Program Name: Bachelor of Science in Civil Engineering

Qualification Level: Bachelor’s Degree (Level 13)

Department: Civil Engineering Department
College: College of Engineering
Institution: University of Ha’il
 Content
A. Program Identification and General Information ..................................................... 3
B. Mission, Goals, and Learning Outcomes .................................................................... 4
C. Curriculum .................................................................................................................... 7
D. Student Admission and Support: .............................................................................. 12
E. Teaching and Administrative Staff ........................................................................... 14
F. Learning Resources, Facilities, and Equipment ....................................................... 15
G. Program Management and Regulations................................................................... 17
H. Program Quality Assurance ...................................................................................... 18
I. Specification Approval Data ....................................................................................... 25

2
 A. Program Identification and General Information
1. Program Main Location:
AL Khotta Road Campus – College of Engineering
2. Branches Offering the Program:
AL Khotta Road Campus – College of Engineering
3. Reasons for Establishing the Program:
(Economic, social, cultural, and technological reasons, and national needs and development, etc.)
The establishment of the Civil Engineering program is to provide engineering graduates
competent both in theory and practical fields of civil engineering. The graduates would have
solid scientific knowledge in the field of concrete and steel structures, geotechnical
engineering, transportation engineering, water resources and environmental engineering.
They would also be able to contribute effectively to the construction and sustainable
development in the Kingdom of Saudi Arabia and worldwide and give them the ability to
play leading roles in various civil engineering fields.
According to the Kingdom of Saudi Arabia view in 2030, the population will be grown.
Therefore, there will be huge demand for infrastructure including, residential buildings,
roads, bridges, and water resources, which are all civil engineering projects. The program
prepares graduates to become civil engineers whose role is to meet the growing technical and
economic challenges faced by various civil engineering projects in the Kingdom of Saudi
Arabia.
4. Total Credit Hours for Completing the Program: (133)
5. Professional Occupations/Jobs:
The Civil Engineering program at the University of Ha’il provides depth and breadth in the
subject area. The curriculum is designed to ensure that the students receive in depth civil
engineering knowledge and practical experience in the core civil engineering disciplines. In
addition, the students are required to study courses in mathematics, physical sciences,
English language, and humanities. Furthermore, the curriculum offers a broad undergraduate
education to develop analytical skills and practical design knowledge that ensures long-term
career flexibility. Throughout its duration, the program delivers design and a laboratory
experience as well as it enhances teamwork and communication skills. A sample of related
occupations is shown below:
 Structural engineering - Their tasks include planning, design, and operation of
buildings, bridges, and special purpose structures such as towers, cranes, stadiums,
industrial plants, and construction materials.
 Transportation engineering - Their tasks include planning, design, and operation of
highways, airports, seaports, mass transit systems, traffic control systems, and material
transport systems.
 Geotechnical engineering - Their tasks include design and planning of foundations,
dams, tunnels, roadbeds.
 Water resources & environmental engineering - Their tasks include planning, design,
and management of projects for water supply, wastewater treatment, flood control,

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 urban drainage, pollution control, ground and surface water quality management, and
solid and hazardous waste disposal.
Overall, our Civil Engineering students are provided with a broad-based education that
allows them to engage in a wide variety of challenging, interesting and rewarding careers in
private and government activities or to start their own business.
6. Major Tracks/Pathways (if any): There are no major specialties within the program; the
graduate is general civil engineer.
Major track/pathway Credit hours Professional Occupations/Jobs
(For each track) (For each track)

Not applicable
7. Intermediate Exit Points/Awarded Degree (if any): Not applicable
Intermediate exit points/awarded degree Credit hours
Not applicable

B. Mission, Goals, and Learning Outcomes

1. Program Mission:

The mission of Civil Engineering Department aims to provide excellent civil engineering
education that is conductive to talent and creativity and based on scientific knowledge, state
of the art research, and expertise to serve the community in a professional and ethical manner.

2. Program Goals:

PEO # 1 (EMPLOYABILITY & RESEARCH)

Graduates will be able to practice in the field of Civil Engineering and pursue postgraduate
studies.

PEO # 2 (PROFESSIONALISM)
Graduates will be able to meaningfully contribute to the needs of various organizations to
solve real world problems economically and conduct themselves in an ethical manner.

PEO # 3 (LEADERSHIP)
Graduates will be able to function effectively in engineering activities and attain leadership
careers in engineering practice.

PEO # 4 (LIFELONG LEARNING)

Graduates will be able to continue to develop professionally and obtain licensure where
appropriate.

3. Relationship between Program Mission and Goals and the Mission and Goals of the
Institution/College.

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 Mission statement of University of Ha’il targets three aspects: (1) Qualified graduates for
labor market; (2) Produce scientific research to serve community; and (3) Utilization of
University’s resources to reach society of knowledge.

Table 1 shows the relationship that provides the evidence of consistency of PEOs with the
institutional mission. The PEOs of CE program are consistent with the Institutional mission.

Table 1: Consistency of PEOs of the CE Program with institution mission

Program Educational Objectives
Institutional Mission Components
PEO # 1 PEO # 2 PEO # 3 PEO # 4
Prepare qualified graduates for the
   
labour market
Produce scientific research to serve
  
community
Utilization of University resources to

reach society of knowledge

Tables 2 and 3 outlines the mapping of CE program PEOs with College and Departmental
missions, respectively. The program PEOs are consistent with the College and Departmental
missions.

