program_specification.pdf -...

Kingdom of Saudi Arabia

The National Commission for Academic Accreditation & Assessment

Program Specifications(PS)

of 29

Kingdom of Saudi ArabiaNational Commission for

Academic Accreditation & Assessment

National Commission for Academic Accreditation & Assessment

Program SpecificationsFor guidance on the completion of this template, please refer to NCAAA guidebooks.1. Institution

King Abdulaziz University – North Jeddah Date of Report 12-JAN-142. College/Department

Faculty of Computing and Information Technology / Information Systems

3. Vice DeanSaleh M. Alshomrani, Associate Professor

4. Insert program administrative flowchart

5. List all branches/locations offering this programBranch/Location 1.

Boys Campus - North Jeddah, Saleh M. Alshomrani, Associate ProfessorBranch/Location 2.

Branch/Location 3.

Branch/Location 4.

A. Program Identification and General Information

1. Program title and code

B.S. Information Systems / CPIS

2. Total credit hours needed for completion of the program

140

3. Award granted on completion of the program

Bachelor of Science in Information Systems

Form 4 _ Program Specifications of 29



4. Major tracks/pathways or specializations within the program (eg. transportation or structural engineering within a civil engineering program or counselling or school psychology within a psychology program) DSS, E-Systems

5. Intermediate Exit Points and Awards (if any) (eg. associate degree within a bachelor degree program)

N/A (Not Applicable)

6. Professional occupations (licensed occupations, if any) for which graduates are prepared. (If there is an early exit point from the program (eg. diploma or associate degree) include professions or occupations at each exit point) Professional

7. (a) New Program New Program Planned starting date 01-SEP-13

(b) Continuing Program Year of most recent major program review

Organization involved in recent major review (eg. internal within the institution,Accreditation review by

Other Others8. Name of program coordinator or chair. If a program coordinator or chair has been appointed for the female section as well as the male section, include names of both.

Branch/Location 1.Boys Campus - North Jeddah, Tareq Jaber, Assistant Professor

Branch/Location 2.

Branch/Location 3.

Branch/Location 4.

9. Date of approval by the authorized body (MoHE for private institutions and Council of Higher Education for public institutions).

Campus Branch/Location Approve By DateBoys Campus - North Jeddah, Saleh M. Alshomrani,

Associate Professor

Campus Branch/Location Approve By Date



Academic Accreditation & AssessmentB. Program Context

1. Explain why the program was established.

a. Summarize economic reasons, social or cultural reasons, technological developments, national policy developments or other reasons.

Demand for computing professionals with background in businessorganization and process has grown in the past decade as a result of increased demand in both public and private sectors for sophisticated enterprise information systems. The demand for the skills targeted by the program has been supported by a university-sponsored study conducted in 2005-2006 (No. 425/629, Shawwal 1426H.).

b. Explain the relevance of the program to the mission and goals of the institution.

As one of the oldest universities in the Kingdom, King Abdulaziz University has been offering computing programs since the 1970s under its science and engineering colleges. A primary provider of higher education in the Kingdom, with the right combination of tradition, experience and resources, the university is highly interested in continuing to provide innovative, quality computing education. This interest led to the establishment of a college of Computing and Information Technology in 2006.

2. Relationship (if any) to other programs offered by the institution/college/department.

a. Does this program offer courses that students in other programs are required to take? YES NO

If yes, what has been done to make sure those courses meet the needs of students in the other programs?

This program builds on 26 credits of university-required Islamic studies, Arabic language and communication skills coursework, as well as a full academic year of foundation program shared by Science, Medical, and Engineering. The program also shares 24 credits of college-required basic computingcoursework with other computing programs in the college.Courses offered to other computing programs as part of college-required credits conform to common student outcomes (program exit competencies) defined by ABET and adopted by the college. Their contents are finalized after consultation with the other departments.

b. Does the program require students to take courses taught by other departments? YES NO

If yes, what has been done to make sure those courses in other departments meet the needs of students in this program?

Courses offered by other departments in the college, as well as math and science courses shared by the ABETaccredited college of Engineering, conform to similar standards. Courses offered by the University have adequately apportioned attention and resources, and therefore should meet expected standards.

3. Do students who are likely to be enrolled in the program have any special needs or characteristics? (eg. Part time evening students, physical and academic disabilities, limited IT or language skills).

