Institution: University of Business and Technology

College: Engineering
Department: Civil Engineering
Program: Civil Engineering
Report Date:27-02-2020
Contact Information:
Name : Yasser Aboelmagd
Title :Head of Civil Engineering Department
Email :yasser@ubt.edu.sa
Telephone / Mobile: +96612-2159319

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Table of Contents
EXECUTIVE SUMMARY: 3
ABBREVIATIONS: 4
1. PROGRAM PROFILE 5
1.1 PROGRAM MISSION....................................................................................................................................................5
1.2 PROGRAM GOALS.......................................................................................................................................................5
1.3 SUMMARY OF PROGRAM HISTORY.............................................................................................................................5
1.4 PROGRAM’S INTERNAL AND EXTERNAL ENVIRONMENTAL CHANGES.......................................................................6
1.5 A LIST OF THE PROGRAM ACHIEVEMENTS, AWARDS, AND SIGNIFICANT ACCOMPLISHMENT...................................7
1.6 PROGRAM’S ACCREDITATION STATUS........................................................................................................................7
1.7TOTAL CREDIT HOURS: (……….)..............................................................................................................................7
1.8 PREPARATORY OR FOUNDATION PROGRAM (IF ANY).................................................................................................7
1.9 MAJOR TRACKS/PATHWAYS.......................................................................................................................................8
1.10 INTERMEDIATE EXIT POINTS/AWARDED DEGREE....................................................................................................8
1.11 BRANCHES OFFERING THE PROGRAM:.....................................................................................................................8
1.12 PROGRAM STATISTICAL DATA..................................................................................................................................8
1.12.1 Students Enrolment..........................................................................................................................................8
1.12.2 Classification of Students Based on Mode of Study........................................................................................9
1.12.3 Graduation Rate..............................................................................................................................................9
1.12.4 Apparent Completion /Graduation Rate..........................................................................................................9
1.12.5 Number of Teaching Staff................................................................................................................................9
1.12.6 Classification of Teaching Staff According to Mode of Study.......................................................................10
1.12.7 Overall Assessment of Program Statistical Data:.........................................................................................10
2. PROGRAM SELF-STUDY 11
2.1 SELF-STUDY PROCESS..............................................................................................................................................11
2.2 KEY PERFORMANCE INDICATORS (KPIS) AND BENCHMARKING.............................................................................12
2.2.1 Methodology of Identifying Program Internal and External Benchmarking..................................................12
2.2.2 Summary of KPIs and Benchmarks.................................................................................................................12
3. EVALUATION IN RELATION TO QUALITY STANDARDS 14
STANDARD 1. MISSION AND GOALS...............................................................................................................................14
STANDARD 2. PROGRAM MANAGEMENT AND QUALITY ASSURANCE...........................................................................27
STANDARD 3. TEACHING AND LEARNING......................................................................................................................32
STANDARD 4. STUDENTS................................................................................................................................................54
STANDARD 5. TEACHING STAFF.....................................................................................................................................68
STANDARD 6. LEARNING RESOURCES, FACILITIES, AND EQUIPMENT...........................................................................82
4. INDEPENDENT EVALUATIONS 68
5. CONCLUSION 91
6. ACTION RECOMMENDATIONS 91
7. ATTACHMENTS: 91

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Executive Summary:
Program title and code: Civil Engineering / CE
The curriculum in Civil Engineering is structured into 136 credit-hours curriculum spanning a period
of ten semesters. Civil Engineering courses intended to provide the core knowledge expected of every
civil engineer under the general track. During the last year it is also possible for a student to sub-
specialize in any of the general, construction, structural, transportation, and environmental engineering
civil engineering tracks.

This stimulating curriculum in Civil Engineering is designed to develop scientific knowledge,

abstraction and rigorous experience in civil and construction tools and techniques. It also provides a
reasonably good level of knowledge in the field of Science, Mathematics, Ethics, and Humanities.
Most courses require in-hands term projects to apply the knowledge acquired. In addition students are
required to perform field training for at least 8 weeks (40 working days). This training has two credit
hours.
Students are required to take senior project as a 4 credit hours spaning over the last two semesters of
the study plan. Graduates can find work in virtually every industry. Among the major employers are
construction companies (such as Bin Laden, Aramco and Saudi Aujih) , firms, public utilities (such as
Ministry of Housing and Ministry of Municipal & Rural Affairs), laboratories (ministry of
environment water & Agriculture), transportation companies (such as Transport Ministry). This
program also prepares students to enter graduate school to pursue study towards Msc. and PhD (for
example in King Fahad university, King Abdul-Aziz university, King Saud university and UBT).

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Abbreviations:
UBT: University of Business and Technology
CE: College of Engineering
CE: Civil Engineering Program

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1. Program Profile

1.1 Program Mission

The mission of the Department of Civil Engineering (CE) is to support outstanding educational
programs with the goal of developing a safe and functional national infrastructure in the
Kingdom of Saudi Arabia (KSA) in accordance with national and international high standards.
We strive to supply the needed human capital and to upgrade the existing work force within the
construction and design industry and regulatory agencies and organizations of the Kingdom of
Saudi Arabia; to provide high quality education to future leaders in the areas of Public Works,
Highways and Transportation, Port and Railway Authorities, and Water and Environmental
Engineering in the Kingdom of Saudi Arabia.

1.2 Program Goals

The goals of the Civil Engineering program are:
 Adopt and continuously practice life-long learning through post-graduate and professional
education;
 Supply the needed human capital and to upgrade the existing work force within the
construction and design industry and regulatory agencies and organizations of the
Kingdom of Saudi Arabia.
 Provide high quality education to future leaders in the areas of Public Works, Highways
and Transportation, Port and Railway Authorities, and Water and Environmental
Engineering in the Kingdom of Saudi Arabia.

1.3 Summary of Program History

Program starting date and the reasons for its establishment.
The Civil Engineering department was established in 2011 with 25 students. The reason of the
department inauguration is to serve the market demands in the Kingdom of SA. And gradually
students number increased tell they reach 330 student in 2018. The curriculum was updated in
2017 and was applied 2018 to improve and serve the market demands. Where the total credit
hours in the updated curriculum decreased to be 136 hrs instead 156 hrs.

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1.4Program’s Internal and External Environmental Changes
A brief description of the most important internal and external program’s environmental changes
(recent or expected to occur), and the program’s response to them.
Changes in Internal Environment.
Major changes and improvements have taken place at the university level that have affected the
program in a very positive way. Establishment of Deanship of Development & quality assurance
and Vice rector of Quality and Development. University trend to get and maintain national and
international program accreditation. Initiation of Developmental Review Project. University
proposal for achieving ABET accreditation of programs in college of engineering.
Elements in the External Changes.
The government of Saudi Arabia is committed to a very ambitious development process of the
higher education in recent years, with a desire shift in the Kingdom towards a knowledge-based
economy. University education received generous support that made available new universities,
colleges of science and applied fields and huge budget allocations. Moreover the government
provides students with scholarships in various specialities to encourage them to complete their
higher studies.
In 2017, the government eliminated a lot of scholarships which affect the total number of new
students in civil engineering program. A result of that, UBT provides internal scholarships
“owner scholarships” submitted to top rated students.
The government universities of Saudi Arabia, private universities and private colleges, all of
them host a plethora of disciplines, in addition its continuous search for excellence and in
accordance with the vision 2030 adopted by the national program of the development of higher
education. This has resulted in a new Vision and Mission for CE program as well as key strategic
objectives enshrined in the new Strategic Plan for the University.

Summary of changes
In response to the changes described above the college has taken major steps these years to
improve the quality of learning and teaching in civil engineering program. Some examples:
- Developing course specification and course syllabus for all courses.
- Developing program specification according NCAAA template
-Developing program mission and program educational objectives and student outcomes
addressed by the program.
- Mapping all courses in the curriculum with Intended Learning Outcomes (student outcomes).
- Developing and applying a new method for student outcomes assessment.
- Establishing an External Advisory Board of the program.
- Preparing self-study report of the program according to ABET and NCAAA.
Based on course report reviews some changes in course content have been made such as CE313,
CE321 and CE463.
- The UBT Library/Seminar room, available for classes and Saudi digital library access is
provided. Significant resources and software are provided to CE Labs (such as AutoCAD, Civil
3D and EPANET).
- Improving the students facilities.
- Growing efforts from the department and the college to improve the quality of academic
advising.
Based on course report reviews a yearly meeting with faculty and department in charge of maths
and science courses is scheduled in order to improve the ability of students to apply knowledge
of mathematics, and sciences.

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1.5 A List of the Program Achievements, Awards, and Significant Accomplishment
N.A
1.6 Program’s Accreditation Status
A summary description of the program’s accreditation status including the outcomes of any previous program
review.
Attach a copy of the previous external review or accreditation visit report (if any)and the program’s response to its
recommendations.
The program is applying for the first time for NCAAA accreditation and also the program is
working to apply for the ABET accreditation as a second phase.

The program do a big efforts and continuous meetings to get the NCAAA accreditation by using
the latest updated templates of NCAAA and to apply all requirements that align with NQF.
Moreover, the program quality committee ensures that all CLOs are assessed for all courses. A
four years plan is executed to assess the PLOs. Finally, the college quality committee revise the
assessment process and ensure that there are suitable actions are taken for closing the quality
process.

1.7Total Credit Hours: (136)

1.8 Preparatory or Foundation Program(if any)

A summary description of preparatory or foundation programs (if any) including (its management, relationship with
academic program learning outcomes, how many academic credits are granted into the program and included in the
GPA).

The CE program does not have a preparatory year. It benefits only from some preparatory
courses offered by the General Subject Department.
The General Subject Department is responsible for teaching the required preparatory courses.
Moreover, the HOD of coordination the different programs needs which offered in CE to ensure
consistency of the learning outcomes of the required preparatory courses.

Credit Requirements Distribution

General Education Courses (Areas Science and Required Civil Professional
1, 2, and 4) and Competency Mathematics Courses Engineering Courses Electives
Courses
Area Course # Credits Course # Credits Course # Credits Course # Credits
Area 1 ISLS 101 2 MATH 101 4 ME 205 3 5 Electives 15
ISLS 201 3 MATH 102 4 CE 201 3
ME 204 3
Area 2 ARAB 101 3 MATH 203 4 CE 204 3
ARAB 201 3 CE 212 3
Area 4 ISLS 301 3 MATH 204 3 CE 222 3
Competency ESP 101 3 CHEM 101 4 CE 311 3
Courses ESP 102 3 CHEM 102 4 CE 312 3
SOC 140 3 PHYS 101 4 CE 313 3
Computer IT 100 3 PHYS 102 4 CE 314 1
PR & STAT
3 CE 315 3
IE 331
CE 321 3
CE 322 3
CE 323 3
CE 324 3

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 CE 399 2
CE 499 4
CE 412 3
CE 422 3
CE 423 3
IE 255 3
Total per Category 26 34 61 15
Total Credit Hours Required for the Civil Engineering Major 136

1.9 Major Tracks/Pathways(if any)

Credit Hours
Major Tracks/Pathways
(for each track)
1. Civil Engineering General 136 credits
2. Structural 136 credits
3. Construction management 136 credits
4. Environmental 136 credits
5. Transportation 136 credits
1.10 Intermediate Exit Points/Awarded Degree (if any)
Intermediate Exit Points/Awarded Degree Credit Hours
Not Applicable.
1.11 Branches Offering the Program:
Not Applicable.
1.12 Program Statistical Data

1.12.1Students Enrolment
Current Excepted
Two Years Last Year Excepted
Number of Students Year After two
Ago (2017) (2018) Next Year
(2019) years
Male
Proposed Number of
Female
Enrolled Students
Total
Male 356 294 214
Number of Enrolled
Female 0 0 0
Students
Total 356 294 214
Male 125 105 69
Number of Enrolled
Female 0 0 0
International Students
Total 125 105 69
Male 20 21 16
Average Class Size Female 0 0 0
Total 20 21 16
Male 44 36 26
Ratio of
Female 0 0 0
Students to Teaching Staff
Total 44 36 26
Comments:
- The ratio between Students to Teaching Staff is high but due to the governmental
scholarships elimination the new students number reduced. Hence, no action has to be taken
till the students numbers to Teaching Staff ratio be back to a steady state.
- The students number is decreasing, hence it is recommended to make the appropriate
advertising campaigns to attract new students
 Insert a separate table for the main campus and each branch.

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1.12.2 Classification of Students Based on Mode of Study(For Current year)
Number of Students
Classification Saudi Non-Saudi
Total
Male Female Total Male Female Total
On Campus 145 0 145 69 0 69 214
Mode of
Study Distance
0 0 0 0 0 0 0
Education
Comments:
This ratio is appropriate for the nature of the study in the Kingdom of Saudi Arabia

1.12.3Graduation Rate
Three Years Ago Two Years Ago
Graduates Last Year (2019)
(2017) (2018)
Number of Graduates
Diploma/ Associate Diploma (Exit Point) 0 0 0
Bachelor 28 39 58
Total 28 39 58
Graduates’ Employment
Number of Employed Graduates N/A N/A N/A
Ratio of Employed to Total Graduates

1.12.4Apparent Completion /Graduation Rate

Graduation Year
Students Three Years Ago Two Years Ago Current Year
Past Year (2019)
(2017) (2018) (2020)
Male 28 22 20
Total Cohort Female 0 0 0
Enrollment
Total 28 22 20
Number of Male 6 3 10
Cohort Students Female 0 0 0
Graduated in the
Total 6 3 10
Specified Time
Male 21% 14% 50%
Apparent
Female 0 0 0
Completion Rate
Total 21% 14% 50%
Comments:
These numbers are calculated by the opera system automatically and with a centralized operating
system for generated for UBT. Therefore the graduation rate is very good.

1.12.5Number of Teaching Staff

Average Teaching Load
Saudi Non-Saudi
Teaching Staff For All Teaching Staff
Male Female Total Male Female Total Male Female Total
Professor 0 0 0 0 0 0 0 0 0
Faculty Associate Prof. 0 0 0 2 0 2 12 0 12
Members Assistant Prof. 0 0 0 5 1 6 15 15 15
Total 0 0 0 7 1 8 - - -
Lecturer 0 0 0 0 0 0 0 0 0
Other Demonstrator 0 0 0 0 0 0 0 0 0
Teaching
Teaching Assistant 0 0 0 0 0 0 0 0 0
Staff
Total 0 0 0 0 0 0 - - -

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 Average Teaching Load
Saudi Non-Saudi
Teaching Staff For All Teaching Staff
Male Female Total Male Female Total Male Female Total
Comments:
- It is preferred to recruit Saudi teaching assistants to the program
- The faculty members have good and various qualifications

* Insert a separate table for the main campus and each branch
** Attach a detailed list for teaching staff including the following (name, gender, nationality, degree, mode of study
(on-campus, distance education), academic rank, general and specific specialty, institution graduated from, list of
current courses taught in the current academic year)

1.12.6Classification of Teaching Staff According to Mode of Study

On-Campus Distance Education
Teaching Staff Part-time Part-time
Full-time FTE Full-time FTE
Number (full-time equivalent)
Number (full-time equivalent)

Male 7 0 0 0 0 0
Female 1 0 0 0 0 0
Total 8 0 0 0 0 0
Comments:
It is good that all staff members are working in full time.

1.12.7Overall Assessment of Program Statistical Data:

Strengths:
- All staff members are working in full time.
- The program graduation rate is very good.
- The number of faculty members are suitable and the they have good and various
qualifications.

Areas for Improvement:

- It is preferred to recruit Saudi teaching assistants to the program
- It is recommended to apply professionally E-Distance learning.
- The students number is decreasing and it is recommended to make the appropriate
advertising campaigns to attract new students in the next years.

Priorities for Improvement:

- Applying professionally E-Distance learning.

- Make the appropriate advertising campaigns to attract new students in the next years.

2. program Self-study

2.1 Self-Study Process

A brief description of procedures followed and administrative arrangements for the self-
study, including the structure of self-study committees.

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Attach a report on self-study process (including membership and terms of reference for committees, sub-committees,
working teams, and process for the preparation of each standard).

General Assessment Process

The general assessment process consists of the following two steps:
1. Data Collection:Data are collected using different tools such as: (MOODLE system, Opera
grading and attendance system, HR system and online surveys).
2. Data Preparation: The collected data are checked, transformed, and validated to make sure
that they are consistent and usable.
Evaluation Process
The evaluation processes consists of the following four steps:
1. Data interpretation: A set of metrics is calculated (depending on the data), such as average
score achieved in a specific student outcome or educational objective, as a percentage of
students achieving the satisfactory-exemplary levels in a specific outcome.
2. Attainment evaluation: The attainment of objectives and outcomes is measured by
comparing the real achievements with the targets for each objective and outcome. If
achievements are higher or equal to targets, the objective or outcome is considered attained.
3. Issue analysis: If achievements are lower than the targets, the objective or outcome is
considered to be not attained. An analysis is required to identify the reasons behind the non-
attainment of that objective or outcome.
4. Improvement plan: Based on the analysis of the reasons behind the non-attainment of an
objective or an outcome, an improvement plan is decided upon in order to overcome the
identified issues. Then, this plan is implemented followed by a new assessment cycle.
Self-Study Process As a part of the work in the Developmental Review Project of Civil
Engineering Program, a committee was appointed by the Dean to carry out the required tasks and
supervise all activities related to this project. The committee members are shown in table 2.1.

Table: 2.1. The program committee members

Name Title
1 Dr. Yasser Aboelmagd H.O.D
2 Dr. Wael Fawzy Leader
3 Dr. RemonEskander SSR
4 Dr. Amr Abdelkader SSR
5 Dr. EssamAttia KPI
6 Dr. MagedDaoud SSR
7 Dr. Mohammed Azab Evidence
8 Dr. Noha Fawzy Evidence
To carry out the self-study report according to the NCAAA standards, a SSR from the
department was formed. Table.2.2 shows the composition of this team.

Table: 2.2. composition of program committee members

Name Title
1 Dr. Wael Fawzy Leader
2 Dr. RemonEskander SSR Writer
3 Dr. Amr Abdelkader SSR Member
4 Dr. MagedDaoud SSR Reviewer

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 A tasks of supervision of the completion of the standards (criteria) for NCAAA accreditation
were assigned to the team members with the cooperation of faculty as shown by Table 2.3.

Table.2.3. Tasks Assigned to the NCAAA Committee members Standard Responsible

Standards Name

MISSION AND GOALS Dr. RemonEskander

Dr. Wael Fawzy
PROGRAM MANAGEMENT AND QUALITY ASSURANCE Dr. Amr Abdelkader
Dr. Essam Attia
TEACHING AND LEARNING Dr. MagedDaoud

STUDENTS Dr. RemonEskander

Dr. Wael Fawzy
TEACHING STAFF Dr. Amr Abdelkader
Dr. Essam Attia
LEARNING RESOURCES, FACILITIES, AND EQUIPMENT Dr. Mohammed Azab
Dr. Noha Fawzy

These tasks also include the preparation of the files needed to support the NCAAA standards
such as, Self-scale Report, Program Specification, Annual Program Report, Course specification,
Field Experience Specification, Field Experience Report, and program Surveys such as course
evaluation, program evaluation, Alumni, Employer, etc. Multiple meetings were held over a
period of one year for reviewing gathered information, statistics, surveys and documents related
to the program and the 6 NCAAA standards. Multiple smaller task forces and groups worked to
help prepare the evidence for this self-study. A series of meetings were held with consultants and
external advisory board to set the areas that require improvement and establish the program
priorities of action. The final self-study report was sent to all faculty members for feedback.
Open discussions with staff and students have taken place on multiple fronts and through many
venues. The final version has been discussed in the College Board and approved by all chairmen
of departments.

2.2 Key Performance Indicators (KPIs) and Benchmarking

2.2.1 Methodology of Identifying Program Internal and External Benchmarking

Including benchmarking partners and selection criteria/reasons.
The internal Benchmark considered as results of previous years for same program.

2.2.2 Summary of KPIs and Benchmarks

The program covered a list of KPIs that are used in the SSRP (including NCAAA required KPIs) as shown in table 2.4

Table.2.4. KPIs Requirement Sample for NCAAA

KPI Results
KPI
KPI Actual Target Internal External New Target
No. Benchmark Benchmark Benchmark
Benchmark Benchmark
KPI- Percentage of achieved N.A N.A N.A N.A N.A
P-01 indicators of the program

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 operational plan
objectives
KPI- Satisfaction of
P-02 beneficiaries with the N.A N.A N.A N.A N.A
community services.
Students' Evaluation of
KPI-
quality of learning
P-03 90.83 > 70 90.91 In process N.A
experience in the
program
KPI- Students' evaluation of
78.8 >70 80.5 In process 85
P-04 the quality of the courses
KPI- Completion rate
10 >60 15.38 In process N.A
P-05
KPI- First-year students
retention rate 87.5 >85 77.78 In process N.A
P-06
KPI- Students' performance in
P-07 the professional and/or N.A N.A N.A In process N.A
national examinations
Graduates’ employability Employed>
KPI- and enrolment in 80
N.A N.A In process N.A
P-08 postgraduate programs Futherstud
ies >5
KPI- Average number of
students in the class 19 24 16 In process 20
P-09
Employers' evaluation of
KPI-
the program graduates N.A >80 N.A In process N.A
P-10
proficiency
KPI- Students' satisfaction
84.33 >70 84 In process 90
P-11 with the offered services
KPI- Ratio of students to
teaching staff 27:1 20:1 34:1 In process N.A
P-12
KPI- Percentage ofteaching >75 PHD
staffdistribution 100 100 In process N.A
P-13 holders
KPI- Proportion of teaching
10 <5 11 In process N.A
P-14 staff leaving the program
Percentage of
KPI-
publications of faculty 37.5 >30 37.5 In process N.A
P-15
members
Rate of published
KPI-
research per faculty 1.13 0.3 0.5 In process N.A
P-16
member
Citations rate in refereed
KPI-
journals per faculty 3.39 TBC 4.5 In process N.A
P-17
member
Satisfaction of
KPI-
beneficiaries with the 84.33 >70 88 In process 85
P-18
learning resources
Important Note
 Provide description and analysis for each KPI under the related standard
 Attach a complete analysis report of the Program KPIs (including trends and comparisons based on gender
and branches/locations)
3. Evaluation in Relation to Quality Standards
Standard 1. Mission and Goals (Overall Rating: 3.0)

A.Abrief realistic and objective presentation of the present status of the program Mission and
Goals.

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1.0.1 The program has a clear, appropriate, approved and publicized widely mission that is
consistent with the mission of the institution and the college/department; and is consistent with
the needs of the society and the national trends.

Appropriateness of the Mission

The mission statement of the department is clear and describes what the department is meant to do
and this confirmed by survey results done by QDD to assess the mission achievement. Moreover,
the mission of Civil Engineering Program (CE) is to support outstanding educational programs
according to questionnaires from graduate students and collecting field surveys from the public and
privet related field sectors to ensure covering program mission and it's directly related to the
institutional mission and to PEOs. This mission is approved by the ministry of education, (Ref. #1-0-
1-4)and publicized in the university website (https://www.ubt.edu.sa/en-us/CE/Civil-Engineering-
Department/Overview) and on the college brochures, (Ref. #1-0-1-1).

Usefulness of the Mission Statement

The mission statement expresses the commitment of the department to serve the community in
education, research, and professional services.

Program Mission
The mission of the Department of Civil Engineering (CE) is to support outstanding educational
programs with the goal of developing a safe and functional national infrastructure in the Kingdom
of Saudi Arabia (KSA) in accordance with national and international high standards. The program
strive to supply the needed human capital and to upgrade the existing work force within the
construction and design industry and regulatory agencies and organizations of the Kingdom of
Saudi Arabia; to provide high quality education to future leaders in the areas of Public Works,
Highways and Transportation, Port and Railway Authorities, and Water and Environmental
Engineering in the Kingdom of Saudi Arabia.

College Mission
To provide a high quality engineering education aligned with national and international standards
and to pursue applied research that contributes to the broader community. Its academic programs
equip students with the skills and knowledge required to become successful engineers,
technologists, innovators and entrepreneurs in the local and global business environment.

University Mission
UBT is a private university that offers high-quality undergraduate and graduate education
responsive to market needs. The university prepares students with transferable skills required to
excel as industry leaders and entrepreneurs. UBT is committed to leveraging applied research and
provides an environment that helps students, faculty, and alumni pursue life-long learning.

The program has a clear mission that is appropriate for the KSA 2030 vision and the Saudi Arabia
community demands. Moreover, that mission is consistent with the published mission of the
institution and the college; (Ref. #1-0-1-2&3).and is consistent with the needs of the society and the
national trends of construction industry sector in KSA, (Ref. #1-0-1-5).

1.0.2 The program goals are linked to its mission, consistent with the goals of the
institution/college, and characterized by being clear, realistic and measurable.

14
The goals of the Civil Engineering program are: 1) Adopt and continuously practice life-long
learning through post-graduate and professional education; 2) Supply the needed human capital and
to upgrade the existing work force within the construction and design industry and regulatory
agencies and organizations of the Kingdom of Saudi Arabia, and 3) Provide high quality education
to future leaders in the areas of Public Works, Highways and Transportation, Port and Railway
Authorities, and Water and Environmental Engineering in the Kingdom of Saudi Arabia.

