BACHELOR OF SCIENCE IN

CIVIL & CONSTRUCTION ENGINEERING

ABET
Self-Study Report

1439 - 2017
 ABET
Self-Study Report
for the

Bachelor of Science in Construction

Engineering
at

College of Engineering, Imam Abdulrahman

Bin Faisal University

Dammam, Kingdom of Saudi Arabia

July 1, 2017

CONFIDENTIAL

The information supplied in this Self-Study Report is for the confidential use of
ABET and its authorized agents, and will not be disclosed without authorization
of the institution concerned, except for summary data not identifiable to a
specific institution.
TABLE OF CONTENTS
BACKGROUND INFORMATION ................................................................................... 6
A. Contact Information ................................................................................................. 6
B. Program History ....................................................................................................... 6
C. Options ..................................................................................................................... 8
D. Program Delivery Modes ......................................................................................... 8
E. Program Locations ................................................................................................... 9
F. Public Disclosure ...................................................................................................... 9
G. Deficiencies, Weaknesses or Concerns from Previous Evaluation(s) and the
Actions Taken to Address Them .............................................................................. 9
CRITERION 1. STUDENTS ........................................................................................... 10
A. Student Admissions ................................................................................................ 10
B. Evaluating Student Performance ............................................................................ 12
C. Transfer Students and Transfer Courses ................................................................ 17
D. Advising and Career Guidance............................................................................... 17
E. Work in Lieu of Courses ........................................................................................ 18
F. Graduation Requirements ....................................................................................... 18
G. Transcripts of Recent Graduates ............................................................................ 19
CRITERION 2. PROGRAM EDUCATIONAL OBJECTIVES ..................................... 20
A. Mission Statement .................................................................................................. 20
B. Program Educational Objectives ............................................................................ 20
C. Consistency of the Program Educational Objectives with the Mission of the
Institution................................................................................................................ 21
D. Program Constituencies .......................................................................................... 22
E. Process for Review of the Program Educational Objectives .................................. 24
CRITERION 3. STUDENT OUTCOMES ...................................................................... 26
A. Student Outcomes................................................................................................... 26
B. Relationship of Student Outcomes to Program Educational Objectives ................ 27
CRITERION 4. CONTINUOUS IMPROVEMENT ....................................................... 28
A. Student Outcomes................................................................................................... 28
A.1. The Assessment and Evaluation Process .......................................................... 28
A.2 The Mapping of Curricula to Outcomes ............................................................ 30
A.3 Fall Semester (2016-2017) Assessment ............................................................. 33
A.4 Spring Semester (2016-2017) Assessment ........................................................ 38
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 A.5 Exit Survey......................................................................................................... 42
A.6 Documentation of the Assessment Results ........................................................ 43
B. Continuous Improvement ....................................................................................... 43
B.1 Comparison of Semesters’ Assessment Results ................................................. 44
B.2 Course Portfolio and Course Report .................................................................. 47
B.3 Academic Quality Improvement Plan ................................................................ 50
C. Additional Information ........................................................................................... 57
C.1 Program Evaluation Survey PES........................................................................ 57
C.2 National Center for Assessment Exit Exam ....................................................... 59
CRITERION 5. CURRICULUM..................................................................................... 60
A. Program Curriculum ............................................................................................... 61
A.1 Curriculum Description...................................................................................... 61
Table 5.1: Curriculum for Bachelor of Science in Construction Engineering .............. 62
A.2 Curriculum alignment with the Program Educational Objectives ..................... 66
A.3 Attainment of SOs by curriculum and associated prerequisite .......................... 68
A.4 Flowchart of Prerequisites for Program’s Required Courses............................. 69
A.5 Analysis of Curriculum by Requirements:......................................................... 70
A.6 Major Design Experience: ................................................................................. 73
A.7 Material that will be available for review during the visit: ................................ 74
B. Course Syllabi ........................................................................................................ 74
CRITERION 6. FACULTY .............................................................................................. 75
A. Faculty Qualifications ............................................................................................ 75
B. Faculty Workload ................................................................................................... 75
C. Faculty Size ............................................................................................................ 75
D. Professional Development ...................................................................................... 76
E. Authority and Responsibility of Faculty ................................................................ 78
Table 6.1. Faculty Qualifications ................................................................................. 80
Table 6.2. Faculty Workload Summary ....................................................................... 84
CRITERION 7. FACILITIES .......................................................................................... 86
A. Offices, Classrooms and Laboratories ..................................................................... 89
A.1 Offices ................................................................................................................ 89
A.2 Classrooms ......................................................................................................... 89
A.3 Laboratory facilities ........................................................................................... 90
B. Computing Resources .............................................................................................. 91