YES NO

The program expects full time students who have completed the university’s Science/ Medical/EngineeringB. Program Contextfoundation year, and have met college admission criteria as outlined in the Undergraduate Catalog.

4. What modifications or services are you providing for special needs applicants?

N/A (Not Applicable)



Academic Accreditation & AssessmentC. Mission, Goals and Objectives

1. Program Mission Statement (insert)

The Department of Information Systems (IS)offers a five-year academic and practical program that is based on scientific foundations. It aims at producing specialists in the integration of Information Systems solutions with administrative operations to serve the business organizations with their requirements of information technologies, enable them to accomplish their goals and support them in the process of decision-making.The program of Information Systems focuses on the information technological requirements of the business organizations and at the same time it complies with the requirements and expectations of the accreditation unit (ABET* EC2000) that is concerned with information systems programs and their outcomes in order to meet the needs of the labor market.

2. List goals and objectives of the program within to help achieve the mission. For each goal and objective describe the major strategies to be followed and list the indicators that are used to measure achievement.

Goals and Objectives Major Strategies Measurable IndicatorsWork as integral part of the information field, connecting people with information using technology.Advance in their careers through knowledge of computer information systems, communication skills, and understanding of business and contemporary technological issues.Contribute to the economic growth andthe welfare of the Saudi society through the development and management of information systems for business and research.Continue their professional development through professional certificates, study, and research.

Student Outcomes (Program Exit Competencies)

ABET-A An ability to apply knowledge of computing and mathematics appropriate to the discipline.ABET-B An ability to analyze a problem, and identify and define the computing requirements appropriate to its

solution.ABET-C An ability to design, implement, and evaluate a computer-based system, process, component, or program to

meet desired needs.ABET-D An ability to function effectively on teams to accomplish a common goal.ABET-E An understanding of professional, ethical, legal, security and social issues and responsibilities.ABET-F An ability to communicate effectively with a range of audiences.ABET-G An ability to analyze the local and global impact of computing on individuals, organizations, and society.ABET-H Recognition of the need for and an ability to engage in continuing professional development.ABET-I An ability to use current techniques, skills, and tools necessary for computing practice.



Academic Accreditation & AssessmentABET-J An understanding of processes that support the delivery and management of information systems within a

specific application environment.D. Program Structure and Organization

1. Program Description: List the core and elective program courses offered each semester from Prep Year to graduation using the below Curriculum Study Plan Table (A separate table is required for each branch IF a given branch/location offers a different study plan).

A program or department manual should be available for students or other stakeholders and a copy of the information relating to this program should be attached to the program specification. This information should include required and elective courses, credit hour requirements and department/college and institution requirements, and details of courses to be taken in each year or semester.



Academic Accreditation & AssessmentCurriculum Study Plan Table

YearCourse Code

Course Title Required or Elective

Credit Hrs

College orDepartment

First Semester CPIT-100 Computer Skills Required 3 UniversityELI 101 English Language I Required 0 UniversityELI 102 English Language II Required 2 UniversityMATH-110 Mathematics Required 3 UniversityPHYS-110 General Physics Required 3 University

Second Semester COMM-101 Communication Skills Required 3 UniversityELI 103 English Language III Required 2 UniversityELI 104 English Language IV Required 2 UniversitySTAT-110 Statistics Required 3 UniversityBIO -110 General Biology Required 3 UniversityCHEM-110 General Chemistry Required 3 University

Summer1 CPIS-323 Summer (workplace) Training Required 0 DepartmentThird Semester ISLS-101 Islamic Culture (I) Required 2 University

CPIT-201 Introduction to Computing Required 3 CollegeCPCS-202 Programming (I) Required 3 CollegeCPIT-221 Technical Writing Required 2 College

Fourth Semester ARAB-101 Language Skills Required 3 UniversityISLS-201 Islamic Culture (II) Required 2 UniversityCPCS-203 Programming (II) Required 3 CollegeCPIS-220 Principles of Information Systems Required 3 DepartmentBUS -230 Introduction to Modern Management Required 2 Department

Summer2 CPIS-323 Summer (workplace) Training Required 0 DepartmentFifth Semester CPCS-204 Data Structures (I) Required 3 College