Program Educational Objectives (PEOs)

The Program Educational Objectives of the Civil Engineering program, (Ref. #1-0-2-1). describe the
expected accomplishments of our graduates during the first few years following their graduation
from the program. The Civil Engineering undergraduate program educational objectives are that the
alumni will have the knowledge and skills needed to:

I. Adopt and continuously practice life-long learning through post-graduate and professional
education;
II. Actively contribute to the advancement of engineering practice in the public or private
sectors in the technical areas of construction, structural, transportation, and environmental
engineering; and
III. Become professional engineers who apply ethical and social aspects in the design and
construction of solutions to civil engineering problems in the natural and built environments.

The undergraduate program of study is designed with sufficient breadth and depth to enable its
graduates to work successfully in industry or government, or to continue studies in graduate school.
The civil engineering curriculum provides a firm foundation in fundamentals, while also giving
students exposure to current technologies for design and implementation. It strives for a balance
between theory, laboratory and design experience. In the first two years of study, students are given
a broad foundation in mathematics, physics, chemistry, basic mechanics and programming, and
communication skills. Introductory courses in engineering are also taken in the first and second
years. In the final two years, students build upon their earlier course work, taking a set of required
Civil Engineering courses intended to provide the core knowledge expected of every civil engineer
under the general track. During the last year it is also possible for a student to sub-specialize in any
of the construction, structural, transportation, and environmental engineering civil engineering
tracks.

These objectives align with the needs of the different constituencies (employers, program faculty
and students):
 PEO II and III align with the needs of the national and regional employers to have qualified
graduates being competent in their field, being effective team members, having social and
environmental awareness and having good communication skills.
 PEO I and III align with faculty members aim to see part of their graduates continue through
post-graduate studies and take part in the academic activity in their field and satisfy the KSA
growing need of competent faculty members in the engineering disciplines.
 All three PEOs are aligned with the needs of the students to be well prepared to the job
market and / or to the continuation of their studies.
These objectives are also consistent with the program mission: “to support educational and applied
research programs in a complementary manner with the goal of developing a safe and functional
national infrastructure. We strive to supply the needed human capital and to upgrade the existing
work force within the construction and design industry and regulatory agencies and organizations;

15
to provide high quality education to future leaders in the areas of Public Works, Highways and
Transportation, Port and Railway Authorities, and Water and Environmental Engineering.”

University Educational Objectives (UEOs)

UBT strategic objectives,(Ref. #1-0-2-2),reflect a holistic approach to achieving its vision and mission
and were determined along three dimensions education, research, and community. Eleven Strategic
objectives have been identified across these dimensions that would help UBT realize its vision and
mission.

Education
 Attract high-calibre students and increase enrolments annually based on UBT’s capacity
 Ensure continuous improvement and maintenance of quality standards at the University
aligned with national and international accreditation standards
 Continuously develop and improve the quality of the academic staff
 Attain and maintain national and international accreditation for all UBT programs
 Promote entrepreneurial skills in UBT students enhance the education al process
 Enhance the administrative performance and effectiveness of UBT

Research
 Attract qualified faculty members inclined to maintain high quality education and research
 Promote applied research culture to encourage faculty to be involved in research activities
 Promote collaboration with other organizations for joint research

Community
 Institutionalize external affairs, alumni and industry relations and corporate social
responsibility

The program goals are linked to its mission, consistent with the goals of the institution, and
characterized by being clear, realistic and measurable.

PEO Alignment
The following table shows the alignment of PEOs with the program’s various constituencies and
consistency of the PEOs with departmental mission.

Table.3.1.1. PEOs Aligned to Department Mission and Program Constituencies

Program Mission of the Civil Engineering Department Program Constituencies
Educational Academic Advanced Serving society
Employers Faculty Alumni
Objectives Excellence Research Needs
PEO I: √ √ - √ √ √
PEO II: √ - √ √ √ √
PEO III: √ - √ √ - √

These objectives are clearly real, realistic and applicable according to its alignment with student
learning outcomes across different courses taught in the program.

Student Learning Outcomes

The Civil Engineering Program Outcomes require that our graduating students have:
1- an ability to identify, formulate, and solve complex engineering problems by applying
principles of engineering, science, and mathematics

16
 2- an ability to apply engineering design to produce solutions that meet specified needs with
consideration of public health, safety, and welfare, as well as global, cultural, social,
environmental, and economic factors
3- an ability to communicate effectively with a range of audiences
4- an ability to recognize ethical and professional responsibilities in engineering situations and
make informed judgments, which must consider the impact of engineering solutions in global,
economic, environmental, and societal contexts
5- an ability to function effectively on a team whose members together provide leadership, create
a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives
6- an ability to develop and conduct appropriate experimentation, analyze and interpret data, and
use engineering judgment to draw conclusions
7- an ability to acquire and apply new knowledge as needed, using appropriate learning strategies
8- Identify the principles of Civil engineering, Science, and Mathematics.
9- Apply appropriate techniques and software necessary for the Civil Engineering practice.

Summary of Student Outcomes Mapped to PEOs

The program outcomes support the program educational objectives. The program outcomes support
the program educational objectives. The Civil Engineering curriculum described in later sections
has been designed to enable students to achieve these outcomes. The civil engineering program
outcomes are the seven of new ABET PLOs in addition to the last two outcomes. These outcomes
are mapped to NCAAA PLOs as shown in the following table.

Table.3.1.2. Mapping NCAAA outcomes with Civil Engineering PLOs

3. Interpersonal Skills & 4. Communication, Information
1. Knowledge 2. Cognitive Skills
Responsibility Technology, and Numerical

1.1 2.1 2.2 2.3 3.1 3.2 3.3 4.1 4.2

8 1 2 6 5 4 7 3 9

With the completion of the Civil Engineering required courses, all students fulfil the necessary
outcomes. The correspondence between required courses and the desired student outcome is
presented in the following table. Three levels has to be covered in all program course. These levels
are Introduced (I), Practiced (P) and Mastered (M).

The curriculum described in later sections has been designed to enable students to achieve these
outcomes.

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.

Program Learning Outcomes Teaching and learning strategies

Knowledge

17
 1.1 Describe the principles of Civil Combination of classroom lectures supported
engineering, Science, and with tutorials and home assignments, projects
Mathematics. seminar series and field trips..
Cognitive Skills
2.1 Identify, Formulate, and solve complex Laboratory and assignment tasks to give
civil engineering problems by applying students an opportunity to apply skills to new
principles of engineering, science, and problems. Students analyze a given problem
mathematics. 2 starting from the requirements down to
complete solutions.
2.2 Apply civil engineering design to Combination of classroom lectures supported
produce solutions that meet specified with tutorials and home assignments, projects
needs with consideration of public seminar series and field trips.
health, safety, and welfare, as well as
global, cultural, social, environmental,
and economic factors. 2
2.3 Develop and conduct appropriate Combination of classroom lectures supported
experimentation, analyze and interpret with tutorials, laboratory and home assignments,
data, and use engineering judgment to projects and seminar series
draw conclusions.6
Interpersonal Skills and Responsibility
3.1 Function effectively on a team whose Combination of classroom lectures supported
members together provide leadership, with tutorials, laboratory and home
create a collaborative and inclusive
environment, establish goals, plan
tasks, and meet objectives. 5

3.2 Recognize ethical and professional Combination of classroom lectures supported

responsibilities in civil engineering with tutorials, laboratory and home
situations and make informed
judgments, which must consider the
impact of engineering solutions in
global, economic, environmental, and
societal contexts.4
3.3 Acquire and apply new knowledge as Combination of classroom lectures supported
needed, using appropriate learning with tutorials, laboratory and home
strategies. 7
Combination of classroom lectures supported with tutorials, laboratory and home
4.1 Demonstrate the ability to Combination of classroom lectures supported
communicate effectively both orally with tutorials and home assignments, projects
and in writing with a range of and seminar series.
audiences. 3
4.2 Operate appropriate techniques and Combination of classroom lectures supported
software necessary for the Civil with tutorials and home assignments, projects
Engineering practice.9 and seminar series.

Summary of Student Outcomes Mapped to PEOs

The program outcomes support the program educational objectives. The first objective is that our
graduates “adopt and continuously practice life-long learning through post-graduate and
professional education.” Outcome (1.1) directly supports this assertion.

The second objective is that our graduates “actively contribute to the advancement of engineering
practice in the public or private sectors in the technical areas of construction, structural,
transportation, and environmental engineering”. This objective is supported by most of the student
outcomes. Indeed, (1.1), (1.2), (2.1), (2.2), (3.1), (3.2), (4.1), and (4.2)target the ability to apply (1)
fundamental mathematical, and (2) computing knowledge and up to date computing techniques and

18
 tools in analyzing, designing, implementing and evaluating engineering systems of various
complexity degrees. Outcomes (4.1) and (4.2) target social responsibilities and communication
skills required of engineering professionals.
The third objective is that our graduates “become professional engineers who apply ethical and
social aspects in the design and construction of solutions to civil engineering problems in the
natural and built environments.”Outcomes (2.1), (2.3), (2.3), (3.2) and (3.3)support this objective in
that they provide the ability to analyze projects under broader ethical, societal, and global point of
view. The following table summarizes the above discussion.
Table.3.1.3. Student Outcomes Mapped to PEOs

Student Outcomes PEO

(1.1) I

(1.1), (1.2), (2.1), (2.2), (3.1), (3.2), (4.1), and (4.2) II

(2.1), (2.3), (2.3), (3.2) and (3.3) III

With the completion of the Civil Engineering required courses, all students fulfill the necessary
outcomes. The correspondence between required courses and the desired student outcome is
presented in the following table:

Table.3.1.4. Achievement of Student Outcomes Mapped to Required Civil Engineering Courses

(Core Curriculum)

Program Learning Outcomes

Program Learning Outcomes CE CE CE CE CE CE CE CE CE CE CE CE CE CE CE CE CE CE
20 20 21 22 31 31 31 31 31 32 32 32 32 39 41 42 42 49
1 4 2 2 1 2 3 4 5 1 2 3 4 9 2 2 3 9
1.0 Knowledge
1.1 Describe the principles of Civil I I I P P P P P P P P M
engineering, Science, and Mathematics.
(PLO 8 )
2.0 Cognitive Skills
2.1 Identify, Formulate, and solve complex I I P P M M
civil engineering problems by applying
principles of engineering, science, and
mathematics. (PLO 1 )
2.2 Apply civil engineering design to I I P P P P P P P P P M M
produce solutions that meet specified
needs with consideration of public
health, safety, and welfare, as well as
global, cultural, social, environmental,
and economic factors. (PLO 2 )
2.3 Develop and conduct appropriate I I I P P P P P
experimentation, analyze and interpret
data, and use engineering judgment to
draw conclusions. (PLO 6 )
3.0 Interpersonal Skills & Responsibility

19
3.1 Function effectively on a team whose I I P M
members together provide leadership,
create a collaborative and inclusive
environment, establish goals, plan
tasks, and meet objectives. (PLO 5 )
3.2 Recognize ethical and professional I I P P P P M M
responsibilities in civil engineering
situations and make informed
judgments, which must consider the
impact of engineering solutions in
global, economic, environmental, and
societal contexts. (PLO 4 )

Program Learning Outcomes

Program Learning Outcomes

CE CE CE CE CE CE CE CE CE CE CE CE CE CE CE CE CE CE
20 20 21 22 31 31 31 31 31 32 32 32 32 39 41 42 42 49
1 4 2 2 1 2 3 4 5 1 2 3 4 9 2 2 3 9
3.3 Acquire and apply new knowledge as I P
needed, using appropriate learning
strategies. (PLO 7 )
4.0 Communication, Information
Technology, Numerical
4.1 Demonstrate the ability to I P P
communicate effectively both orally
and in writing with a range of
audiences. (PLO 3 )
4.2 Operate appropriate techniques and I I P M
software necessary for the Civil
Engineering practice. (PLO 9 )
5.0 Psychomotor
5.1 N.A

These learning outcomes are clearly measurable according to the assessment process implemented
in the program (mention in section 2.1).

General Assessment Process

The below figure represents this general procedure in a graphical way.

20
 Fig.3.1.1. The General Assessment Process
Assessment of the Program Education Objectives
The program educational objectives are assessed through surveys that are designed to collect the
perception of the program alumni and employers on the achievement of the program objective. The
alumni survey and the employers’ survey are conducted every two years. All the program
objectives are considered to be attained at 70%, (Ref. # 1-0-2).

The survey results are analyzed by the Assessment Committee. If it appears that one or more PEOs
are not attained at the satisfactory level the Assessment Committee has to propose some action
plans to improve the program objectives and discuss the issues and the action plans with all the
faculty members at the departmental council. The action plans may consist of the addition of new
courses and/or the modification of the existing ones.

PEO Assessment Tool Mapping

Table.3.1.5. PEO Assessment Tools and Data Collection Procedure
Assessment Tool Frequency Media Instrument Source Collected by Evaluated by
every two Assessment Assessment
Alumni Surveys Survey Online/Paper Alumni
years Committee Committee
every two Employer Assessment Assessment
Employer Surveys Survey Online/Paper
years s Committee Committee
Advisory Board Advisory Assessment
every year Meetings -- --
Meeting minutes Board Committee

Assessment of Student Outcomes

The assessment of student outcomes is performed every other year using pieces of students’ work
especially designed to assess some specific course learning outcomes and consequently specific
student outcomes. The students’ perceptions and opinions collected through surveys are also used in
this process as shown in Fig.3.1.2.

21
 Current Student Outcomes and Course Learning Outcomes

Assessment – Course Level

Course SOs CLO

Grades Survey

Levels of Scoring
Course
Direct Course
Assessment Indirect
Assessment

Evaluation Course Level

Improvement
Course
Suggestions
Evaluation

Practical
Exit Capstone
Training
Survey Project
Survey
Survey
Assessment – Program Level
Levels of Scoring

Course Exit Capstone Practical

Assessment Assessment Project Training
Assessment Assessment

Evaluation – Program Level

Levels of Attainment

Course Capstone Practical

Evaluatio Exit Evaluation Project Training
n Evaluation Evaluation

Improved SOs and CLOs

Fig.3.1.2. The Student Outcome Assessment Process

The assessment of student outcomes in each course is performed every other year (except for the
practical training that will be done every year) using direct measures and indirect measures as
follows:

Direct assessment:
Direct assessment is performed by evaluating student coursework (homework, quizzes, projects or
examinations) to assess the attainment of student outcomes. All direct assessment tools are
considered to be of equal importance.

22
Indirect assessment:
Indirect Assessment is mainly used as a supplementary assessment measure because it measures the
students’ perceptions. Indirect assessment is performed through the following surveys:
 Course surveys
 Capstone project survey
 Exit survey (can be done for every student at the time of graduation)
A score of 70% or above indicates attainment of a satisfactory student outcome.

Student Outcome Assessment Tools and Plan

Every program course targets a subset of the student outcomes. Outcomes are directly assessed in
every course based on evaluation of pieces of student work. Specific examination and quiz
questions and homework problems are designed to assess a student’s ability to meet a specific
outcome in the course. The students’ results for these questions indicate his/her achievement level
for the corresponding outcome.
After grading these questions, the instructor calculates what percentage of students answer these
questions accurately and hence demonstrate proficiency or mastery of the corresponding outcome.
The faculty member should then prepare a report where he/she states the levels of achievement
against each desired outcome in the course. If the assessment reveals any weaknesses (the number
of students that pass the outcome is lower than 70%) in a specific student outcome, the faculty
member should identify the cause of that weakness and propose corrective actions that can be
implemented in his/her own course or in one of the prerequisite courses in order to improve the
achievement level for that specific outcome in the future.
The assessment committee aggregates the achievement level of the outcomes for all the program
courses and computes the total outcome achievement for the entire program. If the achievement
level for a given outcome appears to be unsatisfactory (the average across all the courses is lower
than 70%), the assessment committee should propose corrective actions at the course level, the
curriculum level, or both.
The proposed corrective actions are implemented the following semester, and their impact on the
achievement of the outcome shall be assessed again. The following table summarizes student
outcome assessment tools and implementation time schedule.
Table.3.1.6. Student Outcome Assessment Tools and Implementation Time Schedule
How To be To be
Assessment Tool Frequency Media Source
Collected Collected by Evaluated by
Direct Assess-
Every other Electronic/ Faculty Assessment
Assess
Direct

Assessment ment Dept. Chair

ment

year Paper Members Committee

Reports Report
Course Learning
Every other Faculty Assessment
Outcomes Survey Paper Students
year Members Committee
Surveys
Indirect Assessment

Every Graduating Assessment Assessment

Exit Surveys Survey Paper
semester Seniors Committee Committee
Capstone Capstone
Capstone Project Every other Assessment
Survey Paper courses project
Surveys year Committee
Students advisor
Practical External Assessment
Every year Survey Paper advisor
Training Surveys Supervisor Committee
Continuous Improvement: The CE program must regularly use appropriate, documented
processes for assessing and evaluating the extent to which the student outcomes are being attained.

23
The results of these evaluations must be systematically utilized as input for the continuous
improvement of the program. Other available information may also be used to assist in the
continuous improvement of the program.

1.0.3The program mission and goals guide all its operations and activities (e.g., planning,
decision-making, resources allocation, curriculum development).
According to 2030 vision, the economic changes in Saudi Arabia and the urgent needs of the
community to get civil engineers with varies specialties, the program developed a new curriculum
(Ref. #1-0-3-1&2). The new curriculum developed to get five new tracks that serve the community
needs.

The CE program’s requirements must be consistent with its program educational objectives and
designed in such a way that each of the student outcomes can be attained. The curriculum must
combine technical and professional requirements with general education requirements and electives
to prepare students for a professional career and further study in the computing discipline associated
with the program, and for functioning in modern society.

The technical and professional requirements must include at least a set of required CE courses
intended to provide the core knowledge expected of every civil engineer. In addition, the CE
program must include mathematics appropriate to the discipline beyond the pre-calculus level. For
each course in the major required of all students, its content, expected performance criteria, and
place in the overall program of study must be published.

The CE program must have published program educational objectives that are consistent with the
mission of the institution, the needs of the program’s various constituencies, and these criteria.
There must be a documented, systematically utilized, and effective process, involving program
constituencies, for the periodic review of these program educational objectives that ensures they
remain consistent with the institutional mission, the program's constituents' needs, and these criteria.

The CE program must have documented student outcomes that prepare graduates to attain the
program educational objectives. There must be a documented and effective process for the periodic
review and revision of these student outcomes.

1.0.4The program goals and its implementation needs are linked to appropriate operational plans
that are consistent with the institution/college plans.

The Department of Civil Engineering (CE) offers broad areas of engineering and science expertise,
with a proven record of excellence in many areas, and is uniquely positioned to address a number of
contemporary and emerging engineering challenges.
In order to achieve its goals, the civil Engineering Program has developed a number of strategic
plans, (Ref. #1-0-4-1). In brief, these are as follows:
 Offering an innovative program that integrates traditional legal analysis and practical skills.
 Introducing ethics, professionalism and integrity into curricular and co-curricular activities.
 Offering summer courses at an internationally construction companies.
 Engaging students in the construction companies, which will build their confidence in dealing
with different types of engineering problems; develop their skill of resolving different
practical issues; and give them the opportunity to gain experience in conducting various
tracks.
 Recruit, enrich, and graduate undergraduate students who are prepared to enter the global
community as lifelong learners and authentic leaders. We seek to recruit and retain diverse

24
 and high-quality undergraduates and provide an exceptional education to prepare them to be
effective engineers ready to address 2030 KSA vision.
 Strengthen graduate education through an emphasis on excellence and improvement of the
graduate student experience Enhance graduate programs by using our accomplishments to
inspire and recruit high quality students who will be major contributors to our nation’s
technology base through research conducted with our college, and who, upon graduation,
compete successfully in the global civil engineering area and contribute significantly to the
global base of engineering education, innovation and technology.
 Attract, retain, and recognize stellar faculty and staff who strive for excellence and proudly
embody Volunteer values Maintain a dynamic body of faculty and staff who exemplify
excellence and perpetuate and contribute to the highest standards of engineering education,
research and service for future generations.
The previous plan of the program is consistent with the Collegestrategic plans, (Ref. #1-0-4-2), to
achieve its goals. In brief, these are as follows:
 Offering an innovative program that integrates traditional legal analysis and practical skills.
 Introducing ethics, professionalism and integrity into curricular and co-curricular activities.
 Inviting the country’s leading engineers of different disciplines as mentors for students.
 Offering summer courses at local/international construction companies in civil engineering
industry.

1.0.5 Program managers monitor the extent to which its goals are achieved, through specific
performance indicators, and take the necessary actions for performance improvement.

Key Performance Indicators:

The following KPI and benchmarks are used to provide evidence of the achievement of the Program
objectives. Performance indicators are important tools for assessing the quality of Academic
Programs and monitoring their performance. They contribute to continuous development processes
and decision-making support.
The National Center for Academic Accreditation and Evaluation has identified different key
performance indicators at the program level. All of which are in line with the evolving program
accreditation standards. These indicators are the minimum to be periodically measured, and the
academic program can use additional performance indicators if it believes they are necessary to
ensure the quality of the program.
It is expected that the academic program measures the key performance indicators with
benchmarking using the appropriate tools, such as (Surveys, Statistical data, etc.) according to the
nature and objective of each indicator, as well as determining the following levels for each
indicator:
 Actual performance.
 Targeted performance level.
 Internal reference (Internal benchmark).
 External reference (External benchmark).
 New target performance level.
A report describing and analyzing the results of each indicator (including: performance changes and
comparisons according to sites and gender) is expected with a precise and objective identification of
strengths and aspects that need improvement such as the decision taken to change civil engineering
study plan, (Ref. #1-0-5-1&2).

25
1.0.6The program mission and goals are reviewed periodically with the participation of relevant
stakeholders, and are developed accordingly.

B. Report on Standard:

1. Evaluation of Program Goals

Performance Target Actual
Goals
Indicators Benchmarks Benchmarks
supply the needed human capital Study plan updating N.A N.A
and to upgrade the existing work Lab facility N.A N.A
force within both the civil upgrading
engineering industry and CE- Advisory board N.A N.A
dependent organizations of KSA forming
provide high quality education to Alumni survey N.A N.A
future leaders in the areas of Stakeholder survey N.A N.A
Structural Engineering, N.A N.A
Construction, Transportation, Preparing appropriate
Environmental Engineering and training program for
Geotechnical Engineering in the the students
Kingdom of Saudi Arabia
Comments:
N.A

2. Provide an analytical and critical report about the evaluation results of the standard based
on required data, evidence and KPIs.

C. Overall Evaluation for Quality of the Standard: 3.0

Strengths:

Development and Review of the Mission:

Initially, the mission has been established after discussions in the department council. Then, the
members of the external advisory board and an international accreditation consultant of the program
have been invited to review and comment the proposed mission statement. The feedback of those
parts has been discussed in the department council meeting, and some changes were applied
accordingly, (Ref. #1-0-6-1).

Evaluation of Quality of Mission and Objectives:

1- The mission and objectives of the program are coherent with the college and university
missions.
2- The mission and objectives have been reviewed by an international consultant and by the
faculty.
3- The mission and objectives are well disseminated in the College.
4- The mission and objectives have not been reviewed by stakeholders

Priority for improvement:

1- The program mission must be reviewed by stakeholders.

26
List of Evidences (STD. 1)
.1-0-1-1. Civil Department -Mission
1-0-1-2. college Mission-CE
1-0-1-3. MISSION-UBT
1-0-1-4. JOB OPPORTUNITIES
1-0-2-1. Civil Department Vision
1-0-2-2. Civil program Goals-
1-0-3-1. approval on new plan (Curriculum development)
1-0-3-2. Departmental Council Meeting Reports (planning and decision making)
1-0-3-3. CIVIL ENGINEERING FACILITIES
1-0-3-4. Activities
1-0-3-5. Lab Report (Resources Allocation)
1-0-3-6 CE Program Specification - CE-final
1-0-4-1. Program plan
1-0-4-2. UBT Strategic plan
1-0-5-1. Civil plan four years
1-0-5-2. Departmental Council Meeting Reports (Operational plan)
1-0-6-1. old mission

27
 Standard 2. Program Management and Quality Assurance (Overall Rating: 3.65)

A.Abrief realistic and objective presentation of the present status of the program with respect
to Program Management and Quality Assurance.

The Department is headed by the Chairman and is supported by different committees which are
involved in different matters of administration and academic issues. These committees involve all
faculty members which help in directing the Department. The Head of the Department and the
Department Council report directly to the Office of the College Dean.

Fig.3.2.1. Organization Chart of

CE

28
 Fig.3.2.2. UBT Organizational Chart (08/03/2017)
In addition, the Quality Deanship of the College help in the development, implementation and
advancement of quality strategies, follow up how the mission and objectives of the program are
achieved and supervising the preparation of the Self-Evaluation Scales, Self-Study Report and other
documents for accreditation.

B. Report on Sub-standards:
(Provide an analytical and critical report about the evaluation results of each sub-standard based on
required data, evidence, and KPIs).

2.0.1Program Management

The civil engineering department involves all its faculty members in the governance of the
Department in all decisions. In order to ensure this, all decisions are taken by the members of the
Department Council, Departmental Committees, and Quality Deanship, under the leadership of the
Dean and the Department Head.

The Department’s Council meets at least once a month. However, if there is an urgent problem, a
special meeting is arranged. The Council discusses and resolves matters brought to its attention and
procedures, such as reporting systems, valuation and review processes, and appeal and grievance
procedures, exist to ensure internal accountability.

The Department involve all faculty members in the Department’s governance and the most
important mechanisms to ensure this happens are the Department Council and departmental
committees . It is planned to extend this shared governance to include external communities which
will be charged with identifying important issues, especially in terms of opportunities and threats.
The main duties of the council are:
 To take care of all student affairs.