Table 2: Relationship between the College Mission and the PEOs of the CE Program
Program Educational Objectives
College of Engineering Mission
Components PEO # 1 PEO # 2 PEO # 3 PEO # 4

To create a nurturing academic

environment to provide outstanding
educational and research programs at the
  
hands of highly qualified scholars
To equip graduates with all the
engineering skills necessary for fulfilling
the demands of the local and national
   
community of the engineering job market

Table 3: Relationship between the Department Mission and the PEOs of the CE Program
Program Educational Objectives
Department Mission Components
PEO # 1 PEO # 2 PEO # 3 PEO # 4

The Civil Engineering Department is

committed to the preparation of distinct
civil engineers in the fields of Civil    
Engineering and its applications in
accordance with international standards

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 to meet the needs of industry,
government and the private sector.
It is also keen that the graduates are
fully aware of the ethics of the
profession and the requirements of
   
environmental protection.
Furthermore, the graduates are
encouraged to contribute to the
development of Civil Engineering fields
   
by carrying out research projects.
4. Graduate Attributes:
The Civil Engineering program is designed so that our graduates display the much needed
and holistic attributes including:
 Knowledge of Civil Engineering and Emerging Technologies
 Creativity and Innovation
 Leadership and professionalism
 Intercultural Competence/Communication
 Teamwork
 Lifelong learning
 Global Citizenship/Ethics (Collaborate, Negotiate and Resolve Conflicts)
5.Program Learning Outcomes*
Knowledge and understanding
An ability to identify, formulate, and solve complex engineering problems by
K1
applying principles of engineering, science, and mathematics
Skills
An ability to apply engineering design to produce solutions that meet specified needs
S1 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
An ability to develop and conduct appropriate experimentation, analyze and interpret
S3
data, and use engineering judgment to draw conclusions
Values
An ability to recognize ethical and professional responsibilities in engineering
V1 situations and make informed judgments, which must consider the impact of
engineering solutions in global, economic, environmental, and societal contexts

An ability to function effectively on a team whose members together provide

V2 leadership, create a collaborative and inclusive environment, establish goals, plan
tasks, and meet objectives

An ability to acquire and apply new knowledge as needed, using appropriate learning
V3
strategies
* Add a table for each track and exit Point (if any)

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 C. Curriculum

1. Curriculum Structure
Required/ Credit
Program Structure No. of courses Percentage
Elective Hours
Required 7 13 9.77%
Institution Requirements
Elective 0 0 0%
Required 14 45 33.83%
College Requirements
Elective 0 0 0%
Required 18 51 38.35%
Program Requirements
Elective 4 12 9.02%
Capstone Course/Project Required 2 3 2.26%

Field Experience/ Internship Required 2 9 6.77%

Others -- -- -- --

Total 47 133 100%

* Add a table for each track (if any)

2. Program Study Plan

Required Type of
Course Pre-Requisite Credit requirements
Level Course Title or Courses
Code Hours (Institution, College
Elective or Department)

MATH 101 Calculus I Required 4 College

PHYS 101 General Physics I Required 4 College
Level 1
ENGL 100 English Language Required 2 College
IC 101 Islamic Culture Required 2 Institution
MATH 102 Calculus II Required MATH 101 4 College
Level 2 PHYS 102 General Physics II Required PHYS 101 4 College
CHEM 101 General Chemistry I Required 4 College
MATH 201 Calculus III Required MATH 102 3 College
ICS 103 Computer Programming in C Required MATH 101 3 College
Level 3 ENGL 102 Technical Report Writing Required ENGL 100 3 College
PE 101 Physical Education I Required 1 Institution
EDUC 115 Work Values and Ethics Required 2 College
CE 201 Statics Required PHYS 101 3 Department
CE 215 Computer Graphics Required ICS 103 3 Department
Sophomore
Level 4 CE 261 Surveying Required 3 Department
Standing
CRCL 115 University Life Skills Required 3 Institution
PE 102 Physical Education II PE 101 Institution
Elemental Differential
MATH 202 Required MATH 201 3 College
Equations
CE 201,
Level 5 CE 203 Structural Mechanics Required 3 Department
MATH 102
XXX XXX Science Elective Elective 3 Department
ME 201 Dynamics Required CE 201 3 Department
CE 201,
CE 230 Engineering Fluid Mechanics Required 3 Department
MATH 102
Fundamental of Electric MATH 102,
Level 6 EE 202 Required 3 Department
Circuit PHYS 102
Basic for Environment
CHEM 130 Required CHEM 101 2 Department
Chemistry

7
 Required Type of
Course Pre-Requisite Credit requirements
Level Course Title or Courses
Code Hours (Institution, College
Elective or Department)

