate tree diagrams and tables into simple sentences,
Describe fully labeled diagrams into sentences, Answer simple questions about visual presentation in
sentences, Write short paragraph about instruments and simple processes (devices). - LECTURE &
NOTE-TAKING: Listening and note-taking skills through simple to medium level oral texts from
Engineering and Islamic Architecture

Text Book
Not specified
Reference Material
Not specified

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 4800170 (English Language) Syllabus - Part 2
Course Learning Outcomes
Course Learning Outcome (CLO)
1 Ability to cmprehend simple to advance level mathematical and scientific topics

2 Ability to write about numbers, expressions, figures and shapes and technical diagrams and tables

3 Ability to take notes by listening to lectures of engineering and architecture

CLO-SO Map
SO IDs
CLO ID a b c d e f g h i j k
CLO 1 0 0 0 0 0 0 1 0 0 0 0
CLO 2 0 0 0 0 0 0 1 0 0 0 0
CLO 3 0 0 0 0 0 0 1 0 0 0 0

Approvals
Prepared by Not specified
Approved by Not specified
Last Update Not specified

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Course Description for Technical English
Preparatory Year Program (PYP) – 2011/2012

Introduction

This is an ESP (English for Specific Purposes) course which runs in the second semester of every
year beginning in February. We use a professional careers curriculum provided by Oxford
University Press consisting of two textbooks: Technology 1 and Technology 2. The goal of these
ESP levels is to focus on the functional language needed in order to succeed in university in their
specific program of choice. Overall, Technology 1 and 2 gives students the language,
information, and skills needed for their university program of study. It presents them with
English from a variety of technological fields and situations, and develops their communication
skills.

Course Details

Course Code: 4800171-4

Course Duration: 1 Semester (16 weeks)
Contact Hours: 16 hrs per week (256 hours per semester)
Credit Hours: 4.0

Prerequisite

English for General Purposes (EGP) – 4800170-6

Course Objectives

1. To Provide ESP instruction to enhance students’ reading and writing in order to provide
practice & interest in the language.

2. To prepare students to sit for assessments and evaluations such as tests and quizzes in
order to test and revise proper acquisition of the English language.

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 3. To build students' confidence and motivation through exposure to facts, figures,
quotations, and the latest technological innovations so to generate interest in the language
from an ESP perspective.

4. To allow students to gain key strategies and expressions for communicating with
professionals and non-specialists.

Course Description

This is an ESP course for students studying in Umm Al-Qura University, especially in the
Engineering College. Key features are language skills development focus, a task-based approach,
fifteen units each of Technology 1 and Technology 2 covering a wide range of authoritative
integrated syllabi. These integrated levels are adopted for the Middle East and includes an audio-
CD and a teacher's book which provides opportunities for further listening in the lass in dealing
with oral and written instructions. The following core language elements have all been integrated
into a single curriculum by Oxford University Press.

Core English Elements

1. Grammar – Students will learn basic forms of English grammar including simple and
progressive verb tenses, parts of speech, and prepositions. Students will practice these
structures through communicative and functional activities.

2. Oral Communication – Through listening comprehension and oral performances, students

will practice their communication skills. Students will learn to comprehend the main
ideas in short passages, listen for specific details, engage in short conversations, report
personal information and express opinions.

3. Reading Skills – Emphasis will be on vocabulary growth, comprehension and expression

of the main idea. Students will develop study and reading skills such as pre-reading.

4. Writing Skills – Emphasis will be on the development of sentence structure and sentence
variety to the paragraph level. Students will also be introduced to the paragraph form,
including expression of the main idea in technical sentences.

Teaching Facility

The Preparatory Year (PY) at Umm Al-Qura University uses a number of language laboratories
enhanced with audio-visual systems used as aids in learning the four language skills. Each
student in a lab has access to a flat screen monitor, desk-top computer set and a set of

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microphones. The teachers’ position is electronically connected to the student’s carrels,
containing a student headset with a microphone to ensure proper communication between the
instructor and the students. The purpose of these labs is to benefit the students with their study of
the English language and to build their confidence in using the language in order to prepare them
for their professional studies and for competitive assessments and evaluations.

Exam Committee

The Exam Committee at the English Language Centre (ELC) organizes and coordinates all mid-
term and final exams. Faculty and students can turn to the Exam Committee regarding the
execution of the rules and regulations as stipulated in the official rules and regulations put
forward by the ELC.

Learning Strategies

 Lectures
 Discussions
 Group Interaction
 Self-Learning

Assessment Tools

 Class participation
 Short quizzes
 Midterm Exam
 Final Exam
 Presentations

Assessment & Evaluation

The final course mark will be based on the following three major assessments. The assignments
for the course are included within the course work.

Course Work 20%

Mid-Term Test 30%
Final Exam 50%
------------------------------------
Total Mark 100%

Unit Titles for Technology 1 and 2

Technology 1

Unit 1: Technology and Society

Unit 2: Studying Technology

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Unit 3: Design
Unit 4: Technology in Sport
Unit 5: Appropriate Technology
Unit 6: Crime Fighting and Security
Unit 7: Manufacturing
Unit 8: Transport
Unit 9: High Living: Skyscrapers
Unit 10: Medical Technology
Unit 11: Personal Entertainment
Unit 12: Information Technology
Unit 13: Telecommunications
Unit 14: Careers in Technology
Unit 15: The future of Technology

Technology 2

Unit 1: Ways in Technology

Unit 2: Food and Agriculture
Unit 3: Bridges and Tunnels
Unit 4: Plastics
Unit 5: Alternative Energy
Unit 6: Aeronautics
Unit 7: Future Homes
Unit 8: Mass Transportation
Unit 9: Petroleum Engineering
Unit 10: Environmental Engineering
Unit 11: Robotics
Unit 12: Household Technology
Unit 13: Defense Technology
Unit 14: Electronics
Unit 15: Career Development

Course Materials and Resources

Texts

 Glendinning, E. (2007). Technology 1 – Student’s Book. Oxford University Press.

Oxford, UK.
 Glendinning, E. (2007). Technology 2 – Student’s Book. Oxford University Press.
Oxford, UK.

Teacher’s Book

 Glendinning, E. (2007). Technology 1 – Teacher’s Book. Oxford University Press.

Oxford, UK.

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  Glendinning, E. (2007). Technology 2 – Teacher’s Book. Oxford University Press.
Oxford, UK.

CDs

 Technology 1 and Technology 2 Audio CDs.

Internet

 Additional readings are provided in all units located on the internet. Therefore, all
students are advised to expand their language skills by searching links related to each unit
topic.

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Appendix B – Faculty Vitae

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Abdellatif I M Semeia
Education – degree, discipline, institution, year:
- Ph.D. in Computer Engineering, Stevens Institute of Technology, Hoboken, NJ., 2002
- M.S. in Electrical Engineering, Al-AzharUniversity, Egypt, Cairo, 1993
- B.S. in Electrical Engineering, Al-AzharUniversity, Egypt, Cairo,1986

Academic experience – institution, rank, title (chair, coordinator, etc. if appropriate), when (ex. 1990-
1995), full time or part time:
- Associate Professor, Computer Engineering, Al-AzharUniv., Egypt, Cairo(2009-present)
- Assistant Professor, Computer Engineering, Al-AzharUniv., Egypt, Cairo (2003-2008)
- Member, Curriculum Revision Committee, Computer Engineering, Umm Al-Qura University,
KSA, (2011-present)
- Chair, Capstone Project Committee,Computer Engineering, Umm Al-Qura University, KSA,
(2011-present)
- Assistant Professor, Computer Engineering, Umm Al-Qura University, KSA, (2006-present)
- Research Assistant, Electrical Engineering, Al-AzharUniv., Egypt, Cairo (1988-1996)
- Teaching Assistant, Electrical Engineering, Stevens Institute of Technology, Hoboken, NJ, USA,
(1998-2001)
- Supervised 7 Graduate Theses:
2 PhDs, 10 Masters
- Thesis Committee Examiner:
1 PhDs,11Masters

Non-academic experience – company or entity, title, brief description of position, when (ex. 1993-
1999), full time or part time:
- Senior System Engineering Consultant, Lucent Technologies (WaveStar program), USA (1997-
2002), part time
- Senior System Engineering Consultant, Kamputech Technologies, USA (1997-2002), part time

Service activities (within and outside of the institution):

- Member of the editorial referees of KSU, TU, BU Journal – Computer and Information Sciences.
- Member of the MSc program committee of the College of Computer and Information Sciences.

Briefly list the most importantpublications from the past five years – title, co-authors if any, where
published, date of publication or presentation:
Journals/Books/Book Chapters:
- A. I. Moustafa “Smart Parking/Leaving buses management system: Hajj journey case study”
AEUC Dec. 23-25, 2014
- A. I. Moustafa On Coverage Determination and Exploiting Node Redundancy in Wireless Sensor
Networks” International Journal of Application or Innovation in Engineering & Management
(IJAIEM), Volume 3, Issue 11, November 2014, ISSN 2319 – 4847
- A. I. Moustafa “Timing Structure Mechanism of Wireless Sensor Network MAC layer for
Monitoring Applications” International Journal of Distributed Systems and Technologies
(IJDST), Volume 7, Issue 3 and article number 1, (230215-091244, July 2016.
- A. I. Moustafa “Designing a Channel Access Mechanism for Wireless Sensor Network” Wireless
Communications and Mobile Computing Volume, Article ID 7493269, 31 pages, 2017

Conferences/Presentations:
- The 13th Scientific Symposium for Hajj research, The Custodian of the Two Holy Mosques
Institute of Hajj Research, Umm AL-Qura University, KSA, 2013.

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 - A. I. Moustafa “Energy Aware Approach for Underwater Wireless Sensor Networks Scheduling:
UMOD_LEACH” SCS-NCC’ 2018 21st Saudi Computer Society National Computer
Conference Apr. 25 – 26, 2018

Briefly list the most recent professional development activities:

Chairman of committee on reviewing the Networks track of Master of Computer science and Engineering
Program, College of Computers and Information Systems

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Abdulaziz Miyajan
Education – degree, discipline, institution, year:
- Ph.D. in CSE. University of Connecticut, Storrs, CT 06269, USA. 2016
- M.S. in CSE. University of Connecticut, Storrs, CT 06269, USA. 2012
- B.S. in CE, Umm Al-Qura University, Makkah, Saudi Arabia, 2005

Academic experience – institution, rank, title (chair, coordinator, etc. if appropriate), when (ex. 1990-
1995), full time or part time:
- Assistant Professor, Umm Al-Qura University (2016-present)
- Teaching Assistant, Umm Al-Qura University (2008-2016)

Non-academic experience – company or entity, title, brief description of position, when (ex. 1993-
1999), full time or part time:
- Network Engineer, Saudi Electricity Company, (2005-2008)

Current membership in professional organizations:

- Member, IEEE

Honors and awards:

- Best Paper Award in (ICCES) Conference (2015)

Service activities (within and outside of the institution):

- Member Advising Committee of the Collage of Computer and Information Systems

Briefly list the most important publications from the past five years – title, co-authors if any, where
published, date of publication or presentation:
Journals/Books/Book Chapters:
-

Conferences/Presentations:
-

Briefly list the most recent professional development activities:

-

B-3
Abdulbasit Abid
Education – degree, discipline, institution, year:
- Ph.D. in Computer Engineering, John Moores University, Liverpool, UK, 2008
- M.S. in Computer Engineering, University of essex, Essex, UK, 2005
- B.S. in Electrical Engineering, Umm Al-Qura University, Makkah, KSA, 1995

Academic experience – institution, rank, title (chair, coordinator, etc. if appropriate), when (ex. 1990-
1995), full time or part time:
- Assistance Professor, Umm Al-Qura University, KSA (2008-Present)

Service activities (within and outside of the institution):

- Curriculum committee member
- ABET steering committee member

Briefly list the most important publications from the past five years – title, co-authors if any, where
published, date of publication or presentation:
Journals/Books/Book Chapters:
- Abid A., (Feb. 2017) " FPGA Implementation for Fringe Pattern Demodulation Using the One-
Dimensional Continuous Paul Wavelet Transform," International Journal of Engineering and
Innovative Technology, Vol. 6, Issue 8, pp: 7-10.

- Abid A., (Jan. 2017) " FPGA Implementation for Fringe Pattern Demodulation Using the Two-
Dimensional Modified Continuous Wavelet Transform," International Journal of Engineering and
Innovative Technology,Vol 6, Issue 7, pp: 45-48.