29
  To design and update curricula.
 To provide advice on the admission of new students.
 To offer recommendations on personnel (including faculty, teaching assistants, and research
assistants) and recruitment matters.

The Civil engineering program is intensively involved in determining and improving the
effectiveness of its educational and service efforts at all levels. These efforts begin with an annual
planning process, including specific completion deadlines. They also include program-wide and
divisional planning goals based on the mission of the program. The strategic plan of College, which
is the basis of planning in all programs, has been formulated with the wide consultation and
participation of all stakeholders

Integrity is paramount in all activities of the Department of civil engineering. This is manifested in
its policies and procedures to ensure that all Department practices are within the highest standards
of integrity.

The University of Business and Technology UBT has rules, policies or responsibilities which apply
to students, faculty members, administrative staff and other employees. Likewise, the Department
of civil engineering has documented policies which are clear and apply to all staff of the
Department. These policies must be circulated to all concerned and must be updated as the need
arises.

2.0.2 Program Quality Assurance

The Department of civil engineering through the Dean and the Quality Deanship has been exerting
a lot of efforts to inculcate to all faculty members and administrative staff Quality Assurance
Processes by conducting seminars, workshops, and other activities that could help them prepare for
continuous improvement. Gradually, most of the faculty are beginning to become strongly
committed to quality improvement and this has resulted in an increasing awareness at all levels. The
need to document carefully and effectively on information regarding both the program and
individual faculty functioning have been emphasized and practice. This important documentation
process is guided by the Dean, Department Head and the Development and Quality Deanship,
which is strongly supported by the faculty members. A Persistent commitment from all stakeholders
will ensure success towards accreditation.

In terms of its commitment to continuous improvement, the CE Department through the Quality
Deanship has introduced an Internal Evaluation of Courses which is designed to ensure that there
will be significant improvement in the quality of courses being offered every year. The Flow Chart
of Internal Evaluation of Courses and Program for the Faculty of Engineering. As can be gleaned
from the quality assurance processes are systematically applied in the faculty purposely not for
perfection but for continuous improvement. It is therefore highly recommended that this process
must be continuously monitored and should be periodically reviewed.

Various mechanisms are also used to ensure that quality is of utmost importance in all areas of the
Department. These mechanisms are imperative to ensure the involvement of learners and other
stakeholders in the quality system. Students are encouraged to provide feedback on the quality of
teaching and learning experience through surveys. In addition, student learning outcomes and
objectives are made known at the beginning of each teaching and learning process and appropriate
teaching and learning strategies best suited to assist students in attaining the learning outcomes are

30
utilized by the teachers. It is worth to emphasize also that course reports for all courses taught in the
first and second semesters in every academic year are conducted and filed in the Quality Deanship

The roles and responsibilities of Development and Quality Deanship of the Department are
somehow defined but enormous considering that there are no full time staff and most of the
members do not have much experience in quality assurance and academic accreditation processes.
The responsibilities include the following:
1- Advising the Department Head on quality issues.
2- Spearhead activities related to quality assurance and academic accreditation anchored on the
NCAAA Standards.
3- Conduct seminar workshops on quality and professional development of the teachers.
4- Spearhead the conduct of the Initial Self Evaluation Scales.
5- Prepare program assessment plan.
6- Help the Department Head in preparing the SSRP.
7- Initiate the implementation of priorities for improvement.
8- Check the completion of Course Files for all courses.
9- Analyze various surveys.

31
 Fig.3.2.3. Development and Quality Deanship Responsibilities

It is very clear that quality assurance processes are in place in the Department which demonstrates
its strong commitment to excellence through an on-going and rigorous program of improvement
and innovation. However, it is worth to mention that Quality Assurance processes would be more
fruitful and systematic if the Quality Deanship has full time staff who are knowledgeable and
experienced.

Almost all of the NCAAA’s KPIs have been adopted by the Department for its quality assessment
as identified by the University and the Department itself. Additional international and national
benchmarking are highly recommended to improve the program further.

Two independent evaluators were identified by the Department who provided performance
assessments (Appendix H3.3) and gave valuable comments and suggestions. These persons are
familiar with the type of activities of the Department and their assessment results helped the
Department in its quest for continuous improvement and innovation. To increase the validity of
these assessments, an external reviewer is recommended.

C. Overall Evaluation for Quality of the Standard:

Strengths:
1- Commitment to quality improvement is beginning to pervade within the Department which will
eventually lead to increase quality awareness.
2- Course and reports are regularly submitted.
3- Program courses, staff evaluation surveys, Peer to Peer observations are regularly conducted.
4- The quality performance and improvement is checked against the related evidences, and using
surveys feedback, and opinion of Stakeholders', graduates'', staff members, and employers.

Areas for Improvement:

1- Quality improvement at the Department should be integrated into all academic and
administrative processes
2- All data analysis should be made and used as the basis for continuous improvements for the
department.
3- Action plans should be produced based on performance analysis.

Priorities for Improvement:

1- Improve internal communication.
2- Simplify administrative processes.
3- To hire more staff in the Academic Quality unit and provide needed training.

32
 Standard 3. Teaching and Learning (Overall Rating: 3.0)

A.Abrief realistic and objective presentation of the present status of the program with respect
to Teaching and Learning.

The UBT University have an effective system for ensuring that all programs meet high standards of
learning and teaching through initial approvals, monitoring of performance, and provision of
institution-wide support services. In all programs student learning outcomes must be clearly
specified, consistent with the National Qualifications Framework and (for professional programs)
requirements for employment or professional practice. Standards of learning must be assessed and
verified through appropriate processes and benchmarked against demanding and relevant external
reference points. Teaching staff must be appropriately qualified and experienced for their particular
teaching responsibilities, use teaching strategies appropriate for different kinds of learning
outcomes, and participate in activities to improve their teaching effectiveness. Teaching quality and
the effectiveness of programs must be evaluated through student assessments and graduate and
employer surveys, with feedback used as a basis for plans for improvement.

3.1 Graduate Attributes and Learning Outcomes

3.1.1 The program identifies its graduate attributes and intended learning outcomes that are
consistent with its mission, and aligned with the graduate attributes at the institutional level; and
they are approved, publicly disclosed, and periodically reviewed.

The graduate attributes skills and understandings a university community agrees its students should
develop during their time with the institution. These attributes include but go beyond the
disciplinary expertise or technical knowledge that has traditionally formed the core of most
university courses.

As graduate attributes are not specified and not approved yet for the UBT institutional level, the CE
program is working on developing primary attributes connected with CE PLO’s. The proposed
graduate attributes for the UBT University to provide opportunities for students can be:
 Creative and critical thinkers, generating original ideas and concepts, and appreciating
innovation and entrepreneurship;
 Empowered, having both the capacity and confidence to pursue the attainment of full
potential;
 Engaged, contributing positively to diverse communities through service and leadership;
 Ethical, acting with integrity in intellectual, professional and community pursuits;
 Knowledgeable, building disciplinary and interdisciplinary knowledge through a scholarly
approach incorporating global and regional perspectives; and
 Sustainability-focused, responding to ecological, social and economic imperatives.

It is proposed to have some 4th level courses at CE have a graduate profile that describes the
intended capabilities of its graduates. It can address three broad domains: personal, professional and
intellectual. The details of the attributes graduates will develop through the course, including the
professional roles for which they will be prepared. a composite of knowledge, skills and attitudes
that are developed and demonstrated at various levels throughout the civil engineering program.
These include the processes of designating and implementing such attributes within, across and
beyond curricula. The measured learning outcomes allow for the assessment of graduate attributes
as they form thus becoming an essential component for quality assurance and continual

33
improvement of the program. The UBT University has detailed guidelines for the development of
new civil engineering academic program and the revision of existing ones (Ref. 3.1.1.2), and there
is a similar documented process for the development and approval of new courses (Ref. 3.1.1.3).

To enhance the chances of success, implementing PLOs systemically across CE programs should be
given time (beyond two academic years), be embedded in course development and review
processes, thereby encouraging reflexive practice and delivery of validated and living curricula. For
example, curriculum mapping (which highlights graduate skills development within existing
curricula) has the potential to promote a superficial approach to developing graduate attributes
unless appropriate teaching and learning strategies are used and evidence of implementation is
sought.

Every course and every program has clearly stated learning outcomes (LO) monitored by the
relevant authorities. Faculty members give course outlines where they associate course LO’s with
the program LOs and the teaching strategies. The academic program guidelines require stating
intended learning outcomes in direct relationship to the program objectives. The program objectives
in turn should be consistent with the University and department missions. A program developed
following the guidelines goes through a rigorous review process seeking input of the members from
industry and academia both internally and externally. Reviewers make use of an evaluation form in
which they rate the level of importance of program objectives and outcomes as well as how
adequately courses support the learning outcomes of the program. Additional issues taken into
account include the breadth and depth of the program for the intended qualification as well as the
relevance to the industry in the Kingdom. Programs going through rounds of accreditation
periodically provide a valuable opportunity for learning outcomes to be reviewed and gaps, if any,
to be identified and addressed. In preparing course syllabus at the beginning of each semester,
course instructors define clear course learning outcomes while making the outcomes aligned with
program objectives

3.1.2 The graduate attributes and learning outcomes are consistent with the requirements of the
National Qualifications Framework (NQF) and with academic, professional, and labor market
requirements.

When evaluating new programs, all the requirements of the learning and teaching standard are taken
into account. All programs are also subject to the National Qualifications Framework (levels –
teaching hours – fields of learning outcomes) and clarification of the need of the community for the
program and the relationship of the program with the labor market in Saudi Arabia and the
characteristics of graduates.

The CE program objectives developed program learning outcomes in all of the five domains of
learning. (Note that the domain of psychomotor skills is not applicable for CE program). The
evidences are:
 Learning objectives specified for the program are included in outcomes for all of the domains.
 Responsibility for achieving these learning outcomes are distributed appropriately across the
courses within the program, demonstrated with a mapping matrix, and are
 Included in course level learning outcomes which are aligned for direct assessment..
 Program and course specifications are include methods of teaching and student activities that
are appropriate for the learning outcomes in each of the domains.
 Tests, examinations and other required assessment tasks are include appropriate forms of
direct assessment of learning in each of the domains.

34
  Program evaluations, including student, graduate, employer surveys and/or other mechanisms
are include attention to learning outcomes in each of the domains.
Furthermore, these programs are described according to the templates of the National Center for
Academic Accreditation and Assessment (NCAAA), which includes all aspects related to the
program and which are directly related to the 3rd standard and its requirements (ref. 3.1.2.1).

3.1.3 The program identifies the learning outcomes for the different tracks (if any).

The Civil engineering program has different specialities relevance to the industry in the Kingdom.
But there are not active as tracks.

3.1.4 The program applies appropriate mechanisms and tools for measuring the graduate
attributes and learning outcomes, and verifying their achievement according to specific
performance levels and assessment plans.

Some learning outcomes can be assessed in tests and examinations or other assessment tasks within
the program and others relate to characteristics of graduates after they have left the institution. A
further complication is that some standards and learning outcomes are expressed in qualitative
terms that require levels of judgment about standards achieved. Consequently, much of the evidence
are utilize rubrics with KPIs to establish consistency with standards of achievement or they must
rely on indirect measures and informed professional judgments. To satisfy requirements for
accreditation, the sources of evidence are included in program evaluations.
(NQF) Learning and Teaching requires the adoption of an outcomes-based approach, with a range
of associated requirements. Standard documents are provided for course planning, students’
evaluations, etc.

The CE quality committee started the PLO assessment plan cycle beginning with last semester
(Spring 2019) as shown in the following table. The excel sheet in the table showed the selected four
courses to assess in CE department The four course met the success criteria (above 70%).

Table.3.3.1. Program Learning Outcomes Assessment - Spring 2019- Evaluation form

College Engineering
Program Civil Engineering
First PLO (a) Ability to apply knowledge of mathematics, science and civil engineering
Course 3 ( if applicable) : Notes
Course 1: CE 201 Course 2: CE 222
N.A
I = Introduced I = Introduced
I = Introduced
Courses used in P = Practiced P = Practiced
P = Practiced
the assessment M = Mastered M = Mastered
M = Mastered
Success þ met Success Criteria Success
þ met ¨ met
Criteria ¨ not Criteria
¨ not met ¨ not met
82% met 71% %
Second PLO (e) Ability to identify, formulate, and solve civil engineering problems
Course 3 ( if applicable) : Notes
Course 1 : CE 321 Course 2 : CE 323
CE 422
I = Introduced I = Introduced
I = Introduced
Courses used in P = Practiced P = Practiced
P = Practiced
the assessment M = Mastered M = Mastered
M = Mastered
Success þ met Success
Success Criteria þ met ¨ met
Criteria ¨ not Criteria
¨ not met þ not met
80 % met 71% 72 %

35
The Course Coordinator plays a vital role in the design, delivery, performance monitoring and
review of course offerings. The primary role of a course coordinator is to maintain quality and
consistency of instruction in multiple-section courses. Course coordinators schedule regular
meetings with faculty and provide resources to support teaching and learning in the courses they
coordinate. The Course Coordinator is responsible for the academic leadership, quality
enhancement, integrity and management of the course. To ensure required resources are available
for all students undertaking a course, including those with disabilities.

The CE Quality committee meets regularly. It create a terms of reference with clear measurable
objectives approved by the committee. Templates for the committee (e.g. agenda, schedule of
meetings, minutes, action log, and templates for reports coming to and from the committee) are
approved. Circulate/publish minutes and reports are distributed to committee members. Program
quality committee is established at the level of civil engineering department to ensure the quality
and optimal implementation of the decisions of academic committee. The development of the
educational follow-up system in the university contributes to portraying the actual reality of the
educational process (students - faculty members) to the university leaders each according to his/her
authority, so that they can take the necessary measures to evaluate the actual situation and take the
necessary actions to develop the educational process and availability of program specifications for
all the programs of the university. They are also responsible for the regularity of the methods of
evaluation of programs, the application of the forms of evaluation of courses and programs and
educational experiences, and the unification of study plans and programs in the corresponding
scientific departments among all the campuses of the University (ref. 3.1.4.1). Program
development committees and quality committees are also being established at the levels of
academic departments and colleges to ensure the quality and optimal implementation of the
decisions of academic committee. The development of the educational follow-up system in the
university contributes to portraying the actual reality of the educational process (students - faculty
members) to the university leaders each according to his/her authority, so that they can take the
necessary measures to evaluate the actual situation and take the necessary actions to develop the
educational process (ref. 3.1.1.1).

Evidences 3-1
(ref. 3.1.1.1) Guidelines for Developing Academic Programs
(ref. 3.1.3.2) Guidelines for Developing Courses
(ref. 3.1.3.1) Different revisions/versions of guidelines related to teaching and learning
(ref. 3.1.4.1) Samples of minutes of the quality committee / university academic Committee
(ref. 3.1.4.3) Samples of reports/ proposals that are submitted from lower level unit to higher level
unit

3.2 Curriculum

3.2.1 The program is committed to the institutional policies, standards, and procedures in the
design, development and modification of the curriculum.

The program has detailed guidelines for the development of new academic courses and the revision
of existing ones (ref. 3.2.1.1), and there is a similar documented process for the development and
approval of new program courses (ref. 3.2.1.2) and(ref. 3.2.1.3). New program proposal for major
changes are thoroughly evaluated by different levels of the university’s management. This process
begins with the department curriculum committee, where a thorough review of the program by
faculty members specialized in the area of the program is required using a standard evaluation form
(ref. 3.2.1.1). The same form is also used by external reviewers of the program from
American University partner. After the proposal is approved by the department council and college

36
council the university academic committee discusses and investigates the received proposal
thoroughly which takes several meetings including the possibility of a resubmission (ref. 3.2.1.4).

After reviewing the new program proposal and ensure that the resulting program is compatible
with leading international programs in the area of civil engineering, the program development
team conducts a comparison with other similar national/ international programs. The college of
Engineering has established clear guidelines defining the levels for reviewing reports on courses
and programs. Course reports are prepared by the faculty members at the end of every semester and
reviewed by the program coordinator. Changes or corrective actions are discussed by the
department assessment & accreditation committee.

The department chair, leads the efforts for implementing actions. This process is implemented in the
development and the revision of the target indicators since they are part of the program reports.
Monitoring quality for academic affairs goes up through the system to the level of the academic
committee headed by the Vice Rector for Academic Affairs and changes are controlled by high
level approvals which in some cases go to the level of the Rector. For major changes in the
program/course the approval process is the same as that for the new program/course.

3.2.2The curriculum design considers fulfilling the program goals and learning outcomes and
the educational, scientific, technical and professional developments in the field of specialization;
and is periodically reviewed.

The new program curriculum is reviewed and conducted by the CE department (Faculty members,
department council meetings). The College council reviewed and approved the plan.

The CE council defines the educational objectives of its students and provide evidence of
achievement and measurement of these results (including plans, knowledge and skills to be acquired
in addition to educational strategies, and methods of evaluation of progressive progress in learning),
(ref. 3.2.2.1) and (ref. 3.2.2.2).

The student learning outcomes at Civil Engineering Program are consistent with the National
Qualifications Framework (NQF) and the generally accepted standards in the concerned field of
study (ref. 3.2.2.3), thus complying with the 16 th recommendation of the external auditors of the
National Center for Academic Accreditation and Assessment (NCAAA).
The learning outcomes of the civil Engineering are largely in line with international professional
standards. Many programs seek to obtain programmatic academic accreditation from specialized
international bodies, which require their achievement of specialized standards, especially with
regard to the learning outcomes of students in the specialization. The learning outcomes related to
the characteristics determined by the college of Engineering in its graduates are also included. The
most notable of these are the requirements of the university which are achieved by general courses
at the university level, such as Islamic culture and Arabic language, which are courses related to
religious culture and sciences. The programs also include learning outcomes related to thinking
skills, problem solving, communication and contact skills and public health, as targeted outcomes in
all UBT University graduates.

3.2.3 The study plan ensures the balance between the general and specialty requirements, and
between theoretical and applied aspects; and it takes into account the sequencing and integration
of the courses.

The curriculum plan includes a series of organized, sequential and integrated courses designed to
facilitate achievement of the expected student outcomes, including the expected student learning

37
outcomes. The plan includes professional engineering education; learning activities are directed
toward the development of inter-professional competencies including, but not limited to,
values/ethics, communication, professional roles and responsibilities, and teamwork. The plan
includes a variety of effective instructional methods selected to maximize learning. Instructional
methods (Classroom, laboratory, research, and other curricular activities) are chosen based on the
nature of the content, the needs of the learners, and the defined expected student outcomes. The
plan includes a variety of effective tests and measures (Procedures used to obtain data on student
achievement of expected learning outcomes (ref. 3.2.3.1) and evaluation processes (Methods and
activities to determine the extent to which student test data relate to overall student performance
(ref. 3.2.3.2) used by faculty to determine whether students have achieved the learning objectives.
Regular, individual testing and evaluation of student performance in the cognitive, psychomotor,
and affective domains is directly related to learning objectives.

3.2.4 The construction of the program study plan considers the identification of exit-points
requirements (if any).

Program development committee and quality committee were also established at the level of the
academic departments at UBT University to describe the program and its precise identification of
student learning outcomes in the context of the National Qualifications Framework (NQF) and its
consistency with the requirements of professional practice in the Kingdom of Saudi Arabia(ref.
3.2.4.1).

The transferred student must pass all the foundation year courses during three running academic
years

3.2.5 The program study plan considers the adequate requirements for the different tracks (if
any) in accordance with international practices and similar programs.

Civil Engineering program has 5 tracks consistent with the partner University. Program is reviewed
as required, through evaluating the courses reports and the inputs from the relevant stakeholders. In
this respect the participation of students in course and faculty evaluation surveys needs to be
improved and the views of alumni and employers need to be taken appropriately for all the
programs. The course and program reports need to demonstrate clearly the assessment and the
attainment of the LOs for every program. SSRI needs to explain the very low rates of graduation in
a number of programs and indicate the measures taken to improve the graduation rates. The
narrative contains repetitions and it is not focused. It needs to be revised and attend the good
practices.

3.2.6 The curriculum includes integrated curricular and extracurricular activities that contribute
to the achievement of the program learning outcomes.

Civil Engineering Department has integrated curricular and extracurricular activities: labs, site
visits, summer training, field trips, reports, ..etc. CE curriculum builds from basic to advanced
courses, and has a logical prerequisite tree as shown in the prerequisite flowchart presented in
Fig.3.3.1.

38
 Fig.3.3.1. Program Courses tree

3.2.7 The learning outcomes in the courses are aligned with the program learning outcomes
(e.g., Matrix for the alignment of the learning outcomes of the courses with program learning
outcomes).

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

39
five learning domains (Knowledge, Cognitive Skills, Interpersonal Skills & Responsibility,
Communication, Information Technology, Numerical and Psychomotor). Learning outcomes are
required in the first four domains and sometimes are also required in the Psychomotor Domain.

Students learning outcomes are evaluated based on HW, quizzes, and exams, and in some cases
reports and presentations, are used to measure the student learning outcomes(ref. 3.2.10.2).

Faculty members make sure that students are tested in a manner that allows them to assess the
extent to which learning outcomes are met. They maintain a check on their testing procedures(ref.
3.2.10.9) &(ref. 3.2.10.8).

3.2.8 Teaching and learning strategies and assessment methods are aligned with the intended
learning outcomes at the program and course levels.

Learning outcomes are linked to the assessment and evaluation methods, along with the teaching
and learning strategies as shown in Fig.3.3.2.

Fig.3.3.2. Learning outcomes linked to the assessment and evaluation methods,

along with the teaching and learning strategies

Fig.3.3.3. Curriculum Design and Alignment of Practices

40
Modified diagram from Houghton, Warren (2004) Engineering Subject Centre Guide: Learning and
Teaching Theory for Engineering Academics. Loughborough: HEA Engineering Subject Centre
http://exchange.ac.uk/learning-and-teaching-theoryguide/constructive-alignment.html(ref. 3.2.2.1)
Program report and strategic plan.

3.2.9 Teaching and learning strategies are student-centered and encourage active learning.

Teaching engineering has involved numerous strategies which have been evolving over the past
decades due to innovations in technology. New and fashionable educational methodologies, e-
learning and wireless networked laptop technology are only the latest in a series of developments
available to the engineering instructor. The Internet as a tool for acquiring information from global
sources has also proved invaluable to engineering students worldwide as an aid to research in many
areas of their study. Civil Engineering department at UBT University has responded by preparing
courses that develop the skills of their students in using these technologies and methodologies.

Student-centered instruction [SCI] is an instructional approach in which students influence the

content, activities, materials, and pace of learning. This learning model places the student (learner)
in the center of the learning process. The instructor provides students with opportunities to learn
independently and from one another and coaches them in the skills they need to do so effectively.
The SCI approach includes such techniques as substituting active learning experiences for lectures,
assigning open-ended problems and problems requiring critical or creative thinking that cannot be
solved by following text examples, involving students in simulations and role plays, and using self-
paced and/or cooperative (team-based) learning. Properly implemented SCI can lead to increased
motivation to learn, greater retention of knowledge, deeper understanding, and more positive
attitudes towards the subject being taught (Collins & O'Brien, 2003).

3.2.10 Teaching and learning strategies and assessment methods in the program vary according
to its nature and level, enhance the ability to conductresearch, and ensure students' acquisition
of higher cognitivethinking and self-learning skills.

The course specification guidelines lay down how instruction is aligned with the course learning
outcomes. Depending on intended outcomes, different programs and courses adopt relevant
methods and tools. These include lab sessions and experiments, demonstrations, E-learning,
capstone projects, essays, field trips, recitations, service learning, presentations, and interactive
classroom discussions. For example, to promote learner autonomy, the E-Learning Center has
facilitated the development and delivery of quality web-based interactive coursesas well as
supplementing traditional courses with web-based material (ref. 3.2.10.1), Also,short demonstration
videos are offered to students online to support and enhance studentlearning.

There is a process to ensure that the course is conducted in line with the course specifications, The
department council and/or department academic committee (or course coordinationcommittees)
hold meetings throughout the duration of the course delivery. The purpose is tomonitor different
course activities. Course coordination meetings and department assessmentcommittees document
how the course is conducted.

UBT textbook guidelines in the central library make clear that academic textbooks should be up to
date,relevant, and incorporate any recent advancement of knowledge. The textbook
Committeeregularly reviews textbooks, instructs departments to adopt the latest editions, and
examinesmore suitable and/or newer editions that reflect updates and advances in the specific fields
ofstudy (ref. 3.2.10.4). Textbooks and other required material are available in sufficient quantities
before the start of classes for each semester (ref. 3.2.10.5). Rigorous procedures pertaining to

41
procuring text books are applicable to all UBT colleges. The instruction of the textbook committee
requires that departments should place their needs for textbooks in the first semester of the
preceding academic year (about 6 months ahead).

The Purchasing and Procurement department is responsible for procuring the requisite number of
textbooks for each department. All of this is documented in the department archives. (ref. 3.2.10.6).
Throughout the student orientation in the Prep Year and beyond, UBT Students are educated on the
importance of attendance. Attendance policy is clearly stated in the syllabi and is strictly enforced.
Students may lose points for absences or be to enter the final absences exceed a specified number of
contact hours, usually 20%. Faculty is responsible to record attendance (ref. 3.2.10.7). Official
attendance is reported on registrar records in midterm grades. Faculty warns students if they reach a
certain number of absences(ref. 3.2.10.8).

Teaching effectiveness in all courses is evaluated using a number of sources of evidence ofteaching
effectiveness. These include student’s ratings through “course and instructorevaluation” by
students, teaching staff self-evaluation, learning outcomes measures,administration ratings (chair,
dean and faculty committee), alumni and employer ratings,students interviews and teaching awards.

