Questions and Answers (ABET Visit 2024).pptx

Important for ABET ACCREDITATION

1. Questions and Answers Faculty Preparation for ABET Visit-2024

2. Faculty Preparation for ABET Visit-2024 Criteria #1: Students

3. Q1-How do you ensure that your advisee complete all degree requirements? Each of my students has folder. The folder contains the following: minutes of my meetings with the student (once per semester). updated transcripts Transcripts analysis (auditing) a month before graduation. The electronic gate provide a template for the study plan categorizing all courses (Passed – failed – Remained etc ,) In each one of these steps, all degree requirements are tested to make sure that the student achieves them by the time of graduation. The electronic system provides a system called the Nitaqat system to track the student’s academic progress and academic status Q2-Describe the systems that are in place to ensure that students meet all prerequisite requirements for the courses in which they are registered.

4. Graduation Requirements University College Dept. Total All Programs 22 47 84 153

5. Q3- How do you maintain interaction with the student? Have a face to face meeting during registration Email interactions as needed Through the electronic gate ( Tawasul ) Through blackboard During office hours in classrooms when I teach him my course(s). Have several meetings to set up his study plan and discuss career opportunities.

6. Q4 - What types of interaction do you and other faculty members have with students in your program? In your opinion, are there enough faculty members to accommodate adequate levels of student advising and counselling? Types of Interaction Advising Sessions Office Hours Group Projects Workshops and Seminars Feedback on Assignments Adequacy of Faculty Members for Advising and Counselling Current Faculty-Student Ratio : (1:16.7) for CEP & (1:22.8) for AEP Student Feedback

7. Q4- Do prerequisites appear to adequately prepare students for their courses? Curriculum Review Faculty Observations Student Feedback Course Outcomes

8. Faculty Preparation for ABET Visit-2024 Criteria #2: Program Educational Objectives (PEOs)

9. Q5- Are you familiar with the PEOs of your program? Can you describe each one of them in few words? Yes. I am We have 3 PEOs; The first is talking about practice the profession after graduation, The second having our graduate progress successfully in his career The third one is that our graduate involves in graduate studies and other methods of life long learning.

10. Program Educational Objectives [PEOs] Our graduates will … 1. Perform and practice planning and engineering design that are based on sound principles and that consider functionality, safety, economic viability and sustainability. 2. Advance in professional practice, ethical awareness and societal implications. 3. Enhance their skills through enrolling in graduate studies , attending workshops or becoming a member in one of the professional societies.

11. Q6- Have you been involved in establishing the PEOs and revising them? Periodic Review Yes. Faculty represents one of the main constituencies of our program. We discuss these PEOs every other year considering the feedback from other constituencies as well. Then we announce these PEOs after discussions and collection of feedbacks from all constituencies and approve them in a faculty meeting Initial Set: with the establishment of the program

12. Q7- How were the objectives determined? Mission Alignment Stakeholder Engagement Advisory Board Input Curriculum Review Continuous Improvement Q8- Are the PEOs consistent with the mission statement?

13. Q9- Who are the program constituencies (stakeholders)? Students Faculty Members Alumni Employers External Advisory Board

14. Faculty Preparation for ABET Visit-2024 Criteria #3 Students Outcomes [SOs]

15. -Yes I am familiar with the student outcomes of my program. -We selected to go with the ABET standard 1-7 ., They were proposed by our departmental accreditation committee APC, discussed in a departmental faculty meeting and approved unanimously by the faculty including me Q-10: Are you familiar with the student outcomes of your program? Who developed them? Have you participate in selecting/reviewing them and how?

16. an ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics. (S1) an ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors. (S2) an ability to communicate effectively with a range of audiences. (S4) an ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts. (V2) an ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives. (V1) an ability to develop and conduct appropriate experimentation , analyze and interpret data, and use engineering judgment to draw conclusions. (S3) an ability to acquire and apply new knowl edge as needed, using appropriate learning strategies. (K1)

17. Q11- Which outcome do you believe that your program achieves more? Give Examples. I guess the outcome of team work (5) since it needs specific rubrics and direct observations for each student. Q12- Which outcome is more difficult to assess? Why? "I believe our program excels in the outcome related to engineering design. Our capstone projects, which involve real life problems, have consistently resulted in innovative solutions that address real community challenges. For example, ………….