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 C. Guidance .................................................................................................................. 92
D. Maintenance and Upgrading of Facilities ................................................................ 92
E. Library Services ....................................................................................................... 93
F. University Book store:............................................................................................ 95
G. Housing: ................................................................................................................. 95
H. Medical Care: ......................................................................................................... 95
I. Cafeteria and Restaurants ....................................................................................... 96
J. The E-learning and Distance Learning Deanship ................................................... 96
K. Overall Comments on Facilities............................................................................... 96
CRITERION 8. INSTITUTIONAL SUPPORT .............................................................. 97
A. Leadership .............................................................................................................. 97
B. Program Budget and Financial Support ................................................................. 97
B.1. Other Sources of Financial Support .................................................................. 98
B.2. Adequacy of Budget .......................................................................................... 98
B.3 Support of Facilities and Equipment .................................................................. 98
C. Staffing ................................................................................................................... 99
C.1 Adequacy............................................................................................................ 99
C.2 Retention ............................................................................................................ 99
D. Faculty Hiring and Retention ............................................................................... 100
D.1 Process for Hiring of New Faculty .................................................................. 100
D.2 Faculty Promotion ............................................................................................ 101
E. Support of Faculty Professional Development ..................................................... 101
PROGRAM CRITERIA ................................................................................................. 105
A. Curriculum: .......................................................................................................... 105
B. Faculty .................................................................................................................. 107
Appendix A – Course Syllabi ......................................................................................... 108
Appendix B – Faculty Vitae ........................................................................................... 160
Appendix C – Equipment................................................................................................ 182
Appendix D – Institutional Summary ............................................................................. 187
1. The Institution ...................................................................................................... 187
2. Type of Control .................................................................................................... 187
3. Educational Unit ................................................................................................... 188
4. Academic Support Units ...................................................................................... 190

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 5. Non-academic Support Units ............................................................................... 191
6. Credit Unit ............................................................................................................ 191
7. Tables ................................................................................................................... 191
Table D-1. Program Enrollment and Degree Data .................................................... 192
Table D-2. Personnel ................................................................................................. 193
Appendix E – Sample Rubrics ........................................................................................ 194
Signature Attesting to Compliance ............................................................................. 200

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 Program Self-Study Report
for
EAC of ABET
Accreditation

BACKGROUND INFORMATION

A. Contact Information

Dr. Walid A. Al-Kutti

Head of Construction Engineering Department
College of Engineering
Abdulrahman Bin Faisal University “IAU”
PO Box 1982, Dammam 31451, Saudi Arabia
Phone: +966 13 333 1700
Fax: +966 13 3330241
e-mail: [email protected]

B. Program History

The Construction engineering department is established in 2009 and it is a

relatively new discipline of engineering in Kingdom of Saudi Arabia (KSA)
engineering schools compared to other engineering disciplines that is why the
program passed through several stages of development. The program in its initial
form was compared against other similar accredited programs such as North
Dakota State university, Purdue university and American university –Cairo.

In 2009, the program was sent to five international reviewers from Australia,
Egypt, and USA and the reviewers responded with genuine reviews as shown in
Table 1. The comments received from the reviewers have been utilized to revise
the program and the percentages of the program contents (Basic Sciences 25%,
Engineering 60%, and Humanities 15%).