Online “Course and instructor evaluations” by students are prepared and monitored (ref. 3.2.10.9).
The results of the students’ evaluations are made available to the instructors forthe courses they
taught and to the departments chairs for the courses offered by thedepartments. The evaluation of
teaching effectiveness is not limited to students’ evaluation.

Faculty has access to the result of their evaluation, after the submission of the student’sgrades at the
end of each course.Each faculty has to submit a yearly self-evaluation report. The report is
evaluated by thechairperson of the department and at the level of Deanship of Faculty Affairs (ref.
3.2.10.10).
Faculty members report about the courses they teach and the effectiveness of their teaching,
including development and use of innovative teaching techniques and teaching strategies.

Specific information and data related to a specific course is reported, by the course instructor, in the
course file of which a copy is kept in the department.

The chairman and the dean conduct annual evaluation for the teaching staff member. Their
evaluation is then evaluated by the Faculty Committee. To enhance the existing system for
evaluating effectiveness of teaching in courses, the University Faculty and Personnel Affairs has
developed a comprehensive faculty evaluation scheme that incorporates a more comprehensive
process for the evaluation of faculty on their teaching(ref. 3.2.10.11). In addition; more sources of
evidence of teaching effectiveness such as peer ratings, videos and teaching portfolio are under
consideration.

At the end of each semester, each instructor is required to prepare a course report to be included in
the course file in the format prescribed by the department, adhering to Course Specification
Guidelines. One of the items included in the course file is the students ‘and instructor's remarks
(evaluation). They give recommendations on the possible improvement of course delivery. The
Department's program assessment and curriculum committees also prepare an action plan for
improvement based on their evaluation of the achievements of the program outcomes. This plan is
forwarded to the department chairman, who in turn, presents the results in a department council
meeting / curriculum committee for discussion and taking the appropriate measures.

42
Course reports are compiled for each course detailing students’ achievement, coverage of the
material, assessment techniques, and tools as well as applied teaching strategies. The Department
Annual report includes a section about teaching (ref. 3.2.10.12). Based on the recommendations, the
course coordination and curriculum committee suggest appropriate actions if needed to adjust
course plans on teaching strategies (ref. 3.2.10.13).

All faculty at Civil Engineering Program are provided with guidelines and training that make sure
that each course has clear expected learning outcomes consistent with the best practices of quality
teaching and learning (ref. 3.2.10.14). All Instructors adhere to and practice fairness and objectivity
in the assessment of their students. The instructors make sure that students are tested in a manner
that allows them to assess the extent to which learning outcomes are met and feedback is provided
to students on their performance.

The Curriculum Committee checks each course for the alignment of assessment mechanisms with
course learning outcomes when the course is developed and before being offered.

Instructors at Civil Engineering Program are required to explain the course grading policy during
the first class and make the syllabi of the courses available to the students from the beginning of the
term either as a hardcopy or softcopy. The course syllabus contains the instructor’s contact
information, office hours, course objectives and outcomes, lectures, material breakdown
experiments (if the course contains a lab portion), assessments schedule, and the assessment
mechanisms for the course (ref. 3.2.10.15).

The course syllabus is required to be included in the course report. The Faculty Handbook (ref.
3.2.10.16) clearly states the importance of communicating assessment methods to students.

There are a number of mechanisms used to verify that standards of student achievement are
compatible with internal and external best practices and the learning outcomes of the program in
general and the courses in particular are fulfilled. Some of these mechanisms are explained below:
1-Using the same grade codes system by all Saudi universities is required by the Ministry of
Education. The grade codes in this system have a well-defined description for achievements.
2-Student assessment in multi-section courses receives special attention by the department. Multi-
section courses are coordinated with the same grading policies and with the same major and
final exams for all students to ensure equality and comparability. Unified standard deviation
and class average for class work and laboratory sessions are implemented to maintain fairness
among students. An overall average for all sections with different instructors is used for grade
distribution. A unified, user-friendly spread sheet with all mathematical formulas embedded is
available for all lab instructors to use for their grading in multi-lab courses. This practice has
been found to be extremely useful for teaching assistants with little experience in teaching, and
the chance of making errors in calculating the final score is greatly minimized. (ref. 3.2.10.17).
3-Instructors are required to give students continuous feedback on their assessment results
throughout the semester. Instructors provide students with their results as well as the
corrections for different tests and homework. Difficulties and common problems are dealt with.
4-Each instructor is requested to keep record of the breakdown of students’ scores, assigned final
grades, class average and standard deviation (if any). These are also included in the course
report for each course (ref. 3.2.10.2).
5-The instructor prepares course reports every semester about his teaching, including students’
scores, grades and their distribution, syllabus and exams, students and instructor remarks and
their recommendations for improvement for all the sections he teaches. The course report is
included in the course file. A course file contains the documentation of course syllabus, copies
of quizzes and exams, homework assignments, copies of term projects, copies of the highest,

43
 average, and lowest graded final exams, grader evaluation, and the instructor’s course report.
The course files are kept in the Civil Engineering department for reference (ref. 3.2.10.18).
6-The University follows a specific procedure for fixing errors in grade assignments. The faculty
member requests the change by filling a standard “grade change form” with appropriate
justifications. Then, the Chairman and the Dean of the College of Engineering approve the
request before sending it to the Registrar Office to remedy the error.
7-Some departments have recently introduced a new peer review procedure for assuring the
quality of assessment process. When the course reports are submitted to the department, the
Undergraduate Program Committee assigns peers within the department to review them,
specifically, to check that the syllabus is consistent with the Bulletin course descriptions, to
check that exams cover the material taught, and finally to check the fairness of grading. This
experience will be assessed and if proven to be effective, other improvement to assess the
experience of some department in adopting peer review for assuring the quality of assessment
process as indicated in the general conclusion section of the standard(ref. 3.2.10.19).

Students are tested through a number of assessments such as written exams, quizzes, exercises,
presentations, discussions, term papers, and projects. These are all intended to evaluate their
performance and learning. Students are, for example, required to give oral presentations and written
reports in seminars, Co-op evaluation and summer and senior projects to assess their performance in
communication. Their ability to apply their learning is assessed by conducting experiments and
projects. Many faculties across the university use rubric-based scoring for some courses, for
example senior projects, Co-op reports, laboratory, undergraduate seminar presentations, and term
papers or projects.

Faculty submits course reports every semester on courses they taught. The course report which is
included in the course file contains the students’ scores, grades and their distribution, syllabus and
exams, students’ remarks about the course, instructor's remarks and their recommendations for
improvement (ref. 3.2.10.18). A course file contains the documentation of course syllabus, copies of
quizzes and exams, homework assignments, copies of term projects, copies of the highest, average,
and lowest graded final exams, grader evaluation, and the instructor’s course. Moreover, the
instructors in many departments write an NCAAA course report, a grading system that aligns
student work, exam scores, or other tangible demonstrations of successful learning.

The Deanship of Academic Development offers many workshops, seminars and discussion forums
to all faculty members (ref. 3.2.10.20).

3.2.11 The learning outcomes of the field experience activities are aligned with the learning
outcomes of the program; and appropriate strategies for training, assessment, and training
venues are identified in order to achieve these outcomes.

Students are made aware of the serious consequences of cheating. If a student is caught cheating in
any written examination, he is not allowed to continue and assigned anGrade in that course. The
instructor shall report in writing to the department chair who, in turn, shall submit the case to the
Dean of the college for deliberations. The council may decide that he does not deserve the F grade
and the instructor gives the student a make-up exam. However, if the council decides that the
student deserves the F grade, the case is referred to the Student Affairs for review and further
action, if warranted. The student has all right to appeal.

In case a student feels that he did not receive the grade deserved, there is a well-defined procedure
through which he follows for an appeal. The following are the criteria and processes for academic
appeals mentioned in the Undergraduate Student Bulletin.

44
3.2.12 Both the program field-experience supervisor and the field supervisor are informed with
the intended learning outcomes and the nature of the tasks entrusted to each of them
(supervision, follow-up, student assessment, evaluation and development of field experience);
and their commitment is followed up according to specific mechanisms. Since it is important that
results of assessments are given promptly to students, the university includes the following
question “Grades and returns tests without delay?”

Instructor Evaluation by Students Survey form is conducted for every course at the end of every
term. Generally, the University encourages the teaching staff to make old exams and their solutions
available for students especially for courses with large student enrolment.

The students are encouraged to visit their instructors during their office hours to get appropriate
personal assistance and feedback on performance. The University recognizes the importance of the
office hours as an effective teaching tool and therefore it puts the following question “Is available
during scheduled office hours?” in the Students’ Opinion Survey.

Summer training field experience objectives are clearly stated and communicated to students and
the supervising staff in the field. According the COOP and Summer Training guidelines, each
student must have a detailed training plan that is approved by both faculty advisor and the trainer.
Students are well prepared prior to joining the Coop/Summer program, and have clear view of the
expectations. Students share their field experience and present progress and final reports and
presentations for further continuous improvement (ref. 3.2.12.2)& (ref. 3.2.12.2).

3.2.13 The program ensures a unified application of its study plan as well as the program and the
course specifications offered at more than one site (sections of male and female students and
different branches).

UBT encourages teaching staff to be actively involved in academic development with a view to
improving their teaching. This is supported by many activities undertaken at different levels and
contexts. The reporting week is comprised mainly of teaching related activities where attendance is
strongly encouraged. More than 30% of teaching staff attend at least one development activity
during the academic year. These activities are an important component of the Junior Faculty
Development Program (a full development program (ref. 3.2.13.1)that includes both teaching and
research components).

The Course Coordinator plays a vital role in the design, delivery, performance monitoring and
review of course offerings. The primary role of a course coordinator is to maintain quality and
consistency of instruction in multiple-section courses. Course coordinators schedule regular
meetings with faculty and provide resources to support teaching and learning in the courses they
coordinate. The Course Coordinator is responsible for the academic leadership, quality
enhancement, integrity and management of the course. To ensure required resources are available
for all students undertaking a course, including those with disabilities.

The CE Quality committee meets regularly. It create a terms of reference with clear measurable
objectives approved by the committee. Templates for the committee (e.g. agenda, schedule of
meetings, minutes, action log, and templates for reports coming to and from the committee) are
approved. Circulate/publish minutes and reports are distributed to committee members. Program
quality committee is established at the level of civil engineering department to ensure the quality
and optimal implementation of the decisions of academic committee.

45
Faculty participation in the mentoring service is also monitored. The Faculty annual self-evaluation
report is where teaching staff report on their teaching and their contribution towards the
development of their teaching strategies and other professional development aspects. Academic
promotion (ref. 3.2.10.7) applications clearly require teaching staff to provide evidence for their
involvement in their professional development of which quality of teaching should be made clear.
In this regard; the teaching staff is encouraged to develop and maintain teaching portfolio of
evidence for improvement in teaching. To assist in this regard, the Teaching and Learning Centre
organized workshops and provided consultation on developing teaching portfolio. A number of
teaching staff from different disciplines made use of this service.

Evidences 3-2
(ref. 3.2.1.1) Guidelines for Developing Civil Engineering Program
(ref. 3.2.1.2) Guidelines for Developing Courses
(ref. 3.2.1.3) Guidelines for Developing Online Moodle Courses
(ref. 3.2.1.4) Samples of minutes of the university academic affairs committee
(ref. 3.2.2.1) Strategic Plan
(ref. 3.2.2.2) Summer Training Field Supervisor Evaluation
(ref. 3.2.2.3) NCAAA Student Experience Survey
(ref. 3.2.4.1) Samples of minutes of committees /college councils
(ref. 3.2.10.1)Guidelines For Self-Assessment
(ref. 3.2.10.2) Sample of course report
(ref. 3.2.10.3) Teaching and Related Activities
(ref. 3.2.10.4) Minutes of Textbook Committee
(ref. 3.2.10.5) (ref. University Bookstore).
(ref. 3.2.10.6) Text book regulations And Memos
(ref. 3.2.10.7) Faculty Handbook
(ref. 3.2.10.8) Mid semester Grades on the system
(ref. 3.2.10.9) Online student Instructor and course Evaluation
(ref. 3.2.10.10)Faculty Evaluation Unit
(ref. 3.2.10.11) Faculty Evaluation proposal
(ref. 3.2.10.12) Department annual report from science NCAAA
(ref. 3.2.10.13)Example of some old Self-Assessment Reports
(ref. 3.2.10.14) Self-Assessment Guidelines
(ref. 3.2.10.15)Samples of course syllabi showing objectives, learning outcomes
(ref. 3.2.10.16)Text book regulations And Memos
(ref. 3.2.10.17) Course Coordination Guidelines
(ref. 3.2.10.18) Samples of course files and instructor reports
(ref. 3.2.10.19) Sample template for department peer review on quality assurance of courses
(ref. 3.2.10.20) Deanship for Academic Development (organized Activities and Events)
(ref. 3.2.12.1) Summer Training Program (In Arabic)
(ref. 3.2.12.2) Sample of Summer Training report
(ref. 3.2.13.1) Ratification report

3.3 Quality of Teaching and Student's Assessment

3.3.1 The program monitors the commitment of the teaching staff to the learning and teaching
strategies and assessment methods included in the program and course specifications through
specific mechanisms.

In order to ensure that the course is conducted in line with the course specifications, civil
Engineering department council and/or department academic committee (or course coordination

46
committees) hold meetings throughout the duration of the course delivery. The purpose is to
monitor different course activities. Course coordination meetings and department assessment
committees document how the course is conducted.

Teaching strategies and assessment methods in all courses are evaluated on many levels using a
number of sources of evidence of teaching effectiveness. These include students’ ratings through
“course and instructor evaluation” by students, teaching staff self-evaluation, learning outcomes
measures. The CE program encourage all instructors to use the OPERA system, which is UBT’s
central data recording system, to generate various reports needed by all stakeholders at different
levels (Ref. 3.3.14: Moodle). The program monitors the teaching staff availability during their
office hours as an effective teaching tool and puts a related question in the Students’ evaluation
Survey. (Ref. 3.3.2: student evaluation).

At the conclusion of the semester, each instructor files a mandatory Course file that provides a
complete account of how their respective courses were conducted, highlights deviations, if any,
from the stipulated procedures and strategies, and furnishes validation for the deviations. This file is
prepared and completed by the course instructor for single-section courses or course coordinator for
multi-section courses (Ref. 3.3.17: course coordinator list). The Course Files provide insight into
the effectiveness of planned strategies and teaching techniques through Course Reports in which the
extent of teaching, achievement of various intended learning outcomes (ILOs), and collated
evidence of student work corresponding to the recommended teaching strategies are documented.
The Course Files are submitted to HOD and the Documentation Centre.

The Department's program assessment and curriculum committees also prepare an action plan for
improvement based on their evaluation of the achievements of the courses/ program outcomes. This
plan is forwarded to the department chairman, who in turn, presents the results in a department
council meeting / curriculum committee for discussion and taking the appropriate measures (Ref.
3.3.19: course coordinator list. (Ref. 3.3.20: minutes of curriculum committee's minutes).

Department HODs and Quality Champions then review the data and reports of all the courses to
ensures that the contents of each course and strategies outlined in its specifications are actually
delivered and to analyses important program quality indicators such as: course completion, program
progression, completion rates, and program evaluations. Problems and discrepancies-if any- are also
reported. These indicators are reported in Program Annual Reports, and then discussed by
departmental joint-meetings to raise recommendations and future improvements to the senior
administration (Deanship) for approval (Ref. 3.3.19: Program annual report).

3.3.2 The necessary training is provided for the teaching staff on learning and teaching
strategies and assessment methods identified in the program and course specifications, along
with the effective use of modern and advanced technology; and their use is monitored.

To ensure that all CE Instructors adhere to and practice fairness and objectivity in the assessment of
their students. The instructors make sure that students are tested in a manner that allows them to
assess the extent to which learning outcomes are met and feedback is provided to students on their
performance. All faculty at CE program are provided with guidelines and training that make sure
that each course has clear expected learning outcomes consistent with the best practices of quality
teaching and learning (Ref. 3.3.3: UBT bulletin handbook). Moreover, New teaching staff are
offered clear orientation at different levels. They are given orientation in the department where they
have the opportunity to consult the course file located at the department level. They also attend the
beginning of the academic year department meeting and workshop. An orientation day is organized

47
for new teaching staff during the first week of the semester they join UBT to get acquainted with
the university entities and services (Ref. 3.3.7).

CE program members are well oriented about student assessment, not only through course and
program specifications but also through training workshops organized by Faculty development
center (FDC).

These workshops aims to: (1) introduce the basic knowledge associated with teaching, learning and
assessment methods and strategies; (2) support department academic staff to excel in teaching; as
well as (3) exposing faculty members to new teaching and assessment tools.

The program has a regular training program for all its faculty include attending of periodically
external workshops with KAU, KAUST, and other organization; as well as many internal
workshops held by UBT recognized specialists. During the last 2 years, department members have
participated in many workshops in the areas of: teaching skills, teaching methodologies, students’
engagement, etc. the internal workshops which is organized by CEC (Continuing Education Centre)
and conducted by UBT professor or from international organization inside or outside KSA. All
department faculty are then encouraged to share their learning officially with their colleges in
seminar setup. (Ref. 3.3.3: list of organized activities).

3.3.3 At the beginning of each course, students are provided with comprehensive information
about the course, including learning outcomes, teaching and learning strategies, and assessment
methods and dates, as well as what is expected from them during the study of the course.

As a part of CE department policy, At the beginning of the term, faculty members are required to
inform students about the course requirements and attendance policy through providing course
syllabus/description verbally and online via the Moodle for all students enrolled in each course. For
courses, with many sections taught by different instructors, course syllabus is unified to avoid any
discrepancy between multi-section courses and to enhance achieving course LOs, all term-works,
quizzes, exams are delivered to student at the first day through course outline discussion. The final
exams should be unified and approved by HODs. The final exam dates for all courses are published
on program page as well as on the university website.

Instructors also have to remind their students about university regulations and values including
academic honesty. Integrity and honesty are highly valued and adhered to. Plagiarism is
unacceptable and severely punished (Ref. 3.3….: student handbook). Classes and exams are
conducted mostly in a traditional classroom setting supported by Moodle system to interact with
students on and off campus. The use of smart-boards, wireless technology, online OPERA grading
and attendance are instrumental in assessing student performance and linking it to the intended LOs
achieved. (Ref. 3.3.14: Moodle page).

3.3.4 The courses are periodically evaluated for ensuring the effectiveness of the teaching and
learning strategies and assessment methods, and reports are prepared on them.

The civil engineering program puts great effort in monitoring and assessing all offered courses
regularly. The courses for CE program are categorized as the following: (a) preliminary Courses;
(b) Core Requirements Courses; and (c) Advanced (Elective) Requirement Courses. These
categories all serve specific Program Los. All courses are evaluated and reported on with every
offering. This evaluation is carried out by course instructors, as well as students and then reviewed
by program committee.

48
To ensure the effectiveness of teaching, all faculty are requested submit course reports at the end of
every semester on courses they taught. The course report which is included in the course file,
contains the students’ scores, grades and their distribution, syllabus and exams, students’ remarks
about the course, instructor's remarks and their recommendations for improvement. A course file
contains the documentation of course syllabus, copies of quizzes and exams, homework
assignments, copies of term projects, copies of the highest, average, and lowest graded final exams,
grader evaluation, and the instructor’s course. Students also participate in the course evaluation
process through the course evaluation questionnaire carried out for each course. The report provides
an opportunity for the instructor to highlight issues related to the effectiveness of planned strategies
and the extent to which the intended learning outcomes have been achieved. Problems and
discrepancies-if any- are also reported. (Ref. 3.3.1: course file). For courses taught in two
campuses; course ratification reports are developed for different sections of the same course to
identify and justify any discrepancy or difference among both campuses. (Ref. 3.3.12: ratification
report).

Course report (NCAAA Template) for each section is submitted to the HODs and QDD for review
and to ensures that the contents of each course and strategies outlined in its specifications are
actually delivered and to analyze important course/program quality indicators such as: course
completion, teaching strategies and methods, program progression, completion rates, and program
evaluations. CE applies a 2 by 2 rule, which reflects that at least each program LOs are covered by
at least two courses within the specific program.

3.3.5 The program applies mechanisms to support and motivate excellence in teaching, and
encourages creativity and innovation of the teaching staff.

For support of the quality of teaching, All courses in CE program is conducted mostly in a
traditional classroom setting supported by Moodle system to interact with students on and off
campus. The use of smart-boards, wireless technology, online OPERA grading and attendance are
must in all classes. CE members within their course files are required to highlight areas of
improvement that includes professional and academic development. In addition, faculty annual
appraisal highlights areas of professional and academic development, as well as, areas of
weaknesses to be tackled as an action plan for the coming year.

Every semester, CE dept. in collaboration with UBT’s quality division, proposes a set of
development programs for academics to enhance the teaching quality (for example, KAU
workshops/External Visits Training/HEA workshop on teaching tools and techniques). In addition,
CE faculty staff are encouraged to apply for Dr. “Abdullah Dahlan Research” Award which is based
on innovative and creative research contribution.

3.3.6 The program implements clear and publicized procedures to verify the quality and validity
of the assessment methods (e.g., their specifications, diversity, and comprehensiveness to cover
the learning outcomes, distribution of grades and accuracy of marking), and to ensure the level
of student achievement.

The Program Quality Committee by the end of each term is revising the courses file content,
courses reports, ratification reports, Plo assessment results, action plans, etc. Evidences are included
in the course file’s two revision forms, the Program Quality Committee’s minutes of meeting, the
ratification reports and the students appeal, etc. Moreover, the Opera grades approval system are
included.

49
The courses for CE program are categorized as the following: (a) preliminary Courses; (b) Core
Requirements Courses; and (c) Advanced (Elective) Requirement Courses. These categories all
serve specific Program LOs. Following NCAAA standards, all Course Specification within CE
include Course LOs and different activities with assigned marks. As part of Course Specification,
student assessment mechanism differs from one course to another according to its nature and
intended LO’s. (Ref. 3.3.22: Program course plan).

The overall grades of all courses offered by CE is based on the following structure: (a) mid-term
exam (20% of total mark); (b) final exam (40% of total mark); and (c) the remaining 40% is
distributed for other assignment/activities, as specified by the course instructor, which may include:
projects, homework, assignment, class activities and quizzes. All CE students are required to obtain
a passing grade of 60% in all courses. (Ref. 3.3.13: Grading reports).

There are a number of mechanisms used to verify that standards of student achievement are
compatible with internal and external best practices and the learning outcomes of the program in
general and the courses in particular are fulfilled. Some of these mechanisms are explained below:
1-Using the same grade codes system by all Saudi universities is required by the Ministry of
Education. The grade codes in this system have a well-defined description for achievements. At
CE, a letter grade system (from A+ down to F) is adopted to represent the student final overall
achievement in a specific course as demonstrated in the UBT Faculty Handbook (Ref. 3.3.3:
UBT bulletin).
2-The program policy is to provide each student with a copy of the course material through
Moodle and the university’ bookstore. (Ref. 3.3.8: Text book regulations and memos & 3.3.9:
book store inventory).
3-Student assessment in multi-section courses receives special attention by the department. Multi-
section courses are coordinated with the same grading policies and with the same major and
final exams for all students to ensure equality and comparability. Unified standard deviation
and class average for class work and laboratory sessions are implemented to maintain fairness
among students. An overall average for all sections with different instructors is used for grade
distribution. (Ref. 3.3.10: Course coordination & 3.3.11: Unified report & 3.3.12: Ratification
report).
4-Instructors are required to give students continuous feedback on their assessment results
throughout the semester. Instructors provide students with their results through OPERA grading
system as well as the corrections for different tests and homework. Difficulties and common
problems are dealt with. (Ref. 3.3.13: Grade report).
5-Each instructor is requested to keep record of the breakdown of students’ scores, assigned final
grades, class average and standard deviation (if any). These are also included in the course
report for each course (Ref. 3.3.13: Grade report).
6-The instructor prepares course file every semester about his teaching, including students’ scores,
grades and their distribution, syllabus and exams, students and instructor remarks and their
recommendations for improvement for all the sections he teaches. The course report is included
in the course file. A course file contains the documentation of course syllabus, copies of
quizzes and exams, homework assignments, copies of term projects, copies of the highest,
average, and lowest graded final exams, grader evaluation, and the instructor’s course report.
The course files are kept in the department for reference (Ref. 3.3.1: Couse file).
7-The CE department follows UBT specific procedure for fixing errors in grade assignments. The
faculty member requests the change by filling a standard “grade correction form” with
appropriate justifications. Then, the Dean of the College and vice reactor for academic affairs
approve the request before sending it to the Registrar Office to remedy the error. (Ref. 3.3.15:
Correction form).

50
3.3.7 Effective procedures are used to verify that the work and assignments of students are of
their own.

CE program follow a number of procedures to ensure that The originality of students’ work. For
instance, Students are tested through a number of assessments such as written exams, quizzes,
exercises, presentations, discussions, term papers, and projects, different versions might be used in
the multiple-choice exams, and a sufficient number of proctors help to invigilate the exams strictly.
These are all intended to evaluate their performance and learning. Students are, for example,
required to give oral presentations and written reports in seminars, Summer and senior projects to
assess their performance in communication. Their ability to apply their learning is assessed by
conducting experiments and projects. Rubric-based scoring is used for some courses, for example
senior projects, laboratory, undergraduate seminar presentations, and term papers or projects. In the
lab quizzes, each student is assigned questions with a different numeric order. The students are
required to complete their lab reports during the lab period under the supervision of their instructor.
(Ref. 3.3.13: Grading report).

