Title: King Saud University SelfStudy Report Chemical Engineering Bachelor of Science
1King Saud University Self-Study ReportChemical
Engineering Bachelor of Science
2The status
- The CHED along with other KSU engineering
departments, is seeking ABETs accreditation. - The department has matured enough and feels the
need for international accreditation and
recognition - The CHE program was not evaluated by ABET before.
- The procedure suggested by ABET has been adopted
as a guide for the preparation for accreditation
3Preliminary preparation
- The college of engineering has conducted
several institution-wise seminars about
accreditation to promote student and faculty
awareness. - The CHED has also promoted an ABET culture and
encouraged its faculty members to attend local
and international workshops on ABET accreditation
4The Department established
- An ABET Committee consisting of
- Dr. Mansour AlHazaa
- Dr. Emad Ali
- Dr. Ahmed Abasaeed
- Dr. AbdelHamid Ajbar
- Dr. Mohammad AlHajAli
- Eng. Mohammad Gaily
5The Department Established
- An Industrial advisory Committee consisting of
- Dr. A. AlUbaid SABIC
- Dr. A. AlHusaini ARASCO
- Eng. I. AlUmair ARAMCO
- Eng. A. AlOaid Industrial Development Fund
- Eng. S. AlNuzaha National Manufacturing Corp.
6The Program Constituents
- Primary ones such as
- Students, Faculty, Alumni, Employers, and
- Industrial Advisory Board,
- Non-primary members such as
- Parents and University Administrators
7Chemical Engineering Place at the University
8Departmental Mission and Vision
- The CHD Department has a mission and vision that
are consistent of those of the College and
University - The Chemical Engineering Department Vision
- The department of chemical engineering aims at
contributing to the nations development and
improving the welfare of the society, through
preparing professional chemical engineers and
conducting theoretical and applied researches.
The Chemical Engineering Department Mission
The chemical engineering department strives at
providing rigorous and dynamic education to
students in the various chemical engineering
fields, serving local communities, contributing
to the progress of the chemical engineering
profession and leading in innovative applied
research
9Program Educational Objectives
- The CHED ABET Committee has established a set of
Program Objectives that are consistent with the
department mission and hence with the College and
University ones - The constituents were involved in establishing
these objectives - Program Objectives were then adopted by the
departmental council and announced and are now
listed in the Web page
10List of Objectives
- Educate the students in the fundamental
principles of science and chemical engineering,
and provide them with modern experimental and
computational skills. - Help the students to develop the ability to use
chemical engineering education to tackle problems
of practical importance to society while taking
into consideration ethical, safety, economical
and environmental factors. - Provide students, through broad education, with
necessary skills required for effective
communication, team work and to be a productive
and ethically conscience members of the
professional community and society. - Provide the students with industrial training to
facilitate their integration into professional
life.
11Consistency of the Program Educational Objectives
with its Mission
12PROGRAM OUTCOMES
- The program outcomes were first drafted in the
2005-2006 academic year by the department ABET
committee. The committee met regularly until they
finalized the draft. - The Committee made sure that the outcomes were in
line with the ABET a-k criteria and more
importantly can be mapped into the program
objectives. - The draft was then sent to the faculty members
for their review and comments. - After discussions and changes, the program
outcomes were finalized by the end of the
academic year and published on the Web Site
13List of Outcomes
- O1. The department graduates will have a proper
knowledge in the fundamentals of mathematics,
chemistry and physics. - O2. The department graduates will have a proper
knowledge in the major areas of chemical
engineering conservation balances, equilibrium,
separation processes, reaction engineering,
process design, and process dynamics and control.
They will have also proper knowledge in elective
engineering subjects such as materials science,
petroleum refining, engineering projects
management, process economics, water treatment
and desalination, and environmental issues. - O3. The department graduates will have the
capability to formulate and solve practical
chemical engineering problems. - O4. The department graduates will have the
capability to select the appropriate numerical
methods and use computers to solve chemical
engineering problems. - O5. The department graduates will have the
capability to design, run safely, gather and
analyze experimental data relevant to chemical
engineering problems.
14Outcomes cont.
- O6. The department graduates will have the
capability to design a process, either as a part
or as a whole, while taking into consideration,
ethical, safety, economical and environmental
factors. - O7. The department graduates will have a project
tailored to their interests or to their
professional goals. -
- O8. The department graduates will have the
capability to work effectively alone or as a part
of multi-disciplinary teams. -
- O9. The department graduates will have the
capability to write correct and - coherent technical reports and make
effective oral presentations. -
- O10. The department graduates will have the
capability to appreciate the ethics of the
profession of chemical engineering and its
importance on local and global scales. -
- O11. The department graduates will have the
capability, through elective courses, of
knowledge of advances in contemporary issues
related to chemical engineering or to other
engineering or science fields. -
- O12. The department graduates will have self
learning skills to ensure life long - learning.