Besides, on late of 2009, a delegation from the college of Engineering visited

three main companies in the region (Saudi ARAMCO, SABIC and the Royal
Commission of Jubail and Yanbu) and met with representative from different
departments. The objective of the visits was to discuss the curriculum of
Construction Engineering in the light of the needs of industrial partners in order
to prepare students to potential job opportunities in the future. The meeting

6
attendants discussed the courses contents and specifications and different
specialties in the programs. They expressed their satisfaction with the width,
depth and trends in the Construction Engineering curriculum.

Table 1: Reviewers who Responded

Reviewer Reviewer Position Affiliation

Department of Civil
Engineering
Curtin University of
1 David Scott Professor
Technology,
Perth, Australia
Professor and Chair of Department of Construction
William R. Construction Engineering and Engineering and Engineering
2 Burkett Engineering Technology Technology, Texas Tech
Department University
Department of Construction,
Mohamed Professor and Chair of the
and Architectural Engineering,
N. Abou- Construction and Architectural
3 American University in Cairo,
Zeid Engineering Department.
Egypt.
School of Sustainable
Engineering and the Built
G. Edward Environment,
Professor, Chair, Del E. Webb
4 Gibson Del E. Webb School of
School of Construction
Construction,
Arizona State University, US.
Department of Civil,
Edward I. Weisiger Distinguished Construction, and
David W.
Professor in Construction Environmental Engineering,
5 Johnston
Engineering and Management North Carolina State
University, US.

The first graduating class was in 2013 with 18 graduated students and up-to-date
110 students graduated. Table 2 shows the enrollment and the graduated
students since 2011.

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 Table 2: Enrollment and the graduated students

Academic Year
Data 2011-2012 2012- 2013- 2014- 2015- 2016-
2013 2014 2015 2016 2017
Enrollment 30 38 22 29 26 25
(3rd Year)
Graduated NIL 18 26 30 17 19
Successfully
Retained Till 4 4 8 4 10
Next Year
Withdrawn
1
for good
Not
Graduated
2 2 - 1
(Two Years
or More)
Total 64 91 92 91 76 81

C. Options

The construction engineering department does not have any options, tracks,
concentrations. However, the senior level students can register in three elective
courses forming 9 credits and a graduation design project of 6 credits in the
selected disciplines.

D. Program Delivery Modes

The Department of Construction Engineering offers courses in a full time day-

time on campus program starting from 08:00 up to 16:00 with traditional
lecture/ laboratory education and the graduate student is required to complete
166 credit hours. This includes 30 credit hours of Preparatory Year program in
addition to the 4-year 136 credit hour regular undergraduate degree program.
The academic semester is 15 weeks with a lecture time of 50 minutes followed by
scheduled final examinations. In addition, two summer training programs are
required for the Third and Fourth levels students for about 4 and 8 weeks,
respectively. The program does not have any distance or off-campus education.
All course use E-learning tools in which all content of lectures, attendance,

8
assignments and grades are managed using a course management tool including
Blackboard tools available for the students and the instructors.

E. Program Locations

The program is offered in the main campus of Imam Abdulrahman Bin Faisal
University in Dammam.

F. Public Disclosure

The Program Education Objectives (PEOs), Student Outcomes (SOs), annual

student enrollment and graduation data are accessible to public through the
department website at the link:
http://www.uod.edu.sa/en/colleges/college-of-
engineering/departments/construction-engineering-department

G. Deficiencies, Weaknesses or Concerns from Previous

Evaluation(s) and the Actions Taken to Address Them

Not Applicable (this is the first submission for ABET engineering accreditation)

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 GENERAL CRITERIA

CRITERION 1. STUDENTS

Imam Abdulrahman Bin Faisal University has centralized admission procedures

for admitting and following the progress of all the admitted students through the
“Deanship of Admissions and Registration (DA&R)”. Guidelines for admission
are available on the Deanship of Admissions and Registration website available
at: https://www.uod.edu.sa/en/administration/deanships/deanship-of-
admissions-and-registration.

All newly accepted students are initially admitted to the Preparatory Year (PY)
program where students must take basic courses related to English language,
humanities and science before being allocated to their desired colleges and
programs. Up to June 2017, a total of 81 students have enrolled in the program.