Plagiarism policy is included in the student handbook and in every course syllabus to inform
students about the consequences of plagiarism. The policy on plagiarism of the UBT has defined the
acts covering plagiarism and the corresponding penalties. To check and combat plagiarism the UBT
university is going to provide Turnitin software to all instructors.

Moreover, students are made aware of the serious consequences of cheating. If a student is caught
cheating in any written examination, he is not allowed to continue and assigned an F grade in that
course. The instructor shall report in writing to the department chair who, in turn, shall submit the
case to the Dean of the college for deliberations. However, The student has a right to appeal. written
appeals sent directly to the College Dean, the Vice Rector for Academic Affairs, or the Rector are
accepted and acted on appropriately. Sometimes an independent ad hoc committee is formed to
investigate the situation. In addition, the university administrators are quite accessible to the
students either through the open door policy or during their designated office hours. The university
follows a specific procedure for correcting errors in grade assignments. (Ref. 3.3.3: UBT Bulletin).

3.3.8 The feedback is provided to students about their performance and evaluation results at a
time that allows them to improve their performance.

All Instructors in CE program are required to give students continuous feedback on their assessment
results throughout the semester. Instructors provide students with their results through OPERA
grading system as well as the corrections for different tests and homework. Difficulties and
common problems are dealt with. (Ref. 3.3.13: Grade report).

The program encourages the teaching staff to make old exams and their solutions available for
students especially for courses with large student enrolment. Additionally, some instructors post
detailed solutions of the homework and exams on the websites of the courses. The students are also
encouraged to visit their instructors during their office hours to get appropriate personal assistance
and feedback on performance (Ref. 3.3.0: Moodle).

Students can check their marks for all course activities through OPERA system online. All
instructors are required to upload all marked activities promptly. Activity sheets are returned to
students for further discussion and to ensure their work are evaluated fairly and objectively. Faculty
members are encouraged to discuss the overall progress of their students and explain their marking
criteria. Students seeking clarifications regarding their academic progress are encouraged to meet
faculty members during their office hours. They are clearly communicated to students at the

51
beginning of each semester and is included in the course syllabus. Faculty members are also
required to clearly post these office hours in front of their offices. (Ref. 3.3.13: office hours).

In the case of disagreement exists between a student and a faculty member on any of the
assessments’ results, a student has the right to appeal in writing to the Vice Dean. The Vice Dean
ensures that the matter was discussed first with the relevant instructor. If the student is unsatisfied
with the meeting, the VD will form a committee consisting of the relevant HOD and faculty
members to review students’ relevant work. The committee will then submit a report including their
recommendation to VD, who will then ensure that proper procedure was followed and a decision
regarding the student appeal is made. Clear academic grievance procedures and appeal process are
developed and documented in details through student handbook. (Ref. 3.3.18: student handbook)

Evidences 3-3
Ref 3.3.1 Samples of course files and instructor reports 3 courses (beginner, intermediate,
advanced/project)
Ref 3.3.2 Samples of course evaluation files (beginner, intermediate, advanced/project)
Ref 3.3.3 UBT Bulletin Handbook (learning outcomes and teaching quality guidelines)
Ref 3.3.4 Academic advising tables & office hour tables
Ref 3.3.5 Samples of annual reports for department and program.
Ref 3.3.6 List of orientation programs for new teaching staff
Ref 3.3.7 List Organized Activities and Events for teaching staff (e.g. higher educations, LOs,..)
Ref 3.3.8 Text book regulations And Memos
Ref 3.3.9 Bookstore inventory & lists
Ref 3.3.10 Course Coordination Guidelines
Ref 3.3.11 Sample of unified report.
Ref 3.3.12 Sample of ratification report.
Ref 3.3.13 Sample of course Grade report.
Ref 3.3.14 Sample of Moodle page with exam answers.
Ref 3.3.15 Sample of correction form.
Ref 3.3.16 Department/ college minutes evaluation for courses/ program/ staff/ labs/ …etc.
Ref 3.3.17 course coordination list
Ref 3.3.18 Student handbook
Ref. 3.3.19: Program annual report
Ref. 3.3.20: Samples of minutes of the program curriculum committees
Course Coordination Guidelines
Ref. 3.3.21: sample of office hours tables for instructors
Ref. 3.3.22: Program course plan

C. Overall Evaluation for Quality of the Standard:

The available data for KPIs evaluation for this criterion are as following:

KPI-P-03 Students' Evaluation of quality of learning experience in the program

Description
Average of overall rating of final year students for the quality of learning experience in the program
on a five-point scale in an annual survey.
Analysis
The students evaluation of the quality of the learning experience 90.83% exceeds the anticipated
target performance value of 70%.

KPI-P-04 Students' evaluation of the quality of the courses.

52
Description
Average students overall rating for the quality of courses on a five-point scale in an annual survey:
Analysis
The actual performance value 78.8% exceeded the targeted benchmark 70% which clearly indicates
that the students are satisfied with the quality of courses and the faculty teaching these courses.

KPI-P-09 : Average number of students in the class

Description

Average number of students per class (in each teaching session/activity: lecture, small group,
tutorial, laboratory or clinical session)
Analysis

The average class size is 19 which is less than the target of 24. The number is good to facilitates the
delivery of Lab courses.

Strengths:

1- CE has well-defined procedures for defining learning outcomes guided by the university and
college missions.
2- Course instructors, in preparing course syllabi at the beginning of each semester, define clear
course learning outcomes while making the outcomes aligned with course objectives.
3- Instructors explicitly communicate assessment processes at the beginning of the semester and
adhere to fairness and objectivity in the assessment of their students.
4- Each instructor submits at the beginning of each semester as well as communicated to the
students a syllabus for each course that he teaches.
5- The syllabus of each course also incorporates and defines clearly the assessment processes. The
syllabus of each course is available and posted to the students at the beginning of the semester
both electronically on the web site of each course and a hard copy is handled to each student.
6- Student’s assessment methods utilized by the Department is within the principle of good
practice.
7- Staff evaluation surveys are regularly conducted.
8- Course reports are regularly submitted.
9- Quality performance and improvement is checked against the related evidences, and using
surveys feedback, and opinion of stakeholders, graduates, staff member, and employers.
10- CE has an elaborate system in place for the development and review of academic courses,
including the approval process with well-defined timelines.
11- Records of student completion rates are kept for all courses
12- CE offers an intensive orientation and training programs for teaching staff, at the beginning
(reporting week) and throughout the academic year.
13- Teaching effectiveness in all courses is evaluated using a number of sources of evidence of
teaching effectiveness.
14- Teaching staff provide their students with all necessary information for their learning.
15- CE offers (through UBT units) an intensive orientation and training programs for teaching staff,
at the beginning (reporting week) and throughout the academic year.
16- CE (through QDD in collaboration with concerned departments) has been continually
establishing a suitable physical environment conducive to delivering an excellent quality of
teaching: smart classrooms, and recently the inclusion of active learning classrooms.

53
17- Civil Engineering program uses appropriate and professionally acceptable tools to assess the
forms of learning sought. Instructors explicitly communicate assessment processes at the
beginning of the semester and adhere to fairness and objectivity in the assessment of their
students.
18- The syllabus of each course is available and posted to the students at the beginning of the
semester both electronically on the web site of each course and a hard copy is handled to each
student.
19- Civil Engineering program teaching faculty strictly observe office hours., which are posted by
each faculty in the front of his office door as well as electronically using the online electronic
teaching and learning systems that The University provides.
20- Civil Engineering program provides versatile online electronic teaching and learning systems.
21- Civil Engineering program has established a student success centre to look after student learning
needs.
22- UBT university has an excellent web-based registration system (Student Banner) for monitoring
and coordinating student workload.
23- UBT continuously offers intensive orientation and training programs for teaching staff, at the
beginning (reporting week) and throughout the academic year.
24- UBT provides versatile online electronic teaching and learning systems.
25- UBT has established a physical environment conducive to deliver quality teaching:
26- Learning Management System (Blackboard), smart classrooms, and recently the inclusion of
active learning classrooms.
27- Civil Engineering program teaching staff are appropriately qualified and experienced for their
particular teaching responsibilities.
28- Summer training field experience objectives are clearly stated and communicated to students
and the supervising staff in the field. Students are thoroughly prepared, and have a clear view of
the expectations from them, through templates and forms, with respect to the field experience.

Areas for Improvement:

1-The process of developing learning outcomes have to include rigorous internal and external
review and feedback.
2-The Department Council have to continuously help check and monitor the program’s activities
in all aspects especially the teaching and learning processes.
3-CE has to adopt a set of useful KPIs related to teaching and learning and report it on a yearly
basis in the yearly department report.
4-Assess the experience of some other UBT programs in adopting peer review for assessing
quality of assessment process.
5-Adopt internal and external benchmarking.
6-Procedures should be developed to be followed when standards of student achievements are
inadequate or inconsistent.
7-Civil Engineering Program needs to prepare periodic separate reports on the overall quality of
teaching and learning for the institution as a whole.
8-The graduating students, alumni and employers surveys need to be effectively promoted to
obtain higher response rates to yield better analysis.
9-Enhance the communication channel between the faculty advisor and the field supervisor for
field experience.

Priorities for Improvement:

1-The CE program has to go through accreditation, which ensures that learning outcomes are
achieved and periodically reviewed.
2-The graduating students, alumni and employer surveys need to be effectively promoted to obtain
higher response rates to yield better analysis.

54
 3-The program should have an industrial advisory committee or board that advises on the contents
and quality of its programs.
4-The CE program needs to prepare periodically separate reports on quality of teaching and
learning for the department as a whole.
5-It is important to CE faculty to participate to NCAAA workshops.
6-The graduating students, alumni and employers surveys need to be effectively promoted to
obtain higher response rates to yield better analysis.
7-The communication channel between the faculty advisor and the field supervisor for field
experience needs to be enhanced.

Standard 4. Students (Overall Rating: 3.0)

A.Abrief realistic and objective presentation of the present status of the program with respect
to Student issues.

4.0.1 The program has approved and publicly disclosed criteria and requirements for the
admission and registration of students that are appropriate to the nature of the program, and are
applied fairly.

Student Admissions
Admission of students to the College of Engineering at UBT is centrally administered by the
Deanship of Admission and Registration. The requirement conditions are approved by ministry of
high education in KSA. In general, students are required to take a Subject Achievement Test (in
which the score is calculated as a composite score of a test administered in two subjects: Math and
English. The minimum requirements for admission (published at UBT website) are based on the
following criteria, (Ref. #4-0-1):
 To obtain admission to the Civil Engineering program, students must have:
a) Completed the high school diploma
b) Demonstrated English Language proficiency. Conditionally admitted students will enroll in
the English Language Academy (ELA) to achieve the required proficiency in English.
 The UBT Preparatory Program consists of non-credited courses specifically designed to
improve student's proficiency in English before they undertake undergraduate study and to
develop and to improve student's knowledge of mathematical and analytic techniques through
the medium of English Language. The program also familiarizes students with various majors
available at the college, with the requirements of undergraduate study, study skills and
discipline in all forms. The program consists of the following courses: English Language by
ELA, and Pre-Calculus (depending on the placement test).
 At first, the newly admitted student should take an English placement test to determine his/her
language level. Each student will be positioned according to his/her test results.
 Students might be exempted from taking any courses at ELA by submitting one of the
following options: IBT result of 61/120 IELTS AT result of 6/9 or they have to pass the ELA
placement test with a very high score 59/65 in RW and 55/60 in CM. Students may be
exempted from MATH 099 by passing the pre-calculus course placement test.
 Students are then ranked and selected according to their composite average of the following:
30% : General Aptitude Test
30% : Secondary School GPA
40% : Subject Achievement Test (SAT)

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The total accepted students should notexceed the number specified by the University Council for the
Civil Engineering program.

Students are admitted to the University using common standards of admission. The students will
spend their first year taking required general education courses before starting their education in the
College of Engineering. Students must achieve a 2.5 out of 5.0 grade point average in the year to
proceed to the College of Engineering.

4.0.2The number of students admitted to the program is compatible with the available resources
for the program (e.g., teaching staff, classrooms, labs, and equipment)

Institutional Support: Institutional support and leadership must be adequate to ensure the quality and
continuity of the CE program. Resources including institutional services, financial support, and staff
(both administrative and technical) provided to the CE program must be adequate to meet program
needs. The resources available to the CE program must be sufficient to attract, retain, and provide for
the continued professional development of a qualified faculty. The resources available to the CE
program must be sufficient to acquire, maintain, and operate infrastructures, facilities and equipment
appropriate for the program, and to provide an environment in which student outcomes can be
attained, (Ref. #4-0-2).

The ratio of teaching staff /students is 1:26 which is adequate to civil engineering program.

Classrooms, offices, laboratories, and associated equipment are adequate to support the attainment
of the student outcomes and to provide an atmosphere conductive to good learning. Modern tools,
equipment, computing resources, and laboratories appropriate to the CE program are available,
accessible, and systematically maintained and upgraded to enable students to attain the student
outcomes and to support CE program needs. Students are provided by appropriate guidance
regarding the use of the tools, equipment, computing resources, and laboratories available to the CE
program. The library services, laboratories, and the computing and information infrastructure are
adequate to support the scholarly and professional activities of the students and faculty, and real
examples are existing in civil engineering department as in attached files, (Ref. #4-0-2). and are
concluded as follows:
 Classrooms numbers are equal to (24), Classrooms capacity are ranged between 24 to 60
seats.
 Labs numbers are equal to (6), Labs capacity are ranged between 06 to 22 seats.
 There is available Equipment in civil engineering department such: structure, surveying, soil
mechanics, and testing of materials equipment which they are associated with related labs as
follows:
 Concrete: (Civil ENG LAB 103)
a) Los Angeles Abrasion Machine
b) ELE Concrete Mixer
c) Buoyancy Balance
d) Large Curing Tank
e) Drying Oven SDO/225/DIG
f) Electromagnetic Sieve Shaker
g) Vibrating Poker
h) Concrete - Compression Machines
 Soil: (Soil- Asphalt Civil ENG LAB 102)

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 a) Automatic Marshal Compactor 100A
b) Marshall Stability and Flow
c) Asphalt Centrifuge Extractors
d) Compact Core Vertical Drill Machine
e) Soil Testing - Soil Strength (Triaxial): Multiplex 50
f) Soil Testing - Direct Shear and Vane Tests: Direct/Residual Shear Apparatus
g) Soil Testing - Electronic Instrumentation: Autonomous Data Acquisition Unit (ADU)
h) LABTECH Fume Hood LFH-120SCI

 Site Survey: (ENG LAB 104)

a) Auto Levels AT-B4
b) Digital Theodolite DT-200
c) Topcon’s Total Station ES-100
d) Dual-Frequency GNSS Receiver
 Structural: Civil ENG LAB 107
a) SM 1001 30Nm Torsion Test Machine
b) SM1004 Beam Apparatus
c) SM1005 Loading & Buckling Apparatus
d) STR3 Shear Force in a Beam Apparatus
e) STR17 Redundant Truss
f) Structure Software Version 1.4

4.0.3 The program provides basic information to students, such as study requirements, services,
and financial fees (if any), through various means.

There are many services are offered to students in the program as follow:

Monitoring of Performance and Prerequisites

Civil Engineering program has very few electives and there is minimal variation between programs
(except for the electives), all course requirements including prerequisites, co-requisites, and maximum
allowable load (which is based on the student GPA) are included in the software-driven registration
system (e.g., OPERA, Oracle PeopleSoft, or similar). Exceptions to course requirements can be made
only with written approval from the academic advisor and the Department Head.

Financial Fees:
The tuition fees and any other financial data are published in the UBT website and available on
deanship of admission and registration.

4.0.4The program applies fair and approved policies and procedures for students transferring to
the program and the equivalency of what students had previously learned.

Transfer Students and Transfer Courses

The following sections describe transfer policies and related information. Transfer to the college
can be done through three different channels as described in (Ref. #4-0-4).

Transfer from another University to the College

Upon the approval of the Dean of the College, the student may be admitted into the university in
accordance with the following requirements:
1-The student must have studied at a recognized college or university.

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 2-The student shall not be admitted into the university if he/she was dismissed from his/her
university for disciplinary and/or academic reasons.
3-The student shall meet the transferring conditions specified by the College Council such as the
maximum number of credits to be transferred.
4-The College Council evaluates the equivalence of courses taken by the student in the previous
university based on the recommendations of the Civil Engineering Department and according
to an equivalence table of credits approved by the College Council. Courses accepted to be
equivalent to the College courses are registered in the student’s academic record, but they are
not used in his/her cumulative grade point average (GPA) calculations.
5-Student transfers from one university to the College could occur in any semester in accordance
with the abovementioned procedures and the dates of transfer to the university shall be in
accordance with the general conditions of transfer.
6-The student should have a minimum cumulative GPA of 2.0 (out of 5.00) or equivalent from a
reputable college of engineering. This is consistent with other conditions developed by the
College Council on an annual basis.

The procedure for processing transfer applications to the college from outside the university is as
follows:
1-The student fills in the university application form.
2-Upon receiving all the applications, the university Registrar’s Office forwards all the
applications that satisfy the college requirements to the office of the college Vice Dean of
academic affairs.
3-Upon receiving all the applications, a designated college-based committee (which consists of
the Vice Dean and the heads of the engineering departments) meets and makes
recommendations on transfer applications. If the number of eligible applicants is high, students
with the highest cumulative GPA are tentatively accepted.
4-Finally, the Dean approves the committee’s recommendation(s).

Transfer from Other Colleges within UBT

Students may apply for transfer only after completing one semester in another academic department
– excluding the summer semester. The student must satisfy the college admission conditions which
are announced on an annual basis.

The procedure for evaluating transfer applications is as follows:

1-The student fills in the transfer form (Inter-College Transfer Form).
2-The student submits the form to the college Vice Dean.
3-Upon receiving all the applications, a designated college-based committee meets and makes
recommendations on transfer applications. If the number of eligible applicants is high, students
with the highest cumulative GPA are tentatively accepted.
4-The tentative transfer decisions are then forwarded to the Dean for final approval.
5-The academic committee of each department reviews the transcripts of all tentatively accepted
transfer students and makes decisions on the equivalence of credits based on an equivalence
table of credits approved by the College Council.

Transfer between Departments within the College

The procedure for evaluating transfer applications between departments within the same college is
as follows:
1-The student fills in the Inter-departmental Transfer Form.
2-The student receives a recommendation from the Head of the Civil Engineering Department.
3-The student submits the form to the Vice Dean of the College.

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 4-Upon receiving all the applications, a designated equalization committee (which consists of the
Vice Dean and the heads and representatives of all the departments in the college) meets and
makes decisions tentatively on transfer applications. In the event that the number of eligible
applicants is high, students with the highest cumulative GPA are tentatively accepted.
5-The tentative transfer decisions are then forwarded to the Dean for final approval

Transfer Credits from Other Universities

Students may transfer credit hours that have been completed in other universities. The maximum
allowable percentage of credit hours that can be transferred by students from other universities is
50%of the total credit hours in the curriculum to be completed at the College. These courses are
evaluated by the department’s Academic Standards Committee and the faculty members who teach
these courses. If a positive recommendation is granted, it is submitted for approval by the
Department Head. The following criteria are used to determine a recommendation:
 The course is completed at an accredited institution
 The course is substantially similar to College of Engineering and Information Technology
course
 The course is completed with a grade of "C" or better
 The course does not duplicate, overlap or regress previous work
 The course can be transferred as a substitute for the same course at the School or for credit as
an elective.
Transferred credits are not included in the GPA and a pass grade is assigned to those courses.

Equalization System
The equalization conditions and eligibility criteria are illustrated clearly in student’s bylaw, where
there is affair policy and a clear procedures that applied in UBT.

4.0.5The program provides comprehensive orientation for new students, ensuring their full
understanding of the types of services and facilities available to them.

UBT orientation programs that is done annually for all UBT new students needs to increase student
awareness of the various plans for all UBT programs;

Students are made aware of all services and facilities offered by the institution through the
university website, student handbook, and during the orientation sessions.

To enhance the role of UBT, the Department holds briefing sessions during the orientation week to
inform students about the significance of seeking advice from the academic advisors. Each advisor
has on-line access to the records of the students he is advising. Each academic advisor is required to
submit a progress report about his advisees to the UBT at the end of the semester, (Ref. #4-0-5).

Orientation program of new students is in place, including:

 Department members meeting with the new students every semester
 Distribution of brochures related to the program.
 Open discussion describing courses registration and graduation requirements.

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4.0.6The program informs students about their rights and duties, the code of conduct, and
grievance, complaints, and discipline procedures, using a variety of means; and applies them
fairly.
University Council of UBT understands the necessity of UBT duties and responsibilities toward its
students. In addition, it understands the responsibilities and duties of students toward UBT.Students
should respect the rules, regulations and policies of UBT, which have been issued as an educational
foundation aiming to create a comfortable environment for students to achieve a successful
academic life. UBT management hopes that students will follow and abide by all these rules and
regulations, (Ref. #4-0-6).

All students enrolled are subject to the followings Code of Conduct. Anyone not abiding by the
rules, regulations, policies and academic ethics are considered violating this Code of Conduct,
which includes the following:

Code of Conduct
1- Smoking is strictly prohibited in the university facilities.
2- Students should dress professionally and required to dress appropriately, noris clothing with
vulgar or obscene wording or graphics permitted. Students are always expected to look neat,
groomed and in perfect fit. throughout all the year, administration will be strict in final exams
3- Strictly prohibited any reprehensible acts that violate religion, literature, decent behaviour inside
and outside university, culture of society, even if they are not mentioned and considered to be an
outcast.
4- Obligation to use the university ID card to enter and exit from university
5- Obligation for not give the ID card to another student to enter and exit from university
6- Should bring the ID card in the final exams
7- Obligation to covering the head when entering and exiting the university
8- Do not causing for any damages to university property.
9- Carrying any prohibited or forbidden items, religiously and legally, such as alcohol or drugs.
10- Any fixing, changing or modification of any of UBT materials or assets.
11- Organizing committees, seminars, parties, groups or publishing newspapers and magazines or
distributing them or collecting money or signatures inside or outside UBT without consent.
12- Deliver inaccurate or misleading information about UBT to newspapers, magazines or any of
the media sources.
13- Making any changes or modifications to any of UBT official documents or materials or illegally
obtaining information or materials such as data regarding student affairs or admission and
registration.
14- It is prohibited to reception of guests or visitors and sits inside the university building.
15- Photography inside the university is strictly prohibited.
16- The student can enter the university building after 3:00 p.m. only after sign a form.
17- Do not insult, harm, abuse or humiliate any of staff, faculty members or student in any way or
participate in.
18- ELA students should leave after the official studding hours of the student include students in
“level 6” who are taking College subjects
19- In order to get out of emergency, the student must taking permission from the English
department
20- College Students leave at 10:00 am, to leave before the student must take permission from the
students' affairs, or issuing an exit card before 10:00.
21- Prevents exiting from emergency doors.
NOTE: Student Affairs will involve if any department referred any student's case.

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Punishments of Smoking
First time: signed first – 1st - pledge with inform the guardian for knowledge, and the student must
visit the Educational Support Center.

Second time: signed second-2nd- pledge plus the student will dismissed for 3 days and collecting the
absent for her, with inform the guardian for knowledge

Third and last time: In the case of student’s insistence on repeating smoking again and breaking the
non-smoking rule the student must accept and agree the following:
1-Signed the third 3rd and (last) pledge
2-Transformation the issue to the disciplinary committee and approved to implementation of what
was taken from decision with the presence of guardian to signed for knowledge.

General of Punishments
A very important note: The period of the student's presence in the university is continuous,that is,
the irregularities are related to each other that are calculated for the student throughout the period of
study at the university:
1-When the student get a first violation, she will sign a first warning and keep it in students affairs
as oral warning
2-When the student gets a second violation even if he is different from the first one, the second
warning should be signed at the university but is considered the first writing warning and saved
inside student's file
3-When the student get third violation (does not matter the same as the previous violations) sign a
final warning with the notification of the guardian while keeping all warnings in student’s file
4-When the student insists on repeated violations at the university for the fourth time, the case of
the student is referred to the Disciplinary Committee with informed the guardian to attend the
investigation and sign The Committee's decision with the student.

Broke the rule of: Any reprehensible acts that violate religion, literature and the culture of society
are strictly prohibited, even if they are not mentioned and considered to be an outcast.

The Punishments: Referred the student to the disciplinary committee immediately and be
investigated no need to signing any warnings before, while complying with the implementation of
any decisions taken by the committee.

When the student returns to the university 3 times after 3:00 pm, the department will summoned the
student to investigate and inform the guardian

Grade Appeal Policy

It is the right and responsibility of the faculty to determine student grades. An instructor’s right to
determine a final grade assigned in his or her class shall be abrogated only if it is demonstrated
(through the procedure below) that the final course grade was not based on the student’s academic
performance in the course. In accordance with these procedures, a student shall appeal in writing
first to the instructor. If this appeal does not resolve the issue, the student may then appeal to the
Department Head. The student shall be required to submit a written statement to the Department
Head detailing an argument for a change of final grade. The Department Head shall attempt to
mediate a resolution, but cannot change a grade. If no satisfactory resolution is achieved, the student
has a right to continue the appeal process by making a formal written appeal to the Dean of the
College. The Dean may choose to mediate or to immediately empanel an Ad Hoc Appeals
Committee. The Ad Hoc Appeals Committee shall be composed of three members of the college
faculty. The student must submit a written statement to the committee detailing an argument for a
change of grade. The committee shall have the authority to investigate the matter fully and request

61
material from the student and the instructor. The committee, however, proceeds from the
presumption that the course grade was justified; the burden of proof shall lie with the student. If the
committee members find that the grade was not based on academic performance, they may
determine a new grade and submit a change of grade through the Dean’s office. Both a faculty
member and a student have the right to request a review by the responsible Vice Rector of the
decision by the Ad Hoc Appeals Committee. In such instances, the responsible Vice Rector shall
begin with the presumption that the Ad Hoc Appeals Committee’s determination is correct and may
request input from external reviewers. The responsible Vice Rector determines if the proper
procedure was followed. If he or she determines that there is cause for reconsideration, the
responsible Vice Rector shall reconvene the Ad Hoc Appeals Committee for further consideration
of the matter. In all cases the Ad Hoc Appeals Committee’s decision shall be forwarded to the
student who made the appeal, the instructor involved, and the Dean and the responsible Vice
Rector.