ENGL 214 Technical Report Writing Required ENGL 102 3 College

CE 303 Structural Materials Required CE 203 3 Department
MATH 202,
CE 318 Num. & Stat. Methods in CE Required 3 Department
Level 7 ICS 103
CE 305 Structural Analysis I Required CE 203 3 Department
ETEC 115 Computer and Information Required 3 College
Environmental Engineering
CE 330 Required CHEM 130 3 Department
Principles
CE 3XX CE Elective I Elective CE 305 3 Department
Level 8 CE 203, CE
CE 353 Geotechnical Engineering I Required 4 Department
230
CE305, Junior
CE 312 Introduction To CE Design Required 1 Department
Standing
CE 341 Transportation Engineering Required PHYS 101 3 Department
Transportation Engineering
CE 343 Required CE 303 1 Department
LAB
Level 9 Junior
ISE 307 Engineering Economics Required 3 College
Standing
ARAB 100 Arabic Language Skills Required 2 Institution
GS-XXX GS Elective Elective 3 Department
Junior
Level 10 CE 350 Cooperative Work (cont.) Required 0 Department
Standing
Level 11 CE 351 Cooperative Work Required CE 350 9 Department
CE 411 Senior Design Project - Part I Required CE 351 1 Department
CE 408 Steel Design Required CE 305 3 Department
CE 312,
Level 12 CE 490 CE Seminar Required Senior 1 Department
Standing
CE 4XX CE Elective II Elective CE 3XX 3 Department
EDUC 125 Entrepreneurship 2 Institution
Senior Design Project - Part
CE 412 Required CE 351 2 Department
II
CE 303,
Level 13 Construction Methods &
CE 421 Required Senior 3 Department
Management
Standing
CE 4XX Option Elective Elective 3 Department
* Include additional levels if needed
** Add a table for each track (if any)

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 Option (1) Elective Courses (CE 4XX)
COURSE CODE COURSE TITLE LECT LAB CRED PRE-REQUISITE CO-REQUISITE
CE 405 Structural Analysis II 4 0 3 CE 305

Option (2) Elective Courses (CE 4XX)

COURSE CODE COURSE TITLE LECT LAB CRED PRE-REQUISITE CO-REQUISITE
CE 440 Highway and Airport materials 4 0 3 CE 303, CE 341,CE 343
CE 441 Pavement design 4 0 3 CE 341,CE 343
CE 315 Reinforced Concrete I 4 0 3
CE414 Reinforced Concrete II 4 0 3
CE 453 Geotechnical Engineering II 4 0 3 CE 353
CE 455 Foundation and Earth structures design 4 0 3 CE 353
CE 444 Traffic Eng. & Roadway Safety 4 0 3 CE 341, CE 343

Option (3) Elective Courses (CE XXX)

COURSE CODE COURSE TITLE LECT LAB CRED PRE-REQUISITE CO-REQUISITE
CE 438 Hydraulic systems designs 3 4 3 CE 230
Design and Operation of water and waste
CE 473 4 0 3 CE 230, CE 330
water treatment plans
CE 332 Engineering Hydrology and Hydraulics 3 4 3 CE 201, Math 102

Science Elective Courses (XXX XXX)

COURSE CODE COURSE TITLE LECT LAB CRED PRE-REQUISITE CO-REQUISITE
GEOL 201 Physical geology 3 3 3 Sophomore Standing
Probability and Statistics for Engineers
STAT 319 3 3 3 MATH 201
and Scientists
Applied Geosciences for Scientists &
GEOL 202 3 3 3 Sophomore Standing
Engineers

General Studies Elective Courses (GS-XXX)

COURSE CODE COURSE TITLE LECT LAB CRED PRE-REQUISITE CO-REQUISITE
MGT 301 Principles of Management 4 0 3
ECON 403 Engineering Economics 4 0 3
GS 400 Energy efficiency 4 0 3
GS 321 Principles of Human Behavior 4 0 3 Engl 100
GS 423 International Relations 4 0 3 Engl 100
GS 424 Planning and Social Development 4 0 3 Engl 100
GS 427 Man and Environment 4 0 3 Engl 100

3. Course Specifications
Insert hyperlink for all course specifications using NCAAA template
CE201 CS, CE203 CS, CE215 CS, CE230 CS, CE261 CS, CE303 CS, CE305 CS, CE312
CS, CE315 CS, CE318 CS, CE330 CS, CE341 CS, CE343 CS, CE351 CS, CE353 CS,
CE408 CS, CE413 CS, CE415 CS, CE421 CS, CE455 CS, CE490 CS, Geol 202 CS

4. Program learning Outcomes Mapping Matrix

Align the program learning outcomes with program courses, according to the following desired levels of
performance (I = Introduced, P = Practiced, M = Mastered)
Program Learning Outcomes
Course Knowledge and
Skills Values
code & No. understanding
K1 S1 S2 S3 V1 V2 V3
MATH 101 I
PHYS 101 I
ENGL 100 I
IC 101 I
MATH 102 I
PHYS 102 P
CHEM 101 I
MATH 201 P
ICS 103 I P
ENGL 102 P

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 Program Learning Outcomes
Course Knowledge and
Skills Values
code & No. understanding
K1 S1 S2 S3 V1 V2 V3
PE 101 I
EDUC 115 P P P
CE 201 I I
CE 215 I I
CE 261 P P P
CRCL 115 P P P P
PE 102 P
MATH 202 P
CE 203 P P
STAT 319 P P
ME 201 I I
CE 230 I I
EE 202 I I I
CHEM 130 P
ENGL 214 M M
CE 303 P P P
CE 318 P P
CE 305 M M
ETEC 115 P P P
CE 330 P P P
CE 315 P P P
CE 353 P P P
CE 312 P P P P
CE 341 P P P
CE 343 P P P
ISE 307 P P P
ARAB 100 P P
GEOL 202 P P P
CE 350 P P P P
CE 351 M M M M
CE 411 P P P P P
CE 408 P P P
CE 490 M M M
CE 415 M M M
EDUC 125 P P P
CE 412 M M M M M
CE 421 M M
CE 455 M M M
* Add a table for each track (if any)

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 5. Teaching and learning strategies to achieve program learning outcomes
Describe policies, teaching and learning strategies, learning experience, and learning activities, including
curricular and extra-curricular activities, to achieve the program learning outcomes.