CPIS-210 Computer Architecture and Organization Required 3 DepartmentCPCS-222 Discrete Structures (I) Required 3 CollegeBUS -232 Modern Business Models Required 2 Department --- College Free (I)* Elective 3 Elective

Sixth Semester CPIS-222 Principles of Operating Systems Required 3 DepartmentBUS -233 Organizational Behavior Required 2 DepartmentCPIS-240 Database Management Systems (I) Required 3 DepartmentCPIS-250 Software Engineering Required 3 DepartmentCPIS-334 Introduction to Software Project Management Required 2 CollegeCPIS-370 Fundamentals of Data Networks Required 3 Department

Summer3 CPIS-323 Summer (workplace) Training Required 0 DepartmentSeventh Semester ACCT-333 Principles of Corporate Accounting Required 2 Department

CPIS-351 IS Analysis and Architecture Design Required 3 DepartmentCPIS-354 Principles of Human-Computer Interaction Required 3 DepartmentCPIS-357 Software Quality and Testing Required 3 DepartmentCPIS-358 Internet Applications and Web Programming Required 3 Department



Academic Accreditation & AssessmentEighth Semester ARAB-201 Writing Skills Required 3 University

CPIS-312 Information and Computer Security Required 3 DepartmentCPIS-352 IS Applications Design and Development Required 3 DepartmentCPIS-380 Introduction to E-Business Systems Required 3 Department




YearCourse Code

Course Title Required or Elective

Credit Hrs

College orDepartment

Eighth Semester --- Department Elective (I)* Elective 3 ElectiveSummer4 CPIS-323 Summer (workplace) Training Required 0 Department

Ninth Semester ISLS-301 Islamic Culture (III) Required 2 UniversityCPIS-342 Data Warehousing and Mining Required 3 DepartmentCPIS-428 Professional Computing Issues Required 2 CollegeCPIS-498 Senior Project (I) Required 1 Department --- College Free (II)* Elective 3 Elective --- Department Elective (II)* Elective 3 Elective

Tenth Semester ISLS-401 Islamic Culture (IV) Required 2 UniversityCPIS-434 IS Strategies and Policies Required 3 DepartmentCPIS-499 Senior Project (II) Required 3 Department --- College Free (III)* Elective 3 Elective --- Department Elective (III)* Elective 3 Elective




2. Required Field Experience Component (if any, e.g. internship, cooperative program, work experience).

Summary of practical, clinical or internship component required in the program. Note: see Field ExperienceSpecificationa. Brief description of field experience activity

CPIS-323 Summer (workplace) Training, Credit - 0 Summer Training is a great experience that provides students with hands-on , real world experience in a work setting. This is mandatory internship program for all students in FCIT. The course is designed to provide students opportunity to apply their academic education with work experience. Students are sent to different companies to get the real flavor of work group, communications and professional development experiences. A continuous period of 200 hours spent in company with purpose of acquiring practical experience.

b. At what stage or stages in the program does the field experience occur? (eg. year, semester) Summer Between 8th Semeter - 9th Semester.

c. Time allocation and scheduling arrangement. (eg. 3 days per week for 4 weeks, full time for one semester)

200 Hrsd. Number of credit hours (if any)

0




3. Project or Research Requirements (if any)

Summary of any project or thesis requirements in the program. (Other than projects or assignments within individual courses) (A copy of the requirements for the project should be attached.)a. Brief description

CPIS-498 Senior Project (I), Credit - 1 This course is the first part of a sequence of two courses that constitute the graduation capstone project. In this part, the student is expected to propose, analyze, and design a software system or conduct a thorough investigation of a particular IS-related problem for research-based projects. The student will deliver oral presentations and written reports.CPIS-499 Senior Project (II), Credit - 3 This course is the second part of a sequence of two courses that constitute the graduation capstone project. In this project, the student will continue the System/Research development of the project that started in CPIS-498. The student will deliver oral presentations, progress reports, and a final report.

b. List the major intended learning outcomes of the project or research task.

ABET-D,ABET-H,ABET-Fc. At what stage or stages in the program is the project or research undertaken? (e.g. year, semester)

9th Semester - 10th Semesterd. Number of credit hours (if any)

4e. Description of academic advising and support mechanisms for students.