4.0.7Students are provided with effective academic, professional, psychological, and social
guidance, and counselling services through qualified and sufficient staff.

Enrolment Advising
The Civil Engineering Academic Advisor will be in charge of advising students prior to the start of
each academic semester. The Department Head allocates groups of students among faculty
members. Then this allocation information is entered into the electronic registration system for
students’ access, (Ref. #4-0-7).

The Department Head holds briefing sessions during the orientation week to inform students about
the significance of seeking advice from the academic advisors. The name of the advisor for each
student is included in the University computer system.

The Department maintains a folder for each student’s records. These folders can be accessed by the
advisors. A student can access his/her own folder and make relevant updates. In addition, the
advisor has online access to the records of the students he/she is advising.

Students Affairs unit

 Serving students since registering at the university as a student
 Help and guide students
 Listen to suggestions and complaints students.
 Making sure students to implement the rules and regulations of the university, such as the
entry and exit.
 Rental of student lockers.
 Investigate the complaints submitted by the student or against the student
 Connect with students by all the social media

1- Social Responsibility Unit

 Helps students complete 100 hours of volunteer work as a requirement for graduation.
 Increase students' awareness of volunteering.

2- Students Activity Unit:

 Responsible for the all non-curriculum student activities:
 Main, cultural, social, recreational and sports.

3- Student Council:

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The Student Council Unit represents the students' entity and determinates a link between the
students and the university administration. This unit serves students, discuss their issues, and raise
their inner voices by defending their points of view. It also aims to promote active and cooperative
spirits among students on one-hand and the management and faculty members on the other hand,
developing awareness of moral values and infuse the spirit of responsible leadership in them. The
council consists of fifteen numbers of students, presidents and vice president. This council selects
its members through an election process in accordance with the deanships standards.

Placement and Career Counselling Centre

Placement and career counseling are important services critical to the success of a school of
engineering. The Career Counseling mission is to assist students and recent graduates find career
opportunities by serving as a facilitator for creating connections beyond those made during
University experience. The specific functions of the Career Center are as follows:
 To assist with the formulation of career goals, career exploration, skills and values,
assessments, and decision making.
 To assist students identify opportunities.
 To establish a venue (method and process) for employers to make connections with students.
 To disseminate information about students to employers through brochures, newsletters,
resume books and recruiters summits.
 To remain aware of salient resources and information regarding workplace and industry
trends.
In addition, the Career Counseling provides the following services:
Career Research
 Industry research workshops
 Group career advisement
 Identification of individual strengths and skills through assessment
 Social media
Mentoring/Networking
 Networking seminars
 Participation in the Dean and faculty mentoring programs
 Major-specific alumni panel/networking events

Resumes and Cover Letters

 Seminars covering individual "personal brand" development
 Resume and cover letter writing workshops
 Individual resume and cover letter critiques by Career Center staff

Interviewing
 Interviewing seminars by recruiters and Career Center Staff
 Student-to-student mock interview program observed and critiqued by recruiters
 Practice interviews with the Career Center staff (behavioural and technical)

4.0.8Mechanisms are applied to identify gifted, creative, talented, and underachieving students in
the program, and appropriate programs are available to care for, motivate, and support each
group of them.

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The admissions process and scholarship policy to attract top students (ensure student diversity and
attract up to 5% of expatriate students), (Ref. #4-0-8)

4.0.9Students in the program are offered extracurricular activities in variety of fields to develop
their abilities and skills, and the program takes appropriate actions to support and motivate their
participation.

Since its establishment in 2012, UBT has established the Deanship of Admission and Registration,
the Deanship of Student Affairs to carry out student admission, registration, counselling, and
extracurricular activities, as well as, the Deanship of Library Affairs to provide learning resources.
All deanships are located in the Dahban Campus, with branches at Jeddah Campus, (Ref. #4-0-9).
The Deanship of Student Affairs provides all types of student support services and extracurricular
activities. These services and activities include social, religious and cultural activities, sports,
events, competitions, counselling, alumni affairs, student council, and graduation ceremony.
Personal and psychological counselling services are provided to all students in both campuses
through a counselling unit, while academic counselling is provided by faculty members in the
departments.

The deanship aims to:

1-Promoting self-reliance, leadership, and objective thinking among students by giving them the
opportunity to be responsible for planning, executing, following-up, and evaluating of their
activities and the services provided to them.
2-Helping the students to attain the best academic progress by discovering the problems they
might face and solving them through the student counsellor or academic supervisor.
3-Enhancing the spirit of teamwork, cooperation, and mutual support by involving them in social
activities and conducting their own activities.
4-Identifying gifted students and giving them special attention and guidance through the talent
center in the student affairs deanship.
5-Helping students in utilizing their leisure time in the activities that suit their interests and needs,
and contribute to their behavioural and mental development by conducting training courses in
different fields.
6-Encouraging the students to participate in social activities effectively.

4.0.10The students and alumni of the program are provided with additional activities for their
professional development, consistent with the intended learning outcomes, and labor market
developments.

The program make different site visits during the academic year to enhance student’s field
experience in the area of construction industry. These visits cover and conduct students ability to
communicate effectively, moreover increase their knowledge of contemporary issues, (Ref. #4-0-10).

Seminars and workshop sessions are held in different disciplines to help students and alumni being
aware of the latest applied technology in the context of the construction field. These additional
activities improve student’s ability to use the techniques, skills, and modern tools necessary for
engineering practice.

An exhibition takes place annually for senior students to fulfill their graduate requirements, where a
presentation and deep discussions are done with visitors and experts in construction field. Which as
an important function for work on multi-disciplinary teams. Furthermore this activity provides the

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broad education necessary to understand the impact of engineering solutions in a global, economic,
environmental, and societal context.

4.0.11The program implements effective procedures to monitor students' progress and to verify
their fulfilment of graduation requirements.

Student progress is monitored through the advising process. Each student is assigned to an
academic advisor, who provides advice to the student whenever needed. Students are encouraged to
visit their advisors, who keep posted office hours, and to seek the necessary guidance or answers to
the questions they may have about their progress. This helps the student and ensures that he/she
makes normal progress through the program. Advisors are given access to the academic records of
his/her advisees, (Ref. #4-0-11).

In addition, since the Civil Engineering program has very few electives and there is minimal
variation between programs (except for the electives), all course requirements including
prerequisites, co-requisites, and maximum allowable load (which is based on the student GPA) are
included in the software-driven registration system (e.g., OPERA, Oracle PeopleSoft, or similar).
Exceptions to course requirements can be made only with written approval from the academic
advisor and the Department Head.

Online academic dashboard

All College students have access, through their online registration system account, to all the
academic matters related to the student. These include:
 Transcript:shows all the courses taken and their corresponding grades, along with the courses
currently being taken. The transcript also carries the current semester GPA and the
cumulative GPA for all semesters.
 All Courses View: shows all the courses that have to be passed by the student in each semester
in order to fulfill the degree requirements. Passed courses, current courses, and remaining
courses are displayed with three different colors.
 Courses Taken View: shows a detailed description of the courses taken, including the course
code, course name, group type (compulsory or elective), and level description. The courses
are also divided into general education courses (semester 1 and 2) and Civil engineering
courses (after the first year).
 Remaining Courses View: provides information about the remaining courses in the same
format as in the Courses Taken View menu.

Students: Student performance must be evaluated. Student progress must be monitored to foster
success in attaining student outcomes, thereby enabling graduates to attain program educational
objectives. Students must be advised regarding curriculum and career matters. The CE program
must have and enforce policies for accepting both new and transfer students, awarding appropriate
academic credit for courses taken at other institutions, and awarding appropriate academic credit for
work in lieu of courses taken at the institution. The CE program must have and enforce procedures
to ensure and document that students who graduate meet all graduation requirements.

Program Educational Objectives: The CE program must have published program educational
objectives that are consistent with the mission of the institution, the needs of the program’s various
constituencies, and these criteria. There must be a documented, systematically utilized, and
effective process, involving program constituencies, for the periodic review of these program
educational objectives that ensures they remain consistent with the institutional mission, the
program's constituents' needs, and these criteria.

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Student Outcomes: The CE program must have documented student outcomes that prepare
graduates to attain the program educational objectives. There must be a documented and effective
process for the periodic review and revision of these student outcomes.

Apparent Student Completion Rate: The number of students who graduated in the most recent year
as a percentage of those who commenced those programs in that cohort four, five, or six years
previously (e.g. for a four year program the number of students who graduated as a percentage who
commenced the program four years previously).

The results at CE in last five years are as follows:Success: 92.3%, Fail: 6.09% and Pending: 1.64%.

4.0.12 The program implements an effective mechanism to communicate with its alumni and
involve them in its events and activities, explore their views, and benefit from their expertise and
support; and provides updated and comprehensive databases about them.

The career center collects the alumni communication data and tracks them during different jobs that
they are recruited. In addition, the center conduct surveys to explore their views and benefit from
their expertise and support.Where the center care about inviting them to Exhibition Profession
which is annually held to provide good conditions of communication with companies, students and
alumni, (Ref. #4-0-12).

4.0.13 Effective mechanisms are applied to evaluate the adequacy and quality of services
provided to students and measure their satisfaction with them; and the results are used for
improvement.

At the end of each course a survey is distributed to students to get their evaluation about the
adequacy and quality of services provided to them. Where this survey cover the following points:
 Fully commitment of the instructor to the delivery of the course.
 My instructor(s) had thorough knowledge of the content of the course.
 My instructor(s) were available during office hours to help me.
 My instructor(s) were enthusiastic about what they were teaching.
 My instructor(s) cared about my progress and were helpful to me.
 Course materials were of up to date and useful. (Texts, handouts, references).
 The resources I needed in this course (textbooks, library, computers etc.) were available
 In this course effective use of technology was made to support my learning.
 In this course I was encouraged to ask questions and develop my own ideas.
 In this course I was inspired to do my best work.
 The things I had to do in this course (class activities, assignments, laboratories) were useful.
 The amount of work I had to do in this course was reasonable for the credit hours.
 Marks for assignments and tests in this course were given to me within reason.
 Grading of my tests and assignments in this course was fair and reasonable.
 The links between this course and other courses in my total program were made.

At the end of each semester,the department council discuss the survey results to insure the validity
of these results. A recommendation is raised by the department council to college council to take
the suitable actions in the upcoming semesters, (Ref. #4-0-13).

66
4.0.14 The program takes into consideration the special needs of its students (e.g., students with
special needs and international students).

UBT established the educational support center to provide a variety of services designed to promote
college adjustment and academic success. ESC’s main goal is to empower students’ learning in the
classroom by engaging them in campus life. Our services include supporting special needs students,
and low academic performance students, as well as students requiring counseling and guidance.
ESC provides its services free of charge to all UBT students. It was established in June 2016 in
order to enhance student wellbeing inside UBT. Where it is targeted to enable young students to
receive education and job opportunities that will ensure their independence and integration as
effective members of society; and to improve students’ performance and commitment in order to
help them succeed academically and personally, (Ref. #4-0-14).

ESC provides a variety of free services – including:

 Supporting special needs students
 Providing student counseling and guidance
 Supporting low academic performance students
 Providing a variety of workshops for student

Examples of disabilities that ESC supports include:

 Learning Disabilities
 Physical Disabilities
 Hearing and visual Disabilities
 Autism , Attention Deficit Disorder (ADD), and Communication Disorders
 Psychiatric Disabilities:

Psychiatric Disabilities are hidden disabilities that faculty members might not identify. They affect
a student’s thinking, feelings, relating, and functional behaviors. Examples of such disabilities are
severe depression, Bipolar disorder, schizophrenia.
Normally, students with Psychiatric Disabilities take medication that affects and limits their ability.
Moreover, they might have various difficulties such as:
 Rapid mood changes
 Inability to sustain concentration
 Maintaining stamina
 Medication side effects
 Severe test anxiety
 Fear of approaching faculty

4.0.15 The program implements effective mechanisms to ensure the regularity of students'
attendance and their active participation in the course and field experience activities.

Civil Engineering program has a clear and strict Attendance Policy to measure student active
participation in their registered courses.Keeping in mind that regular course attendance is necessary
for academic success, the College -Civil engineering department requires that students do not miss
more than 25% of the total number of lectures and discussion/laboratory classes (in the case of
courses that have discussion or laboratory classes). Students failing to meet this requirement in any
of their courses are prohibited from attending the final examination of that course and earn a DN
(Denied) grade. Where there is an electronic system that counts and follows the student attendance
in accurate way, (Ref. #4-0-15).

67
And for Examination Attendance; any student who is absent from the final examination of a
course(s) is not given a make-up examination without providing a valid reason that is accepted by
the College Council.

The program follow up the student’s attendance in their field experience activities by submitting
weekly reports that illustrates their gain experts supported with photos and evidences. In addition,
the student’s supervisor make random visits to students in their near sites. Furthermore a Skype
video conference is held with student’s sites that located in long distance sites.

4.0.16 There is an appropriate representation for students in relevant councils and committees.

The Student Council Unit represents the students' entity and determinates a link between the
students and the university administration. This unit serves students, discuss their issues, and raise
their inner voices by defending their points of view. It also aims to promote active and cooperative
spirits among students on one-hand and the management and faculty members on the other hand,
developing awareness of moral values and infuse the spirit of responsible leadership in them. The
council consists of fifteen numbers of students, presidents and vice president. This council selects
its members through an election process in accordance with the deanships standards, (Ref. #4-0-16).
The students are participating in many academic clubs to enhance their skills relevant to their study
field. Various extracurricular clubs are composed to develop their abilities and skills in different
areas.

List of Evidences (STD. 4)

4-0-1-1 Academic Affairs
4-0-1-2 Admission
4-0-1-3 Admission Regulations
4-0-1-4 brochure 2017
4-0-1-5 Calendar
4-0-1-6 CE-Guide- ‫أسسالقبولبالجامعةومعادلةالشهادات‬
4-0-1-7 college license
4-0-1-8 Final-UBT-Calendar-Fall2019
4-0-1-9 Registration
4-0-1-10 UBT-25 - Admission & Registration Process (V3)
4-0-1-11 ‫معاييرالقبول‬Admission conditions
4-0-2-1 Buildings and Rooms- Size-DT09-05-2020
4-0-2-2 class rooms and labs capacity
4-0-2-3 Inventory Record ANNEX 102 -103 Soil LAB & Asphalt LAB Report -DT09-05-2020.
4-0-2-4 Inventory Record ANNEX101 Concrete LAB Civil ENG LAB. Report - DT05-09-2020
4-0-2-5 Inventory Survey LAB ANNEX104 Record DT09-05-2020.
4-0-2-6 Lab Equipment
4-0-2-7 staff Members
4-0-3-1 Advising system reg. (Study Requirements and services)
4-0-3-2 calendar
4-0-3-3 CE-Final-Exam-Fall-2018-V3
4-0-3-4 CURRICULUM AND PLAN1
4-0-3-5 CURRICULUM AND PLAN2

68
4-0-3-6 CURRICULUM AND PLAN3
4-0-3-7 CURRICULUM AND PLAN4
4-0-3-8 Fees
4-0-3-9 Graduation Status
4-0-3-10 Graduation steps
4-0-3-11 Graduation unit
4-0-3-12 Moodle
4-0-3-13 Placement dates
4-0-3-14 Registration
4-0-3-15 Services (https://myapps.ubt.edu.samyportal)
4-0-3-16 UBT Calendar Spring-2019
4-0-3-17 UBT-13 - Academic Program & Course (v3)---Std -1-0-3
4-0-3-18 UBT-15 - New Program (V3)---Std-1-0-3
4-0-4-1changing majors
4-0-4-2 Conditions of Equalization
4-0-4-3 transfer student’s reg.
4-4-0-4‫الالئحةالتنفيذية‬- Students Bylaw
4-0-5-1 New students Orientation
4-0-5-2 Opera Academic System
4-0-5-3 Orientation Day result-3
4-0-5-4 Orientation Day Survey-4
4-0-5-5 scholarship
4-0-5-6 Students Affairs Department- hand book
4-0-5-7 UBT-50 - Student Orientation(V3)
4-0-6-1 Code of conduct and grievance
4-0-6-2 Complain cases
4-0-6-3 UBT _ Online Attendance
4-0-6-4 UBT-28 - Student Appeals (V3)
4-0-6-5 ‫لالئحةالتنفيذية‬- Students Bylaw
4-0-6-6 ‫ تهذيبوعقوبات‬-‫الئحةالطالب‬
4-0-7-1 CAREER CENTER
4-0-7-2 COUNSELING AND GUIDANCE
4-0-7-3 STUDENT CLUBS
4-0-7-4 SUPPORTING STUDENTS WITH LOW ACADEMIC PERFORMANCE
4-0-7-5 UBT-19 - Student advisory (V3)--Std 4-0-7
4-0-8-1 Founders-Scholarship-Program-Arabic-L2
4-0-8-2 Founders-Scholarship-Program-L2
4-0-8-3 Guidance-to-Apply-to-Scolarship-L2
4-0-8-4 Innovation
4-0-8-5 rules and regulations
4-0-8-6 excellent students 2019-03-24 at 1.45.20 PM
4-0-8-7 excellent students2019-03-24 at 4.13.17 PM
4-0-8-8 excellent students2019-03-24 at 4.13.18 PM (1)
4-0-8-9 excellent students2019-03-24 at 4.13.18 PM
4-0-9-1 Activities
4-0-9-2 compressed FINAL POSTER SENIOR PROJECT AbdulazizNoman OA0479 Ahmed
Bakhsh NAE341 Naif N. Alnajjar LAE049 Ahmed Attar OA0381
4-0-9-3 delays poster-T-final (1)
4-0-9-4 How to succeed in Job Interviews
4-0-9-5 Nutrition Awareness
4-0-9-6 Students Affairs Department- hand book-

69
4-0-9-7 Survey - Extracurricular Activities-2-
4-0-9-8 version 2 delays poster-T-final
4-0-9-9-2018-2017-2016 ‫أهمإنجازاتعمادةشؤونالطلبةقسمالطالبات‬
4-0-9-10‫تقريراألنشطةالالصفيةوالرياضية‬-
4-0-9-11‫جامعةجدةللقرآن‬
4-0-9-12‫محاضرةريادةاالعمالتبدأمنالوعيالذاتي‬
4-0-9-13‫استبيان‬-‫نموذجتقييمنشاط‬
4-0-10-1 Training program
4-0-10-2 Training program2
4-0-11-1. Advising System for students
4-0-12-1 Alumni
4-0-12-2 ALUMNI INFORMATION
4-0-12-3 ALUMNI REGISTRATION APPLICATION FORM
4-0-12-4 Alumni VISION & MISSION
4-0-12-5 Alumni
4-0-12-6 Case Study E
4-0-12-7 UBT-30 - Career Center (v3)
4-0-13-1 eval_by_course
4-0-13-2 EVALUATION_COMMENTS
4-0-13-3 EXPERIENCE_PROGRAM_SURVEY_EXP by major fall 2018
4-0-13-4 EXPERIENCE_PROGRAM_SURVEY_EXP by major spring 2018
4-0-13-5 EXPERIENCE_PROGRAM_SURVEY_EXP by major spring 2019
4-0-13-6 EXPERIENCE_PROGRAM_SURVEY_PROG- fall 2018
4-0-13-7 EXPERIENCE_PROGRAM_SURVEY_PROG- spring 2018
4-0-13-8 EXPERIENCE_PROGRAM_SURVEY_PROG- spring 2019
4-0-13-9 Survey Templates
4-0-14-1 FHB - AR-2018-2019-Special Needs
4-0-14-2 FHB - E-2018-2019--Special Needs
4-0-14-3 international students
4-0-14-4 Special needs
4-0-14-5 Visiting students
4-0-15-1 attendance form
4-0-15-2 Field experience Activities
4-0-15-3 attendance
4-0-16-1 Students participations in councils

70
 Standard 5. Teaching Staff (Overall Rating: 3.0)

A.Abrief realistic and objective presentation of the present status of the program with respect
to Teaching Staff.

UBT University has clear formal recruitment processes. These processes deal with the employment
of Saudi, non-Saudi and non-academic staff. On the University Website the detailed processes of
recruitment are announced.

At the departmental level, the Alumni affairs and employment committee discuss every documents
and recommendations of candidate. This then has to be approved by the Department Council, then
by the College Board, and then by the Committee of Teaching Assistants and Lecturers headed by
the Vice Rector for Graduate Studies and Research. The final decision is for the Scientific Council.
For non-academic staff the process also starts at the departmental level but goes directly to Dean,
and then to the personnel department in the College, and then to the university personnel
department.

Available in civil engineering programs of a sufficient number of faculty members with Successful
experience in the professions concerned providing practical advice and Guidance to students about
the requirements of employers

Faculty in colleges maintain teaching portfolio and develop strategies for improvement of their own
teaching and keep a portfolio of evidence of evaluations and strategies for improvement. UBT

71
realizes that keeping abreast with technology is vital to contemporary higher learning, which is one
of the main goals of the University. It supports effective teaching by ensuring that technology has
been incorporated into most aspects of teaching for virtually all faculty members at UBT. The
University and the colleges have responded vigorously to provide the technology and the necessary
support for effective use.

The civil engineering program provides appropriate orientation for new teaching staff to ensure
their understanding of the nature of the program, their rights, tasks, responsibilities, and workload.
The teaching and adjunct staff in the civil engineering program include some experienced and
highly skilled professionals in the field of the program.

The teaching staff regularly participate in academic activities (e.g., participation in conferences and
group discussions , research projects, arbitration of theses and research) to ensure their awareness of
the latest developments in their fields of specialization; and their participation in these activities and
scientific production are considered in their criteria for evaluation and promotion.

Faculty members effectively participate in research activities and scientific production; and their
participation in these activities is considered as one of the criteria for their evaluation and
promotion.

5.0.1 Four-Year Faculty Recruitment Plan.

The college will hire the necessary Civil Engineering faculty and staff according to the following
schedule:

Table.3.5.1. Department Hiring Schedule

Hires Year 1 Year 2 Year 3 Year 4
Department Head (Professor) 1
Professors 1 1
Associate Professors 1 1
Assistant Professors 4
Lecturers/Instructors 1 2 2
Teaching Assistants 2 2 1
Department Secretary/
1
Business Manager
Civil Engineering Laboratory
1
Coordinator
IT Laboratory Assistant 1

The faculty hiring schedule should be adjusted according the actual enrolment of students.

1. Administrative Structure of the Department.

The administrative structure of the Civil Engineering department is shown in Fig.3.5.1.

72
 Fig.3.5.1. Administrative Structure of the Department.

2. Department Head Selection, Duties and Qualifications.

Duties: The Department Head is the leader and principal administrative officer of the department.
He runs the academic and administrative affairs of the department, the Department Council, and
different department committees as shown in the administrative structure chart.

As the leader of the Civil Engineering Department, the Head works to ensure that the Department:
1-Has competent, well-qualified, and highly motivated faculty,
2-Offers a curriculum that is technically and pedagogically comparable to the top curricula in the
U.S. and Saudi Arabia,
3-Provides student support services that enable students to reach their highest potential,
4-Establishes relations with Civil engineering professionals and employers to provide experiential
learning and career opportunities for students, and
5-Maintains relations with the School of Engineering and the college leaders to ensure that the
Department receives the resources and support necessary to be among the departments with
optimum outcomes.

The specific duties of the Department Head are as follows:

 To act as the chief representative and advocate for the department when dealing with the
university administration
 To act as advocate and representative of the university administration when dealing with the
faculty
 To promote and engage in high-quality teaching, service, and research in the department
 To work toward the recruitment and promotion of qualified faculty and staff
 To make recommendations on faculty appointments and promotions, in compliance with the
university regulations
 To administer and supervise all the programs of the department

73
  To solicit active participation of all the faculty members in department affairs and to
communicate policies
 To preside over meetings of department faculty and participate in Department Council
meetings as appropriate
 To ensure implementation of the college policies for the achievement of the university goals
and objectives and Department Council decisions.

Qualifications: The Department Head has a Ph.D. in CivilEngineering, or closely related field,
combined with a history of teaching, scholarship, and service worthy of the rank of full professor.
Previous experience as a Department Head is preferable.

The term of the head is usually three years and can be renewed after a review for up to a maximum
number of years as deemed appropriate. The Dean could seek input from all department faculty at
the time of a review. The Dean could also initiate a review upon the request of a majority of the
faculty.

3. Faculty Qualifications, Duties, Workload, and Orientation.

The department should have at least five full time faculty members to be qualified for accreditation.
Given the target number of students, the CivilEngineering Department will consist of twelve (12)
full time faculty members including the Department Head. A faculty member should possess at
least a Master’s degree and ideally a Ph.D. degree in anCivilengineering-related area.