1- Discussion strategies (to deepen students’ learning and motivation by propelling them to
develop their own views and hear their own voices)
2- Active learning (to improves students' understanding and retention of information and can
be very effective in developing cognitive skills such as problem solving and critical
thinking).
3- The use of cooperative learning strategies and collective projects and the exchange of
roles.
4- Student participation in seminars and workshops in effective communication.
5- Problem-based learning (PBL): to challenge students to "learn to learn" by working in
groups to seek solutions to real world problems.
6. Assessment Methods for program learning outcomes.
Describe assessment methods (Direct and Indirect) that can be used to measure achievement of program learning
outcomes in every domain of learning.

At the end of the semester the instructor is required to submit a course file that contains all the
information related to the teaching of the course in addition to the final grades of all students.
Furthermore, the course file includes the course specification and course report. The contents
of this file are discussed with the program coordinator and the head of the department in order
to evaluate and improve the teaching method and assess students’ achievements. In addition, a
formal process for verifying standards of achievement contains the following:
1- End of semester course evaluation by students.
2- End of semester program experience evaluation by students.
3- Independent evaluation of the teaching method employed by an expert in the field.
4- Review of the course contents at the end of the year by an internal committee to improve
the teaching standard.
5- Comparison of students’ achievements between CE courses to ensure that the same
academic standard is applied to all courses in the CE program.

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 D. Student Admission and Support:

1. Student Admission Requirements

1- The applicant must be a Saudi National or born to a Saudi Mother, or those excluded by
laws and regulations or the national interest.
2- Students must be a holder of a valid high school secondary education (grade 12th)
certificate (scientific and engineering track) or its equivalent from inside or outside the
kingdom.
3- The period of the obtained high school secondary education (grade 12 th) certificate
(scientific and engineering track) or its equivalent, not more than two to five years if there
are available study seats, and the University Council may make an exception from this
condition if convincing reasons are available.
4- The applicant must maintain good conduct.
5- The applicant must not be dismissed from the University of Hail or from another
university for an academic or disciplinary term.
6- To be medically fit.
7- The applicant must pass the General Aptitude Test (GAT) and the Scholastic Achievement
Admission Test for scientific (Sc) tracks in particular.
2. Guidance and Orientation Programs for New Students
 To assist new students to quickly and easily adapt to their new environment, the
department has put in place a developed support structure that will help them settle. Before
classes start, the department holds an all-day department wide orientation for all new
intakes. On the department’s orientation day, incoming students are briefed on what to
expect in their years of study at the department.
 The college also has an academic advising unit that provides students with all support,
and this includes general guidance such as transferring between departments or
withdrawing from one of the courses and so on.
 Appointing an academic advisor from among the faculty members to each student from
the beginning of his entry into the program until his graduation.
 Guidance and advice in selecting materials and individual counseling between students
and faculty members in courses is provided through the office hours determined by all
faculty members at the beginning of each semester.
3. Student Counseling Services
(Academic, career, psychological and social)

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  When students enter the Department of Civil Engineering, an advisor is assigned to them.
 The main role of the department advisor is to help individual students plan their academic
programs, understand program requirements, regulations and policies, and assess their
progress.
 Departmental members are required to allocate a large amount of time to meet and advise
their students. A minimum of 6 hours per week is scheduled at times convenient for
students, spread over the days of the week. During official working hours, faculty
members assist students in solving psychological problems, if any, and provide assistance
to students with academic and other difficulties.
 The Counselling Services department, within the Division of Student Affairs, is
committed to providing an equal opportunity for all students. The purpose is to improve
the educational experience and success of students by providing humanistic counselling
services addressing personal, academic needs.
 The Counselling services staff is responsible for coordinating on-campus counseling
services to all students. The mission is to provide programs and services that enhance
personal, academic and career exploration. The goal of the UOH Counseling Department;
is to improve the conditions for learning which includes both prevention and intervention
services at all levels.
 The Counselling Team works collaboratively with students; academic departments,
individual faculty members, student services, and other pertinent departments of the
institution to enhance student's academic, personal, and career success.
4. Special Support
(Low achievers, disabled, gifted and talented)
 University View Academy works collaboratively with students and parents to provide the
necessary tools, guidance and support resources needed for students identified as Gifted
and Talented and for those with disabilities. The program is planning to arrange special
training sessions in mathematics and languages to help students who have such problems.
 The department monitors students who excel academically and who want to excel, and
provides care, educational follow-up, guidance, motivation, encouragement and
psychological and social support, so that they can develop their excellence, and then
follow them up in their faculties to maintain and increase their excellence.
 One of the missions of the Program is to provide equal access and educational
accommodation to students with a verifiable disability. The staff encourages students to
foster independence and help them achieve their educational, personal, and professional
goals. The department provides guidance and services for students with disabilities
designed to increase access to college educational programs.

