1. Workshop 1. Course Portfolio 2. Course Report
College of Engineering Dr. SaMeH S Ahmed
Modified after Dr. J. Smida Wednesday 18 May 2016

2. Workshop Outcomes
On successful completion of this workshop you will be able to:
Discuss and explain concepts, issues and best practices related to course portfolio.
Identify the major elements of a course portfolio
Familiarize with the NCAAA course report template
Preparing your course report using NCAAA Template

3. SLO Direct / indirect Program KPIs Course Specification (CS)
Self-Study Report (SSR)
Program Specification (PS)
Surveys
Course Report (CR)
Program Annual Report (PAR)
Self Evaluation Scales (***)
Faculty Report
SLO Direct / indirect
Course Portfolio
Faculty CV
KPIs and Rubrics for SLO

4. Faculty Quality Unit SLO Direct / indirect Survey
Course Specification (CS)
Program Specification (PS)
Course Report (CR)
Program Annual Report (PAR)
Faculty Report
Self-Study Report (SSR)
Course Portfolio
Self Evaluation Scales (***)
SLO Direct / indirect
KPIs and Rubrics for SLO
Faculty CV
Survey
Program KPIs

5. SLO CLO University Mission College Mission Program Mission
Program Goals
Program Objectives
Program Outcomes
Course Objectives
Course Outcomes
CLO
Course unit Objectives
Course unit outcomes

6. Mission Outcomes Goals Program Improvement Objectives
Each Outcome
Measurement Methods
Assessment Criteria
Goals
Each objective
Program Improvement
Each goal
Objectives
Results / Analysis
Check
Action

7. Course Portfolio
Identify the major elements of a course portfolio

8. Outline What is a Course Portfolio? What is its purpose?
Why construct one?
What are its major components?
How much documentation is enough?
When to prepare it and to whom it is provided?

9. What is a Course Portfolio?
No single standard formula, but defining features:
A focus on the course: From conception to results
A spotlight on student learning
A process of scholarly inquiry into approaches to teaching

10. A course portfolio presents the:
What is its purpose?
A course portfolio presents the:
Design;
Execution;
Results; and
Future directions of a particular course that you select overtime.

11. Means for continuous improvement:
Why construct one ?
Means for continuous improvement:
To increase self-reflection on teaching and enhance professional growth.
To analyze the interplay between teaching and learning

12. Why construct one ? (Continued)
Resource for making achievement explicit and visible:
To document and provide scholarly evidence of teaching excellence & innovation.
Meet the requirements of academic accreditation Agencies

13. Why construct one ? (Continued)
Professional development and performance review :
To meet one of the requirements of the Faculty Performance Review and Development System
Professional rewards:
To provide a document for internal & external review for promotion or teaching award.

14. What are its major components?
Course design (syllabus – course specification)
Pieces of evidence (this constitutes a wide array which varies from field to field). A few examples:
Samples of work that are key to course design (problem sets, artifacts, reflections relating to student art or writing groups, study guides, hardcopy of electronic exchanges with individual students)
Peer observations of class sessions
Reports from student group work
Student projects (paper or electronic)

15. What are its major components? (Continued)
Evidence of student learning
Longitudinal or vertical sampling of student responses to assignments or projects
Reflective essays (course report)
Evaluative summaries of classroom assessment data
Reflective essays on the progress of the course
In final portion of portfolio: implications and lessons learned

16. How much documentation is enough?
Note : An ideal portfolio is both brief and complete
Electronic course portfolios are perhaps the best format currently
Randy Bass (Georgetown University)
William W. Cutler III (Temple University)
The Knowledge Media Laboratory

17. When to prepare it and to whom it is provided?
Course portfolio should be prepared since you receive your course specification from the academic department, and you begin the process of teaching students
When we begin to set it up?
Any professor can’t complete his course portfolio only when he finishes the final exam correction and adoption of the final results of his students
When we finish it ?
There are two tracks in this regard
Provide to whom?
To the course coordinator in case if more than one professor teaches the course (many sections)
To the department head in case you are the only professor that teaches the course (one or many sections)

18. Course Specifications
Separation Sheets
Surveying 2
CE 371
Dr. SaMeH Ahmed
Level 9 1
Course Specifications

19. Contents 1 Course Specifications 8 Quizzes/Projects 2
First Midterm Exam 9
HW/Reports/Assignments 3
First Midterm Exam Key Solution 10
List of Students Marks 4
Second Midterm Exam 11
Attendance (Final Exam) 5
2nd Midterm Exam Key Solution 12
Three Samples of Answer 6
Final Exam 13
Course Report 7
Final Exam Key Solution 14
Course Materials

20. 4. Continuous Improvement
New Course File
1. Course Specification
2. Teaching Materials
3. Student Work
4. Continuous Improvement