- Miraoui M., El-etriby S., Tadj C., Abid A., "A Hybrid Context-Aware Services Adaptation for
Smart Living Room," Intelligent Automation & Soft Computing, (2017).

- Miraoui M., El-etriby S., Abid A., Tadj C. "A Logic Based Context Modeling and Context Aware
Services Adaptation for a Smart Office," International Journal of Advanced Studies in Computer
Science and Engineering, Vol. 5, Issue 11 (2016), pp. 1-

- Miraoui M., El-etriby S., Abid A., Tadj C. "Agent-Based Context-Aware Architecture for a Smart
Living Room," International Journal of Smart Home, Vol. 10, No. 5 (2016)

- Abid A., (July 2013) " FPGA Implementation for Fringe Pattern Demodulation Using the One-
Dimensional Modified Morlet Wavelet Transform," International Journal of Engineering and
Innovative Technology, Vol. 3, Issue 1, pp: 261-264.

B-4
Abdulghani Sayegh
Education – degree, discipline, institution, year:
- M.S. in Computer Engineering, King AbdulAziz University, JEDDAH, 2012
- B.S. in Computer Engineering, Umm AL-Qura University, MAKKAH, 2005

Academic experience:
- Teaching Assistant with Master Degree, Computer Engineering, Umm Al-Qura
University (2018-present)
- Teaching Assistant, Computer Engineering, Umm Al-Qura University (2010-2017)
- Teaching Assistant, Computer Engineering, Technical College in MAKKAH (2005-
2010)

Non-academic experience:
- Member in Committee of College Of Technology at MAKKAH (2013-present), part time

Honors and awards:

- Second Honor Degree in B.S, Umm Al Qura University, MAKKAH (2005).

Service activities (within and outside of the institution):

- None

Briefly list the most important publications from the past five years – title, co-authors if any, where
published, date of publication or presentation:
Journals/Books/Book Chapters:
-

Conferences/Presentations:
-

Briefly list the most recent professional development activities:

-

B-5
Abdullah Baz
Education – degree, discipline, institution, year:
- Ph.D. in Electrical, Electronics, and Computer Engineering, Newcastle University, Newcastle
Upon Tyne, UK, 2014
- M.S. in Communications and Signal Processing, Newcastle University, Newcastle Upon Tyne,
UK, 2009
- B.S. in Electrical and Computer Engineering, Umm Al-Qura University, Makkah, Saudi Arabia,
2002

Academic experience – institution, rank, title (chair, coordinator, etc. if appropriate), when (ex. 1990-
1995), full time or part time:
- DSR Vice-dean for IT, Umm Al-Qura University, KSA, (2015-Present)

Current membership in professional organizations:

- Senior member, IEEE
- Review committee member, IEEE International Symposium on Circuits and Systems (ISCAS)
- Permanent member, technical committee of IEEE VLSI systems and applications
- Editorial board member, American Journal of Circuits, Systems and Signal Processing
- Editorial board member, Review of Control Theory and Informatics

Briefly list the most important publications from the past five years – title, co-authors if any, where
published, date of publication or presentation:
Journals/Books/Book Chapters:
-

Conferences/Presentations:
-

Briefly list the most recent professional development activities:

B-6
Adnan Gutub
Education – degree, discipline, institution, year:
- Ph.D. in ECE, Oregon State University; Corvallis, Oregon, USA, 2002
- M.S. in CE, KFUPM; Dhahran, Saudi Arabia, 1998
- B.S. in EE, KFUPM; Dhahran, Saudi Arabia, 1995

Academic experience – institution, rank, title (chair, coordinator, etc. if appropriate), when (ex. 1990-
1995), full time or part time:
- Professor, Computer Engineering, Umm Al-Qura University, KSA (2016-Present)
- Vice Dean, Hajj Research Institute, Umm Al-Qura University, KSA (2014-2016)
- Associate Professor and Director, Center of Research Excellence in Hajj & Omrah, Umm Al-
Qura University, KSA (2010-2013)
- Chairman, Computer Engineering, KFUPM (2005-2010)
- Coordinator (Acting Dean), College of Computer Sciences & Engineering (CCSE), KFUPM
(2009)
- Researcher at Information Security Laboratory, Oregon State University; Corvallis, Oregon, USA
(2000-2002)
- Sabbatical year in research collaboration with universities in USA (2017)
- Visiting scholar summer grant in collaboration with Purdue University, USA, (2015)
- Visiting scholar Term grant in collaboration with Purdue University, USA (2013)

Non-academic experience – company or entity, title, brief description of position, when (ex. 1993-
1999), full time or part time:
- Engineer/trainee, Saudi Arabian Marketing and Refining Company (SAMAREC) (1993)

Current membership in professional organizations:

- Certified in Design Thinking Strategy, 2012.

- Certified ISEF innovation Judge to evaluate gifted students Innovation Scientific Competition,
2013.
- Certified for Completion of the Junior Faculty Development Program at KFUPM, March 2007

Honors and awards:

- Summer British Council Grant for scientific research visit at University of Southampton, United
Kingdom (2008)
- Summer British Council Grant for scientific research visit at Brunel University, London, United
Kingdom (2005)
- Awarded as winner of first round MIT Arab Business Plan Competition (MIT-ABPC) (2009)

Service activities (within and outside of the institution):

- Member, UQU Deanship of Graduate Studies Council (2018)
- Member, UQU Scientific Council: (2018)
- Member, ABET steering committee, Computer Engineering Department, UQU (2017-2018)
- Member of External Advisory Board (EAB) for College of Information Technology and
Computer Sciences (CITCS) - University of Prince Mugrin (UPM), Madinah (2017-2018)
- Member of External Advisory Board of Computer Program within the Community College at
University of Dammam for three consecutive years: 2016-2018
- Member of organizing committee for Hajj Research forum arranged by UQU: 2010-2016
- Information Systems Security Assessment Framework (ISSAF) Certification, 2006
- Board Member of the Information Security Master Program at Umm Al-Qura University,
Makkah, Saudi Arabia

B-7
Briefly list the most important publications from the past five years – title, co-authors if any, where
published, date of publication or presentation:
Journals/Books/Book Chapters:
- Salah Aly, Adnan Gutub, "Intelligent Recognition System for Identifying Items and Pilgrims",
NED University Journal of Research - Thematic Issue on Advances in Image and Video
Processing, ISSN: 2304-716X, Pages: 17-23, May 2018.
- Adnan Gutub, Nouf Al-Juaid, "Multi-Bits Stego-System For Hiding Text in Multimedia Images
Based on User Security Priority", Journal of Computer Hardware Engineering, Vol. 1, No. 2, doi:
10.63019/jche.v1i2.513, EnPress Publisher, 2018.
- Mishal Almazrooie, Azman Samsudin, Adnan Gutub, Muhammad Syukri Salleh, Mohd Adib
Omar, Shahir Akram Hassan, "Integrity verification for digital Holy Quran verses using
cryptographic hash function and compression", Journal of King Saud University - Computer and
Information Sciences, Published by Elsevier, Published online: 8 March 2018.
- Adnan Gutub, Nouf Al-Juaid, Esam Khan, "Counting-Based Secret Sharing Technique for
Multimedia Applications", Multimedia Tools and Applications: An International Journal –
Springer, ISSN 1380-7501, DOI 10.1007/s11042-017-5293-6, Published online: 2 November
2017.
- Nemshan Alharthi and Adnan Gutub, “Data Visualization to Explore Improving Decision-
Making within Hajj Services”, Scientific Modelling and Research, Vol. 2, No. 1, Pages: 9-18,
DOI: 10.20448/808.2.1.9.18, 1 June 2017.
- Norah AlAssaf, Basem AlKazemi, Adnan Gutub, “Applicable Light-Weight Cryptography to
Secure Medical Data in IoT Systems”, Journal of Research in Engineering and Applied Sciences
(JREAS), Vol. 2, No. 2, Pages: 50-58, April 2017.
- Safia Al-Nofaie, Manal Fattani, Adnan Gutub, “Merging Two Steganography Techniques
Adjusted to Improve Arabic Text Data Security”, Journal of Computer Science & Computational
Mathematics (JCSCM), Vol. 6, No. 3, Pages: 59-65, DOI: 10.20967/jcscm.2016.03.004,
Published by Science & Knowledge Research Society, September 2016.
- Esraa Ahmadoh and Adnan Gutub, "Utilization of Two Diacritics for Arabic Text Steganography
to Enhance Performance", Lecture Notes on Information Theory, Vol 3, No. 1, Pages 42-47, June
2015.
- Sujeong Kim, Stephen J. Guy, Karl Hillesland, Basim Zafar, Adnan Abdul-Aziz Gutub, Dinesh
Manocha, "Velocity-Based Modeling of Physical Interactions in Dense Crowds", The Visual
Computer , Springer , 3 June 2014.

B-8
Ahmad Alzahrani
Education – degree, discipline, institution, year:
- Ph.D. in CE, University of Central Florida, Orlando, USA, 2015
- M.S. in CE, University of Arkansas, Fayetteville, USA, 2009
- B.S. in ECE, Umm Al-Qura University, Makkah, Saudi Arabia, 2002

Academic experience – institution, rank, title (chair, coordinator, etc. if appropriate), when (ex. 1990-
1995), full time or part time:
- Assistant Professor, Umm Al-Qura University (2005-Present)
- Lecturer, Jeddah College of Technology (2002-2005)

Current membership in professional organizations:

- Member, IEEE
- Reviewer, IEEE Transactions on Computers Journal
- Reviewer, IEEE Transactions on Circuits and Systems II Journal
- Reviewer, ACM Transactions on Design Automation of Electronic Systems Journal
- Reviewer, IEEE International Midwest Symposium on Circuits and Systems (MWSCAS)

Service activities (within and outside of the institution):

- Member, curriculum committee
- Member, capstone projects committee

Briefly list the most important publications from the past five years – title, co-authors if any, where
published, date of publication or presentation:
Journals/Books/Book Chapters:
- A. Alzahrani and R. F. DeMara, "Leveraging design diversity to counteract process variation:
theory, method, and FPGA toolchain to increase yield and resilience in-situ," IET Computers and
Digital Techniques, processed for publication in 2018.
- A. Alzahrani and R. F. DeMara, "Fast online diagnosis and recovery of reconfigurable logic
fabrics using design disjunction," IEEE Transactions on Computers, vol. 65, no. 10, pp. 3055-
3069, Oct 2016.
- A. Alzahrani and R. F. DeMara, "Hypergraph-cover diversity for maximally-resilient
reconfigurable systems," in Proc. of IEEE 12th International Conference on Embedded Software
and Systems (ICESS'15), New York, USA, pp. 1086-1092, Aug 2015.
- F. Alghareb ; R. Ashraf ; A. Alzahrani and R. F. DeMara, "Energy and delay tradeoffs of soft
error masking for 16nm FinFET logic paths: survey and impact of process variation in near
threshold region," IEEE Transactions on Circuits and Systems II, vol. 64, no. 6, pp. 695-699,
June 2017.
- A. Alzahrani and R. F. DeMara, "Process variation immunity of alternative 16nm HK/MG-based
FPGA logic blocks," in Proc. of IEEE 58th International Midwest Symposium on Circuits and
Systems (MWSCAS'15), Fort Collins, CO, USA, pp. 129-132, 2015.
- R. Ashraf, A. alzahrani, N. Khoshavi, R. Zand, S. Salehi, A. Roohi, M. Lin,R. F. DeMara,
"Reactive rejuvenation of CMOS logic paths using self-activating voltage domains," 2015 IEEE
International Symposium on Circuits and Systems (ISCAS), Lisbon, Portugal, pp. 2944-2947,
2015.

Conferences/Presentations:
- R. Ashraf, N. Khoshavi, A. Alzahrani, R. F. DeMara, S. Kiamehr, and M. Tahoori, "Area-energy
tradeoffs of logic wear-leveling for BTI-induced aging", in Proceedings of the ACM International
Conference on Computing Frontiers (CF '16). ACM, New York, USA, pp. 37-44, 2016.