Faculty members are assigned to enrolled students as project supervisors to guide them throughout their work. The courses are counted towards the supervisor’s teaching load. A department-level coordinator is assigned to manage the courses. His duties include advising students on rules and procedures.

f. Description of assessment procedures (including mechanism for verification of standards)

Develop event, use cases, and event table ,Develop State Machine diagrams or other traditional models ,Develop project schedule using Gantt charts ,On-time Submission of Report One ,Presentation 2 ( Implementation & Testing) ,Develop project functional and nonfunctional system requirements ,Final Report Evaluation ( Format & Style),Develop Activity Diagrams or Process descriptions ,Develop System sequance diagrams or Data flow definitions,Presentation 1 ( Design /Interface) ,Develop Use case Diagram or Context diagram ,On-time Submission of FinalReport ,Write Use case Description or DFD fragments ,Develop Class diagram or Entity Relationship diagram

4. Learning Outcomes in Domains of Learning, Assessment Methods and Teaching Strategy

Program Learning Outcomes, Assessment Methods, and Teaching Strategy work together and are aligned. They are joined together as one, coherent, unity that collectively articulate a consistent agreement between student learning and teaching.

The National Qualification Framework provides five learning domains. Learning outcomes are required in the first four domains and sometimes are also required in the Psychomotor Domain.

On the table below are the five NQF Learning Domains, numbered in the left column. For Program Accreditation there are four learning outcomes required for knowledge and cognitive skills. The other three domains require at least two learning outcomes. Additional learning outcomes are suggested.

First, insert the suitable and measurable learning outcomes required in each of the learning domains (see suggestions below the table). Second, insert supporting teaching strategies that fit and align with the assessment methods and intended learning outcomes. Third, insert appropriate assessment methods that accurately measure and evaluate the




learning outcome. Each program learning outcomes, assessment method, and teaching strategy ought to reasonably fit and flow together as an integrated learning and teaching process.




Srno NQF Learning Domains and Learning Outcomes

TeachingStrategies

Assessment Methods

1 Knowledge Teaching Assessment1.11.21.32 Cognitive Skills

2.12.22.33 Interpersonal Skills and Responsibility

3.13.24 Communication, Information Technology, Numerical

4.14.25 Psychomotor

5.15.2




NQF Learning Outcome Verb, Assessment, and Teaching Strategies and Suggestions

NQF Learning Domains Suggested Verbs

Knowledge list, name, record, define, label, outline, state, describe, recall, memorize, reproduce, recognize, record, tell, write

Cognitive Skills estimate, explain, summarize, write, compare, contrast, diagram, subdivide, differentiate, criticize, calculate, analyze, compose, develop, create, prepare, reconstruct, reorganize, summarize, explain, predict, justify, rate, evaluate, plan, design, measure, judge, justify, interpret, appraise

Interpersonal Skills & Responsibility demonstrate, judge, choose, illustrate, modify, show, use, appraise, evaluate, justify, analyze, question, and write

Communication, Information Technology, Numerical

demonstrate, calculate, illustrate, interpret, research, question, operate, appraise, evaluate, assess, and criticize

Psychomotor demonstrate, show, illustrate, perform, dramatize, employ, manipulate, operate, prepare, produce, draw, diagram, examine, construct, assemble, experiment, and reconstruct

Suggested verbs not to use when writing measurable and assessable learning outcomes are as follows:

Consider Maximize Continue Review Ensure Enlarge Understand

Maintain Reflect Examine Strengthen ExploreEncourage Deepen

Some of these verbs can be used if tied to specific actions or quantification.Suggested assessment methods and teaching strategies are:

According to research and best practices, multiple and continuous assessment methods are required to verify student learning. Current trends incorporate a wide range of rubric assessment tools; including web-based student performance systems that apply rubrics, benchmarks, KPIs, and analysis. Rubrics are especially helpful for qualitative evaluation. Differentiated assessment strategies include: exams, portfolios, long and short essays, log books, analytical reports, individual and group presentations, posters, journals, case studies, lab manuals, video analysis, group reports, lab reports, debates, speeches, learning logs, peer evaluations, self-evaluations, videos, graphs, dramatic performances, tables, demonstrations, graphic organizers, discussion forums, interviews, learning contracts, antidotal notes, artwork, KWL charts, and concept mapping

Differentiated teaching strategies should be selected to align with the curriculum taught, the needs of students, and the intended learning outcomes. Teaching methods include: lecture, debate, small group work, whole group and small group discussion, research activities, lab demonstrations, projects, debates, role playing, case studies, guest speakers, memorization, humor, individual presentation, brainstorming, and a wide variety of hands-on student learning activities.

