King Saud University Self-Study Report Chemical Engineering Bachelor of Science

The status The CHED along with other KSU engineering departments, is seeking ABET’s accreditation. The department has matured enough and feels the need for international accreditation and recognition The CHE program was not evaluated by ABET before. The procedure suggested by ABET has been adopted as a guide for the preparation for accreditation

Preliminary preparation The college of engineering has conducted several institution-wise seminars about accreditation to promote student and faculty awareness. The CHED has also promoted an ABET culture and encouraged its faculty members to attend local and international workshops on ABET accreditation

The Department established: An ABET Committee consisting of : Dr. Mansour AlHazaa Dr. Emad Ali Dr. Ahmed Abasaeed Dr. AbdelHamid Ajbar Dr. Mohammad AlHajAli Eng. Mohammad Gaily

The Department Established An Industrial advisory Committee consisting of : Dr. A. AlUbaid SABIC Dr. A. AlHusaini ARASCO Eng. I. AlUmair ARAMCO Eng. A. AlOaid Industrial Development Fund Eng. S. AlNuzaha National Manufacturing Corp.

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

Chemical Engineering Place at the University

Departmental Mission and Vision The CHD Department has a mission and vision that are consistent of those of the College and University The Chemical Engineering Department Vision: The department of chemical engineering aims at contributing to the nation’s development and improving the welfare of the society, through preparing professional chemical engineers and conducting theoretical and applied researches. The Chemical Engineering Department Mission: The chemical engineering department strives at providing rigorous and dynamic education to students in the various chemical engineering fields, serving local communities, contributing to the progress of the chemical engineering profession and leading in innovative applied research

Program Educational Objectives The CHED ABET Committee has established a set of Program Objectives that are consistent with the department mission and hence with the College and University ones The constituents were involved in establishing these objectives Program Objectives were then adopted by the departmental council and announced and are now listed in the Web page

List of Objectives Educate the students in the fundamental principles of science and chemical engineering, and provide them with modern experimental and computational skills. Help the students to develop the ability to use chemical engineering education to tackle problems of practical importance to society while taking into consideration ethical, safety, economical and environmental factors. Provide students, through broad education, with necessary skills required for effective communication, team work and to be a productive and ethically conscience members of the professional community and society. Provide the students with industrial training to facilitate their integration into professional life.

Consistency of the Program Educational Objectives with its Mission Mission\Objectives 1 2 3 4 Rigorous and Dynamic Education x Serving local communities Contributing to the Chemical Engineering profession Research

PROGRAM OUTCOMES The program outcomes were first drafted in the 2005-2006 academic year by the department ABET committee. The committee met regularly until they finalized the draft. The Committee made sure that the outcomes were in line with the ABET a-k criteria and more importantly can be mapped into the program objectives. The draft was then sent to the faculty members for their review and comments. After discussions and changes, the program outcomes were finalized by the end of the academic year and published on the Web Site

List of Outcomes O1. The department graduates will have a proper knowledge in the fundamentals of mathematics, chemistry and physics. O2. The department graduates will have a proper knowledge in the major areas of chemical engineering: conservation balances, equilibrium, separation processes, reaction engineering, process design, and process dynamics and control. They will have also proper knowledge in elective engineering subjects such as materials science, petroleum refining, engineering projects management, process economics, water treatment and desalination, and environmental issues. O3. The department graduates will have the capability to formulate and solve practical chemical engineering problems. O4. The department graduates will have the capability to select the appropriate numerical methods and use computers to solve chemical engineering problems. O5. The department graduates will have the capability to design, run safely, gather and analyze experimental data relevant to chemical engineering problems.

Outcomes cont. O6. The department graduates will have the capability to design a process, either as a part or as a whole, while taking into consideration, ethical, safety, economical and environmental factors. O7. The department graduates will have a project tailored to their interests or to their professional goals. O8. The department graduates will have the capability to work effectively alone or as a part of multi-disciplinary teams. O9. The department graduates will have the capability to write correct and coherent technical reports and make effective oral presentations. O10. The department graduates will have the capability to appreciate the ethics of the profession of chemical engineering and its importance on local and global scales. O11. The department graduates will have the capability, through elective courses, of knowledge of advances in contemporary issues related to chemical engineering or to other engineering or science fields. O12. The department graduates will have self learning skills to ensure life long learning.

ABET-Program outcomes Map d e f g h i j k O1 O2 O3 O4 O5 O6 O7 O8 O9 O10 O11 O12

Curriculum Seeking continuous improvement, the department underwent many previous re-evaluations of its B.S. program: The current B.S. program is a five year (10 semesters) program that requires successful completion of 160 credit hours. The program is divided into: 12 hours of university requirements; 51 hours of college requirements (33 hours of basic sciences + 18 hours of language, communication skills, and general engineering); and 97 hours of department requirements (74 hours of chemical engineering [55 compulsory + 14 electives + 5 design project] Students are required to complete a sixty days summer training requirement in an area related to Chemical Engineering.

