King Saud University SelfStudy Report Chemical Engineering Bachelor of Science

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King Saud University Self-Study ReportChemical
Engineering Bachelor of Science
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The 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

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Preliminary 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

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The 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

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The 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.

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The Program Constituents

• Primary ones such as
• Students, Faculty, Alumni, Employers, and
• Industrial Advisory Board,
• Non-primary members such as
• Parents and University Administrators

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Chemical Engineering Place at the University
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Departmental 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
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Program 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

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List 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.

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Consistency of the Program Educational Objectives
with its Mission
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PROGRAM 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

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List 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.

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Outcomes 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.

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ABET-Program outcomes Map
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Curriculum

• 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.

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Student 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

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How 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

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Outcomes-Objectives
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Curricula-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

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Relationship of Courses in the Curriculum to the
Program Outcomes
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Quantifying 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

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Assessment Tool schedule
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Assessment Tools Applied

• Curricula Course Grades Tool
• Various Surveys Tools

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Assessment 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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The 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

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Outcome-Grade Assessment for a Typical Course
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Curricula-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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Survey 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.

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Weighted 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

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Total Typical Assessment
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Achieving 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.

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Numerical Mapping of Outcomes Against Objectives
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The Assessment Process
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