A. Student Admissions

An applicant for admission to an undergraduate program at IAU must satisfy the

following minimum requirements:
1) He should have a Saudi secondary school certificate, or its equivalent, and
majored in natural or technological sciences (scientific track).
2) He is required to take an entrance exam which consists of an aptitude test
and a subject test administered by the National Center for Assessment in
Higher Education.
a) The aptitude test determines the general capabilities of students in
mathematics and linguistics.
b) The subject test is used to evaluate student's knowledge and ability
in English and Sciences, i.e., mathematics, physics, chemistry, and
biology.
3) The University assigns specific weights to the three components, i.e., 30%
to the secondary school grade, 40% to the aptitude test and 30% to the
subject test scores. A cut-off point is decided for the weighted average of
the applicant’s grades in the three components and the successful students
are pronounced eligible for admission.
4) The number of students accepted is limited to the number of seats
available as decided by the Deanship of Admission and Registration.
5) The applicant must submit the required documents to the University
within a specified period.
6) An applicant who has graduated from a secondary school system outside
the Kingdom of Saudi Arabia must have completed twelve years of
combined primary and secondary school studies at a recognized school. He

10
 is also required to provide an equivalency certificate from the Ministry of
Education, Saudi Arabia. In addition, he is required to take the aptitude
and subject tests.

All newly admitted students spend their first academic year in the Preparatory
Year (PY). Since the language of instruction in majority of the private or public
secondary schools is Arabic, the main objectives of the PY program are: (a) to
improve the students' English proficiency and thus enable them to pursue
undergraduate studies in English, which is the principal language of instruction;
(b) to review and reinforce the students' knowledge of basic mathematics and
physics with English as the language of instruction; (c) to introduce the students
to new university study skills needed by the students such as design studio,
computer science as well as learning, communication, research and computer
skills to improve their manual dexterity and develop practical skills; (d) to expose
the students to the various academic specialties available in the University; and
(e) to improve the students' physical well-being through health and physical
education.

Students must complete all courses offered in the PY program with a minimum
CGPA of 3.00 out of 5.00 to be eligible for promotion to the freshman level and
placement in any of the colleges. Placement to different colleges after completion
of preparatory year is based on the following criteria:
1) Student CGPA
2) The availability of quota in the particular college
3) Submission of application, i.e., the student must apply electronically by
“Peoplesoft web-based system” and select the desired college(s) within the
allowed period of application.
4) Any special conditions placed by the college
Placement is done normally at the end of spring (second) semester or after
summer semester for irregular students, i.e., the students that have to repeat
courses. Irregular students are given a chance in the summer semester to
complete their preparatory year courses according to the study and examination
rules of IAU.

After joining the College of Engineering the freshmen student should study a
common year (two semesters) at the College of Engineering before choosing a
program/department. The student should pass and succeed in 55 credit hours of
the freshmen year with a CGPA of 2.75 out of 5. Each program/department has a
quota of 30 students to accommodate each year. The selection of Construction
Engineering Department requires CGPA of 3.00 out of 5.00 in the freshmen year.

Useful online links related to admission and placement into programs

1) Guideline for admission and application procedure can be found online on
the Deanship of Admission and Registration webpage at:
https://www.uod.edu.sa/en/administration/deanships/deanship-of-
admissions-and-registration

11
 2) Details of the PY program are available in the PY Handbook which can be
accessed online at:
http://www.uod.edu.sa/sites/default/files/resources/prepyearhandbookn
ewadddes.compressed.pdf
3) More information about the Deanship of Preparatory Year and Supporting
Studies can be found online on the Deanship webpage at:
http://www.uod.edu.sa/en/administration/deanships/md-lsn-lthdyry-
wldrst-lmsnd
4) The Deanship also maintains a webpage with various Manuals and Guides
for the students at:
http://www.uod.edu.sa/en/administration/deanships/md-lsn-lthdyry-
wldrst-lmsnd/guides-manuals
5) Vice Deanship for Engineering Track under the Deanship of Preparatory
Year and Supporting Studies provides guidance and counseling to students
to enable them to pass and successfully enter their engineering fields.
More information about the Vice deanship is available at:
https://www.uod.edu.sa/en/administration/deanships/md-lsn-lthdyry-
wldrst-lmsnd/vice-deanships/the-vice-deanship-for-engineering-track

It is noted here that most of manuals, guides and informational materials about
different programs as well as university rules and regulations are available
online. However, a majority of these publications are available in Arabic. There is
currently an effort underway at the College of Engineering to make all the
necessary information available in an English version of the College of
Engineering Handbook and Course Catalogue, a copy of which is provided along
with this Self-Study Report.