13
 E. Teaching and Administrative Staff

1. Needed Teaching and Administrative Staff

Specialty Special Required Numbers
Academic Rank Requirements /
General Specific Skills (if any) M F T

Professors - 1 - - 5 -

Associate
- 5 - - 8 -
Professors
Assistant
- 6 - - 10 -
Professors

Lecturers - 0 - - 4 -

Teaching
- 0 - - 4 -
Assistants
Technicians and
Laboratory - 1 - - 4 -
Assistants
Administrative
and Supportive - 0 - - 2 -
Staff

Others (specify) - - - - - -

2. Professional Development

2.1 Orientation of New Teaching Staff

Describe briefly the process used for orientation of new, visiting and part-time teaching staff
The College arranges and organizes workshops and training program activities periodically,
mostly for the newly recruited faculty members. A new faculty is given copies of the “The
Undergraduate Study and Examination Regulations & the UOH Rules for Their
Implementation” and the College catalogue which contains all information about the duties
and responsibilities of the faculty, including the rights, privileges and code of conduct.
 Implementation and distribution of a guide for new members to introduce the program
(with all it includes in the employment regulations (Saudi and non-Saudi)
 Description of the program and description of the department's courses.
 Holding seminars for new faculty members to introduce the program and the nature of
its activities and committees.
 Organizing a party to welcome new members.
 New faculty members are introduced to the college on how to participate in academic
development programs and effective teaching to improve their teaching skills.
 All educational facilities of the department (display data, Lab-top, etc.) are offered to
new faculty members.
 All new faculty members are required to undergo at least 6 training courses each
academic year to help raise the level of teaching and administrative capabilities.
 They are made aware of the need to consider the notes of the department and students.

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  New college employees are required to attend training courses, conferences and
workshops to improve their research skills and publish them in scientific journals.
2.2 Professional Development for Teaching Staff
Describe briefly the plan and arrangements for academic and professional development of teaching staff (e.g.,
teaching & learning strategies, learning outcomes assessment, professional development, etc.)
 Faculty staff is asked to attend training courses, conferences and workshops to improve
their teaching skills.
 All teaching facilities (Data show, Lab-top, ..., etc.) are provided and updated
continuously.
 Ensuring good communication with other staff in other high graded institution.
 Taking into consideration the department and students teaching feedback comments.
 Faculty staff is asked to attend training courses, conferences and workshops to improve
their research skills.
 Faculty staff is encouraged to participate in faculty supported & industry related
research projects.
 Faculty staff has access to highly specialized research database (Journals, Periodicals,
Conferences, etc.).
 Faculty staff is encouraged to have a joint research work with others in another
institution.
 Encouraging faculty members to provide advanced scientific research in the field of
specialization.
 Encouraging the attendance of external training programs and scientific visits to
international universities.

F. Learning Resources, Facilities, and Equipment

1. Learning Resources.
Mechanism for providing and quality assurance of learning resources (textbooks, references and other resource
materials, including electronic and web-based resources, etc.)
 The requirements of textbook and other materials for teaching are identified by the
instructor teaching the course. The instructor’s suggestions are reviewed by the
Undergraduate Committee, who may seek the opinion of the other faculty members.
The instructor, proposing the textbook for a course, is asked to review at least two
textbooks on the subject and submit justifications for the chosen textbook. The
department requests the Purchasing department to procure the textbooks selected by
the department.
 Assigning textbooks through a textbook committee after reviewing the appropriateness
of the material by the faculty concerned and approval in the departmental and higher
academic councils.
 Coordinate with Purchasing Section to get last edition of texts.
 Writing laboratory manuals and some other textbooks by faculty and reviewing them
with independent advice before approval.
 Making course Handouts available online.
2. Facilities and Equipment
(Library, laboratories, medical facilities, classrooms, etc.).

15
  Faculty and staff members generally follow the procedures to acquire resources, which
typically start by submitting their requests in appropriate forms through their
department heads.
 Determine course needs through course descriptions and then review course reports to
ensure the efficiency of acquisition sources such as the library.
 The laboratories and classrooms improvement plan to avoid any shortfall in these
resources.
 Surveys analysis to assist in the planning and acquisition resources for library,
laboratories, and classrooms.
3. Arrangements to Maintain a Healthy and Safe Environment (According to the nature of
the program)
 Promote occupational and personal safety, health and wellness.
 Protect the health and safety of university faculty, staff and students.
 Provide information to faculty, staff, and students about health and safety hazards.
 Identify and correct health and safety hazards and encourage faculty, staff, and students
to reportpotential hazards, Conduct activities in a manner protective of the
environment.

16
 G. Program Management and Regulations
1. Program Management
1.1 Program Structure
(Including boards, councils, units, committees, etc.)

1.2 Stakeholders Involvement

Describe the representation and involvement of stakeholders in the program planning and development.
(Students, professional bodies, scientific societies, alumni, employers, etc.)
Our Program uses different tools and processes to assess and evaluate the extent to which the
program learning outcomes are being attained. The assessment cycle can be broadly divided
into three main cycles:
1. Semester Cycle.
2. Annual Cycle.
3. 3-year Cycle.
Semester Cycle
In the semester cycle, the instructor delivers the course and offers various assessments to
measure Course Learning Outcomes and Program Learning Outcomes. At the end of each
semester the instructor prepares a Course Report highlighting any weaknesses that may have
been encountered during the semesters in terms of CLOs or PLOs not being achieved.
Corrective actions are then suggested accordingly. The output from the semester cycle goes
as an input to the annual cycle.