21. New Course File (Suggested)
1. Course Specification
2. Teaching Materials
3. Student Work
4. Continuous Improvement
1.1 Module
1.2 Syllabus
NCAAA + ABET
3.1 HW/ Assignments
3.2 Quizzes
3.3 Mid-term exam 1
3.4 Mid-term exam 2
3.5 Lab Assessment
3.6 Final lab Exam
3.7 Final Exam
3.8 Other Activities
4.1 CR recommendation
4.2 Direct assessment
Final Results
Statistics
DA - Sheet
4.3 Indirect Assessment
Course Evaluation Survey
Student Survey Analysis
Samples of Student Response
4.4 CS Review
2.1 Text Book
2.2 Lab. Manual

22. Part 2: Course Report
Activity #2
12:30 – 12:45

23. Course Report using NCAAA template
Session 2: CR
12:25 – 12:45

24. NCAAA Course Report
A separate Course Report (CR) should be submitted for every course and for each section or campus location where the course is taught, even if the course is taught by the same person.
Each CR is to be completed by the course instructor at the end of each course and given to the program coordinator
A combined, comprehensive CR should be prepared by the course coordinator and the separate location reports are to be attached.

25. NCAAA Course Report template (2015)
Seven main items:
Course Identification and General Information
Course Delivery
Results
Resources and Facilities
Administrative Issues
Course Evaluation
Planning for Improvement

26. How to fill Item A: Course Identification and General Information
Institution Majmaah University Date of Course Report: Date when report is prepared
College/ Department: Engineering/ Civil and Environmental Engineering Department
1. Course title: Surveying I Code: CE Section: 34
2. Name of course instructor: Dr. Sameh S Ahmed Location: Complex Building
 3. Year and semester to which this report applies /2016 / Semester (1)
4. Number of students starting the course? Students completing the course?
5. Course components (actual total contact hours and credits per semester):
Lecture
Tutorial
Laboratory / Studio
Practical
Other:
Total
Contact Hours 32 16 XX 80
Credit 2 1 3 29 28

27. How to fill Item B: Course Delivery (4 items)
1. Coverage of Planned Program
Topics Covered
Planned Contact Hours
Actual Contact Hours
Reason for Variations if there is a difference of more than 25% of the hours planned
 Basic Definitions: What is Surveying? - Plane Surveying - Topographic Surveying – Geodesy - Photogrammetric - GIS, Remote Sensing – GPS.  4
  --
 Traverse Surveys and Computations: Traverse - Open traverse -Closed Traverse - Traverse computations - Traverse closure - Methods of plotting traverses - Cadastral surveying - Practical exercises - Planimeter and its applications
 10  8
 Traverse computations not fully covered due to one day vacation
International map Numbering 5 4
Were sufficient to cover the topic
Complete the table to compare the planned coverage of topics in the planned program with what actually happened. If there was a large variation (25% or more variation from the plan) give a brief explanation.

28. How to fill Item B: Course Delivery (2/B)
2. Consequences of Non Coverage of Topics
For any topics where the topic was not taught or practically delivered, comment on how significant you believe the lack of coverage is for the course learning outcomes or for later courses in the program. Suggest possible compensating action.
Topics (if any) not Fully Covered
Effected Learning Outcomes
Possible Compensating Action
Traverse computations
No much effect
Will be covered in CE 371
Contour maps
Has been covered in CE 101
Chains
Omitted due to old method, does not use any more.
This item is intended to draw attention to consequences for the program when topics could not be given the time that was planned. For any topics that were not given the time planned comment on whether you believe this is a significant problem for the program and suggest possible compensating action. For example it might be possible to provide special seminars or include extra topics in a later course.

29. How to fill Item B: Course Delivery (3/B)
3. Course learning outcome assessment.
Note: In order to analyze the assessment of student achievement for each course learning outcome, student performance results can be measured and assessed using a KPI, a rubric, or some grading system that aligns student work, exam scores, or other demonstration of successful learning.
List course learning outcomes 
List methods of assessment for each LO
Summary analysis of assessment results for each LO
1.1
The students will be able to understand different types of surveying.
Quiz
Average = 1.92/3
1.2
The students will be able measure by instruments, and use mathematics formulae to determine distances, areas, and volumes.
Direct assessment using results of lab measurements
Average = 84.5%
Summarize any actions you recommend for improving teaching strategies as a result of evaluations in table3 above.

30. How to fill Item B: Course Delivery (4/B)
4. Effectiveness of Planned Teaching Strategies for Intended Learning Outcomes set out in the CS
(Refer to planned teaching strategies in Course Specification and description of Domains of Learning Outcomes in the National Qualifications Framework)
List Teaching Methods set out in Course Specification
Were these
Effective?
Difficulties Experienced (if any) in Using the Strategy and Suggested Action to Deal with Those Difficulties. No
Yes
Course delivery by citing real life examples and problems.
Emphasis on understanding concepts and illustrating applications to problems.
Conduct field measurements and creates maps for an urban area.
Revise some principles and rule in Algebra and integration.
Placing before the class mind-provoking and thinking questions.  Y
 There is no sufficient time to do all the planned actions.
Parallel courses should be given like Auto-CAD
Labs should be opened for longer time so students can review and do more practice during the available time.
Comment under each of the domains on the recommended teaching strategies indicating whether you believe they were effective for their purpose, noting any difficulties experienced and suggesting responses if changes are needed. For example it might be desirable to provide different support material or prepare students in a different way, for the instructors to gain more practice in the use of a strategy, or for a different strategy to be used for that learning outcome.