18. Q13- In SO-1, How you can determine whether an engineering problem is complex or not? 1- Multi-faceted Nature : If a problem involves multiple intertwined variables, such as environmental impacts , cost constraints , and safety regulations , it’s likely complex. 2.Interdisciplinary Knowledge: Problems that necessitate expertise from various engineering disciplines (like mechanical, civil, and electrical engineering) can be complex. 3. Uncertainty and Variability: Engineering problems with uncertain outcomes or inputs tend to be more complex. For instance, predicting the structural integrity of a bridge in an area prone to earthquakes involves a range of unpredictable geological and material factors.

19. 5. Familarity : Can extend beyond previous experiences by applying principles-based approaches 6. Innovation: Involve creative use of engineering principles and research-based knowledge in novel ways 4. Consequences to the society and Environment: If a problem must adapt to changing conditions Problems that involve conflicting interests among stakeholders

20. Hydraulics (1 & 2): Complex Problem: Designing a flood management system for a city with variable rainfall patterns and existing urban infrastructure. Justification: This requires understanding fluid mechanics principles, environmental impacts, and urban planning, alongside the need for real-time data analysis. Structural Analysis (1 & 2): Complex Problem: Evaluating the structural integrity of an aging bridge under the stress of increased traffic loads and potential seismic activity. Justification: This involves advanced calculations, simulations, and considerations for safety, material fatigue, and regulatory compliance. Geotechnical Engineering (1 & 2): Complex Problem: Developing a foundation system for a high-rise building on unstable soil conditions that also has a high-water table. Justification: This requires knowledge of soil mechanics, environmental assessments, and innovative design solutions to ensure stability and safety.

21. Transportation and Traffic Engineering: Complex Problem: Planning a new urban transportation network that reduces congestion while accommodating future growth and environmental sustainability. Justification: This involves traffic flow analysis, public transportation integration, land use planning, and stakeholder engagement. Design of Reinforced Concrete Structures (1 & 2): Complex Problem: Creating a new multi-use development that complies with stringent environmental regulations while ensuring structural resilience and aesthetic appeal. Justification: This necessitates balancing structural engineering principles with civil code, sustainability practices, and community needs. Senior Project (1 & 2): Complex Problem: Developing a comprehensive plan for a sustainable infrastructure project, such as a smart city initiative that incorporates renewable energy, efficient water management, and advanced communication systems. Justification: This project requires collaboration across multiple disciplines including civil, electrical, and environmental engineering, as well as project management skills.

22. Faculty Preparation for ABET Visit-2024 Criteria #4 Continuous Improvement

23. I selected the outcomes covered in my courses during the preparation of mapping between SOs and all courses I participated in identifying the suitable assessment methods /rubrics used in the assessment process. Conduct the assessment process for my courses. Evaluate and analyze the results, And suggest improvement. Follow up the suggested feedback and its implementation to close the loop and continue the improvement process. Q14- How are you involved in the assessment process?

24. COURSE CONTINUOUS IMPROVEMENT WORKSHEET

25. Q15- How do you involve your constituencies in the continuous improvement process? Feedback Mechanism Alumni/Employers Engagement External Advisory Board/Engagement Program Review Cycle Please tell me about your interactions with industrial and professional practitioners, as well as employers of students and graduates.

26. Q16- How Can you give specific examples on how the program uses the assessment process in continuous improvement in the past few years? Introducing a course in design of water structures Establishment of a specific activities’ club for our students. Enhance design components of our courses. Improve students’ communication skills. Q17- What positive changes in the program have been driven by assessment data? Q18- Is the current assessment process working well? Is there something you would change?