B-9
 - A. Alzahrani and R. F. DeMara, "Non-adaptive sparse recovery and fault evasion using disjunct
design configurations," in Proc. of 2014 ACM/SIGDA International Symposium on Field-
Programmable Gate Arrays (FPGA'14), Monterey, CA, USA, Feb 2014.
- R. Ashraf, A. Alzahrani, and R. F. DeMara, "Extending modular redundancy to NTV: costs and
limits of resiliency at reduced supply voltage," in Proc. of 2nd Workshop on Near-threshold
Computing (WNTC'14) , Minneapolis, MN, USA, Jun 2014.
- C. Sharma, A. Sarvi, A Alzahrani, and R. F. DeMara, "Self-healing reconfigurable logic using
autonomous group testing," Microprocessors and Microsystems, vol. 37, no. 2, pp. 174–184,
2013.

Briefly list the most recent professional development activities:

- Reviewer for the ACM Transactions on Design Automation of Electronic Systems (TODAES)
journal.
- Reviewer for the IET Circuits, Devices & Systems journal.
- Reviewer for the The IEEE Transactions on Computers journal.
- Reviewer for The IEEE Transactions on Circuits and Systems—II journal.
- Reviewer for the Microprocessors and Microsystems journal.
- Reviewer foe The IEEE International Midwest Symposium on Circuits and Systems (MWSCAS).

B-10
Ahmad Muaz Qamar
Education – degree, discipline, institution, year:
- M.S. in CS, University of Southern California, Los Angeles, USA, 1998
- B.S. in CS, University of the Punjab, Lahore, Punjab, 1996

Academic experience – institution, rank, title (chair, coordinator, etc. if appropriate), when (ex. 1990-
1995), full time or part time:
- Lecturer, Umm al Qura University (2001-Present)

Non-academic experience – company or entity, title, brief description of position, when (ex. 1993-
1999), full time or part time:
- Software Developer, Al Thunayyan Company (1999-2001)
- Technical Support Expert, Optimax Solutions (1993-1996)

Current membership in professional organizations:

- ACM Member

Honors and awards:

- Best Demo Award Runner Up ACM SIGSPATIAL (2014)

Service activities (within and outside of the institution):

- Member, Summer Internship Committee

Briefly list the most important publications from the past five years – title, co-authors if any, where
published, date of publication or presentation:
Journals/Books/Book Chapters:
- Imad Afyouni, Faizan Ur Rehman, Sohaib Ghani, Ahmad Muaz Qamar, Syed Osama Hussain,
Bilal Sadiq, Mohamed Abdur Rahman, Abdullah Murad, Saleh Basalamah, “A Therapy-Driven
Gamification Framework for Hand Rehabilitation”, User Modeling and User-Adapted
Interaction: The Journal of Personalization Research (UMUAI), June 2017, Volume 27, Issue 2,
pp 215–265.
- Imad Afyouni, Faizan Ur Rehman, Ahmad Qamar, Akhlaq Ahmad, Mohamed Abdur Rahman,
Sohaib Ghani, and Saleh Basalamah, “Gamifying hand physical therapy with intelligent 3D
navigation”, ACM SIGSPATIAL Special 8, 1, Jun 2016, 42-49.
- Ahmad Qamar, Mohamed Abdur Rahman, Saleh Basalamah, "Adding Inverse Kinematics for
Providing Live Feedback in a Serious Game-based Rehabilitation System", International Journal
of Simulation, Systems, Science and Technology (IJSSST), Volume 15, No. 3, Page 215, June
2015.

Conferences/Presentations:
- Imad Afyouni, Ahmad Qamar, Syed Osama Hussain, Faizan Ur Rehman, Bilal Sadiq, Abdullah
Murad 2016. Motion-Based Serious Games for Hand Assistive Rehabilitation. Intelligent User
Interfaces Committee (ACM IUI), 13-16 March 2017. Impact Factor: 2+
- Imad Afyouni, Faizan Ur Rehman, Ahmad Qamar, Akhlaq Ahmad, Mohamed Abdur Rahman,
Sohaib Ghani, and Saleh Basalamah, “Gamifying hand physical therapy with intelligent 3D
navigation”, ACM SIGSPATIAL Special 8, 1, Jun 2016, 42-49.
- Akhlaq Ahmad, Faizan Ur Rehman, Md. Abdur Rahman, Abdullah Murad, Ahmad Qamar, Bilal
Sadiq, Salah Basalamah, Mohamed Ridza Wahiddin, “i-Diary: A Crowdsource-based Spatio-
Temporal Multimedia Enhanced Points of Interest Authoring Tool”, ACM International
Conference on Multimedia (ACM MM), Brisbane, Australia, October 26-30, 2015.

B-11
- Faizan Ur Rehman, Ahmed Lbath, Abdullah Murad, Md. Abdur Rahman, Bilal Sadiq, Akhlaq
Ahmad, Ahmad Qamar, Saleh Basalamah, “A Semantic Geo-Tagged Multimedia-Based Routing
in a Crowdsourced Big Data Environment”, ACM International Conference on Multimedia
(ACM MM), Brisbane, Australia, October 26-30, 2015.
- Ahmad Qamar, Abdullah Murad, Md. Abdur Rahman, Faizan Ur Rehman,Akhlaq Ahmad, Bilal
Sadiq, Saleh Basalamah, “A Multi-sensory Gesture-Based Login Environment”, ACM
International Conference on Multimedia (ACM MM), Brisbane, Australia, October 26-30, 2015.
- Ahmad Qamar, Ahmed Riaz Khan, Syed Osama Husain, Md. Abdur Rahman, Saleh Basalamah,
“A Multi-Sensory Gesture-Based Occupational Therapy Environment for Controlling Home
Appliances”, ACM International Conference on Multimedia Retrieval, (ACM ICMR), 23-26 June
2015.
- Ahmad Qamar, Syed Osama Hussain, Bilal Sadiq, Ahmed R. Khan, Md. Abdur Rahman, Saleh
Basalamah, “A Multimedia Big Data E-Therapy Framework”, First IEEE International
Conference on Big Data Multimedia, (IEEE BigMM), 20-22 April, 2015.
- Imad Afyouni, Faizan Ur Rehman, Ahmad Qamar, Akhlaq Ahmad, Md. Abdur Rahman and
Saleh Basalamah, "A GIS-based Serious Game Recommender for Online Physical Therapy",
Third International ACM SIGSPATIAL Workshop on HealthGIS (HealthGIS'14), Dallas, Texas,
USA, November 4, 2014.
- Ahmad Qamar, Imad Afyouni, Md. Abdur Rahman, Faizan Ur Rehman, Delwar Hossain, Saleh
Basalamah and Ahmed Lbath, "A GIS-based Serious Game Interface for Therapy Monitoring",
22nd ACM International Conference on Advances in Geographic Information Systems, (ACM
SIGSPATIAL), Dallas, Texas, USA, November 4-7, 2014. (BEST DEMO RUNNER UP
AWARD)
- Ahmad Qamar, Imad Afyouni, Faizan Ur Rehman, Delwar Hossain, Asad Toonsi, Mohamed
Abdur Rahman and Saleh Basalamah, "A Multimedia E-Health Framework Towards An
Interactive And Non-Invasive Therapy Monitoring Environment", The 22nd ACM International
Conference on Multimedia (ACM MM), Orlando, Florida, USA, November 3-7, 2014.
- Md. Abdur Rahman, Mohamed Ahmed, Ahmad Qamar, Delwar Hossain, Saleh Basalamah,
"Modeling Therapy Rehabilitation Sessions using Non-Invasive Serious Games", IEEE
International Symposium on Medical Measurement and Applications (IEEE MeMeA), Lisbon,
Portugal, June 11-12 2014.

B-12
Anas Basalamah
Education – degree, discipline, institution, year:
- Ph.D. in CE, Waseda University, Tokyo, Japan, 2009
- M.S. in CE, Waseda University, Tokyo, Japan, 2006
- B.S. in CE, Umm Al-Qura University, Makkah, Saudi Arabia, 2014

Academic experience – institution, rank, title (chair, coordinator, etc. if appropriate), when (ex. 1990-
1995), full time or part time:
- Associate Professor, Umm Al-Qura University (2011-Present)
- Post Doctoral Researcher, Tokyo University (2009-2010)
- Visiting Scholar, University of Minnesota (2010-2011)

Current membership in professional organizations:

- IEEE
- ACM

Honors and awards:

- Okaz Innovator Award (2016)
- Fulbright Scholarship Award (2010)
- Monbukagakushou Scholarshop Award (2004)
- Science and Innovation Student Award (2010)

Service activities (within and outside of the institution):

- General Chair, 5th International Workshop on GeoStreaming (IWGS) 2014, Dallas, TX, USA In
Conjunction with ACM SIGSPATIAL 2014
- General Chair 4th International Workshop on GeoStreaming (IWGS) 2013, Orlando, FL, USA In
Conjunction with ACM SIGSPATIAL 2013
- Japan Program Chair, 2nd International Symposium on Networked Sensing, Urban Lives, and
Human Probes, Tokyo,

Briefly list the most important publications from the past five years – title, co-authors if any, where
published, date of publication or presentation:
Journals/Books/Book Chapters:
- Heba Aly , Anas Basalamah, Moustafa Youssef “Robust and ubiquitous smartphone-based lane
detection,” in Pervasive and Mobile Computing, vol. 26, no. , pp. 35-56 Jan 2016.
- Lo’ai A. Tawalbeh , Anas Basalamah, Rashid Mehmood , Hala Tawalbeh “Characterizing the
Impact of GPS Signal Strength on Power Consumption,” in IEEE Access , vol. 4, no. , pp. 858-
868 Jan 2016.
- Huai Wang, Anas Basalamah, Song Min Kim, Shuo Guo, Yoshito Tobe, Tian He “Link-
Correlation-Aware Opportunistic Routing in Wireless Networks,” in IEEE Transactions on
Wireless Communications , vol.14, no.1, pp.47,56, Jan 2015.
- Shuja Jamil, Anas Basalamah, Ahmed Lbath, Moustafa Youssef “Hybrid participatory sensing
for analyzing group dynamics in the largest annual religious gathering,” in Proceedings of the
2015 ACM International Joint Conference on Pervasive and Ubiquitous Computing
(UbiComp’15), Osaka, Japan, Sep 2015.
- Bin Cao, Louai Alarabi, Mohamed F. Mokbel, Anas Basalamah, “SHAREK: A Scalable
Dynamic Ride Sharing System,” in Proceedings of the 16th IEEE International Conference on
Mobile Data Management (MDM 2015), Pittsburgh, PA, USA, Jun 2015.
- Abdeltawab M. Hendawi, Amruta Khot, Aqeel Rustum , Anas Basalamah, Ankur Teredesai ,
Mohamed Ali “COMA: Road Network Compression for Map-Matching,” in Proceedings of the

B-13
 16th IEEE International Conference on Mobile Data Management (MDM 2015), Pittsburgh, PA,
USA, Jun 2015.
- Heba Aly, Anas Basalamah, Moustafa Youssef, “LaneQuest: An Accurate and Energy-Efficient
Lane Detection System,” in Proceedings of the IEEE International Conference on Pervasive
Computing (PERCOM 2015), St. Louis, MI, USA, Mar 2015. (7.7% full paper acceptance rate)
Shuja Jamil Anas Basalamah and Ahmad Lbath, “Crowdsensing traces using bluetooth low
energy (BLE) proximity tags,” in Proceedings of the 2014 ACM International Joint Conference
on Pervasive and Ubiquitous Computing: Adjunct Publication (UBICOMP’14), Seattle, Sep
2014.
- Heba Aly, Anas Basalamah and Moustafa Youssef, “Map++: A Crowd-sensing System for
Automatic Map Semantics Identification,” in Proceedings of the 2014 IEEE International
conference on Sensing, Communications, and Networking (SECON’14), Singapore, Jun 2014.
(19.8% acceptance rate)

Briefly list the most recent professional development activities:

- Saudi Delegation for ITU AI for Good, May, 2018.
- Talk at University of Washington Tacoma, Tacoma, WA, USA Sep 2014.
- Talk at NSF Workshop on Smart and Connected Health, Al Ain, UAE, Jun 2014.