31. How to fill Item C: Results (4 sections)
1. Distribution of Grades.
Letter Grade
Number of
Students
Student
Percentage
Explanation of Distribution of Grades A+
0 %
……………………………………………………….. A 2
7.7 %
One of the two students was close to A+ B+ 5
19.2 %
Good number reflects real level of 20% of the students. D 3
11.5 %
They were weak and hardly passed. F 4
15.4. %
Due to 3 students did not take the final exam
Denied Entry
Two students did not attend the final exam.
In Progress
Incomplete 1
3.4 %
One student did not attend the final due to accident
Pass 25
86 %
Fail
14 %
Withdrawn
2. Analyze special factors (if any) affecting the results
Normal result for C and C+
Two denied the entry and one did not attend due to accident that increased this percentage
Include a brief explanation if there were any unusual events or circumstances that might have affected the grade distribution.

32. How to fill Item C: Results (3/C)
3. Variations from planned student assessment processes (if any) (see Course Specifications)
a. Variations (if any) from planned assessment schedule (see Course Specification)
Variation
Reason
Midterm #1 on the 8th week rather than 7th
 due to intensive exams during the 7th week
b. Variations (if any) from planned assessment processes in Domains of Learning (see Course Specification)
 Using Indirect Assessment for SLO-f
It was easier and faster (using D2L)
If there were any variations from the schedule of assessment tasks and or assignment activities indicate the change that was made and the reasons for it.
If there were variations from the strategies planned for assessing students learning in different domains of learning as set out in the course specification indicate the changes that were made and the reasons for them.

33. How to fill Item C: Results (4/C)
4. Student Grade Achievement Verification (eg. cross-check of grade validity by independent evaluator)
Method(s) of Verification
Conclusion
All final papers are reviewed by independent reviewer from the department who will double check the sum of the total marks.
Level of fairness in correction is fairly high
Explain what was done to check that the standards applied in assessments of students work were valid and appropriate.

34. How to fill Item D: (1) Resources and Facilities
Difficulties in access to resources or facilities (if any)
 High number of students during lab sessions
Consequences of any difficulties experienced for student learning in the course.
  Most students do not have sufficient time to practice all the experiment by himself, instead a group of students work on the same instrument.
If there were any difficulties in getting access to the resources or facilities required for the course give a brief description.
For any difficulties that were experienced explain any effect they may have had on student learning.

35. How to fill Item E: Administrative Issues (1)
Organizational or administrative difficulties encountered (if any) 
 None
Consequences of any difficulties experienced for student learning in the course.   
If there were any organizational or administrative difficulties that affected the course give a brief description.
Explain what effect difficulties experienced may have had on students learning in the course.

36. How to fill Item F: Course Evaluation (1&2/F)
1 Student evaluation of the course (Attach survey results report)
a. List the most important recommendations for improvement and strengths
b. Response of instructor or course team to this evaluation
2. Other Evaluation (e.g. by head of department, peer observations, accreditation review, other stakeholders)
Explain the basics of Math needed for calculations before go deeply in the topic.
Partially satisfy.
No Fill, this is for QC or HOD

37. How to fill Item G: (3) Planning for Improvement (1&2/G)
1. Progress on actions proposed for improving the course in previous course reports (if any).
Actions recommended
from the most recent course report(s)
Actions Taken
Results
Analysis
a. Review of strategy at the mid-semester and after assessment of Mid Term - 1.
Done
Overall results improved.
From 72% to 86%. (compared with last CR)
b. Group discussion and using different ways in teaching (seminars, Power point presentations, reading, conducting more field works, etc.)
From 72% to 86%.
Despite the overall result is 86% but take into account those denied entry.
Provide a summary description of any actions that were taken as a result of previous course evaluations or action plans described in course reports to improve the course and comment on the results achieved.
2. List what other actions have been taken to improve the course (based on previous CR, surveys, independent opinion, or course evaluation). E.g.: Force the students to use reference books.

38. How to fill Item G: Planning for Improvement (3/G)
3. Action Plan for Improvement for Next Semester/Year
Actions Recommended for Further Improvement
Intended Action Points
(should be measurable)
Start
Date
Completion
Person Responsible
a) More exercises
More time for exercises in using field measurements to solve real problems
1/3/2016
8/5/2016
Instructor
b) Student participation
Ask students to complete solving some problems to the end during the class using calculators and Computer during lab session.
1/5/2016 c.

39. Course Report Template Approval
Course Instructor
Course Coordinator (compiled Report)
Program Coordinator
Department Council

40. Your comments and questions are highly appreciated
Thank You
Your comments and questions are highly appreciated
Prepared by: Jamal Ali SMIDA & SaMeH Ahmed
Revised by: Dr. Abdullah AlMuhaisen