Program Learning Outcome Mapping Matrix

Identify on the table below the courses that are required to teach the program learning outcomes. Insert the program learning outcomes, according to the level of instruction, from the above table below and indicate the courses and levels that are required to teach each one; use your program's course numbers across the top and the following level scale. Levels: I = Introduction P = Proficient A = Advanced


A-1

00

A-1

01

A-1

02

A-1

03

A-1

04

A-1

05

A-1

06

A-1

07

A-1

08

A-1

09

A-1

10

A-1

11

A-1

12



Order by

Course Offerings

NQF Learning Domains and

Learning Outcomes

1 Knowledge1.11.21.32 Cognitive Skills

2.12.22.33 Interpersonal Skills and Responsibility

3.13.24 Communication, Information Technology,

Numerical4.14.25 Psychomotor

5.15.25. Admission Requirements for the program

Attach handbook or bulletin description of admission requirements including any course or experience prerequisites.

FCIT admits students to its general program after they successfully complete the university-level science track foundation year. FCIT sets the following conditions to admit interested students within the capacity set by the College Council:1. Minimum GPA of 2.752. Minimum grade of B in English3. Minimum grade of B in Computer Skills




6. Attendance and Completion Requirements Attach handbook or bulletin description of requirements for:

a) Attendance

Absence exceeding 25% of course classes is grounds for granting a grade of “Denied” (DN), and being denied admission to the final exam of the course. Students with absence of 25%-50% may submit an excuse request to the Faculty Council supported by proper documentation.

b) Progression from year to year.

N/A (Not Applicable) c) Program completion or graduation requirements.

To obtain a bachelor degree, all students must satisfy the following:1. Have a minimum Grade Point Average (GPA) of 2.75.2. Complete 140 credits according to the following:

• University Requirements: 26 credits• Foundation Year Requirements: 15 credits• Collage Required: 24 credits• College Free*: 9 credits• Department Required: 57 credits• Department Elective+: 9 credits*University-wide free electives: students are allowed to choose courses outside the department.+Department electives: students choose courses from list of electives offered by their department.E. Regulations for Student Assessment and Verification of Standards

What processes will be used for verifying standards of achievement (eg check marking of sample of tests orassignments? Independent assessment by faculty from another institution) (Processes may vary for different courses or domains of learning.)

FCIT is committed to meaningful and sustainable assessment of its bachelor programs. To achieve that, FCIT developed a formal assessment plan that involves a variety of direct and indirect assessments of courses, programs, outcomes, and overall student and faculty experiences. The plan specifies which assessments to perform and identifies data sources, frequency and stakeholders of each assessment. A robust assessment process is in place to ensure consistent results. An Academic Assessment Unit is responsible for administering the assessments according to plan and delivering results to their respective stakeholders. Departments, administrators, and faculty members arefree to concentrate on evaluation and improvement. Details of assessment guidelines and processes are in an Assessment Guide published by the Academic Assessment Unit.




F Student Administration and Support1. Student Academic Counselling

Describe the arrangements for academic counselling and advising for students, including both scheduling of faculty office hours and advising on program planning, subject selection and career planning (which might be available at colleg

Academic advising is a key to success at any higher education institution. FCIT considers academic advisers a valuable resource to students as they help plan their undergraduate career and, ultimately, prepare them for graduation. Academic advising means guiding the students/advisee on different issues related to their academic progress and to help them find solutions to different academic problems. Academic advising is related to assisting students with educational choices, degree requirements, academic policies/procedures, as well as broader concerns such as career and graduate school options in the future.

The four stakeholders involved in the process of academic advising at FCIT are:1. The advisee/student.2. The advisor/faculty member.3. The Head of the Academic Advising Committee or the Head Academic Advisor.4. The department/program.

Details of academic advising procedures and policies can be found in the FCIT Academic Advising Manual available from the Academic Affairs Unit.

Roles and Responsibilities

An academic advisor is a selected faculty member of the department for the process of guiding the students/advisee on different issues related to their academic progress and problems. Maximum number of students per academic advisor is twenty (20). Following are the responsibilities defined for the academic advisor:1. Advise undergraduate students and address their academic concerns.2. Follow and report student progress via advising checklist sheet.3. Participate in orientation and advising services.4. Assist students in selecting suitable senior projects and supervisors.5. Check fulfillment of graduation requirements.