B-14
Ayman Alharbi
Education – degree, discipline, institution, year:
- Ph.D. in Computer Science Engineering, 2015
- M.S. in Computer Science Engineering, 2012
- B.S. in Computer Engineering, 2006

Academic experience – institution, rank, title (chair, coordinator, etc. if appropriate), when (ex. 1990-
1995), full time or part time:
- Assistance professor, Umm Al-Qura University 01/01/2009 – Currently working
- Teaching Assistance, University of Connecticut (2013–2015)

Non-academic experience – company or entity, title, brief description of position, when (ex. 1993-
1999), full time or part time:
- Multimedia Programmer, STC company (2004–2004)
- Web developer, IT Department of Umm Al-Qura (2005–2005)

Briefly list the most important publications from the past five years – title, co-authors if any, where
published, date of publication or presentation:
Journals/Books/Book Chapters:
- Alharbi, A.; Alhumyani, H.; Ammar, R " Performance Analysis of Efficient Pipeline
Architectures for Underwater Big Data Analytics” Computers and Communication (ISCC), 2015
IEEE Symposium, 6-9 July 2015.
- Alharbi, A.; Alhumyani, H.; Ammar, R.; Jun-Hong Cui, SanguthevarRajasekaran" Efficient
Pipeline Architectures for Underwater Big Data Analytics” IEEE International Symposium on
Signal Processing and Information Technology, December 2014
- Alharbi, A.; Alhumyani, H.; Tolba, S.; Ammar, R.; Jun-Hong Cui, "Underwater Sensing and
Processing Networks (USPN)," Computers and Communication (ISCC), 2014 IEEE Symposium
on , vol., no., pp.1,7, 23-26 June 2014.
- Alhumyani, H.; Alharbi, A.; Tolba, S.; Ammar, R.; “Efficient Surface-level Gateway Deployment
Using Underwater Sensing And Processing Networks” the OCEANS ’15 MTS/IEEE Washington
(Accepted).
- Manville, C.; Miyajan, A.; Alharbi, A.; Haining Mo; Zuba, M.; Jun-Hong Cui, "Network coding
in Underwater Sensor Networks," OCEANS - Bergen, 2013 MTS/IEEE, vol., no., pp.1,5, 10-14
June 2013

B-15
Emad Felemban
Education – degree, discipline, institution, year:
- Ph.D. in CE, Ohio State University, Columbus, Ohio, US, 2009
- M.S. in CE, Ohio State University, Columbus, Ohio, US, 2003
- B.S. in CE, KFUPM, Dharan, KSA, 1998

Academic experience – institution, rank, title (chair, coordinator, etc. if appropriate), when (ex. 1990-
1995), full time or part time:
- Associate Professor, Umm Al-Qura University (2009-Present)

Current membership in professional organizations:

- Senior Member, IEEE
- ACM
- TRB

Service activities (within and outside of the institution):

- Chairman, Graduate Program Committee
- Member Senior Design Project Committee

Briefly list the most important publications from the past five years – title, co-authors if any, where
published, date of publication or presentation:
Journals/Books/Book Chapters:
- Bloom Filter-Based Efficient Broadcast Algorithm for the Internet of Things, A. Talpur, FK
Shaikh, T. Newe, A. Sheikh, Emad Felemban, A. Khelil, International Journal of Distributed
Sensor Networks, Vol 12. 2017
- A Performance Simulation Tool for the Analysis of Data Gathering in Both Terrestrial and
Underwater Sensor Networks, M. Ghaleb, Emad Felemban, S Subramaniam, AA Sheikh, SB
Qaisar. IEEE Access 5, 4190-4208 2017
- Experimental Evaluation of Vibration Response Based Bridge Damage Detection Using Wireless
Sensor Networks, B. Chowdhry, A. Shaikh, F. Karim; A. Shamshad, Emad Felemban, Springer
Wireless Personal Communications, Pages : 499-510, 2015
- Comparative Analysis of VANET Routing Protocols: On Road Side Unit Placement Strategies, F.
Ali, F. Shaikh, A. Ansari, N. Mahoto, Emad Felemban, Springer Wireless Personal
Communications, Pages: 393-406, 2015.
- Underwater sensor network applications: A comprehensive survey, Emad Felemban, F. Shaikh,
U. Qureshi, A. Sheikh, S. Qaisar, International Journal of Distributed Sensor Networks, 2015.
- S. Rashid, S. Qiasar, H. Saeed, Emad Felemban “A method for Distributed Pipeline Burst and
Leakage Detection in Wireless Sensor Networks using Transform Analysis” International Journal
of Distributed Sensor Networks, 2014
- Emad Felemban, A. Sheikh and M. Manzoor. Improving Response Time in Time Critical Visual
Sensor Network Applications Ad Hoc Networks Vol. 23 2014 Pages: 65-79
- M. Ata, M. El-Darieby, B. Abdulhai, Emad Felemban, S. Basalamah, and B. Zafar, Estimation
Vehicular Waiting Time at Traffic Build-Up Queues. International Journal of Distributed Sensor
Networks, 2013.
- CoralCon: An Open Source Low-Cost Modem for Underwater IoT Applications, A. Sheikh,
Emad Felemban, A. Ashraf, IEEE Intelligent Computer Communication and Processing (ICCP)
2017
- OpToGen: A Genetic Algorithm Based Framework for Optimal Topology Generation for Linear
Networks, A. Sheikh, Emad Felemban, A. Alhindi, A. Naseer, and A. Lbath, IEEE Intelligent
Computer Communication and Processing (ICCP) 2017

B-16
 - STSM A model to detect and predict large crowd anomalies for optimized path recommendation,
B. Sadiq, A. Ahmad, S. Atta, Emad Felemban, K Qahtani, Forth International Conference on
Software Defined Radio 2017
- Bloom Filter Based Data Collection Algorithm for Wireless Sensor Network, A. Talpur, FK
Shaikh, T. Newe, A. Sheikh, Emad Felemban, A. Khelil, IEEE International Conference on
Information Networking (iCOIN) 2017.
- Spatial-Crowd: A big data framework for efficient data visualization, S. Atta, B. Sadiq, A.
Ahmed, S. Saeed, E. Felemban. IEEE BigData 2016, Page(s):2130 – 2138, Washington, DC.
2016
- A software platform for smart data-driven intelligent transport applications, A. Sheikh, A. Lbath,
E. Warriach, S. Awan, S. Saeed, Emad Felemban, IEEE PerCom 2016.

Briefly list the most recent professional development activities:

- IEEE Senior Member 2017
- Attending courses on Data Analytics, Big Data Management, Crowd Safety & Management,
Project Management, Mid-Carrier Academic Leader

B-17
Fahad Ahmed Alzahrani
Education – degree, discipline, institution, year:
- Ph.D. in CE, Colorado State University, 2005
- M.S. in Florida Institute of Technology, 2001
- B.S. in EE, Umm Al-Qura University, 1995

Academic experience – institution, rank, title (chair, coordinator, etc. if appropriate), when (ex. 1990-
1995), full time or part time:
- Associate Professor, Computer Engineering, Umm AL-Qura University (2012-Present)
- Assistant professor, Computer Engineering, Umm AL-Qura University (2005-2012)

Briefly list the most important publications from the past five years – title, co-authors if any, where
published, date of publication or presentation:
Journals/Books/Book Chapters:
-

Conferences/Presentations:
-

Briefly list the most recent professional development activities:

B-18
Fahd M. Aldosari
Education – degree, discipline, institution, year:
- Ph.D. in Computer Networks, Bradford University, Bradford, UK, 2011
- M.Sc in Personal, Mobile and Satellite Communications, Bradford University, Bradford, UK,
2006
- B.S. in Computer Engineering, King Fahd University of Petroleum and Minerals, Dhahran, Saudi
Arabia, 1999

Academic experience – institution, rank, title (chair, coordinator, etc. if appropriate), when (ex. 1990-
1995), full time or part time:
- Dean, College of Computer and Information Systems. Umm AlQura University, 2012-2017
- Chairperson, Computer Engineering Department, College of Computer and Information
Systems, Umm AlQura University, Jun. 2015 – Oct. 2015
- Chairperson, Information Systems Department, College of Computer and Information Systems,
Umm AlQura University, June 2014 – June 2015
- Vice Dean for Development, College of Computer and Information Systems, Umm AlQura
University, Saudi Arabia, 2011- 2012
- Assistant Professor, Computer Engineering Department – Umm Al-Qura University, 2011-
present
- Teaching Assistant, Computer Engineering Department – Umm Al-Qura University, 2000 –
2004
- Member, Curriculum Revision Committee, Computer Engineering Department
- Member, ABET Steering Committee, Computer Engineering Department
- Chair, Assessment and Evaluation Committee, Computer Engineering Department
- Supervised 4 Masters Theses
- Examined 3 Masters Theses

Non-academic experience – company or entity, title, brief description of position, when (ex. 1993-
1999), full time or part time:
- Dean, Information Technology Deanship, Umm Alqura University, 2018- present
- Director, Academic Accreditation and Vocational Development Expertise House for
Consultation, Umm Alqura University, 2014 - present
- Planning Engineer, Iridium Satellite Communications Company, Jeddah, Saudi Arabia, 1998-
2000

Briefly list the most important publications from the past five years – title, co-authors if any, where
published, date of publication or presentation:
Journals/Books/Book Chapters:
- Imam, M.H., Tasadduq, I.A., Ahmad, A.-R., Aldosari, F, “Obtaining ABET student outcome
satisfaction from course learning outcome data using fuzzy logic” in Eurasia Journal of
Mathematics, Science and Technology Education, 2017.
- Tawalbeh, L.A., Ababneh, F., Jararweh, Y., AlDosari, F., “Trust delegation-based secure mobile
cloud computing framework” in International Journal of Information and Computer Security,
2017
- Tawalbeh, L.Haddad, Y. Khamis, O. Benkhelifa E.Jararweh, Y. AlDosari, F., “Efficient and
secure software-defined mobile cloud computing infrastructure ” in the International Journal of
High Performance Computing and Networking, (Jan 2016).
- L. Tawalbeh, Y. Jararweh, F. Ababneh, F. AlDosari, “Large Scale Cloudlets Deployment for
Efficient Mobile Cloud Computing” in the Journal of Networks, Vol 10, No 01 (2015).

B-19
- L. Tawalbeh, L. Al-Qassas, N. Darwazeh, Y. Jararweh, F. AlDosari, “Secure and Efficient Cloud
Computing Framework” in the IEEE International Conference on Cloud and Autonomic
Computing (ICCAC), Boston, USA, 2015.
- L. Tawalbeh, Y. Haddad, O. Khamis, F. Aldosari and E. Benkhelif, “Efficient Software-Based
Mobile Cloud Computing Framework” in the 2015 IEEE International Conference on Cloud
Engineering , Tempe, AZ, USA, 2015.
- F. Aldosari "Localized QoS Routing Based on Links Blocking Probability" in the11th
International Conference on Information Technology: New Generations, April 7-9, 2014, Las
Vegas, USA.
- Y. Jararweha, L. Tawalbehb, F. Ababneha, A. Khreishahc, and F. Aldosari, “Scalable Cloudlet-
based Mobile Computing Model” in the 9th International Conference on Future Networks and
Communications (FNC'14), Niagara Falls, Canada, 2014.
- Y. Jararweh, L. Tawalbeh, F. Ababneh, F. AlDosari, “Resource Efficient Mobile Computing
Using Cloudlet Infrastructure” in 2013 IEEE Ninth International Conference on Mobile Ad-hoc
and Sensor Networks. Dalian, China. 2013
- F. Aldosari, F. Alradady " Localized QoS Routing with End-to-End Delay Guarantees " in the
11th International Conference on Information Technology : New Generations, April 15-17, 2013,
Las Vegas, USA

B-20
Faisal R. Al-Osaimi
Education – degree, discipline, institution, year:
- Ph.D. in computer vision and pattern recognition, from The School of Computer Science and
Software Engineering, The University of Western Australia, Perth, 2010
- M.E. in Computer Systems Engineering, The University of Queensland, Brisbane, 2005
- B.S. in Electrical and Computer Engineering, Umm Al-Qura University, Mecca, 2000

Academic experience – institution, rank, title (chair, coordinator, etc. if appropriate), when (ex. 1990-
1995), full time or part time:
- Assistant Professor, The Dept. Of Computer Engineering, Umm Al-Qura University, KSA,
(2010)
- Teaching Assistant, The Dept. Of Computer Engineering, Umm Al-Qura University, KSA, (Oct.
2001 - Jul. 2003).
- Visiting scholar, Robotic Institute, Carnegie Mellon University, Pittsburg, USA, (2015)
- Visiting scholar, The School of Computer Science and Sofware Engineering, The University of
Western Australia, Perth, Australia, (2012).
- The Vice Dean for Research & Graduate Studies, The college of Computer and Information
Systems, Umm Al-Qura University, KSA, (2013 – 2018).
- The head of The Master Steering Committee, which provides the academic departmental duties
from the admission to the graduation of the MS students, The college of Computer and
Information Systems, Umm Al-Qura University, KSA, (2013 – 2018).
- The Coordinator of Industrial Training for Students, from 2011 to 2013, The college of Computer
and Information Systems.
- Supervised 2 Graduate (master)Theses

Non-academic experience – company or entity, title, brief description of position, when (ex. 1993-
1999), full time or part time:
- Electrical Engineer, Saudi Telecom Company, Taif, KSA, (Jul. 2000 - Oct. 2001), fulltime.