Workload: The teaching workload a faculty member receives in the college is rank-based:
 12 hours per semester for full professors
 14 hours per semester for associate professors
 16 hours per semester for assistant professors
 18 hours per semester for lecturers

Faculty working additional hours will be financially compensated. Part-time faculty may be hired as
needed.

Duties:
1-To teach 3-5 courses per semester, depending on rank. Faculty may be asked to teach
introductory, intermediate, or advanced courses, depending on rank and experience. The
Department Head makes final decisions regarding course teaching assignments and faculty
workload. Faculty are expected to prepare lectures, course assignments, and examinations as
well as evaluate student work according to the guidelines in Sections 20 through 26.
2-To serve as academic advisors to students. Student advising may include instructing students on
preparing a Plan of Study, enrolling in required courses, and choosing electives. Faculty may
also provide students with professional advice by assisting students in determining a career
path, assisting in arranging internships, and addressing other issues related to the civil
engineering profession.
3-To hold office hours for the purposes of responding to student questions on coursework and
general student advising.
4-To be engaged in scholarly/research activities and creative endeavors. Scholarship of faculty
members is a major factor in determining faculty rank. Scholarly activities include conducting
research, presenting papers at professional conferences, and publishing papers in journals or
conference proceedings.
5-To participate in curriculum development activities.
6-To serve on graduate committees.

74
 7-To supervise laboratories, independent study activities, and off campus learning experiences,
such as practicums and internships.
8-To render service to the professional or lay community, as appropriate and relevant to the
individual’s academic specialty. Service or outreach activities may include interaction with
companies, businesses, and government organizations. Outreach may also include public
service.
9-To perform such other related tasks and duties as assigned by the Department Head.

In addition to their teaching workload, faculty members are expected to serve on departmental
committees, as assigned by the Department Head. The faculty is also encouraged to consult for
local companies, write research proposals, attend technical conferences, and publish scholarly work
in journals or at conferences.

Qualifications:
Faculty members of civil department has been conducting national and international search. The
search should target appropriate concentration areas.
 A doctorate or master’s degree in CivilEngineering from a recognized college or university
 Demonstrated high-quality teaching performance
 Scholarly and creative contributions

New Faculty Orientation:Orientation of new faculty starts when the offer letter is signed.
Theorientation program is designed to help new colleagues feel comfortable about the careers in
which they are entering at the college. The orientation program includes the following:
1-If the new faculty member is non-Saudi, paperwork for issuing a working visa begins. When the
paperwork is completed, it is mailed to the new faculty member so he/she may apply for a visa
in his/her country. The college sends the new faculty member the guide or brochure that
contains basic information about the operations, policies, and resources at the University.
2-The college assists the new faculty in locating private housing available for rent. The new
faculty member is provided a housing allowance.
3-The college sends airline tickets to the new faculty member.
4-On the day of arrival, a the college representative from the Public Relations Department meets
the new faculty member, facilitates his entrance at the airport, and provides the faculty member
and his/her family transportation to their new housing.
5-On his/her first day, the new faculty member meets the Department Head and other faculty
members. The Department Business Manager or Secretary takes the new faculty member on a
tour of the campus to introduce him/ her to the facilities and resources available on campus,
including computing center, classrooms, and library. The new faculty member will also be
provided with office space.
6-The University organizes a one day orientation for all new the college faculty members to
describe the University mission and to give them guidelines on teaching in the college
environment. Sessions are also presented on teaching large classes, the use of courseware and
other equipment, and getting ready for the start of classes.
7-The college human resources staff organizes a half day workshop to explain all issues related to
salaries, benefits, health insurance, etc.

The new faculty member meets the course assignments coordinator to go over his/her teaching
assignments.

4. Departmental Rules of Governance.

75
The CivilEngineering Department Council will serve as the final authority on all the department-
level matters. The Department Head is the chairperson, and all department faculty will be members
of the council.
 To take care of all student affairs.
 To design and update curricula.
 To provide advice on the admission of new students. To offer recommendations on personnel
(including faculty, teaching assistants, and research assistants) and recruitment matters.
 To give recommendations on the promotion of faculty.
 To draft policies for regulating the department’s academic programs.
 To create policies for regulating the research conducted in the department.
 To approve or disapprove the recommendations of the department committees and to refer
relevant issues to the concerned committees for their recommendation
 To deal with any other matter of concern to the department that does not fall within the above
categories

The Department Council typically meets once per month during the academic year. Additional
meetings may be called for as needed. Committees and councils are subject to University by-laws as
described in the college central administration policy documents.

5. Departmental Committees.
There are a number of department committees that provide support to the Department Head and the
department council on some specialized issues. Members of each committee are selected at the
beginning of each academic year, typically during the first meeting of the department council. Each
committee has a chairperson and a set number of members. Membership numbers are determined
by the Department Head but will usually consist of two to five representatives. Each committee
works on issues pertinent to their domains and presents its recommendations in the department
council meetings.

A description of the major committees and their responsibilities follows.

a. Curriculum Committee
The main goal of this committee is to ensure the quality and brand recognition of the Bachelor of
Science (B.Sc.) curriculum and to promote the best practices in learning experiences and outcomes.
The main responsibilities of this committee are to:
1-Identify the latest civil engineering standard curriculum recommendations
2-Identify the latest developments in the academic programs of outstanding universities
3-Evaluate the conformance between the B.Sc. curriculum and the Civil Engineering standard
curricula
4-Develop and continuously improve the B.Sc. program based on the findings in steps 1 and 2
above

The committee will typically consist of at least one faculty representative from each domain of the
program. For instance there could be a representative each from the electronics, computers, power,
and nanotechnology areas.

b. Accreditation Assessment Committee

The Accreditation Assessment Committee is composed of the Central Advisor and three
subcommittees:

Central Advisor
The Central Advisor officer is a faculty member who acts as the primary student advisor for the
Department. The Central Advisor is responsible for reviewing and approving the plan of study

76
 for each student before submitting it to the Central Advisor(s) of the College of Engineering for
final approval.

1) Workload Distribution Subcommittee

This subcommittee aims at allocating teaching workloads among the faculty, taking into
account the preferences of the faculty members as much as possible. The subcommittee
strives to ensure that the load is balanced among all the faculty members. External
constraints, such as other administrative responsibilities (e.g., being Department Head,
Dean, etc.) of any faculty member will be considered in determining his/her teaching load.

2) Laboratory Assessment Subcommittee

At least one faculty member will oversee the department laboratory facilities (space and
equipment), including staff. The Laboratory Assessment Committee will be in charge of
planning, upgrading, and maintaining laboratories, hiring and training technical support
staff, developing and enforcing safety policies, etc.

3) Exit Interviews Subcommittee

Students should be interviewed just before their graduation to obtain feedback on the
program and their experience. One faculty member will be selected to conduct these exit
interviews. A part of the interview could be a written survey that will be analyzed and
reported to the curriculum committee.

c. Additional Committees
Additional committees provide a structure to gather input from other important constituents of the
Department. These include an external advisory board and the CivilEngineering Students Society.

External Advisory Board

The Department should form an External Advisory Board consisting of representatives from
each of the following groups:
 The program’s graduates,
 National and regional employers of program graduates,
 Local government officials (both because it is an employer and because it is interested in
the region’s economy and workforce needs),
 Faculty from other national and international institutes of higher education, and
 Representatives from industry

The External Advisory Board meets annually and possibly communicates with the Department
Head by e-mails. It provides input to the faculty on programs, reviews objectives and outcomes,
and conducts surveys as needed within its domain.

Civil Engineering Students Society.

The Department should encourage the students to form a Society run by students with the help
of a faculty advisor. The Society would sponsor professional presentations by prominent
engineers and networking events with employers to enhance opportunities for internships and
full time positions. The Society would also organize social events and civic activities to promote
a spirit of belonging and pride. In time, the Civil Engineering Students Society may become a
designated student chapter of an international civil engineering society, such as IEEE.

Members of the Civil Engineering Students Society could serve as student advisory board to
provide information regarding program assessment, course development, and laboratories
assessment. Students offer first-hand experience of the curriculum and learning process. The

77
 student advisory board should consist of student representatives from each year of the program.
They meet once per semester with the NCAAA Assessment Committee.

5.0.2 Table of Departmental Committees.

The following table lists different committees, their duties/responsibilities and the number of
faculty members needed for each committee.
Table.3.5.2. Departmental Committees and their Functions
Committee Duties & Responsibilities Members
Curriculum Identify, study, develop and implement changes The head or the associate head
committee in the curriculum to match advances in the field plus two other faculty members
and fulfill recommendations issuing from the
assessment process
Assessment Workload distribution, central advising, plan of Either the head or the associate
Committee study, exit interviews and the assessment head plus four other faculty
process in general members
External advisory Provides input to the faculty on programs, Representatives of stakeholder
board reviews objectives and outcomes, and conducts groups. (The college may
surveys as needed within its domain choose to have one board for all
departments.)
Civil Engineering Provide information regarding program Student representatives from
Students Society assessment, course development and each year of the program
laboratories’ needs. Sponsor professional events
with practicing engineers and organize social
and civic activities.

B. Report on the standard:

(Provide an analytical and critical report about the evaluation results of the standard based on
required data, evidence, and KPIs).

KPI-P-12 Ratio of students to teaching staff Ratio of the total number of students to the total
number of full-time and fulltime equivalent teaching staff in the program

Table.3.5.3. Number of students to teaching staff for civil program From Fall 2015 to Fall 2019
No. Students Total No.
Term New Plan Old Plan Students Staff KPI-12
Fall 2015 0 261 261 8 33:1

Spring 2016 0 273 273 8 34:1

Fall 2016 0 350 350 8 44:1

Spring 2017 0 358 358 9 40:1

Fall 2017 0 356 356 9 40:1

Spring 2018 2 326 328 9 36:1

Fall 2018 239 55 294 9 33:1

78
 Spring 2019 237 33 270 8 34:1

Fall 2019 206 8 214 8 27:1

KPI-P-13 Percentage of teaching staff distribution Percentage of teaching staff distribution based
on: a. Gender b. Branches c. Academic Ranking

Table.3.5.4. Number of Teaching Staff for civil program(Fall 2016)

Average Teaching Load
Saudi Non-Saudi
Teaching Staff For All Teaching Staff
Male Female Total Male Female Total Male Female Total
Professor 0 0 0 1 0 1 12 0 12
Faculty Associate
0 0 0 1 0 1 12 0 12
Members Prof.
Assistant
1 0 1 5 0 5 15 15 15
Prof.
Lecturer 0 0 0 1 0 1 18 0 18
Other Demonstrator 0 0 0 0 0 0 0 0 0
Teaching Teaching
Staff 0 0 0 0 0 0 0 0 0
Assistant
Total 1 0 1 8 0 8 8 0 8
Comments:
The civil programplanning to increase the number of professor and lecturer to improve the
teaching and researches in the program, also the CE program planning the Saudi staff members.

Table.3.5.5. Number of Teaching Staff for civil program(Spring 2017)

Average Teaching Load
Saudi Non-Saudi
Teaching Staff For All Teaching Staff
Male Female Total Male Female Total Male Female Total
Professor 0 0 0 1 0 1 12 0 12
Faculty Associate
0 0 0 2 0 2 12 0 12
Members Prof.
Assistant
0 0 0 5 0 5 15 15 15
Prof.
Lecturer 1 0 1 1 0 1 18 0 18
Other Demonstrator 0 0 0 0 0 0 0 0 0
Teaching Teaching
Staff 0 0 0 0 0 0 0 0 0
Assistant
Total 1 0 1 8 0 8 9 0 9
Comments:
The civil programplanning to increase the number of professor and lecturer to improve the
teaching and researches in the program, also the CE program planning the Saudi staff members.

79
 Table.3.5.6. Number of Teaching Staff for civil program(Fall 2017)
Average Teaching Load
Saudi Non-Saudi
Teaching Staff For All Teaching Staff
Male Female Total Male Female Total Male Female Total
Professor 0 0 0 1 0 1 12 0 12
Faculty Associate
0 0 0 2 0 2 12 0 12
Members Prof.
Assistant
0 0 0 5 0 5 15 15 15
Prof.
Lecturer 1 0 1 0 0 0 18 0 18
Other Demonstrator 0 0 0 0 0 0 0 0 0
Teaching Teaching
Staff 0 0 0 0 0 0 0 0 0
Assistant
Total 1 0 1 8 0 0 9 0 9
Comments:
The civil programplanning to increase the number of professor and lecturer to improve the
teaching and researches in the program, also the CE program planning the Saudi staff members.

Table.3.5.7. Number of TeachingStaff for civil program(Spring 2018)

Average Teaching Load
Saudi Non-Saudi
Teaching Staff For All Teaching Staff
Male Female Total Male Female Total Male Female Total
Professor 0 0 0 1 0 1 12 0 12
Faculty Associate
0 0 0 2 0 2 12 0 12
Members Prof.
Assistant
0 0 0 5 1 6 15 15 15
Prof.
Lecturer 1 0 1 0 0 0 18 0 18
Other Demonstrator 0 0 0 0 0 0 0 0 0
Teaching Teaching
Staff 0 0 0 0 0 0 0 0 0
Assistant
Total 1 0 1 8 0 0 9 0 9
Comments:
The civil programplanning to increase the number of professor and lecturer to improve the
teaching and researches in the program, also the CE program planning the Saudi staff members.

Table.3.5.8. Number of Teaching Staff for civil program(Fall 2018)

Average Teaching Load
Saudi Non-Saudi
Teaching Staff For All Teaching Staff
Male Female Total Male Female Total Male Female Total
Professor 0 0 0 0 0 0 0 0 0
Faculty Associate
0 0 0 2 0 2 12 0 12
Members Prof.
Assistant
0 0 0 5 0 5 15 0 15
Prof.
Lecturer 1 0 1 0 0 0 18 0 18
Other Demonstrator 0 0 0 0 0 0 0 0 0
Teaching Teaching
Staff 0 0 0 0 0 0 0 0 0
Assistant
Total 1 0 1 8 0 0 9 0 9

80
 Average Teaching Load
Saudi Non-Saudi
Teaching Staff For All Teaching Staff
Male Female Total Male Female Total Male Female Total
Comments:
The civil programplanning to increase the number of professor and lecturer to improve the
teaching and researches in the program, also the CE program planning the Saudi staff members.

Table.3.5.9. Number of Teaching Staff for civil program(Spring 2019)

Average Teaching Load
Saudi Non-Saudi
Teaching Staff For All Teaching Staff
Male Female Total Male Female Total Male Female Total
Professor 0 0 0 0 0 0 0 0 0
Faculty Associate
0 0 0 2 0 2 12 0 12
Members Prof.
Assistant
1 0 1 5 1 6 15 15 15
Prof.
Lecturer 0 0 0 0 0 0 0 0 0
Other Demonstrator 0 0 0 0 0 0 0 0 0
Teaching Teaching
Staff 0 0 0 0 0 0 0 0 0
Assistant
Total 0 0 0 7 0 8 7 1 8
Comments:
The civil programplanning to increase the number of professor and lecturer to improve the
teaching and researches in the program, also the CE program planning the Saudi staff members.

Table.3.5.10. Number of Teaching Staff for civil program(Fall 2019)

Average Teaching Load
Saudi Non-Saudi
Teaching Staff For All Teaching Staff
Male Female Total Male Female Total Male Female Total
Professor 0 0 0 0 0 0 0 0 0
Faculty Associate
0 0 0 2 0 2 12 0 12
Members Prof.
Assistant
0 0 0 5 1 6 15 15 15
Prof.
Lecturer 0 0 0 0 0 0 0 0 0
Other Demonstrator 0 0 0 0 0 0 0 0 0
Teaching Teaching
Staff 0 0 0 0 0 0 0 0 0
Assistant
Total 0 0 0 7 1 0 7 1 8
Comments:
The civil programplanning to increase the number of professor and lecturer to improve the
teaching and researches in the program, also the CE program planning the Saudi staff members.

The following table shows the calculated values of KPI-13 for academics year from semester Fall
2016 to Fall 2019, the results show that the percentage of PhD holders ranged between 80% for the
semester of spring 2017 to 100% for last two semester

Table.3.5.11. Number of TeachingStaff for civil programform Fall 2016 to Fall 2019 (KPI- 13)
Semester Professor Associate Assistant Lecturer Total KPI-P-13, Remarks

81
 Professor Professor % of PHD Holder
Male Female Male Female Male Female Male Female
Calculated Target
Fall 1 0 1 0 6 0 1 0 9 89% 75% Meet the
2016 target
Spring 1 0 2 0 5 0 2 0 10 80% 75% Meet the
2017 target
Fall 1 0 2 0 5 0 1 0 9 89% 75% Meet the
2017 target
Spring 1 0 2 0 5 1 1 0 10 90% 75% Meet the
2018 target
Fall 0 0 2 0 5 0 1 0 8 88% 75% Meet the
2018 target
Spring 0 0 2 0 6 1 0 0 9 100% 75% Meet the
2019 target
Fall 0 0 2 0 5 1 0 0 8 100% 75% Meet the
2019 target
KPI-P-13 Percentage of teaching staff distribution Percentage of teaching staff distribution based on PHD holders (# of
teaching staff with doctoral qualification in P)/(Total # of teaching staff in P)

KPI-P-14 Proportion of teaching staff leaving the program Proportion of teaching staff leaving the
program annually for reasons other than age retirement to the total number of teaching staff.

Table.3.5.12. Number of TeachingStaff leaving for civil programform Fall 2016 to Fall 2019
(KPI- 14)
Semest Professor Associate Assistant Lecturer Tot Teachin KPI-P-14, Remar
er Professor Professor al % of PHD ks
Mal Femal Mal Femal Mal Femal Mal Femal
g Staff Holder
e e e e e e e e leaving Calculat Targ
ed et
Fall 1 0 1 0 6 0 1 0 9 0 0% <5.0 Meet
2016 % the
target
Spring 1 0 2 0 5 0 2 0 10 0 0% <5.0 Meet
2017 % the
target
Fall 1 0 2 0 5 0 1 0 9 1 10.% <5.0 Not
2017 % Meet
the
target
Spring 1 0 2 0 5 1 1 0 10 0 0% <5.0 Meet
2018 % the
target
Fall 0 0 2 0 5 0 1 0 8 2 20% <5.0 Not
2018 % Meet
the
target
Spring 0 0 2 0 6 1 0 0 9 1 11% <5.0 Not
2019 % Meet
the
target
Fall 0 0 2 0 5 1 0 0 8 1 10% <5.0 Not
2019 % Meet
the
target
KPI-P- Proportion of teaching staff leaving the program Proportion of teaching staff leaving the program annually for reasons
14 other than age retirement to the total number of teaching staff. (# of teaching staff leaving in P)/(Total # of teaching
staff in P) X100%

KPI-P-15 Percentage of publications of faculty members Percentage of full-time faculty members

who published at least one research during the year to total faculty members in the program. The
following table shows the calculated values of KPI-15 for academics year from 2017 to 2019.

82
 Table.3.5.13. Publications of Civil Engineering Faculty Members (KPI-P-15)
Academic Average of Number of Total number KPI-P-15 * Remarks
Year faculty faculty member of articles Calculated Target
member published at least
(PHD once per year
holders)
2019 8 3 9 37.5% >30% Meet the target

2018 8 3 6 37.5% >30% Meet the target

2017 8 3 4 37.5% >30% Meet the target

KPI-P- Percentage of publications of faculty members Percentage of full-time faculty members who published
15* at least one research during the year to total faculty members in the program

KPI-P-16 Rate of published research per faculty member The average number of refereed and/or
published research per each faculty member during the year (total number of refereed and/or
published research to the total number of full-time or equivalent faculty members during the year).
The following table shows the calculated values of KPI-16 for academics year from 2017 to 2019.

Table.3.5.14. Publications of Civil Engineering Faculty Members (KPI-P-16)

Academic Average of Number of faculty Total number KPI-P-16 * Remarks
Year faculty member published of articles
member at least once per Calculated Target
(PHD year
holders)
2019 8 3 9 1.13 0.30 Meet the target

2018 8 3 6 0.75 0.30 Meet the target

2017 8 3 4 0.50 0.30 Meet the target
KPI-P- Rate of published research per faculty member The average number of refereed and/or published
16* research per each faculty member during the year (total number of refereed and/or published research to
the total number of full-time or equivalent faculty members during the year

KPI-P-17 Citations rate in refereed journals per faculty member The average number of citations in
refereed journals from published research per faculty member in the program (total number of
citations in refereed journals from published research for full-time or equivalent faculty members to
the total research published. The following table shows the calculated values of KPI-17 for
academics year from 2017 to 2019.

Table.3.5.15. Publications of Civil Engineering Faculty Members (KPI-P-17)

Academic Average Number of Total Number of Citations KPI-P-17 *
Year of faculty faculty number Remarks
member member of Calculated Target
(PHD published at articles average Total
holders) least once Per
per year Article
2019 8 3 9 3.0 27 3.38 TBC Not
Defined
2018 8 3 6 7.0 42 5.25 TBC Not
Defined
2017 8 3 4 9.0 36 4.50 TBC Not
Defined
KPI-P-17 Citations rate in refereed journals per faculty member The average number of citations in refereed

83
 *
journals from published research per faculty member in the program (total number of citations in
refereed journals from published research for full-time or equivalent faculty members to the total
research published

The following table shows the summary of KPI-15, KPI-16 and KPI-17 calculated values for
academics year from 2017 to 2019.

Table.3.5.16. Publications of Civil Engineering Faculty Members (KPI-15, KPI-16 and KPI-17)
Academi Averag Number Total Number of KPI-P-15 * KPI-P-16 ** KPI-P-17 ***
c Year e of of faculty numbe Citations
faculty member r of
member publishe articles Calculate Targe Calculate Targe Calculate Targe
(PHD d at least d t d t d t
holders) once per averag Tota
year e Per l
Article
2019 8 3 9 3.0 27 37.5% >30% 1.13 0.30 3.38 TBC
2018 8 3 6 7.0 42 37.5% >30% 0.75 0.30 5.25 TBC
2017 8 3 4 9.0 36 37.5% >30% 0.50 0.30 4.50 TBC
KPI-P- Percentage of publications of faculty members Percentage of full-time faculty members who published at least one research during
15* the year to total faculty members in the program
KPI-P- Rate of published research per faculty member The average number of refereed and/or published research per each faculty member
16** during the year (total number of refereed and/or published research to the total number of full-time or equivalent faculty members
during the year
KPI-P-17 Citations rate in refereed journals per faculty member The average number of citations in refereed journals from published research
***
per faculty member in the program (total number of citations in refereed journals from published research for full-time or equivalent
faculty members to the total research published

C. Overall Evaluation for Quality of the Standard:

Strengths:
1-Faculty members demonstrate leadership in their respective fields of specialization
2-The Department has experienced researchers

Areas for Improvement:

1- More focus on the scientific research and production
2- reduce the teaching loads
3- More developmental workshops

Priorities for Improvement:

1- Develop a research strategic plan
2- Establish a well -organized and structured data base to monitor all research activities, funds,
and publications.
3- Review the department’s research performance and infrastructure

84
 Standard 6. Learning Resources, Facilities, and Equipment (Overall Rating: 3.0)

A.Abrief realistic and objective presentation of the present status of the program with respect
to Learning Resources, Facilities, and Equipment.

The CE department has access to a wide range of learning resources including UBT Libraries,
college portal. College portal provides vast amounts of information in the form of, faculty web-
pages, links to important web-sites, and announcements about a variety of events. The IT
department in collaboration with Deanship of Education provide a full lines of communication with
students, providing emails for each student, staff and faculty, as well as creating a message centre.
Moreover, the College of Engineering provides computer labs equipped with smart board that
facilitates learning recourses and other teaching purposes. Furthermore, the College is completely
covered with wireless internet access. Description of the processes used to evaluate performance in
relation to this standard are based on data. Also, by the review the annual report of Library
Deanship Report. The team members also revised the course evaluation, measurement and
measurements and evaluation unit, readiness of the College and student’s surveys results.

B. Report on the standard:

(Provide an analytical and critical report about the evaluation results of the standard based on
required data, evidence, and KPIs).

KPI: Satisfaction of beneficiaries with the learning resources

NCAAA KPI Reference Number: KPI-P-18
Program KPI Reference Number:
Actual Target Target Internal Benchmark External New target
Benchmark Benchmark Benchmark

Section (2) Semester Female Male

Fall 2016 -- 80%
Section Overall Female Male
Spring -- 84%
(2) -
2017
average
Learning Fall 2017 -- 84%
Learning 84.33% -- 84.3% ≥70% In Process 85
Resources Spring -- 84%
Resource
& Facilities 2018
s &
Fall 2018 -- 86%
Facilities
Spring -- 88%
2019

Analysis: STAT-013 OPERA Student Experience Survey (Section 2)

ThisKPIisbasedontheProgramSurvey(STAT_13)resultsaredistributedthroughtheOPERASystem,
conductedbystudentswhohavecompletedbetween 47 to 83Credits. This
ReportcanbecalculatedandextractedonaProgramlevel. This report is sectionedinto 1 partasfollows: Learning
Resources & Facilities. The previous table shows the trend of the evaluation of the program level for the past six
semesters. When following the trend of the program Level for the past six semesters, as per the table above, it easily can
show that it has exceeded the targeted benchmark 70% by reaching maximum of 84.33%. Therefore, it is proposed to
raise the targeted benchmark for the coming year to 85%. To provide more details of the current status (as of FALL
2016) of UBT Programs' evaluation, analysis is provided at the program levels, which lead to highlighting strengths and
areas of improvement at across UBT program.
Strengths:
By mandating this survey, more feedback is available for analysis

85
Recommendations for Improvement:
Revising the survey to include additional questions, as a tool to verify if the survey was filled objectively.