Annual Cycle

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 In the annual cycle input comes from the CLO and PLOs assessment from the semester cycle.
Other inputs in the annual cycle include faculty survey, Coop supervisor evaluation and
student exit surveys. The cycle also has inputs from various stakeholders such as, faculty,
alumni, and employers. The inputs are evaluated by the Departmental Accreditation
Committee and findings are put up to the Department Council for the implementation of
corrective actions or modifications in Course Syllabi or assessment strategies. After the
approval of the Departmental Council, the recommendations are implemented.

3-Year Cycle
In the 3-year cycle, assessments are carried out from Advisory, Alumni and Employer
surveys to access the suitability of PEOs. The surveys are carried out after 3-years. The
change in PEOs is subject to change in Institutional mission or NCAAA criteria. Any change
in Institutional mission or NCAAA criteria will warrant a change in PEOs. The surveys are
then carried out to assess the consistency of PEOs. Any change suggested in Advisory,
Alumni and Employer surveys is then assessed by Departmental Accreditation Committee
and recommendations if any are put up to Departmental Council for approval. Any change
in PEOs will then warrant a change in assessment strategies for PLOs.
2. Program Regulations
Provide a list of related program regulations, including their link to online version: admission, study and exams,
recruitment, appeals and complaint regulations, etc.)

Appendix # 2: “The Undergraduate Study and Examination Regulations & the UOH Rules
for Their Implementation”

H. Program Quality Assurance

1. Program Quality Assurance System
Provide online link to quality assurance manual
https://www.uoh.edu.sa/ar/Deanship/quality-and-development/Documents/Program-
quality-assurance-final.pdf
2. Program Quality Monitoring Procedures
UOH believes that proper designing, implementing and continuous assessment and
improvement of all its sectors and activities can guarantee high quality. For this reason, UOH
has recommended general guidelines and procedures in the form of quality practices in order
to ensure that good practices of all sectors follow the requirements of NCAAA quality
expectation. UOH quality assurance processes include 5 levels:
1- University level: It includes Senior Administration and supporting deanships.
2- Faculty level: It includes quality units and vice-deans along with their organizational
structures and tasks.
3- Department level: It includes quality sub-committees and department coordinators.
4- Program level: It includes program and course coordinators. Self-evaluation
processes and quality assurance mechanisms are carried out by several committees
and task forces for each level.

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 5- Course Level: It includes course instructors and students, facilities, resources,
teaching strategies, assessment strategies, and recommendations for continuous
improvements.
At the end of each semester, the faculty members submit a course file and course reports on
the NCAAA templates. Course reports should be prepared at the end of the semester in which
the course was delivered. The minimum requirements for annual course monitoring should
include summary and analysis of final marks of students with comments on grade profiles,
course learning outcomes, effectiveness of planning teaching and assessment strategies for
CLOs, course evaluation by students and other evaluators, and an action plan for
improvement that may include arising issues or proposals for change. If the course was
offered in a different location such as on the main campus and satellite campuses, a separate
report for each location should be considered and provided to the course coordinator who
prepares one final report for all locations showing the difference between locations regarding
the handling of the course. All courses report of the program are in turn provided to program
coordinator to be read before the completion of the annual program report.
The University of Hail has put in place an effective system to ensure that all programs meet
high standards through initial approval, performance monitoring, and the provision of
institution-wide support services. Academic programs should be developed and evaluated in
accordance with the university’s mission, the NQF, scientific and educational innovations,
national development plans, and market demand. Consequently, the quality assurance system
of the program classified into two phases:
1- Establishing new program or modifying existing program.
2- Monitoring the quality assurance of the program in long term and annually.
3. Arrangements to Monitor Quality of Courses Taught by other Departments.
The department for which the course or courses are offered share the course objectives to the
serving department, based on which the Course Specifications are prepared including Course
Learning Outcomes (CLOs), course contents, teaching strategies and assessment methods.
The quality of all courses Taught by other Departments must be monitored regularly through
appropriate evaluation mechanisms and amended as required, with more extensive quality
reviews conducted periodically.
4. Arrangements Used to Ensure the Consistency between Main Campus and Branches
(including male and female sections)

Not applicable
5. Arrangements to Apply the Institutional Regulations Governing the Educational and
Research Partnerships (if any).
None
6. Assessment Plan for Program Learning Outcomes (PLOs), and Mechanisms of Using
its Results in the Development Processes
The civil engineering program uses different tools and processes to assess and evaluate the
extent to which PLOs are being attained. Various assessment methods used by the program
are categorized as:
a) Direct Assessment

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 b) Indirect Assessment

1- Direct Assessment
The process of assessment of PLOs is carried out using different combinations of assessment
components such as quizzes, exams, projects, presentations, homework, assignments,
activities, where the achievements on these exercises are directly tied to PLOs. The
assessment is carried out every time a course is taught. Direct assessment method primarily
relies upon components as described in the following table.