Certifications or professional registrations:

- Oracle Database Design and Programming

Current membership in professional organizations:

- Avoided due to diminished return.

Honors and awards:

- Three NSTIP grants of a total amount of 6M SAR (about 1.6M USD), starting from 01/2015.
- Two UQU local grants totaling about 411K SAR.

Service activities (within and outside of the institution):

- Headed the revision committee for The Computer Vision and Graphics Track of the master
program, CIS, UQU, KSA, 2014.
- Headed the revision committee of The Computer Science and Engineering Master program, CIS,
UQU, KSA, (2017-2018).
- Reviewed the Computer Engineering B.Sc. program of Taif University, 2017.
- Committee member of IEEE ICPR 2016.
- Reviewed papers for IEEE ICPR, IEEE TPAMI and UQU journal of Engineering.

B-21
Briefly list the most important publications from the past five years – title, co-authors if any, where
published, date of publication or presentation:

- Al- Osaimi, Faisal Radhi M., and Mohammed Bennammoun. "3D Face Surface Analysis and
Recognition Based on Facial Surface Features." 3D Face Modeling, Analysis and Recognition
(2013): 39-76.
- Al-Osaimi, Faisal R. "A Novel Multi-Purpose Matching Representation of Local 3D Surfaces: A
Rotationally Invariant, Efficient, and Highly Discriminative Approach With an Adjustable
Sensitivity." IEEE Transactions on Image Processing 25, no. 2 (2016): 658-672.
- Fan, Wentao, Faisal R. Al-Osaimi, Nizar Bouguila, and Jixiang Du. "Proportional data modeling
via entropy-based variational bayes learning of mixture models." Applied Intelligence: 1-15.
- Bertrand, Adrien, Faisal R. Al-Osaimi, and Nizar Bouguila. "View-Based 3D Objects
Recognition with Expectation Propagation Learning." In International Symposium on Visual
Computing, pp. 359-369. Springer International Publishing, 2016.
- Fan, Wentao, Faisal R. Al-Osaimi, and Nizar Bouguila. "A novel 3D model recognition
approach using Pitman-Yor process mixtures of Beta-Liouville Distributions." In Circuits and
Systems (ISCAS), 2016 IEEE International Symposium on, pp. 1986-1989. IEEE, 2016.
- Fan, Wentao, Faisal R. Al-Osaimi, Nizar Bouguila, and Ji-Xiang Du. "Accelerated variational
inference for Beta-Liouville mixture learning with application to 3D shapes recognition." In
Control, Decision and Information Technologies (CoDIT), 2016 International Conference on, pp.
394-398. IEEE, 2016.
- Fan, Wentao, Faisal R. Al-Osaimi, Nizar Bouguila, and Ji-Xiang Du. "3D object modeling and
recognition via online hierarchical Pitman-yor process mixture learning." In Signal and
Information Processing (GlobalSIP), 2015 IEEE Global Conference on, pp. 448-452. IEEE,
2015.
- Al‐Osaimi, Faisal Radhi M., and Mohammed Bennammoun. "3D Face Surface Analysis and
Recognition Based on Facial Surface Features." 3D Face Modeling, Analysis and Recognition
(2013): 39-76.

Briefly list the most recent professional development activities:

- Numerous but mostly self-paced

B-22
Hussam Aleem Mohammed
Education – degree, discipline, institution, year:
- M.S. in Telecommunications and Computer Network Engineering, London South Bank
University, London, U.K. 2009
- B.S. in Electronics and Communications Engineering, JNT University, India, 2007

Academic experience – institution, rank, title (chair, coordinator, etc. if appropriate), when (ex. 1990-
1995), full time or part time:
- Lecturer & Administrative Assistant, Umm Al-Qura University (2012-Present)
- Project Management Consultant, HajjCoRE, Hajj Research Institute, Umm Al-Qura University
(2010-2012)
- Research Assistant, British Telecommunications, UK (2008-2009)
- Teaching Assistant, London South Bank University, UK (2007-2008)

Non-academic experience – company or entity, title, brief description of position, when (ex. 1993-
1999), full time or part time:
- Network Engineer, OSPS Telecom Services ltd. India (2005-2007)

Current membership in professional organizations:

- Cisco
- Microsoft
- WES

Certifications or professional registrations:

- CCNA
- MCSE
- SAP BASIS
- International Association of Engineers
- Registered professional engineer in Saudi Council of Engineers
- WES verified degree certifications (B’Tech & MSc)

Service activities (within and outside of the institution):

- Steering committee member, MSc. (2013-Present)
- ABET committee member (CS Dept.) (2012-2016)
- Master Program Administration and Management at CCIS, UQU (2013-Present)

Briefly list the most important publications from the past five years – title, co-authors if any, where
published, date of publication or presentation:
Journals/Books/Book Chapters:
- Abuarafah, Adnan & Mohammed, Hussam & Khozium, Osama. “Agent Vs Object with an in-
depth insight to Multi-Agent Systems”. International Journal of Engineering Science. vol.4, 2013.

Briefly list the most recent professional development activities:

- Upgraded certifications with CISCO and MICROSOFT

B-23
Imran Tasadduq
Education – degree, discipline, institution, year:
- Ph.D. Electrical & Computer Engineering, University of Western Ontario, 2002
- M.S. Systems Engineering, KFUPM, 1995
- B.S. Electrical Engineering, NED University of Eng. & Tech., Pakistan, 1990

Academic experience – institution, rank, title (chair, coordinator, etc. if appropriate), when (ex. 1990-
1995), full time or part time:
- Professor & ABET Coordinator, Computer Engineering, Umm Al Qura University (2009-
Present)
- Professor, Telecom & Computer Engineering, FAST-National University of Computer &
Emerging Sciences, Pakistan (2007-2009)
- Professor & Associate Professor, Computer Engineering, Sir Syed University, Pakistan, (2002 –
2007)
- Visiting Scholar, School of Information Technology & Engineering, University of Ottawa, (2000)
- Systems Engineer, Research Institute, KFUPM, (1995-1998)

Non-academic experience – company or entity, title, brief description of position, when (ex. 1993-
1999), full time or part time:
- Electrical Engineer, Siemens, Pakistan (1990-1991)

Current membership in professional organizations:

- Life Member, Pakistan Engineering Council

Honors and awards:

- Canadian Commonwealth Scholarship for Doctoral Studies
- Graduate Student Scholarship, University of Western Ontario

Service activities (within and outside of the institution):

- Chair– Steering Committee, Curriculum Committee, SSR Writing Committee, Assessment &
Evaluation Committee (CpE, UQU)
- Member, Graduate Program Development Committee (CpE, UQU)

Briefly list the most important publications from the past five years – title, co-authors if any, where
published, date of publication or presentation:
Journals/Books/Book Chapters:
- Imam, M. H., Tasadduq, I. A., Ahmad, A. R., &Aldosari, F. (2017). Obtaining ABET Student
Outcome Satisfaction from Course Learning Outcome Data Using Fuzzy Logic. Eurasia Journal
of Mathematics Science and Technology Education, 13(7), 3069-3081.
- Imam, M. H., Tasadduq, I. A., Khan, M. H., Ahmad, A. R., Aldosari, F., & Shaikh, S. V. (2017).
eCOOL: An Expert System based Approach to Designing Effective Assessments for Course
Outcomes and Learning. Transylvanian Review, 1(4).
- Imam, M. H., Tasadduq, I. A., Ahmad, A. R., Aldosari, F., & Khan, H. (2017). Automated
Generation of Course Improvement Plans Using Expert System. International Journal of Quality
Assurance in Engineering and Technology Education (IJQAETE), 6(1), 1-12.
- Ahmad, A. R., Tasadduq, I. A., Imam, M. H., &Shaban, K. B. (2015). Automated Discovery and
Utilization of Tacit Knowledge in Facility Layout Planning and Optimization. Journal of
Software & Systems Development, 2015, b1-13.
- Tasadduq, I. A., Imam, M. H., & Ahmad, A. (2015). A hybrid algorithm for optimising facility
layout. South African Journal of Industrial Engineering, 26(1), 120-134.
- Rashid, M., & Tasadduq, I. A. (2014). Holistic development of computer engineering curricula
using Y-chart methodology. IEEE Transactions on Education, 57(3), 193-200.

B-24
- Ibrahim M. Hussain, Imran A. Tasadduq and Abdul Rahim Ahmad, “On The Contribution of
Power Variance in PAPR Reduction for OFDM Signals”, International Journal of Autonomous
and Adaptive Communications Systems (IJAACS), vol. 6, no. 4, 2013
- Osama M. Hussain and Imran A. Tasadduq, “Performance of 16-state TCM MC-CDMA with
Various SUD techniques over Downlink Wireless Channels”, International Journal of
Autonomous and Adaptive Communications Systems (IJAACS), vol. 6, no. 2, pp. 149-166, 2013.

Conferences/Presentations:
- Imam, M. H., Tasadduq, I. A., Ahmad, A. R., &Aldosari, F. M. (2016, January). An Expert
System for Assessment of Learning Outcomes for ABET Accreditation. In International
Conference on Engineering Education, Singapore, (pp. 07-08).
- Imam, M. H., Tasadduq, I. A., Khan, M. H., Ahmad, A. R., &Aldosari, F. (2017). Assessment
Design Through an Expert System and its Application to a Course of Hydraulics. Proceedings of
the Canadian Engineering Education Association.

B-25
Khalid Alhindi
Education – degree, discipline, institution, year:
- Ph.D. in EE, University of Missouri-Columbia, Missouri, Columbia, USA, 2002
- M.S. in EE, University of Missouri-Columbia, Missouri, Columbia, USA, 1997
- B.S. in Electrical & Computer Engineering, Umm Al-Qura University, Saudi Arabia, 1992.

Academic experience – institution, rank, title (chair, coordinator, etc. if appropriate), when (ex. 1990-
1995), full time or part time:
- Associate Professor, Computer Engineering, Umm Al-Qura University (2011-Present)
- Vice Dean for Research of the Institute of Scientific Research since 2011.
- Department Head, Computer Engineering, Umm Al-Qura University (2003-2011).

Non-academic experience – company or entity, title, brief description of position, when (ex. 1993-
1999), full time or part time:
- Electrical Engineer, Load Dispatch Center (LDC), Saudi Electricity Company, Makkah (1992-
1994).

Briefly list the most important publications from the past five years – title, co-authors if any, where
published, date of publication or presentation:
Journals/Books/Book Chapters:
- Khalid Al-Hindi, “Teaching Multilayer Feedforward Neural Networks for Engineers Using
Graphical User Interface and Matlab”, Umm Al-Qura University Journal for Engineering &
Architecture, Accepted 21/1/1432 H.
- Khalid Al-Hindi, “A Fully Automated Image Database Creation Tool For Developing Pattern
Recognition Systems”, Umm Al-Qura University Journal for Engineering & Architecture,
Accepted 13/8/1431 H.