B. Evaluating Student Performance

Like all other programs at IAU, the program follows a semester system. Each
academic year consists mainly of two semesters and each semester has a duration
of 15 weeks. Additionally, there is one summer semester with a duration of 8
weeks. The program is a five-year program with one year for PY and other four
years for the required engineering courses for graduation

Examination and grading system:

The examination and grading system of the program is governed by the following
regulations,
• Success in a course is dependent upon the student’s performance in the
course work and the final exam. A combined final letter grade must be
assigned to the student at the end of the semester.
• The total grade points for a course are 100. These points are allocated
among different activities like assignments, quizzes, midterms, lab reports,
report writings and exams. Generally, the final exam and midterms have
40% and 20% weightage respectively, out of total 100%.

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 • The passing grade for each course is 60% out of total 100%. If a student,
due to serious illness or other valid reasons, cannot complete the
requirements of a registered course, that student can submit a petition for
a grade of “Incomplete” (IC). The petition must be submitted to the “Vice
Deanship of Academic Affairs” of the college of engineering. Any student
who gets approval for IC, must finish the course in the next semester or
the earliest possible time.
• Other grade types a student might receive includes:
1. In progress (IP) grade: This grade is given to a student for a course
that requires more than one semester to complete. The student is
given maximum two extra semester to complete the course work.
2. Denial (DN) grade: This grade is given for a course to a student
when he is not fulfilling the requirement of 75% attendance for that
course. In this case, that specific student will not be allowed to
attend the final examination and he or she will obtain a DN grade
that will carry a 1.0 point in the GPA calculation.

The program grading system follows the requirements of the IAU as listed below
in Table 1.1

Table 1.1: Grading systems in IAU

Letter Grade Numerical value Point for GPA

A+ 95-100 5.0
A 90-less than 94.99 4.75
B+ 85-less than 89.99 4.5
B 80-less than 84.99 4.0
C+ 75-less than 79.99 3.5
C 70-less than 74.99 3.0
D+ 65-less than 69.99 2.5
D 60-less than 64.99 2.0
F Below 59.99 1.0

The grade point average (GPA) of a student in a specific semester is determined

by dividing the cumulative point value of all the registered courses in that
semester by the total credit-hours of those courses. To elucidate the GPA related
calculations, the GPA calculation of a hypothetical student for a specific semester
can be shown in Table 1.2.

A student can repeat a course in which he has an “F” grade. The new grade will
negate the old grade in the student’s transcript.

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 Table 1.2: An example of Grade Point Average calculation

Grade point
Courses Credit hours Letter grade Point (Credit hours X
point)
1 3 A+ 5.0 15.0
2 3 B 4.0 12.0
3 2 C+ 3.5 7.0
4 4 D 2.0 8.0
5 3 C 3.0 9.0
Total 15 51.0

So the student’s semester GPA is (51.0/15.0) = 3.40. Additionally, a student’s

cumulative grade point average (CGPA) is calculated at the end of every semester.
The CGPA value is deciphered into performance standing as shown in Table 1.3
below where X is a hypothetical CGPA of a student,

Table 1.3: CGPA with respect to performance standing

CGPA range Standing

X > 4.50 Excellent
3.75 > X ≥ 4.50 Very good
2.75 > X ≥ 3.75 Good
X ≥ 2.75 Fair

Attendance:
It is extremely important for an engineering student to attend all the lectures
regularly. For this reason, students must attend at least 75% of all the lectures in
a specific course. Students who are fail to meet this requirement for each class,
are not permitted to attend the final exam and will receive a Denial (DN) grade in
that course. Besides, a student, not appearing in the final exam of a course, will
not be allowed to sit for a substitute examination for the same course unless his
absence is justified by a valid reason accepted by the college council. But students
are required to attend all the lab classes. Without attending a lab class, a student
cannot submit his lab report to receive a grade.