S No Possible Assessment Component

1 Quizzes
2 Major Exams
3 Mid Term Exam
4 Final Exam
5 HomeWorks / Assignments
6 Presentations
7 Project
8 Lab Assessments (only in courses with Lab component)
9 Reports

Quizzes
Quizzes are a compulsory component of assessment in all the courses. Generally minimum
of two quizzes are mandatorily required to be taken in every course. A quiz is generally
associated with an appropriate CLO and covers the syllabus immediately preceding the quiz.
The quizzes generally carry 10 – 15% of the total marks.

Major Exams
Each course can have two major exams: Major 1 and Major 2. These exams are generally
conducted in the 5th and 9th week of the semester. Major exam has one-hour duration. Each
major exam generally carries a weight of 15% of the total marks. Each exam is signed by the
instructor who has setup the exam and another faculty member who acts as a moderator. The
role of the moderator is to see if the exam covers all aspects of the syllabus covered so far
and appropriate difficulty level is being maintained.

Mid Term Exam

In certain instances, the two major exams are substituted by one Mid Term Exam. In this
case the Mid Term Exam is of two hours duration and generally carries a weight of 30% of
the total marks.

Final Exam
Final Exam is conducted in the 13th week of the term. The final exam is a comprehensive
exam that covers all the material covered in the semester. The final exam has two hours
duration. The final exam carries maximum 40 % of the total marks. The final exam is also

20
 required to be signed by the instructor, the moderator and the head of department. There
exists a compulsion of submitting a copy of question script to the head of department in a
sealed envelope. The envelope must bear the information such as, Instructor’s name, course
code, date and venue of exam, number of students participating. This practice is carried out
to suffice any unforeseen circumstance that may hinder the smooth conduct of exams.

HomeWorks / Assignments
A course may have a series of take-home assignments. The weightage of such assignments
may be up to 20% of the total marks. It is the discretion of the faculty member to decide upon
the number of homework assignments that he may offer.

Presentations / Project / Reports

A faculty member may include presentations, projects or reports as part of evaluation
component in his course.

Lab Assessments
Courses with lab component have separate assessment for the lab part of the course. These
assessments are in the form of lab reports submitted for each experiment and final exam
which covers up a viva voce. Lab assessments generally carry a weightage of 15–20% of the
overall courses core.

2- Indirect Assessment
Indirect assessment of a student outcome is primarily based on student feedback using an
end-of-course evaluation form. The students rate their overall learning experience in the
course based on the self-assessment of course learning objectives in achieving various
outcomes on a scale of 1 to 5, with 1 representing total disagreement and 5 representing
strong agreement. Moreover, the department of Civil Engineering uses various surveys, as
mentioned by the table below, for indirect assessment to assess PEOs and PLOs. In these
surveys, stakeholders are asked to rate the attainment of the CE graduates with regard to the
CE Program Educational Objectives as well as the PLOs followed by their statements. These
surveys are deployed by the University’s Deanship of Quality and Development.

S No Survey Type Frequency

1 Alumni Every 3 years
2 Employer Every 3 years
3 Faculty Every semester
4 Student Exit Every graduation semester

Direct and indirect assessments are analyzed and a comparison with pre-set values of PLO
benchmark is made.

7. Program Evaluation Matrix

21
 Evaluation Evaluation
Evaluation Methods Evaluation Time
Areas/Aspects Sources/References
Capstone project
Achievement of Graduates/Graduating During the academic
Evaluation PES
Graduate Attributes Students year
Survey
Program Learning Rubrics Course Exit According to the
Outcomes Students Survey Approved Assessment
Achievement Program Exit Survey Plan
CLO assessment using
Course Learning
Students grade-based Rubrics. Once per semester
Outcomes
Course Exit Survey
Effectives of Students’
Once per academic
Learning Experience Students Program Exit Survey
year
in a Program
Program self- Faculty Satisfaction Once per academic
Faculty
assessment Survey year
Effectives of Students’
Course Evaluation Once per academic
learning Experience in Students
Survey year
a program
Once per academic
Graduate attributes Alumni Alumni Survey
year
Once per academic
Graduate attributes Employers Employer Survey
year
Evaluation Areas/Aspects (e.g., leadership, effectiveness of teaching & assessment, learning resources,
partnerships, etc.)
Evaluation Sources (students, graduates, alumni, faculty, program leaders, administrative staff, employers,
independent reviewers, and others (specify)
Evaluation Methods (e.g., Surveys, interviews, visits, etc.)
Evaluation Time (e.g., beginning of semesters, end of academic year, etc.)

8. Program KPIs*
The period to achieve the target is one year.
KPIs Measurement
No KPIs Target Measurement Methods
Code Time
Percentage of
performance indicators
of the operational plan
objectives of the program
KPI-P-01

Percentage of achieved
1 indicators of the program
operational plan objectives
Percentage of faculty and
program staff who are aware
KPI-P-02
that achieved the targeted At the end of the
80%
annual level to the total academic year
number of indicators
targeted for these
objectives in the same
year
Percentage of faculty and
program staff who are
aware of the program /

of the program / institution's

institution's mission At the end of the
2 mission using a 80%
using a questionnaire / academic year
questionnaire / interview to
interview to the total
the total number of faculty
number of faculty and
and staff.
staff

22
 KPIs Measurement
No KPIs Target Measurement Methods
Code Time
Average of overall rating of Average of overall rating
final year students for the of final year students for