B-26
Khalid Muhammad Jamil A. Khayyat
Education – degree, discipline, institution, year:
- Ph.D. in ECE, University of Victoria, Victoria, BC, Canada, 2011
- M.S. in ECE, Colorado State University, Fort Collins, USA, 2002
- B.S. in ECE, Umm Al-Qura University, Makkah, KSA, 1991

Academic experience – institution, rank, title (chair, coordinator, etc. if appropriate), when (ex. 1990-
1995), full time or part time:
- Assistant Professor, Umm Al-Qura University (2011-Present)
- Teaching Assistant, University of Victoria, Victoria, BC, Canada (2005-2009)
- Computer electronics instructor, Raytheon Middle East Equipment Systems (RIMS), KSA (1992-
1996)

Certifications or professional registrations:

-

Current membership in professional organizations:

-

Honors and awards:

-

Service activities (within and outside of the institution):

- Member of the supreme standing committee of the curricula and study plans, UQU, 2015-until
- Member of the curricula committee, CE, 2015-2017
- Member of Strategic Plan Committee, CE, 2015-until
- Member of the laboratories committee, CE, 2012
- The chair of Graduation project committee, CE, 2013
- The chair of Academic Advising committee, 2013-2015
- Teaching Methodology Training

Briefly list the most important publications from the past five years – title, co-authors if any, where
published, date of publication or presentation:
Journals/Books/Book Chapters:
-

Conferences/Presentations:
-

Briefly list the most recent professional development activities:

B-27
Khaled Almotairi
Education – degree, discipline, institution, year:
- Ph.D. in ECE, University of Waterloo, Waterloo, Canada, 2012
- M.S. in ECE, University of Waterloo, Waterloo, Canada, 2008
- B.S. in ECE, King Abdulaziz University, Jeddah, KSA, 2004

Academic experience – institution, rank, title (chair, coordinator, etc. if appropriate), when (ex. 1990-
1995), full time or part time:
- Dean of E-learning and Distance Education, UQU (2017-2019)

Service activities (within and outside of the institution):

- Member, curriculum committee

Briefly list the most important publications from the past five years – title, co-authors if any, where
published, date of publication or presentation:
Journals/Books/Book Chapters:
-

Conferences/Presentations:
-

Briefly list the most recent professional development activities:

B-28
Loai Tawalbeh
Education – degree, discipline, institution, year:
- Ph.D. in CE, Oregon State University, Corvallis, USA, 2004
- M.S. in CE, Oregon State University, Corvallis, USA, 2002
- B.S. in CE, Jordan University of Science and Technology, Irbid, Jordan, 2000

Academic experience – institution, rank, title (chair, coordinator, etc. if appropriate), when (ex. 1990-
1995), full time or part time:
- Associate Prof, UQU (2013-2018)
- Associate Prof, Jordan Univ. of Science and Tech (2005-2013)

Current membership in professional organizations:

- Senior Member, IEEE

Briefly list the most important publications from the past five years – title, co-authors if any, where
published, date of publication or presentation:
Journals/Books/Book Chapters:
-

Conferences/Presentations:
-

Briefly list the most recent professional development activities:

B-29
Maher I. Rajab
Education – degree, discipline, institution, year:
- Ph.D. in CE, UNIVERSITY OF NOTTINGHAM, UK, 2004
- M.S. in CE, KINGH ABDULAZIZ UNIV., JEDDAH, KSA, 1995
- B.S. in CE, UMM AL-QURA UNIV, MAKKAH, KSA, 1990

Academic experience – institution, rank, title (chair, coordinator, etc. if appropriate), when (ex. 1990-
1995), full time or part time:
- Associate Prof, UQU (1998-2018)

Current membership in professional organizations:

- Reviewer of Journal of Computer Methods in Biomechanics and Biomedical Engineering:
Imaging & Visualization. Talylor & Francis.

Service activities (within and outside of the institution):

- member curriculum committee

Briefly list the most important publications from the past five years – title, co-authors if any, where
published, date of publication or presentation:
Journals/Books/Book Chapters:
- Maher I. Rajab. (2016) Performance evaluation of image edge detection techniques. International
Journal of Computer Science and Security (IJCSS), vol. 10, Issue 5, pp. 170-185.

Conferences/Presentations:
-

Briefly list the most recent professional development activities:

-

B-30
Majed M. Gethami Al Otaibi
Education – degree, discipline, institution, year:
- Ph.D. in Computer Systems Engineering, The University of Queensland, Australia, 2011
- M.S. in Computer Systems Engineering, The University of Queensland, Australia, 2005
- B.S. in Electrical and Computer Engineering, Umm Al Qura University, Makkah, KSA, 2001

Academic experience – institution, rank, title (chair, coordinator, etc. if appropriate), when (ex. 1990-
1995), full time or part time:
- Dean of the College of Computer Information Systems Umm Al-Qura University (2018-Present)
- Assistant Professor, Department of Computer Engineering, Faculty of Computers and
Information Systems, Umm Al Qura University ( 2011-Present).
- Dean of Information Technology, Umm Al Qura University (2015-2017)
- Vice Dean of Information Technology, Umm Al Qura University, (2012-2017)
- Teaching Assistant, Department of Computer Engineering, Faculty of Computers and
Information Systems, Umm Al Qura University (2002-2011)
- Quality Engineer, Saudi Telecom Company (2001-2002)

Non-academic experience – company or entity, title, brief description of position, when (ex. 1993-
1999), full time or part time:
- Quality Engineer, Saudi Telecom Company (2001-2002)

Current membership in professional organizations:

- IEEE

Honors and awards:

- Selected best papers, “A Signal strength based tag estimation technique for RFID systems”on4th
International conference on RFID Technology and Applications, China, 2010.
- Honors with outstanding student, Umm Al Qura University, 2001.

Service activities (within and outside of the institution):

- The Higher Supervisory Committee for Information Technology in Umm Al-Qura University,
2011-2017.
- The Higher Supervisory Committee for Laboratories and equipment in Umm Al-Qura University,
2015-2017.
- Correction and validation of Data in Umm Al-Qura University, 2013-2017.
- Capstone Projects Committee for ABET Accreditation, 2014-2017.
- Counseling Committee for E-Learning & Distance Learning Deanship, 2015-2017.
- Summer Training Committee in Computer and Information Technology College, 2014-2015.
- Alumni & Surveys Committee for ABET Accreditation, 2014
- Industrial Advisory Board Committee for ABET Accreditation 2014

Briefly list the most important publications from the past five years – title, co-authors if any, where
published, date of publication or presentation:

Journals/Books/Book Chapters:
- Majid Alotaibi.Peer reviewed. “Improved QoS for Multimedia Transmission using Buffer
Management in Wireless Sensor Network”, International Journal of Advanced Computer Science
and Applications (IJACSA), SAI, United Kingdom, (p353-358).Vol 8, Issue 11 November,
2017.doi: 10.14569/IJACSA.2017.081143

B-31
 - Brahim Hnich, Faisal R. Al-Osaimi, Ata Sasmaz, Ozkan Sayin, Amine Lamine, Majid Alotaibi.
Peer reviewed. “Smart online vehicle tracking system for security applications”. In Proceedings
of 2016 IEEE International Conference on Big Data, Washington, DC, USA,(p 1724-1733).5-8
December 2016 .
doi: 10.1109/BigData.2016.7840787

- Majed Alotaibi, Lo’ai A. Tawalbeh1, Yaser Jararweh. "Integrated Sensors System Based on IoT
and Mobile Cloud Computing". In Proceedings of 2016 IEEE/ACS 13th International Conference
of Computer Systems and Applications (AICCSA), Agadir, Morocco. 29 Nov.-2 Dec. 2016. doi:
10.1109/AICCSA.2016.7945812

Briefly list the most recent professional development activities:

B-32
Mohsin Murad
Education – degree, discipline, institution, year:
- M.S. in CE, University of Engineering and Technology, Peshawar, Pakistan, 2011
- B.S. in CE, University of Engineering and Technology, Peshawar, Pakistan, 2009

Academic experience – institution, rank, title (chair, coordinator, etc. if appropriate), when (ex. 1990-
1995), full time or part time:
- Lecturer, Umm Al Qura University (2012-2018)
- Lecturer, University of Engineering and Technology, Peshawar, Pakistan (2009-2011)

Non-academic experience – company or entity, title, brief description of position, when (ex. 1993-
1999), full time or part time:
- Assistant Manager, Horizon Tech Services, Islamabad, Pakistan (2011-2012)

Service activities (within and outside of the institution):

- Member Capstone Projects Committee, UQU
- Member Laboratories Management Committee, UQU

Briefly list the most important publications from the past five years – title, co-authors if any, where
published, date of publication or presentation:
Journals/Books/Book Chapters:
- Mohsin Murad, Adil A. Sheikh et al. "A Survey on Current Underwater Acoustic Sensor Network
Applications." In proceedings of 2014 Euro-Asia Conference on Computational Intelligence and
Communication Networks (EACCI) 2014, Antalya, Turkey. Republished in International Journal
of Computer Theory and Engineering, Volume 7, 2015.
- Emad Felemban, Mohsin Murad et al. "UniGate: Modular Universal Wireless Gateway." In
proceedings of IEEE World Congress on Computer Applications and Information Systems
(WCCAIS) 2014, Hammamet, Tunisia.
- Emad Felemban, Mohsin Murad et al. "Demo: Modular Wireless Technology Gateway." In
proceedings of IEEE 10th International Conference on Mobile Ad Hoc and Sensor Systems
(MASS) 2013, Hangzhou, China.
- Shakil Durrani, Mohsin Murad et al. "Design and development of wireless RTU and Cyber
Security framework for SCADA system." In proceedings of 5th International Conference on
Information & Communication Technologies (ICICT) 2013, Karachi, Pakistan.

B-33
Muhammad Rashid
Education – degree, discipline, institution, year:
- Ph.D. in CE, University of Bretagne, Brest, France, 2009
- M.S. in CE, University of Nice Sophia Antipolis, Nice, France, 2009
- B.S. in EE, UET Peshawar, Peshawar, Pakistan, 1999

Academic experience – institution, rank, title (chair, coordinator, etc. if appropriate), when (ex. 1990-
1995), full time or part time:
- Assistant Professor, Computer Engineering, Umm Al Qura University (2011-current)

Non-academic experience – company or entity, title, brief description of position, when (ex. 1993-
1999), full time or part time:
- Assistant Manager, Horizon Tech Services, Islamabad, Pakistan (2011-2012)

Honors and awards:

- Registered Engineer (Pakistan Engineering Council)

Service activities (within and outside of the institution):

- Member Capstone Projects Committee, UQU
- Member Laboratories Management Committee, UQU

Briefly list the most important publications from the past five years – title, co-authors if any, where
published, date of publication or presentation:
Journals/Books/Book Chapters:
- K. Yousaf, Z. Mehmood, M. Rashid, S. Zhang, T. Saba, A. Rehman and M. Altaf, “A Novel
Technique for Speech Recognition and Visualization Based Mobile Application to Support Two-
Way Communication between Deaf-Mute and Normal Peoples”, Wireless Communications and
Mobile Computing, Acceptance Date: 18th April 2018. (Impact Factor: 1.899)
- M. Imran, M. Rashid, A. R. Jafri and M. N. Islam, “ACryp-Proc: Flexible Asymmetric Crypto
Processor for Point Multiplication”, IEEE Access, Acceptance Date: 5th April 2018. (Impact
Factor: 3.244)
- K. A. Qazi, T. Nawaz, Z. Mehmood, M. Rashid and H. A. Habib, A hybrid technique for speech
segregation and classification using a sophisticated deep neural network, PLOS ONE, Vol. 13,
No. 3, March 2018. (Impact Factor: 2.806)
- A. Amjed, F. Azam, W. H. Butt, M. W. Anwar and M. Rashid, “Event-driven Process Chain
(EPC) for Modeling and Verification of Business Requirements – A Systematic Literature
Review”, IEEE Access, Vol. 6, No. 1, Pages 9027-9048, March 2018. (Impact Factor: 3.244)
- M. Yousuf, Z. Mehmood, H. A. Habib, T. Mehmood, t. Saba, A. Rehman and M. Rashid, “A
Novel Technique Based on Visual Words Fusion Analysis of Sparse Features for Effective
Content-Based Image Retrieval,” Mathematical Problems in Engineering, Vol. 2018, Article ID
2134395, 13 pages, March 2018. (Impact Factor: 0.802)
- S. Khan, M. Rashid and F. Javaid, “A High Performance Processor Architecture for Multimedia
Applications”, Computers & Electrical Engineering, Vol. 66, Pages 14-29 February 2018.
(Impact Factor: 1.570)
- A. R. Jafri, M. N. Islam, M. Imran, M. Rashid, “Towards an Optimized Architecture for Unified
Binary Huff Curves”, Journal of Circuits, Systems and Computers, Vol. 26, No. 11, November
2017. (Impact Factor: 0.481)
- A. Asghar, M. Iqbal, W. Ahmed, S. Ali, H. Parvez, and M. Rashid, Exploring Shared SRAM
Tables in FPGAs for Larger LUTs and Higher Degree of Sharing, International Journal of
Reconfigurable Computing, Article ID 7021056, June 2017. (ISI Indexed, H-Index:10)