The advisee/student has the responsibility to:1. Recognize that advising is a shared responsibility and accept responsibility for all decisions.2. Share personal values, abilities and goals.3. Prepare for advising sessions and bring relevant materials.4. Meet with the advisor when asked or when in need of assistance.5. Learn policies, procedures and requirements, i.e. add/drop deadlines, graduation and general education policies.

2. Student Appeals

Attach the regulations for student appeals on academic matters, including processes for consideration of those appeals.

FCIT is serious about creating an honest and ethical learning environment. FCIT will not tolerate dishonest actions such as cheating and plagiarism, or disruptive behavior that violates its rules and conduct expectations. Offenders




will be subject to punishment in accordance with student disciplinary regulations as issued by the University Council. FCIT reserves the right to use various means to detect and document dishonest conduct.




G. Learning Resources, Facilities and Equipment1a. What processes are followed by faculty and teaching staff for planning and acquisition of textbooks, reference and other resource material including electronic and web based resources?

Faculty and staff members generally follow standard KAU procedures to acquire resources, which typically start by submitting their requests in appropriate forms through their department heads.

1b. What processes are followed by faculty and teaching staff for planning and acquisition resources for library, laboratories, and classrooms.

Faculty and staff members generally follow standard KAU procedures to acquire resources, which typically start by submitting their requests in appropriate forms through their department heads.

2. What processes are followed by faculty and teaching staff for evaluating the adequacy of textbooks, reference and other resource provisions?

Instructors suggest textbooks appropriate to their courses through the department-appointed course coordinator who submits their request to a curriculum committee which can recommend the book for approval by the Department Council.

3. What processes are followed by students for evaluating the adequacy of textbooks, reference and other resource provisions?

Students have the opportunity to evaluate textbooks within student course experience survey as well as annual student focus group. Both activities are run by the college-level Academic Assessment Unit.

4. What processes are followed for textbook acquisition and approval?

Textbooks are made available to students through the University Bookstore. Departments submit their revised textbook lists at the end of the academic year before summer to be made available by beginning of following year.




H. Faculty and other Teaching Staff1. Appointments

Summarize the process of employment of new faculty and teaching staff to ensure that they are appropriately qualified and experienced for their teaching responsibilities.

Recruitment of new faculty members generally conforms to common practices and standard university procedures. It starts with the department coordinating with college administration to solicit and procure applications. The department selects their candidates based on a careful review of applicant CV. The college files requests of employment in accordance with the university’s human resources department.




2. Participation in Program Planning, Monitoring and Review

a. Explain the process for consultation with and involvement of teaching staff in monitoring program quality, annual review and planning for improvement.

Faculty involvement in program quality management occurs at 3 levels: ABET (Accreditation) Committee responsible for reporting on program quality, Curriculum Committee responsible for program content, and Department Council for final review and decisions.

b. Explain the process of the Advisory Committee (if applicable)

The Industrial Advisory Board (IAB) is a 2-year term industry-based committee intended to help FCIT ensure that the graduates of its bachelor programs better fit the needs of its employer stakeholders. The board members are leading non-academic professionals selected from a variety of backgrounds and industries that traditionally seek graduates of computing programs.Board members generally advise FCIT on the needs of the job market, and the qualities that they seek when they hire. One of the most important roles of IAB is to help FCIT review and develop valuable educational objectives for its programs. Another important role is to help provide students with opportunities to gain some real world experience during their summer training and capstone coursework.

3. Professional Development

What arrangements are made for professional development of faculty and teaching staff for:

a. Improvement of skills in teaching and student assessment?

According to research and best practices, multiple and continuous assessment methods are required to verify student learning. Current trends incorporate a wide range of rubric assessment tools; including web-based student performance systems that apply rubrics, benchmarks, KPIs, and analysis.

b. Other professional development including knowledge of research and developments in their field of teaching specialty


4. Preparation of New Faculty and Teaching Staff

Describe the process used for orientation and induction of new, visiting or part time teaching staff to ensure full understanding of the program and the role of the course(s) they teach as components within it.