6.0.1 The program implements clear policies and procedures that ensure the adequacy and
appropriateness of learning resources and services provided to support student learning.

To ensure the adequacy and appropriateness of learning resources and services provided to support
student learning. The Civil Engineering program policy focuses on Quality of services, which is
achieved by using high quality materials, developing and implementing performance standards to
increase Facilities Management services available to the community.

At the level of beneficiaries (Staff, and students), in addition to being responsive to their needs,
many initiatives were launched in order to improve services. For example, to achieve customer
satisfaction, staff training and surveying community satisfaction with services are conducted on a
regular basis. (6-0-1-1)

The program policy is to provide each student with a copy of the course material through Moodle
and the university’ bookstore (6-0-1-2). Textbook guidelines make clear that academic textbooks
should be up to date, relevant, and incorporate any recent advancement of knowledge. The textbook
Committee regularly reviews textbooks to adopt the latest editions, and examines more suitable
and/or newer editions that reflect updates and advances in the specific fields of study. Planning for
the upcoming semesters is done before hand; adequate data related to the potential number of
textbooks is collected from the Department Head and sent to the bookstore which works in
collaboration with the library makes sure that the appropriate number of textbooks are ordered and
placed on shelves to allow students to purchase them on time. (6-0-1-3)

The CE department follow the open door policy with all beneficiaries; it is a part of department
policy to encourage students to communicate with their instructors/ academic advisors to get
support about the available facilities and learning resources. All department members are required
to clearly post their office hours in front of their offices along with their university email. Student
can reach their instructor/ academic advisors during their office hours or at any time by their
announced emails. (6-0-1-4).

To ensure a safe learning environment, all department facilities are well-equipped with state-of-art
equipment to provide the best security services to the staff and students. CCTV Cameras are used at
main areas and some class rooms. In addition, all dept. facilities are accessed by university ID
readers through a access card system where only staff with approved access can use the facility. (6-
0-1-5).

6.0.2 The program implements effective procedures for the management of resources and
reference materials needed to support teaching and learning processes.

To ensure optimal utilization of space and facilities, the Department adheres to the guidelines set
out in its “Policy on Management of Department Space”. All classrooms are considered shared
facilities and as such are under the jurisdiction of the Faculty’s Academic administration. All
instructors within the department must submit booking requests to this office on an annual basis in
order to secure classroom space for undergraduate course delivery.
Every academic year, the CE department receives a list of all subscription items of Library
resources for evaluation by the academic and research staff. Their feedback is reviewed for addition
and cancellation (6-0-2-1). To facilitate student progress monitoring, the department adopts the

86
policy of each student in the program has a specific teaching staff as an academic advisor during all
study years.(6-0-2-2). In addition, each teaching staff schedule must include 2 office hours per each
course he taught, at least 10 office hours during the week. All instructors are also required to clearly
post these office hours in front of their offices. (6-0-2-3).

The students are encouraged to visit their instructors during their office hours to get appropriate
personal assistance and feedback on learning resources. The program monitors the teaching staff
availability during their office hours as an effective teaching tool and puts a related question in the
Students’ evaluation Survey. (6-0-2-4).

6.0.3 The Library has a sufficient number of various resources that are easily accessible and
appropriate to the needs of the program and the number of students; are made available in
adequate and appropriate times for male and female student sections; and are updated
periodically.

The Deanship of Library Affairs is responsible institutionally for streamlining the process of
making textbooks and other reference materials available to the students before the classes
commence (6-0-3-1) . The Central Library is located at Dahban campus and is responsible for the
supervision of all library operations including acquisition, technical processing of library materials,
and information services (6-0-3-2). A branch library is located at Jeddah campus, and other branch
libraries may be established when needed. The library uses the Symphony Automated System for
acquisitions, classification, cataloguing, and checking all bibliographic information. Online
facilities including access to OPAC system (Online Public Access Catalogue) and existing
databases in the Central Library and KAUST library Catalogue are easily accessible from in and
outside the campus and remotely by all students and faculty members. (6-0-3-3).

The Central Library in Dahban campus operates 12 hours daily from 8:30 a.m. till 8:30 p.m. to
ensure that adequate services and facilities are provided to library users. 49 computers and software
with Wi-Fi facilities are available in the libraries to support the use of online facilities. In addition,
three copying and three printing facilities are available for library users. The users of the college of
engineering can print their designs on big sheets as well.

Other facilities, such as seminar rooms and discussion rooms for group study or discussions, are
available in the Central Library. In addition, a common room for free reading is also available.
There are adequate number of comfortable chairs and tables to allow students to study and undergo
research work. In male campus, library provide 24 tables in the study area with 58 chairs, and 2 big
circle tables with 8 chairs for the reading area. Also, library has a tea room with TV where students
can have some relaxing time. (6-0-3-4).

The Central Library staff members are fully engaged in the acquisition and selection of all
information resources related to the CE program in cooperation with the teaching staff (6-0-3-6:
student visit). in order to ensure adequate support, information for the best use of library resources
and how to use the online databases is circulated and available to students and staff members.
Documents or articles that are available in collections or are to be obtained externally are provided
by the Central Library upon request by filling out the required form. Access to KAUST University
and KAU library resources is facilitated to staff members and students by providing them with an
official introductory letter according to our mentioned agreement. (6-0-3-5).

Libraries in both campuses provide a library orientation week for the new students and teaching
staff at the beginning of each semester. The library orientation week includes a full introductory
program about the library services, resources, and available facilities. UBT Library staff is always

87
on-site and available to answer questions and to help in searching for required information. In
addition, at the beginning of any new semester, for a whole week (and when necessary during the
year), orientations are held to give the overall picture of what is available in the libraries and how to
obtain the information and use the services provided. There are sufficient professional librarians (2
at the Central Library and 2 at the Jeddah campus library) in addition to 2 assistant librarians (1 at
each campus) to answer questions and to process any further requests.

In order to measure the adequacy of library collection and services provided to students and staff
members, the Central Library developed evaluation procedures that include an evaluation survey
and is filled by students and staff members. The results of these evaluations are used to
continuously improve library services and activities (6-0-3-6&6-0-3-7).

6.0.4 The program has specialized electronic resources (e.g., digital references, multimedia,
software), and appropriate databases and electronic systems that allow beneficiaries to access the
information, research materials, and scientific journals from within or outside the institution.

The CE program has specialized electronic resources that fit with the courses contents (6-0-4-1). At
the beginning of the term, faculty members are required to inform students about the course
material, available resources, lab equipment, and providing these data verbally and online via the
Moodle for all students enrolled in each course. In addition, all course material and handout should
be available to registered student through Moodle service. (6-0-4-2).

Classes and exams are conducted mostly in a traditional classroom setting supported by Moodle
system to interact with students on and off campus. The use of smart-boards, wireless technology,
online OPERA grading and attendance are must in all classes.(6-0-4-3). CE members within their
course files are required to highlight areas need of improvement that includes the electronic
facilities, digital references, …etc. (6-0-4-4).

The CE students and staff can obtain additional digital resources and, research materials, and
scientific journals through the Central Library. The UBT library has a strong commitment to
continue the collection development plan to increase library resources and improve library services
to reach international standards for comparable universities. The OPAC (Online Public Access
Catalogue) automated system is available to locate library resources. In addition, other online
catalogues of similar university libraries and research institutions are accessible (6-0-4-5).

Current awareness services are provided by the Central Library, whereby all staff members are
informed of new arrivals of acquisitions and changes in services provided. After the librarians
received the reference books, they check the invoices and compare them with the faculty’s lists.
Then, the information is uploaded in the system such that the books are available for borrowing (6-
0-4-6).

At the end of each semester, all instructors are requested to submit course reports at the end of
every semester on courses they taught. The course report which is included in the course file,
contains a specific part for evaluation of learning material availability and recommendation for the
next semester (6-0-4-7). Moreover, the department monitors student evaluation for learning
materials and textbook through a specific question in student evaluation survey at the end of each
semester (6-0-4-8).
6.0.5 The program has laboratories, computer and technology equipment, and materials that
are suitable to the specialty and sufficient to conduct research and scientific studies according to
the program goals; and applies appropriate mechanisms to maintain and update them.

88
The Civil engineering department has an assigned of teaching labs under its umbrella, in addition to
another shared area of teaching, student support, and administrative space with the other department
in the faculty of engineering. The civil engineering facilities primarily comprise a range of
laboratories which support the various thematic areas of our teaching and research portfolio:
structural, geotechnical, surveying engineering, concrete materials, and environmental engineering.
Most of laboratory facilities may be identified as dedicated teaching spaces and to provide training
at both the undergraduate level and for graduate level in the future. The remaining space directly
assigned to the Department is allocated to individual faculty offices and common use support space,
administrative offices (6-0-5-1).

In brief, existing laboratory resources include:

1-Concrete Materials lab, located in the ground floor of ANNEX buildings, is equipped to perform
a wide range of tests on concrete structures, as well as conduct destructive tests under various
loading conditions
2-Geotechnical Lab, located in the ground floor of ANNEX buildings, is equipped to perform
standard tests on soil, rock and concrete materials.
3-Surveying Engineering lab, located in the ground floor of ANNEX buildings, is equipped with
various instrument required for land surveying activities.
4-Strength of Material lab, located on the first floor of ANNEX buildings, that enables students to
perform experiments on medium-scale structural and mechanical components.
5-Environmental and water lab, located in the ground floor of ENG building, is assigned for
Hydrology and Water Resources Engineering – Hydraulics - Environmental Engineering tests.

During the past 4 years, The CE department continued to maintain a highly flexible policy for
acquisition of learning resources to support the transfer to the new academic program. With the
assistance of several funding from UBT administration, the department have made significant
investments to achieve the following additional improvements to our assigned facilities
1-The surveying and Geometrics lab was supported by a set of modern instrument include real
time GNSS receivers, modern total stations, digital levels, and laser levels.
2-The water lab was fortunate to have a set of new devices to perform hydraulic tests for
underground students.
3-Work is currently underway to develop the Intelligent Transportation Systems Laboratory which
will support the area of generating simulations traffic and transportation planning.

In addition to the above mentioned lab, the department shared another set of teaching/ support
facilities with other departments in the faculty include:
Computer labs (8 labs), located in the ground floor of ENG building, and equipped with more than
100 computers. All computer labs equipped with Engineering/ research software (6-0-5-2).
1-Physics labs (3 labs), located in the ground floor of ANNEX buildings, equipped to perform
standard tests physics and civil related topics.
2-Chemistry labs (2-labs), located in the ground floor of ANNEX buildings, equipped to perform
standard general chemistry topics.

Adequate computer equipment and software is available and accessible for teaching, staff and
students throughout the department. All the classrooms are furnished with smart board/ PC facilities
and all offices contain one PC per user (6-0-5-3). In addition, the IT department provides free
PCs/laptops to department members.
6.0.6 The teaching staff, students, and employee of the program have the appropriate
orientation and technical training and support for the effective use of resources and means of
learning.

89
At the beginning of each semester the department arrange with the support deanships in the UBT to
introduce a set of orientation sessions for the new students and staff (6-0-6-1): orientation session).
During the semester, more technical training workshops to ensure effective use of computing
equipment and appropriate software for teaching, student assessment (6-0-2 & 6-0-6-3). Other
technical training for the new adopted technologies such as the smart board Training program that is
offered on a frequent basis (6-0-6-4).
On the other hand, the Faculty Development Center (FDC) provides a series of training sessions for
faculty staff to improve their abilities to use the learning resources in effective way (6-0-6-5).

6.0.7 The program has the suitable classrooms and facilities for its needs.

The department of Civil engineering has a full access to more than 40 shared classrooms equipped
with SMART Boards and projectors for computer-based material as well as with white boards (6-0-
7-1). Classes’ capacity ranges between 20 and 40 students to fit the number of students in different
courses (6-0-7-2). Network access is available in all classrooms as well. Laptop computers are
available to faculty if needed, but faculty members normally use their own laptops for this purpose.
The seminar room, is available for classes although it is not formally scheduled for such meetings.
It has a projector system and Internet access. The CE department also has access to computer
teaching labs. The department has a conference room in the lobby, ground floor, equipped with
video-projector and sound system as well as internet Engineering Departments in the faculty. The
classrooms are adequate for the needs of the program and the task of supporting the department
mission and program objectives. Every professorial rank at UBT has a dedicated office where they
can carry out their teaching and/or research duties in addition to consultation and meeting with
students.

The civil engineering department also has authorized access to meeting and workshop rooms, in
addition to faculty auditorium with a capacity up to 200 persons. These facilities are fully equipped
with integrated presentation equipment, computer stations, and board style meeting tables to
facilitate group discussion, workshops, training sessions, and general conferences (6-0-7-3).

The Department continues to benefit from access to the outdoor area south to ANNEX building,
generously made available to the Department to provide undergraduate students with the
opportunity to acquire hands-on experience in the use of various field instruments used within their
professions, and the processes involved with land surveying courses.

The department has a well-equipped, manned Photocopy Center with basic binding facilities is
currently operated. Photocopying is done strictly in accordance within the provisions of the
copyright and patents rights policies and “fair use” doctrine. All department spaces and facilities are
equipped with supported services such as print, Wi-Fi, power supply for multiple laptops, and basic
stationary. The supply unit in the university is responsible for providing the department staff with
all stationery and teaching supply they need at any time through an online system (6-0-7-4).

6.0.8 All health, and general and professional safety requirements are available in the
facilities, equipment, and the educational and research activities.

In order to enhance the quality of facilities, the UBT has implemented many health and safety
related policies and regulations including declaring a smoke-free campus and equipping all
buildings with camera monitors at key locations to broadcast awareness messages and news. To
ensure maintenance of a healthy and safe environment, the Environment Health, and Safety
department conducts regular visits to the different locations, buildings, laboratories of CE
department to ensure a “Safety First” principle. The department is on the way to have a safety

90
committee with the responsibility of conducting periodic visits and assessment of safety buildings
and facilities it occupies. Additionally, CE labs is now assigned a coordinator responsible for safety
tasks which may be summarized as follows:
1-The safety principles listed in the laboratory manual should be posted at a visible location and
be at eye-level. The poster size should is in “A4” and the font should be 12 points. (6-0-8-1).
2-All laboratory instructors and researchers using the laboratory should be aware of these
principles and follow them strictly.
3-The laboratory should be inspected frequently to make sure there are no violations of the safety.
Violators should be reported in writing via his chairman or head of a division.
4-All labs are equipped with emergency kits and medical aids (6-0-8-2)

Construction evacuation maps have been developed with periodic review of the fire extinguishers
sites and maintenance work for the fire pumps, providing guidance boards for ease of use. Working
on upgrading and improving cameras in a way that helps improve the quality and quality of the
surveillance (6-0-8-3)

According to UBT health guidelines (6-0-8-4), CE department staff and students benefit from UBT
medical services inside and outside the campus. In campus services include a clink where, a full
time Doctor and Nurse are appointed for the UBT clinic and emergency services are also provided
free of charge, including transport to nearby hospital in the UBT ambulance. (6-0-8-5). Off campus
services for CE staff include medical insurance with Bupa Arabia company which is accepted in
most of hospitals inside and outside the Saudi Arabia.

6.0.9 Standards for safety, environmental conservation, and hazardous waste disposal are
applied efficiently and effectively.

The CE department, as a part of The UBT buildings, are certified as a safe workplace from Civil
Defence Authorities (6-0-9-1). Services such as cleaning, waste disposal, minor maintenance,
safety, and environmental management are efficiently and effectively carried out under the
supervision maintenance and services administration in the UBT.

All the CE facilities are equipped with an Access Control System. Privileges and access logs are
controlled centrally. A comprehensive CCTV system monitor the entire department, space
utilization is always monitored, and reallocation of space is done whenever a need arises. (6-0-9-2).
A full-time security team is employed.

6.0.10 The program has the sufficient number of qualified technicians and specialists for the
operation and preparation of laboratories.

The Civil Engineering program has a Lab Technical Support Office with a team for operation and
maintenance of the program labs. They help academics and research centers to achieve their desired
goals and ensure quality and timely procurement of equipment. The team consists of senior
engineer, junior engineer and two technicians. The team is supervising the labs operation,
maintenance, equipment calibrations and efficient utilization of lab spaces in terms of safety
standards as well as effectiveness and to make sure that there is continuation of knowledge in
utilizing the lab equipment. In addition to the lab team, all instructors of courses that have lab are
sharing the team with their experiences to have successful experiments.
6.0.11 The program has facilities, equipment, and services suitable for those students, teaching
staff, and employee with special needs.

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The program follows the guidelines of UBT continues plan to improve its infrastructure to meet the
demand for higher education and provide an ideal and stimulating environment for learning and to
accommodate students and employee with special needs by installing ramps, elevators and rest
rooms for them. Special parking areas are available for them. A shadow person is permitted for
students of special needs during exams. Special toilets are available for them in college of
engineering. In coordination with the Education Support Center (ESC), field visits have been
carried out in advance to identify any need for work to help facilitate movement and access. (6-0-
11-1). Currently, all of department facilities are designed and equipped for students and staff with
special needs.
The CE students with special needs are eligible to get benefits of ESC services, including Disability
Services, Counselling and Guidance, and Supporting Students Service. Moreover, CE students with
special needs are also eligible for UBT special scholarships for special needs student (6-0-11-2).

6.0.12 The program has the appropriate technologies, services, and environment for courses
offered through distance or e-learning according to their own specific standards.

At this time the program does not offer e-learning courses. However, the program has a plan to
offer such courses in the near future supported by the fact that UBT is known for its use of e-
learning in campus for the current in-campus programs and the future online programs. UBT has a
set of different vendor and in-house applications and systems. Opera system is an in-house Oracle
application that is the main information system used in campus for students, faculties and academic
services. Opera facilitate online application process for new students to apply online (6-0-12-1).
Once students are accepted, they can register for their courses online (6-0-12-2). Faculty members
can even advise students online through the Opera advising system. Once students register and
enroll in a UBT course, they have access to all the electronic services in regards of students’ and
learning services. The application of LMS system and other varies learning technologies enhance
the learning environment at UBT (6-0-12-3). Moodle is the learning management system that is
used by all faculties and students and a number of academic staff. All faculty members and students
are using Moodle in a regular basis for their daily learning interaction, communication and
submission of assignments and projects (6-0-12-4). Faculties conduct quizzes online and make use
of the discussion forums and the analytical tools available in Moodle that monitor students’
engagement and performance (6-0-12-5). There are other learning technologies that are integrated
with Moodle as Turnitin, the plagiarism software used by the faculty members to detect plagiarized
reports (6-0-12-6). Other programs used at UBT includes Opera Grading and attendance to update
students’ grades and their attendance records (6-0-12-7). Microsoft email is also provided to all
faculties and students, this includes all the Microsoft features and software that are provided for free
for the students as the 1 TB storage in OneDrive, free download of Microsoft applications, and free
access to vendor software because of the UBT student ID (6-0-12-8). E-portfolios are also one of
the services provided to students and faculties to build their complete e-Portfolios online and share
it with prospected companies or peers (6-0-12-9). Other electronic services include access to
electronic library resources through the UBT website and accessed by students’ and faculties’ own
UBT user accounts (6-0-12-10). All of the electronic software and tools are available 24/7 in an
internet environment with a current speed of 34 MB in Jeddah campus and 80 MB in Dahban
campus. The infrastructure is ensuring security with the use of Firewall protection (FortiGate) and
other security measurements (6-0-12-11).

The Information & Technology department at UBT consists of highly qualified individuals in each
of the 3 IT divisions: The application & development, The System administration and the
infrastructure and technical support. The 3 divisions serve the UBT different campuses including
the colleges, deanships and administrations in order to achieve the IT strategic plan (6-0-12-12).

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The application & Development Division consists of 5 experienced staff members highly skilled in
Oracle database, expert in ERP systems, and highly skilled in Java and ASP.Net programming. The
system Administration team is highly skilled in Windows server & client management, Microsoft
office and VB.Net and C# programming. The infrastructure and technical support division contains
13 highly expert individuals in Networking, telecommunication and information technology (6-0-
12-13). The Technical support team follows a maintenance plan for all the laboratories in the
different UBT campuses and renovate and provide new laboratories as well. This includes upgraded
PCs, smart technologies used in the labs and the needed software and appropriate licenses (6-0-12-
14).

6.0.13 The program evaluates the effectiveness and efficiency of learning resources, facilities,
and equipment of all types; and the results are used for improvement.

In order to achieve the goals of UBT learning strategic plan (6-0-13-1), CE department under the
UBT’ Opera system conducts a general student annually online survey during which they are given
the chance to voice their opinion about the adequacy and quality of learning resources based on
their current level and completed credit hours (6-0-13-2& 6-0-13-3). In addition, special survey is
conducted for department facilities (6-0-13-4), and another one for the library services (6-0-13-5).
In response to that, the results of these surveys are discussed in department council periodical
meetings then at the faculty level and included in the annual report (6-0-13-6). The faculty annual
report to be reviewed by UBT administration which assigns specific tasks to mitigate any hurdles or
obstacles.

C. Overall Evaluation for Quality of the Standard:

Strengths:
1-CE teaching faculty strictly observe office hours., which are posted by each faculty in the front
of his office door as well as electronically using the online electronic teaching and learning
systems that The University provides.
2-The program provides a versatile online electronic teaching and learning resources.
3-CE students have a full access to UBT center of learning need.
4-CE student has an excellent web-based registration system (Opera system) for monitoring and
coordinating student workload.
5-The Information Technology (IT) infrastructure is regularly reviewed and upgraded to deliver
robust and reliable integrated services.

Areas for Improvement:

1-Student academic counselling and advising center should establish an online system that include
means to measure and evaluate the effectiveness of its processes.
2-CE web pages to publicize services and facilities to the community
3-More efforts are required to establish high quality, centralized facilities that are equipped with
state of the art (modern) equipment for research.
4-In spite of the good amount of efforts targeting lab coordinators and operators, more structured
and sustained efforts and programs should target staff operating labs aiming at improving their
awareness, knowledge, conduct and responsibility towards safety.

Priorities for Improvement:

1-Implement more structured and sustained green environment in lab and classroom facilities.
2-Provide staff operating labs with specific training aiming at improving their awareness,
knowledge, conduct and responsibility towards safety.

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4. Independent Evaluations
4.1 Describe the process used to obtain an independent opinion on the self-evaluation.

The program raised a list of independent reviewers in action item 10, where QDD will connect with
them to handle the review process.

Attach the report(s) by independent evaluator(s).

5. Conclusion
5.1 List the most important Program aspects that are particularly successful or that demonstrate high quality.

 The program has a clear and appropriate method of learning outcomes assessment.
 The program has a clear and appropriate mission and PEOs.
 The teaching methods are consistent with NCAAA standards.
 The labs and facilities are well established.
 The program is supported by an adequate quality system
5.2 List the most important program aspects that have priorities of improvement

 Improve research infrastructure

 Faculty members should be provided with opportunities to attend and organize national and
international conferences/ seminars / workshops.
 No program brochures.
 No Bench Marking

6. Action Recommendations
Action recommendations should be based on the priorities for improvement and other matters
identified earlier in the SSRP
Action Person(s)/units Resources
No. Timelines
Recommendation Responsible Required
Standard 1  The program mission must be Civil Engineering Jan 2021 Available
reviewed by stakeholders. Quality Committee

 Simplify administrative processes College Vice Dean Jan 2021 Available

Standard 2
 The CE program has to go Program Quality Spring 2021 Available
through accreditation, which Committee
Standard 3 ensures that learning outcomes
are achieved and periodically
reviewed.
 The graduating students, alumni QDD & college Quality Jan 2021 Available
and employer surveys need to be Committee
effectively promoted to obtain
higher response rates to yield
better analysis.
 It is important to CE faculty to QDD Fall 2020 Available
participate to NCAAA
workshops.
Standard 4  The graduating students, alumni QDD Jan 2021
Available

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 and employers surveys need to be
effectively promoted to obtain
higher response rates to yield
better analysis. Program Quality Jan 2021
 The communication channel Committee
between the faculty advisor and
the field supervisor for field
experience needs to be enhanced.
Standard 5 Deanship of Research Jan 2021
 Develop a research strategic plan
 Establish a well -organized and
structured data base to monitor
all research activities, funds, and
publications
Standard 6 College Dean Jan 2021
 Implement more structured and
sustained green environment in
lab and classroom facilities.
 Provide staff operating labs with
specific training aiming at
improving their awareness,
knowledge, conduct and
responsibility towards safety.

7. Attachments:
1-A copy of the previous external review or accreditation visit report (if any) and the program’s
response to its recommendations
2-A detailed list for teaching staff including the following (name, gender, nationality, degree,
mode of study (on-campus, distance education), academic rank, general and specific specialty,
institution graduated from, list of current courses taught in the current academic year)
3-A report on self-study process (including membership and terms of reference for committees,
sub-committees, working teams, and process for the preparation of each standard).
4-A complete analysis report of the Program KPIs (including trends and comparisons based on
gender and branches/locations)
5-Report(s) by independent evaluator (s) on the program self-evaluation

Important Notes:
 Where evidence is provided for each section of the SSRP, such as attachments, it is
recommended that these documents be contained in the NCAAA portal.
 Ensure that the attachments provided are relevant and related to the SSRP.
 Use a short descriptive file names to identify the contents of each attachment.
 Photos, excessive letters, emails, notes, memos, surveys, and files are not encouraged. These
types of documents can be shown when the review team arrives at the program.

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