B-34
- A. M. Khan, F. Mallet, M. Rashid, “A Framework to Specify System Requirements using Natural
Interpretation of UML/MARTE Diagrams”, Software and Systems Modeling, Pages 1-27, March
2017. (Impact Factor: 1.654)
- M. W. Anwar, M. Rashid, F. Azam, M. Kashif, “Model-Based Design Verification for Embedded
Systems through SVOCL: An OCL Extension for SystemVerilog”, Design Automation for
Embedded Systems, Vol. 21, No. 1, February 2017. (Impact Factor: 0.576)
- N. Ali, K. B. Bajwa, R. Sablatnig, S. A. Chatzichristofis, Z. Iqbal, M. Rashid, H. A. Habib, “A
Novel Image Retrieval Based on Visual Words Integration of SIFT and SURF”, PLOS ONE, Vol.
11, No. 06, June 2016. (Impact Factor: 2.806)
- Z. Mehmood, S. M. Anwar, N. Ali, H. A. Habib, M. Rashid, “A Novel Image Retrieval Based on
a Combination of Local and Global Histograms of Visual Words”, Mathematical Problems in
Engineering, Article ID 8217250, 12 pages, June 2016. (Impact Factor: 0.802)
- M. M. Iqbal, H. Parvez and M. Rashid, “Multi-Circuit: Automatic Generation of an Application
Specific Configurable Core for Known Set of Application Circuits, Journal of Circuits, Systems
and Computers”, Vol. 25, No. 09, May 2016. (Impact Factor: 0.481)
- M. Rashid, M. W. Anwar, A. M. Khan, “Towards the Tools Selection in Model Based System
Engineering for Embedded Systems - A Systematic Literature Review”, Journal of Systems and
Software, Volume 106, Pages 150-163, May 2015. (Impact Factor: 2.444)
- S. Zahid, F. Hussain, M. Rashid, M. H. Yousaf, and H. A. Habib, “Optimized Audio
Classification and Segmentation Algorithm by using Ensemble Methods”, Mathematical
Problems in Engineering, Vol. 2015, Article ID 209814, 11 pages, April 2015. (Impact
Factor:0.802)
- M. Rashid, “System Level Approach for Computer Engineering Education”, International Journal
of Engineering Education, Vol. 31, no. 1, pp. 141-153, January 2015. (Impact Factor: 0.609)
- M. Rashid and I. A. Tasadduq, “Holistic Development of Computer Engineering Curricula Using
Y-Chart Methodology”, IEEE Trans. on Education, Vol. 57, no. 3, August 2014. (Impact Factor:
1.727)

B-35
Mohammed Hussein Sinky
Education – degree, discipline, institution, year:
- Ph.D. in CE, Corvallis, Oregon, USA, 2015
- M.S. in CE, Corvallis, Oregon, USA, 2004
- B.S. in CE, Corvallis, Oregon, USA, 2001

Academic experience – institution, rank, title (chair, coordinator, etc. if appropriate), when (ex. 1990-
1995), full time or part time:
- Assistant Professor, Umm Al-Qura University (2015-Present)
- Teaching Assistant, Oregon State University (2006-2015)
- Lecturer, Umm Al-Qura University (2004-2006)
- Teaching Assistant, Oregon State University (2001-2004)

Non-academic experience – company or entity, title, brief description of position, when (ex. 1993-
1999), full time or part time:
- Project Leader, Agilent Technologies (2000-2001)

Honors and awards:

- Best Paper Award ICSNC (2015)

Service activities (within and outside of the institution):

- Chairman of Student Advising Committee
- Member of Summer Training Committee

Briefly list the most important publications from the past five years – title, co-authors if any, where
published, date of publication or presentation:
Journals/Books/Book Chapters:
-

Conferences/Presentations:
-

Briefly list the most recent professional development activities:

B-36
Mohammad Al-Turkistany
Education – degree, discipline, institution, year:
- Ph.D. in CE, University of Florida, Gainesville, USA, 2006
- M.S. in CE, University of Florida, Gainesville, USA, 2002
- B.S. in EE, King Saud University, Riyadh, Saudi Arabia, 1995

Academic experience – institution, rank, title (chair, coordinator, etc. if appropriate), when (ex. 1990-
1995), full time or part time:
- Assistant Professor, Umm Al-Qura University (2006-2018)

Non-academic experience – company or entity, title, brief description of position, when (ex. 1993-
1999), full time or part time:
- Electrical Engineer, Saudi Aramco (1996-1996)

Service activities (within and outside of the institution):

- Chairman of Computer Engineering department
- Chairman of Computer Science department

Briefly list the most important publications from the past five years – title, co-authors if any, where
published, date of publication or presentation:
Journals/Books/Book Chapters:
-

Conferences/Presentations:
-

Briefly list the most recent professional development activities:

B-37
Muhammad Yousuf Irfan Zia
Education – degree, discipline, institution, year:
- M.S. in CE, NED UET of Engg. & Tech., Karachi, Pakistan, 2002
- B.S. in EE, SSUET of Engg. & Tech., Karachi, Pakistan, 1999

Academic experience – institution, rank, title (chair, coordinator, etc. if appropriate), when (ex. 1990-
1995), full time or part time:
- Lecturer, UQU (2011-Present)
- Lecturer, National University FAST, Karachi, Pakistan (2005-2010)
- Lecturer, SSUET of Engg. & Tech., Karachi, Pakistan (2001-2004)

Non-academic experience – company or entity, title, brief description of position, when (ex. 1993-
1999), full time or part time:
- Electronic Engineer, Advance Electronics International, Karachi, Pakistan (1999-2000)

Certifications or professional registrations:

- LABVIEW Core I and II Certificate

Service activities (within and outside of the institution):

- Member, Capstone Project Committee
- Member, Assessment & Evaluation Committee

Briefly list the most important publications from the past five years – title, co-authors if any, where
published, date of publication or presentation:
Journals/Books/Book Chapters:
- Anwar, M.W., Kashif, M., Khan, A., Aziz, M.W., Zia, Y.I., Jafri, A.R. and Rashid, M., Design
and Verification of Safety Critical Systems‖. Technical Report Number 13-INF761-10-Final,
NSTIP Saudi Arabia, 2018. DOI: 10.13140/RG. 2.2. 15008.07681/1.

B-38
Omar Sonbul
Education – degree, discipline, institution, year:
- Ph.D. in CE, The University of Nottingham, UK, 2012
- M.S. in CE, The University of Nottingham, UK, 2008
- B.S. in CE, Umm Al-Qura University, 2003

Academic experience – institution, rank, title (chair, coordinator, etc. if appropriate), when (ex. 1990-
1995), full time or part time:
- Assistant professor, Umm Al-Qura University (2012-Present)
- Teaching Assistant, Umm Al-Qura University (2004-2012)

Non-academic experience – company or entity, title, brief description of position, when (ex. 1993-
1999), full time or part time:
- Electrical Engineer, Saudi Electricity company (2003-2004)

Certifications or professional registrations:

- Saudi Council of Engineers

Service activities (within and outside of the institution):

- chair steering committee
- member in advising committee

Briefly list the most important publications from the past five years – title, co-authors if any, where
published, date of publication or presentation:
Journals/Books/Book Chapters:
-

Conferences/Presentations:
-

Briefly list the most recent professional development activities:

B-39
Saleh Basalamah
Education – degree, discipline, institution, year:
- Ph.D. in Bioengineering, Imperial College London, UK, 2005.
- M.Sc. in Communications and Signal Processing, University of Bristol, UK, 2000.
- B.S. in Electrical Engineering, King Abdulaziz University, Jeddah, 1999.

Academic experience – institution, rank, title (chair, coordinator, etc. if appropriate), when (ex. 1990-
1995), full time or part time:
- Associate Professor, Computer Engineering, Umm Al-Qura University, KSA, (2013)
- Co-Founder and Deputy Director, KACST Technology Innovation Center on GIS, Umm Al-Qura
University, Saudi Arabia (2012-2014).
- Dean, College of Computing, Umm Al-Qura University, (2009-2012)
- Vice Dean for Academic Development, College of Computing, Umm Al-Qura University, (2008-
2009)
- Assistant Professor, Computer Engineering, Umm Al-Qura University, KSA, (2006-2013)

Current membership in professional organizations:

- Senior Member, IEEE
- Member, ACM

Honors and awards:

- Over 20 research grants
- Over 10 Patents
- Founder of 3 Spinoffs

Briefly list the most important publications from the past five years – title, co-authors if any, where
published, date of publication or presentation:
Journals/Books/Book Chapters:
- Imad Afyouni, Faizan Ur Rehman, Ahmad Muaz Qamar, Sohaib Ghani, Syed Osama
Hussain, Bilal Sadiq, Mohamed Abdur Rahman, Abdullah Murad, Saleh M. Basalamah,
“A therapy-driven gamification framework for hand rehabilitation”, User Model. User-Adapt.
Interact. 27(2): 215-265 (2017)
- Sultan Daud Khan, Stefania Bandini, Saleh M. Basalamah, Giuseppe Vizzari, “Analyzing crowd
behavior in naturalistic conditions: Identifying sources and sinks and characterizing main flows”,
Neurocomputing 177: 543-563 (2016)
- Imad Afyouni, Faizan Ur Rehman, Ahmad M. Qamar, Akhlaq Ahmad, Mohamed Abdur
Rahman, Sohaib Ghani, Saleh M. Basalamah, “Gamifying hand physical therapy with intelligent
3D navigation” SIGSPATIAL Special 8(1): 42-49 (2016)

Conferences/Presentations:
- Faizan Ur Rehman, Imad Afyouni, Ahmed Lbath, Sohaib Khan, Saleh M. Basalamah, Mohamed
F. Mokbel, “Building Multi-Resolution Event-Enriched Maps From Social Data”. EDBT 2017:
594-597.
- Ahmed S. Abdelhamid, MingJie Tang, Ahmed M. Aly, Ahmed R. Mahmood, Thamir Qadah,
Walid G. Aref, Saleh M. Basalamah, “Cruncher: Distributed in-memory processing for location-
based services. ICDE 2016: 1406-1409

B-40
Turki Al-Somani
Education – degree, discipline, institution, year:
- Ph.D. in CE, KFUPM, Dhahran, Saudi Arabia, 2006
- M.S. in CE, King Abulaziz University, Jeddah, Saudi Arabia, 2000
- B.S. in ECE, King Abulaziz University, Jeddah, Saudi Arabia, 1997

Academic experience – institution, rank, title (chair, coordinator, etc. if appropriate), when (ex. 1990-
1995), full time or part time:
- Professor, Comp. Eng. Dept., Umm al-Qura University, Makkah, 2017 – Now.
- Associate Professor, Comp. Eng. Dept., Umm al-Qura University, Makkah, 2011 – 2016.
- Dean, Faculty of Engineering, Al-Baha University, Al-Baha, Saudi Arabia, 2010 – 2011.
- Assistant Professor, Comp. Eng. Dept., Umm al-Qura University, Makkah, 2006 – 2010.
- Adjunct Assistant Professor, Dept, of Electrical and Computer Engineering, University of
Victoria, Victoria, Canada, 2009 – 2012.
- Supervised 4 Graduate Theses 2 PhDs, 2 Masters and Currently 4 Master students.

Non-academic experience – company or entity, title, brief description of position, when (ex. 1993-
1999), full time or part time:
- Senior Consultant, Ministry of Hajj, Makkah, 2016.
- Senior IT Consultant, Holy Makkah Municipality, 2007 – 2014.
- IT Director, ITC, Umm Al-Qura University, Makkah, Saudi Arabia, 2007 – 2010.
- Product Manager, ICT – Voice & Data Networks, SIEMENS, 2000 – 2001.

Certifications or professional registrations:

- Cisco CCDA, CCNA and Microsoft MCSE.

Current membership in professional organizations:

- IEEE, ACM, IEICE and IACR.

Honors and awards:

- Elected to the grade of IEEE Senior Member in June 2009.
- PI in the following funded projects:
o King Abdul Aziz City for Science and Technology (KACST):
 A Novel framework for Secure Cryptosystems, (2015 – 2017).
 Low-Power, High-Speed ECC Coprocessor, (2015 – 2017).
 Parallel Hardware/Software Co-Design of ECC on FPGAs, (2008 – 2010).
o Saudi Basic Industries Corporation (SABIC):
 Efficient Parallel Elliptic Curve Cryptoprocessor, (2008).
 Efficient Elliptic Curve Cryptoprocessor with Resistance Against Simple Power
Analysis Attacks, (2007).

Service activities (within and outside of the institution):

- Founder & Director of Advanced Trends in Information Security & Technology Expert House,
Entrepreneurship Center, Umm Al-Qura University, 2011 - Now.
- Member of the following university committees:
o Students Rights Committee.
o Students Punishment Committee.
- Member of the following department committees:
o ABET Steering Committee.
o Curriculum Committee.