5. Part Time and Visiting Faculty and Teaching Staff

Provide a summary of Program/Department/College/institution policy on appointment of part time and visiting teaching staff. (ie. Approvals required, selection process, proportion to total teaching staff, etc.)

N/A (Not Applicable) I. Program Evaluation and Improvement Processes1. Effectiveness of Teaching




a. What processes are used to evaluate and improve the strategies for developing learning outcomes in the different domains of learning? (eg. assessment of learning achieved, advice on consistency with learning theory for different types of learning, assessment of understanding and skill of teaching staff in using different strategies)

Details of assessment guidelines and processes are in an Assessment Guide published by the Academic Assessment Unit. Following is a summary of main points.The continuous improvement cycle (assessment, evaluation, and improvement)is split into two parts with assignment of responsibilities for each to different parties:1. Assessment is assigned to a dedicated college-level unit, called the Academic Assessment Unit.2. Evaluation and improvement are assigned to assessment stakeholders such as course instructors, program heads, and curriculum committees.Assessment (data collection in ABET terminology)has the following main characteristic:• It starts from observable actions by students at the course level, so called course learning outcomes (CLO).• It relies on a combination of direct and indirect measurements to produce and corroborate evidence.• It utilizes suitable sampling of performance data. For example, when assessing course outcomes performance we do not insist on collecting data for every assessment in every course for every semester. We believe less is more here. Good sampling can yield representative results while being sustainable and avoids overwhelming assessment administrators and stakeholders.• It is based on the actual scores (marks) obtained by students in exams and other assessment tools used to evaluate their learning. We don’t believe in using adjusted (curved) scores for outcome assessment as they can obscure actual student performance that is the basis of our outcome performance assessment.

We expect the following continuous improvement reports to be filed as follows.• End of semester, Course, Course Coordinator, Course file, Presented at 1st Department Council in following semester.• End of year, Program, ABET Committee, Program report, Presented at 1st Department Council of academic year.

The college has developed tools to facilitate program quality management, the most important of which is AIMS, for Accreditation Integration and Management System. It is an in-house electronic system that manages academic information of interest to accreditation. It was developed to relieve the faculty from the burden of dealing with tedious paperwork and allow them to concentrate their efforts instead on teaching/learning and on academic development activities. The system separates academic data from process thereby allowing the support of multiple accreditation-systems. Currently AIMS supports both ABET and the NCAAA.

b. What processes are used for evaluating the skills of faculty and teaching staff in using the planned strategies?

Primarily a combination of student surveys and focus group meetings as detailed in the Assessment Guide published by the college-level Academic Assessment Unit.

2. Overall Program Evaluation

a. What strategies are used in the program for obtaining assessments of the overall quality of the program and achievement of its intended learning outcomes:

(i) From current students and graduates of the program?

Primarily exitand alumni surveys based on well-articulated and communicated so-called Student Outcomes (exit competencies), and Program Education Objectives (PEO), respectively. Exit surveys target current students. Alumnisurveys target past graduates of 2 years or more.




(ii) From independent advisors and/or evaluator(s)?.

Primarily through seeking relevant international accreditation for program and feedback during annual meetings with the college’s Industrial Advisory Board. The program has been accredited by ABET (www.abet.org) as of August 2013.

(iii) From employers and/or other stakeholders.

Primarily through employer surveys, and consultation with members of the members of the Industrial Advisory Board who are selected to represent relevant community and employer stakeholders.




Program KPI and Assessment Table

Standard 3 Management of Quality Assurance and Improvement

Kpi# List of Program KPIs Approved by theInstitution

KPITargetBench mark

KPIActualBench mark

KPIInternal Bench marks

KPIExternal

Bench marks

KPIAnalysis

KPI NewTargetBench mark

1 Students overall evaluation on the quality of their learning experiences at the institution.(Average rating of the overall quality of their program on a five point scale in an annual survey final year students.)

2 Proportion of courses in which student evaluations were conducted during the year.

3 Proportion of programs in which there was independent verification within the institution of standards of student achievement during the year

4 Proportion of programs in which there was independent verification of standards of student achievement by people external to the institution during the year.

Standard 4 Learning and Teaching


KPITargetBench mark

KPIActualBench mark


KPIExternal

Bench marks

KPIAnalysis


1 Ratio of students to teaching staff(Based on full time equivalents)

2 Students overall rating on the quality of their courses. (Average rating of students on a five point scale on overall evaluation of courses.)