Student Admissions The college of engineering admits through Deanship of Admission and Registration an average of 600 students every year. An applicant for admission must have a Saudi Secondary School Certificate –Science stream or its equivalent and must have an Aptitude Test Certificate (ATC) administered by National Center for Assessment in Higher Education . The priority of acceptance for admission is given to those applicants with the highest grades. The departmental share of admitted students is approximately 20%

How To Assess Objectives Because the program outcomes are produced directly from the department educational objectives, assessment of the outcomes will also implicitly accomplish these educational objectives. Mapping of educational objectives to outcomes are given below

Outcomes-Objectives Outcome\Objective 1 2 3 4 O1 ● O2 O3 O4 O5 O6 O7

Curricula-Outcome Mapping Curricula is the main venue to convey educational objectives to students Curricula grades will be used to assess outcomes Because outcomes can be realized by adopting appropriate curricula, Curricula is mapped against appropriate outcomes as

Relationship of Courses in the Curriculum to the Program Outcomes b c d e f g h i j k CHE201 3   2 CHE202 CHE302 1 CHE304 CHE307 CHE308 CHE309 CHE312 CHE313 CHE314 CHE316 CHE321 CHE323

Quantifying Objectives & Outcomes Methodology Various other measurement tools can be used to gauge the level of achievement of the program educational outcomes and consequently objectives. These tools encompass the information obtained from our constituencies through surveys forms and interviews. Other evaluation instruments include, besides course grades, various surveys and portfolios. A list of the processes to be used, the time frame for each assessment process, and the person responsible for the process is proposed by DAC as illustrated below

Assessment Tool schedule Frequency Responsibility Exit Graduating Student Survey Each Academic Year DAC Alumni Survey Every Three years Department Chair Employer Survey Every Four years Course Evaluation by student Annually Course instructor Course Evaluation by Faculty Instructor Evaluation by student Course Instructor Course Performance Report Each semester Course Grade, GPA Each academic year Laboratory and Project Rubrics Instructors Sample of Student Works Each Semester

Assessment Tools Applied Curricula – Course Grades Tool Various Surveys Tools

Assessment of outcomes using Curricula and student grade Courses are mapped against appropriate, but weighted, outcomes in terms of assigned credit hrs for each course Next, the total contribution of all core courses to each outcome is obtained from the sum of the individual course contribution. This means that the total credit hrs are distributed among the various outcomes reflecting the importance of each outcome. These divisions are shared and adopted by all program faculty and constitute the core for the program assessment. Samples are shown below for a single course and average of all courses

The instructor’s role The faculty member who teaches a course will design his exams, home works, in-class discussions in proportional to credits assigned for each outcome of his course After assigning his final grades to his students and obtaining their average, he multiplies the fractional percentage of this average grade with the outcome portions of the credit hrs and compare them with the target as shown below By adopting a pinch mark, the comparison then shows from the degree the program outcomes are achieved from the point of view of curricula involvement

Outcome-Grade Assessment for a Typical Course

Curricula-Grade Assessment for all Courses The ABET Committee then integrates the individual contribution of each outcome of all courses and map them against the target. A typical comparison is shown below The results are then discussed by all faculty and improvement measure are taken whenever is appropriate

Survey Tools Graduating Students, faculty, alumni, course evaluation, are conducted. Tow Records were collected so far A scale of 1-5 with 5 is the best score is adopted. The scores of each outcome are then averaged in a single number.

Weighted Outcomes Once the surveys are completed, we have a weighted contribution to achieving our goals. For example, we assigned different percentages to the assessment surveys involved say 25% to alumni, 30% Course, 25% Faculty, 20% Students, totaling 100%. Using this approach they can finally reach to a single number for each outcome. An average of each outcome for all surveys is then obtained in the form of a single number. This number then represents the input for each outcome as shown below

Total Typical Assessment outcome total score a 70.4 b 59.1 c 62.5 d 71.3 e 64.6 f 67.5 g h 68.8 i 68.5 j 64.2 k 71.4

Achieving Objectives Since each outcome is mapped against objectives, the outcome averages are then incorporated in the outcome-objective mapping matrix The results for each objective are further averaged to a single number as shown below. These results are then compared with a target number on a scale of 1-5 and then decided on the degree of achieving the objectives.

Numerical Mapping of Outcomes Against Objectives Program Objectives 1 2 3 4 O1 70   O2 O3 65 O4 71 O5 59 O6 63 O7 69 O8 O9 67 O10 68 O11 64 O12 Average 66

The Assessment Process

EDUCATIONAL PROCESS GRADUATES STUDENTS AS INPUT GRADUATES FEEDBACK ASSESSMENT OBJECTIVES ≥ 5 YEARS OUTCOMES 37