B-41
 o External Advisory Board (Chair).
o Strategic Planning Committee (Chair).
- Reviewer for many local and international journals and conferences.

Briefly list the most important publications from the past FIVE YEARS – title, co-authors if any,
where published, date of publication or presentation:
Patents:
- Hilal Hussain and Turki F. Al-Somani, Method for Efficiently Protecting Elliptic Curve
Cryptography against Simple Power Attacks, U.S. 9,565,017 B2, 2017.
- Turki F. Al-Somani and Hilal Hussain, Method and apparatus for scalar multiplication secure
against differential power attacks, US 9,419,789 B2, 2016.
- Turki F. Al-Somani, System and Method for Securing Scalar Multiplication against Simple
Power Attacks, US 8,861,721 B2, 2014.
- Turki F. Al-Somani, System and Method for Securing Scalar Multiplication aganist Differential
Power Attacks US 8,804,952 B2, 2014.
- Turki F. Al-Somani and M. K. Ibrahim, Method for Generic-Point Parallel Scalar Multiplication
without Precomputations, US 8,755,517 B2, 2014.
Journals/Books/Book Chapters:
- Ibrahim, A.; Al-Somani, T.F. ; Gebali, F., “New Systolic Array Architecture for Finite Field
Inversion”, to appear soon in the Canadian Journal of Electrical and Computer Engineering, Vol.
40, No. 1, 2017.
- Ibrahim, A.; Al-Somani, T.F. ; Gebali, F., “Efficient Scalable Digit-Serial Inverter Over GF(2m)
for Ultra-Low Power Devices”, IEEE Access, Vol. 4, pp. 9758-9762, 2016.
- Turki F. Al-Somani “Very efficient point multiplication on Koblitz curves”, IEICE Electronics
Express, Vol. 13, No. 9, pp. 1-6, 2016.

Conferences/Presentations:
- Ibrahim, A.; Al-Somani, T.F.; Gebali, F., “New Scalable Digit-Serial Inverter Over GF(2m) for
Embedded Applications”, In the proc. of the International Conference on Advances in Electrical,
Electronic and System Engineering (ICAEES), November 14-16, 2016, Putrajaya, Malaysia, pp.
536 – 539, 2016.
- Turki F. Al-Somani, “Interleaved Generic-Point Parallel Scalar Multiplication”, In the Proc. of
the IEEE Pacific Rim Conference on Communications, Computers and Signal Processing, August
24-26, 2015, University of Victoria, Victoria, B.C., Canada, pp. 96 – 100, 2015.

Briefly list the most recent professional development activities:

- The first workshop on Cryptosystems in Saudi Arabia 2015.

B-42
Waleed Alasmary
Education – degree, discipline, institution, year:
- Ph.D. in ECE, University of Toronto, Toronto, ON, Canada, 2015
- M.S. in ECE, University of Waterloo, Waterloo, ON, Canada, 2010
- B.S. in CE, Umm Al-Qura University, Makkah, Saudi Arabia, 2005

Academic experience – institution, rank, title (chair, coordinator, etc. if appropriate), when (ex. 1990-
1995), full time or part time:
- Assistant Professor, CE, UQU (2015-present)
- Teaching Assistant, University of Toronto (2012-2014)

Honors and awards:

- Fulbright Award (2016)

Service activities (within and outside of the institution):

- Member of Capstone Project Committee
- Member of Summer Training Committee

Briefly list the most important publications from the past five years – title, co-authors if any, where
published, date of publication or presentation:
Journals/Books/Book Chapters:
- W. Alasmary, and S. Valaee, “Velocity Awareness via Sparse Recovery in Vehicular Networks”,
vol. 66, no.10, pp. 9421-9435, Oct. 2017. IF: 4.066.
- W. Alasmary, H. Sadeghi, and S. Valaee, “Strategic Sensing in Vehicular Sensor Networks Using
Known Mobility Information,” accepted at IEEE Transactions on Vehicular Technology. 2017.
IF: 4.066.
- M. Alsabaan, W. Alasmary, A. Albasir, and K. Naik, “Vehicular Networks for a Greener
Environment: A Survey" IEEE Communications Surveys and Tutorials, vol. 15, no. 3, pp. 1372-
1388, Third Quarter 2013. IF: 4.818.

Briefly list the most recent professional development activities:

- Academic Training, MIT, Cambridge, USA Sept. 2016 - June 2017
- Fulbright Scholar, Research Scientist, in Electrical Engineering and Computer Science
Department (EECS
- and CSAIL)
- Research: Advanced computer vision and machine learning, Cyber Physical Systems, Intelligent
Transportation Systems
- Supervisor: Berthold Horn
- University of Toronto, Toronto, Canada Sept. 2010 - Nov. 2015
- PhD, Research and Teaching Assistant, in Electrical and Computer Engineering Department
(ECE)
- Research: Analytical modeling, scheduling and optimization, and experimental evaluation of
vehicular networks, Supervisor: Shahrokh Valaee

B-43
Appendix C – Equipment
Laboratory Name Equipment Details
• 18 National Instruments Elvis II Plus Trainers
• 20 Personal Computers
Logic Design Lab
• 18 Jump Wire Kits
• 1 Projector
• 22 Personal Computers
• 2 Switches Data link
Computer Networks Lab • 10 Cisco catalyst switches 3560 series
• 9 Cisco 2900 series routers
• 1 Projector
• 12 National Instruments Elvis II Plus Trainers
Electronics Lab • 12 Personal Computers
• 1 Projector
• 24 IC-Trainer W5101
Digital Electronics Lab • Jump wire kits
• 2 Projectors
• 10 Flight 8086 Experiment Boards
• 10 LED Application Boards
Microprocessor Lab
• 10 General Application Boards
• 10 Personal Computers
• 15 All in One EEDT 6.0 Kits
Hardware Design Lab • 16 Personal Computers
• Projector
• Eight Racks of LD Diadactic GmbH Company
• Frequency counter 0 – 10 MHZ
• ASK / FSK / PSK Modulator
• ASK / PSK Demodulator
• FSK – Demodulator
• Spectrum analyzer
• PAM modulator
• PAM demodulator
• PCM demodulator
• AMI / HDB3 decoder
• DC power supply +- 15V / 3A
• Data source / Parity generator
Communication Lab
• AMI /HDB3 coder
• Display / Parity check Indicator
• 8 Measuring Bridge panel (736 451)
• 4 ISDN panel (734 912)
• 9 DMM
• 1 Star-Quad cable
• 8 Function generators
• 9 Oscilloscopes
• 3 ISDN Phone sets
• 1 ISDN Modular
• 2 ISDN Test bags
• 16 Personal Computers

C-1
Appendix D – Institutional Summary
A. The Institution
A-1 Name and address of the institution
Umm Al-Qura University
Abdia, Makkah-21955
Saudi Arabia

A-2 Name and title of the chief executive officer of the institution
Prof. Abdullah Omar Bafail
University Rector

A-3 Name and title of the person submitting the self-study report.
Dr. Ayman Alharbi
Chairman
Department of Computer Engineering
Umm Al-Qura University

A-4 Name the organizations by which the institution is now accredited and
the dates of the initial and most recent accreditation evaluations.
The University is currently in the process of institutional accreditation by the National Center for Academic
Accreditation and Evaluation (NCAAA), Saudi Arabia. Whereas, some of its colleges and departments are
either accredited individually or being in the process of accreditation either by international accreditation
agencies or by the NCAAA.

B. Type of Control
Umm Al-Qura University (UQU) is a state institution that operates under the auspices of the Ministry of
Higher Education of the Kingdom of Saudi Arabia. The UQU system is governed by the University Rector
with the help of the Vice Rectors and the University Deans’ Council. The Rector is usually appointed by a
royal decree.

C. Educational Unit
The educational unit is the College of Computer & Information Systems. Within the College, there are four
academic departments. These are:
1. Computer Engineering
2. Computer Science
3. Information Systems
4. Information Science

The administrative body of the College is composed of:

1. Dr. Majid Algethami, Dean
2. Dr. Wesam Sabban, Vice Dean – Administration
3. Dr. Ayman Alharbi, Vice Dean – Research and Graduate Studies
4. Dr. Ahmad Alhindi, Vice Dean – Academic Affairs
5. Dr. Sarah Al-Sherif, Vice Dean – Girls’ Section

D-1
The department chairs are:
1. Dr. Ayman Alharbi, Chairman Computer Engineering Department
2. Dr. Eisa Alunaizi, Chairman Computer Science Department
3. Dr. Skandar Turki, Chairman Information Systems Department
4. Dr. Muhammad Alghamdi, Chairman Information Science Department

The organization chart of the college is shown below:

D. Academic Support Units

Support Unit Unit Head
Computer Science Dr. Eisa Ayed Awadh Alanazi
Mechanical Engineering Dr. Hamzah A. Alharthi
English Language Center Dr. Sami Muhammad Ghalib Eterji
Physics Dr. Saleh Alluqmani
Deanship of Preparatory Year Dr. Saad Alghamdi
Dawah and Islamic Culture Dr. Abdulrehman Alqurashi
Chemistry Dr. Ismail bin Ibrahim Al-Thaqafi
Arabic Language and Grammar Dr. Abdullah bin Nasser Al-Qarni
Electrical Engineering Dr. Mohammed Al-Alshaikh
Al-qiraat Dr. Ahmad Bin Abdullah Alfuraih

D-2
E. Non-academic Support Units
Support Unit Unit Head
Deanship of Admissions and Registration Dr. Hashim bin Ahmed Alsamadani
Deanship of Library Affairs Dr. Mohammed Mubarak D Allehaibi
Deanship of Information Technology Dr. Fahad Aldosari
Deanship of Student Affairs Dr. Amro Taha Alsaggaf

F. Credit Unit
Computer engineering program follows the following standard:
In one semester or quarter credit normally represents one class hour or three laboratory hours per week.
One academic year normally represents at least 28 weeks of classes, exclusive of final examinations.

G. Tables
Tables D–1 and D–2 are provided in the following for the computer engineering program.

D-3
 Table D–1: Program Enrollment and Degree Data
Computer Engineering

Undergrad
Total

Total
Degrees Awarded

Grad
Enrollment Year
Academic Year 1st 2nd 3rd 4th 5th Associates Bachelors Masters Doctorates
Current FT 64 284
2018 27
Year PT
FT 130 230
1 2017 26
PT
FT 96 224
2 2016 29
PT
FT 100 221
3 2015 40
PT
FT 51
4 2014 36
PT

Give official fall term enrollment figures (head count) for the current and preceding four academic years and undergraduate and graduate degrees conferred during
each of those years. The "current" year means the academic year preceding the fall visit.
FT--full time
PT--part time

D-4
 Table D–2: Personnel
Computer Engineering

Year1: 2017-18

HEAD COUNT FTE2

FT PT
Administrative3 2 - 2

Faculty (tenure-track) 23 - 18.5

Other Faculty (excluding student Assistants) 8 - 8

Student Teaching Assistants - -

Student Research Assistants - -

Technicians/Specialists 1 1

Office/Clerical Employees 2 2

Others5 - - -

Report data for the program being evaluated.

1. Data on this table should be for the fall term immediately preceding the visit. Updated tables for the fall
term when the ABET team is visiting are to be prepared and presented to the team when they arrive.
2. Persons holding joint administrative/faculty positions or other combined assignments should be allocated to
each category according to the fraction of the appointment assigned to that category.
3. For faculty members, 1 FTE equals what your institution defines as a full-time load
4. For student teaching assistants, 1 FTE equals 20 hours per week of work (or service). For undergraduate
and graduate students, 1 FTE equals 15 semester credit-hours (or 24 quarter credit-hours) per term of
institutional course work, meaning all courses — science, humanities and social sciences, etc.
5. Specify any other category considered appropriate, or leave blank.

D-5
Signature Attesting to Compliance
By signing below, I attest to the following:

That Computer Engineering (Name of the program(s)) has conducted an honest assessment of
compliance and has provided a complete and accurate disclosure of timely information regarding
compliance with ABET's Criteria for Accrediting Engineering Programs to include the General
Criteria and any applicable Program Criteria, and the ABET Accreditation Policy and Procedure
Manual.

Dr. Majid Al-Gethami

Dean's Name (As indicated on the RFE)

Signature Date

D-6