3 Proportion of teaching staff with verified doctoral qualifications.

4 Percentage of students entering programs who successfully complete first year.

5 Proportion of students entering undergraduate programs who complete those programs in minimum time.

6 Proportion of students entering post graduate programs who complete those programs in specified time.




7 Proportion of graduates from undergraduate programs who within six months of graduation are: (a) employed (b) enrolled



KPITargetBench mark

KPIActualBench mark


KPIExternal

Bench marks

KPIAnalysis


in further study not seeking employment or further study.

Standard 5 Student Administration and Support Services


KPITargetBench mark

KPIActualBench mark


KPIExternal

Bench marks

KPIAnalysis


1 Ratio of students to administrative staff2 Proportion of total operating funds (other

than accommodation and studentallowances) allocated to provision of student services

3 Student evaluation of academic and career counselling. (Average rating on the adequacy of academic and career counselling on a five point scale in an annual survey of final year students.

4 Student evaluation of library services. (Average rating on adequacy of library services on a five point scale in an annual survey of final year students.)

Standard 6 Learning Resources


KPITargetBench mark

KPIActualBench mark


KPIExternal

Bench marks

KPIAnalysis


1 Number of book titles held in the library as a proportion of the number of students.

2 Number of web site subscriptions as a proportion of the number of programs offered.

3 Number of periodical subscriptions as a proportion of the number of programs




offered.4 Student evaluation of library services.

(Average rating on adequacy of library services on a five point scale in an annual survey of final year students.)


Standard 7 Facilities and Equipment


KPITargetBench mark

KPIActualBench mark


KPIExternal

Bench marks

KPIAnalysis


1 Annual expenditure on IT as a proportion of the number of students

2 Number of accessible computer terminals per student

3 Average overall rating of adequacy of facilities and equipment in a survey of teaching staff

4 Internet bandwidth per userStandard 8 Financial Planning and Management


KPITargetBench mark

KPIActualBench mark


KPIExternal

Bench marks

KPIAnalysis


1 Total operating expenditure (other than accommodation and student allowances) per student.

Standard 9 Employment Processes


KPITargetBench mark

KPIActualBench mark


KPIExternal

Bench marks

KPIAnalysis


1 Proportion of teaching staff leaving the institution in the past year for reasons other than age retirement

2 Proportion of teaching staff participating in professional development activities during the past year

Standard 10 Research

Kpi# List of Program KPIs Approved by the KPI KPI KPI KPI KPI KPI New




Institution TargetBench mark

ActualBench mark

Internal Bench marks

External Bench marks

Analysis TargetBench mark

1 Number of refereed publications in the previous year per full time equivalent member of teaching staff. (Publications based on the formula in the Higher Council Bylaw excluding conference presentations)

2 Number of citations in refereed journals in



KPITargetBench mark

KPIActualBench mark


KPIExternal

Bench marks

KPIAnalysis


the previous year per full time equivalent teaching staff

3 Proportion of full time member of teaching staff with at least one refereed publicationduring the previous year

4 Number of papers or reports presented at academic conferences during the past year per full time equivalent members of teaching staff

5 Research income from external sources in the past year as a proportion of the number of full time teaching staff members

6 Proportion of total operating funds spent on research.

Standard 11 Institutional Relationships with the Community


KPITargetBench mark

KPIActualBench mark


KPIExternal

Bench marks

KPIAnalysis


1 Proportion of full time teaching and other staff actively engaged in community service activities

2 Number of community education programs provided as a proportion of the number of departments




Program Action Plan

Directions: Based on your "Analysis of KPIs and Benchmarks" provided in the above Program KPI and Assessment Table, list the recommendations identified below.

Srno Recommendations Action Points Assessment Criteria

Responsible Person

Start Date

Completion Date

123456Action Plan Analysis (List the strengths and recommendations for improvement of the Program Action Plan).




Attachments:

1. Copies of regulations and other documents referred to in template preceded by a table of contents.

2. Course specifications for all courses including field experience specification if applicable.

Authorized Signatures

Dean / Program Chair

Name Title Signature Date

Program Dean or Chair of Board of Trustees

Main Campus

2 3 4 5

Vice Rector 2 3 4 5


program_specification.pdf -...

Documents