KPI-P-03
quality of learning the quality of learning At the end of the
3 4
experience in the program experience in the academic year
on a five-point scale in an program on a five-point
annual survey scale in an annual survey
Average students overall
Average students overall
KPI-P-04
rating for the quality of
rating for the quality of At the end of the
4 courses on a five-point scale 4
courses on a five-point academic year
in an annual survey
scale in an annual survey

Proportion of students who Proportion of students

KPI-P-05

completed the program in who completed the At the end of the

5 80%
minimum time in each program in minimum academic year
cohort time in each cohort
Percentage of first-year
undergraduate students
KPI-P-06

who continue at the

First year student retention At the end of the
6 90% program the next year to
rate academic year
the total number of first-
year students in the same
year
Percentage of students or
graduates who were
KPI-P-07

Student performance in the successful in the

At the end of the
7 professional and/or national 80% professional and / or
academic year
examinations national examinations ,or
their score average and
median (if any)
Percentage of graduates
from the program who
within a year of
graduation were:
KPI-P-08

Graduates’ employability a .employed

At the end of the
8 and enrolment in 80% b .enrolled in
academic year
postgraduate programs postgraduate programs
during the first year of
their graduation to the
total number of graduates
in the same year
Average number of students Average number of
KPI-P-09

per class (in each teaching students per class (in each
At the end of the
9 session/activity :lecture , 15 teaching: session/activity
academic year
small group ,tutorial, lecture ,small group
Laboratory) tutorial ,laboratory),
Average of overall rating
Average of overall rating of
of employers for the
KPI-P-10

employers for the

proficiency of the At the end of the
10 proficiency of the program 4
program graduates on a academic year
graduates on a five-point
five-point scale in an
scale in an annual survey
annual survey

23
 KPIs Measurement
No KPIs Target Measurement Methods
Code Time
Percentage of students'
satisfaction with the
presence and quality of

KPI-P-11
Student`s evaluation of the
field activities during the At the end of the
11 value and quality of the field 80%
semester and the academic year
activities
academic year at the
program / college /
university.
Average of students’
Average of students’ satisfaction rate with the
satisfaction rate with the various services offered
various services offered by by the program
KPI-P-12

the program (restaurants, (restaurants, At the end of the

12 4
transportation, sports transportation ,sports academic year
facilities, academic facilities ,academic
advising,...) on a five-point advising )... ,on a five
scale in an annual survey point scale in an annual
survey
Ratio of the total number
Ratio of the total number of
of students to the total
KPI-P-13

students to the total number

number of full-time and At the end of the
13 of full-time and full-time 15:1
full-time equivalent academic year
equivalent teaching staff in
teaching staff in the
the program
program
Percentage of teaching
Percentage of teaching staff
staff distribution based on
KPI-P-14

distribution based on:

: At the end of the
14 a .Gender 80%
a . Gender academic year
b .Branches
b . Branches
c .Academic Ranking
c . Academic Ranking
Proportion of teaching staff Proportion of teaching
leaving the program staff leaving the program
KPI-P-15

annually for reasons other annually for reasons other At the end of the
15 0%
than age retirement to the than age retirement to the academic year
total number of teaching total number of teaching
staff. staff
Percentage of full-time Percentage of full-time
faculty members who faculty members who
KPI-P-16

published at least one published at least one At the end of the

16
research during the year to
total faculty members in the
program
The average number of
refereed and/or published
research per each faculty
KPI-P-17
100%
research during the year academic year
to total faculty members
in the program
The average number of
refereed and/or published
research per each faculty
member during the year

member during the year

17 (total number of refereed
and/or published research to
the total number of full-time
or equivalent faculty
members during the year)
(total number of refereed At the end of the
1:1
and/or published research academic year
to the total number of
full-time or equivalent
faculty members during
the year)

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 KPIs Measurement
No KPIs Target Measurement Methods
Code Time
The average number of
The average number of
citations in refereed
citations in refereed journals
journals from published
from published research per
research per faculty
faculty member in the

KPI-P-18
program (total number of
18
citations in refereed journals
from published research for
full-time or equivalent
faculty members to the total
research published)
Percentage of faculty
members with qualifications
KPI-P-19
member in the program
At the end of the
2:1 (total number of citations
academic year
in refereed journals from
published research for
full-time or equivalent
faculty members to the
total research published)
Percentage of faculty
members with
qualifications and

and experience of the experience of the courses

At the end of the
19 courses they are studying 100% they are studying
academic year
compared to the total compared to the total
number of courses offered number of courses
during the academic year offered during the
academic year.
Number of full-time
Number of full-time faculty
faculty ,other staff and
other staff and
administrators engaged in
administrators engaged in a
KPI-P-20

a community service
community service activity At the end of the
20 80% activity during the
during the academic year academic year
academic year compared
compared to the total
to the total number of
number of faculty ,other
faculty, other staff and
staff and administrators
administrators
Average of beneficiaries’ Average of beneficiaries’
satisfaction rate with the satisfaction rate with the
adequacy and diversity of adequacy and diversity of
KPI-P-21

learning resources learning resources At the end of the

21 80%
(references ,journals, (references, journals , academic year
databases… etc ).on a five databases… etc ).on a
point scale in an annual five-point scale in an
survey. annual survey
* Including KPIs required by NCAAA

I. Specification Approval Data

Council / Committee Civil Engineering Departmental Council
Reference No. DC-CE minute No. 6
Date January 1st, 2023

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