27. Q19-How does the program support the faculty workload related to assessment activities? A specific Committee support and guide all faculty in all assessment issues Workshops and Training programs Collaborative Development of Assessment Tools Technology Support Regular Feedback Loops (CCIW) Appreciation of the Assessment Efforts

28. Q20-How is the faculty as a whole involved in the collection and evaluation of assessment data? Team-Based Approach Shared Responsibility in Data Collection Regular Assessment Meetings Involvement in Curriculum Development Professional Development

29. Q21-How do you ensure faculty participation in assessment activities? Involvement in Development of Assessment Planning A calendar of key assessment events Regular Monitoring from the Academic Program Committee (APC) Monitoring of the University Deanship for Development and Quality Integration into action plan responsibilities.

30. Multiple assessment methods (Direct & Indirect) Feedback Mechanisms Outcome Mapping for each assessment tool Faculty Development Q22-Are the results of the assessment of student performance with respect to the student outcomes consistent with the subjective impression of the faculty?

31. Program-Specific Learning Outcomes Use of Separate Sections or Groups Allocation of a coordinator for the course R egular Review Meetings Q23-If assessment is occurring in courses with students from multiple programs, how is the assessment being disaggregated amongst programs?

32. Faculty Preparation for ABET Visit-2024 Criteria #5 Curriculum

33. The program trains the students in a set of skills sufficient enough for the profession. These skills include: ability to apply math, science and engineering skills in …. Formulating a problem and finding solutions within a set of realistic constraints,… Commination skills, team work, using advanced tools,… etc Q24- How does the program prepare the student for a professional career in ……?

34. Q25-Describe the culminating major design experience projects. How do you ensure that projects are based on the knowledge and skills acquired in earlier course work? Our culminating major design experience is a capstone project where students work in teams to design a comprehensive civil engineering solution to a real-world problem to meet desired needs and specifications within constraints. It is an iterative, creative, decision-making process in which the basic sciences, mathematics, and engineering sciences are applied to convert resources into solutions. Integration of Knowledge and Skills : Description 1- Course Sequencing 2- Project Requirements

35. Q26- How do you ensure that projects have sufficient and appropriate design content? Key courses required for project registration Project Guidelines and Criteria including essential constraints as well as industry standards Assessment Rubrics Q27-What are the typical sources of ideas for the major culminating design projects (industrial projects, student-defined projects, design competitions, etc.)? Industry Partnerships Interdisciplinary Collaboration Community Engagement Current Events and Trends

36. Our curriculum is structured to integrate engineering standards systematically. Core courses, such as Structural Engineering and Geotechnical Engineering, explicitly cover relevant standards (like AISC, ACI, and ASTM), ensuring students understand their application in real-world design. Project Guidelines and Specifications Faculty Expertise Regular Workshops and Seminars Review and Feedback Mechanisms Assessment Rubrics Q28-How do you ensure that appropriate engineering standards are incorporated into design projects? Q29-How do you ensure that multiple realistic constraints are incorporated into design projects?

37. Supervisor Assignment Financial Support Space Software Administrative Support Motivation and Encouragement through competitions. Q30-Does the program have sufficient support for the design projects (financial support, space, fabrication facilities, software, etc.)?

38. Supervisor Assignment Financial Support Space Software Administrative Support Motivation and Encouragement through competitions. Q30-Does the program have sufficient support for the design projects (financial support, space, fabrication facilities, software, etc.)? Q31-What are the deliverables of the culminating design experience projects (reports, presentations, prototypes, etc.)? Q32- How are grades determined for individual students?

39. Faculty Preparation for ABET Visit-2024 Criteria #6 Faculty

40. Faculty to Students Ratio 1:17, This gives better chance to deliver courses and advise the students Q33- What is your teaching load? [Are there enough faculty members to cover the program, deliver quality instructions, and advise students?] Q34- Do you have enough time to have scholarly activities and professional development? I have to spent at most 40 Hrs per week for different activities. I managing my time between teaching load. Research activities and professional development. Q35- Are there enough faculty members in your program to maintain program continuity and stability? Q-36 Are faculty competencies adequate to cover all the curricular areas of the program?