15ABET-Program outcomes Map
16Curriculum
- Seeking continuous improvement, the department
underwent - many previous re-evaluations of its B.S. program
- The current B.S. program is a five year (10
semesters) program that requires successful
completion of 160 credit hours. - The program is divided into 12 hours of
university requirements 51 hours of college
requirements (33 hours of basic sciences 18
hours of language, communication skills, and
general engineering) and 97 hours of department
requirements (74 hours of chemical engineering
55 compulsory 14 electives 5 design project
- Students are required to complete a sixty days
summer training requirement in an area related to
Chemical Engineering.
17Student Admissions
- The college of engineering admits through
Deanship of Admission and Registration an
average of 600 students every year. - An applicant for admission must have a Saudi
Secondary School Certificate Science stream or
its equivalent and must have an Aptitude Test
Certificate (ATC) administered by National Center
for Assessment in Higher Education . - The priority of acceptance for admission is given
to those applicants with the highest grades. - The departmental share of admitted students is
approximately 20
18How To Assess Objectives
- Because the program outcomes are produced
directly from the department educational
objectives, assessment of the outcomes will also
implicitly accomplish these educational
objectives. - Mapping of educational objectives to outcomes are
given below
19Outcomes-Objectives
20Curricula-Outcome Mapping
- Curricula is the main venue to convey educational
objectives to students - Curricula grades will be used to assess outcomes
- Because outcomes can be realized by adopting
appropriate curricula, Curricula is mapped
against appropriate outcomes as
21Relationship of Courses in the Curriculum to the
Program Outcomes
22Quantifying Objectives Outcomes Methodology
- Various other measurement tools can be used to
gauge the level of achievement of the program
educational outcomes and consequently objectives. - These tools encompass the information obtained
from our constituencies through surveys forms and
interviews. - Other evaluation instruments include, besides
course grades, various surveys and portfolios. A
list of the processes to be used, the time frame
for each assessment process, and the person
responsible for the process is proposed by DAC as
illustrated below
23Assessment Tool schedule
24Assessment Tools Applied
- Curricula Course Grades Tool
- Various Surveys Tools
25Assessment of outcomes using Curricula and
student grade
- Courses are mapped against appropriate, but
weighted, outcomes in terms of assigned credit
hrs for each course - Next, the total contribution of all core courses
to each outcome is obtained from the sum of the
individual course contribution. - This means that the total credit hrs are
distributed among the various outcomes reflecting
the importance of each outcome. - These divisions are shared and adopted by all
program faculty and constitute the core for the
program assessment. Samples are shown below for a
single course and average of all courses
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27The instructors role
- The faculty member who teaches a course will
design his exams, home works, in-class
discussions in proportional to credits assigned
for each outcome of his course - After assigning his final grades to his students
and obtaining their average, he multiplies the
fractional percentage of this average grade with
the outcome portions of the credit hrs and
compare them with the target as shown below - By adopting a pinch mark, the comparison then
shows from the degree the program outcomes are
achieved from the point of view of curricula
involvement
28Outcome-Grade Assessment for a Typical Course
29Curricula-Grade Assessment for all Courses
- The ABET Committee then integrates the individual
contribution of each outcome of all courses and
map them against the target. A typical comparison
is shown below -
- The results are then discussed by all faculty and
improvement measure are taken whenever is
appropriate
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31Survey Tools
- Graduating Students, faculty, alumni, course
evaluation, are conducted. - Tow Records were collected so far
- A scale of 1-5 with 5 is the best score is
adopted. - The scores of each outcome are then averaged in a
single number.
32Weighted Outcomes
- Once the surveys are completed, we have a
weighted contribution to achieving our goals. For
example, we assigned different percentages to the
assessment surveys involved say 25 to alumni,
30 Course, 25 Faculty, 20 Students, totaling
100. Using this approach they can finally reach
to a single number for each outcome. - An average of each outcome for all surveys is
then obtained in the form of a single number.
This number then represents the input for each
outcome as shown below
33Total Typical Assessment
34Achieving Objectives
- Since each outcome is mapped against objectives,
the outcome averages are then incorporated in the
outcome-objective mapping matrix - The results for each objective are further
averaged to a single number as shown below. - These results are then compared with a target
number on a scale of 1-5 and then decided on the
degree of achieving the objectives.
35Numerical Mapping of Outcomes Against Objectives
36The Assessment Process
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