41. Q-37 How is your professional development supported? Please tell me about your professional development activities. Funding and Resources Orientation Program for New Faculty Internal Workshops Collaborative Research Opportunities

42. Faculty Preparation for ABET Visit-2024 Criteria #7 Facilities

43. -Classrooms (available centrally in the university campus with enough number equipped with media tools and presentations. Like, data-shows and smartboards) -Laboratories (supported with excellent tools and upgraded and maintained regularly) -Both items helping in creation of good environment for education and subsequently achievement of the targeted outcomes. Q-38 How well do the classrooms, laboratories and equipment support attainment of student outcomes? Q39- In your opinion, are classrooms, offices, laboratories, and associated equipment in your program adequate to support the attainment of student outcomes? Do they provide an atmosphere conducive to learning?

44. Q41- Are modern tools and computer resources appropriate to the program? And are they available, accessible, and systematically maintained and upgraded to enable students to attain student outcomes? Q42-Do library resources meet your students’ needs? Your professional needs? Q-40 How well the IT services and the library support the students and the faculty? Q43- Is the office and technical staff adequate to support your work?

45. يحتوى القسم على ستة معامل رئيسية هى المساحة & الخرسانة ومقاومة المواد & ميكانيكا التربة & الهيدروليكا & الطرق & معمل الانشاءات الثقيلة تتم الصيانة الدورية للمعامل بشكل مستمر وجارى تأسيس معامل جديدة بمقر الجامعة الجديد بسيسد وتوريد أجهزة عديدة بالمعامل الفاعلة عند إستخدام المعامل نلتزم بزى خاص بالسلامة والأمان ونتبع تعليمات السلامة الملصقة بالمعمل وكذلك الخاصة بكل جهاز 4 . يتواجد فى كل معمل مهندس أو معيد أو محاضر بشكل دائم مع أستاذ المقرر للمساعدة فى إجراء التجارب العملية المعامل

46. تتواجد شبكة انترنت لا سلكية تغطي الجامعة بالكامل نظام البلاك بورد نظام فعال جدا وله مردود إيجابي للغاية حيث يسهل عملية التواصل مع أساتذة المقررات كل عضو هيئة تدريس مزود بجهاز حاسب مكتبى وطابعة (يتم تحديث الأجهزة كل فترة مناسبة (3 -4 سنوات) الخدمات الالكترونية ومعامل الحاسب

47. المكتبة المركزية متاحة يوميا من 8ص حتى 8 م ومزودة بكتب متعددة ورقية وأخرى الكترونية ومتاحة للاستعارة الداخلية والخارجية. متاح access من خلال المكتبة السعودية الرقمية Saudi Digital Library التى تتيح مصادر عديدة فى نطاق البحث وكتب مرجعية فى نطاق التدريس متاح منصة الكترونية لتنمية المهارات وهى منصة مهارات يتم خلالها تقديم ورش عمل ودورات متنوعة. المكتبة ومصادر التعلم

48. Faculty Preparation for ABET Visit-2024 Criteria #8 Institutional Support

49. Q-43 Does the instructional offer a competitive package (compensation, housing and health insurance) to attract and keep high quality faculty? Q-44 How does the institution support your professional development? Q45- How confident are you that institutional support for the program will continue?

50. Faculty Preparation for ABET Visit-2024 Program Criteria

51. Faculty Preparation for ABET Visit-2024 General Questions

52. Solid and robust program that cover all skills needed to achieve PEOs Qualified faculty who are able efficiently to deliver all program courses. Q46- What do you believe the strengths of your program? Q47-What are the program’s greatest needs? Privacy of Staff Offices is somewhat low but after shifting to the new campus this problem will be resolved. Q48-If you could change one thing in your program, what would it be?

53. Q50- How do you keep abreast of changes in the accreditation criteria? Q51- What areas of program’s curriculum that need to be strengthen? Q49-Discuss any issues of concern that have surfaced during the reading of the Self-Study Report.