Academic probation:
It is one of the graduation requirements to maintain a CGPA/GPA of at least 2.75
out of 5.00. If a student failed to maintain a CGPA above 2.75, he must be placed
on academic probation by the department and DA&R. In this case, that student
must raise the CGPA above 2.75 within the next semester. Failure to meet this
condition within the specific time period, the student may be dismissed from the
program. A student who is completely absent for a semester, can be disqualified
from the program if failed to present valid reasons such as serious illness before
the college and university councils. But valid reasons must be approved by the
councils before the end of that semester to resume his or her study in the next
14
semester. A student who has failed all the registered courses in a specific
semester, must be temporarily disqualified from the program unless he justifies
the valid reasons before the councils. Valid reasons must be consistent from
ethical and regulatory point of view. Access to the “PeopleSoft” is denied for the
disqualified students. Above all, a student’s academic record must be
continuously monitored by the DA&R. Additionally, a student must show full
loyalty to the rules and regulations of the IAU to safely graduate. It is expected
that a student must graduate after successfully completing 10 semesters but a
student will be disqualified from the program if he cannot meet all the graduation
requirements within 15 semesters. It is already mentioned that the minimum
CGPA of 2.75 is required for graduation.

Discontinuity status:
The following rules will be applicable for the students who discontinue their
educational progress,
1. A student has a “discontinuous status” if he withdraws from the semester
or fails to register for the semester with or without any valid reason.
2. A student is allowed to be in “discontinuous status” for a maximum of two-
consecutive semesters or a maximum of three-non-consecutive semesters.
His enrollment will be revoked if failed to meet the above said conditions.
3. A student whose enrollment is cancelled due to the reasons mentioned in
point 1 of this sub-section, is allowed to submit an application to be
considered for readmission in the university under the following
conditions,
• Must fulfill all the admission requirements for readmission.
• Must maintain the same university identification number and all
records prior to readmission.
• His application must be approved by the departmental faculty
council which has preserved the right to request the student to
retake any course that he or she had passed.
• If a student maintains a “discontinuous status” for four semesters,
he can apply for readmission as a freshman student by cancelling all
the previous records without any prejudice. Discontinuity due to
misconduct must not be considered in this case.

Summer training performance evaluation:

Each student must participate in the summer training in an external organization
administered by a departmental committee. A student is guided and monitored
by a faculty member, acting as a summer training supervisor, from the
department and a representative from the external organization. The student’s
performance is evaluated as following,
• A field evaluation of the summer training by the representative of the
external organization is submitted to the department at the end of the
training.
• By visiting the student’s working site in regular basis by the summer
training supervisor.

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 • The final evaluation is done by reviewing a written report and oral
presentation by all the faculty members of the department at the first two-
week of the semester following the summer training.

Prerequisites:
The department is very aware of the prerequisite related matter. The prerequisite
issue is generally handled by the “PeopleSoft” which is administered by the
“Deanship of Academic Affairs”. It can handle different plans for the same
program and manage the equivalency of different courses to solve a specific
perquisite related issue. Additionally, the system is continuously updated to
record any new course for equivalency. The system can help the academic
advisors for monitoring and observing student’s performance according to their
planned program of study, in addition to, modifying and auditing of the program
of study to facilitate the process of registering, adding and dropping of any course
during specific time of each semester. The prerequisite handling procedure for a
specific semester is provided below,
• During the preregistration period (three weeks before the new
semester): The students must meet with their academic advisors to discuss
the courses for the upcoming semester. After the approval from the
academic advisor, he or she can register for the courses through
“PeopleSoft” which can also enforce the prerequisite requirement
automatically.
• During the department add-drop period (the first two weeks of the
new semester): A student can register for an approved course by the
department when the prerequisite for that course cannot be automatically
handled by the “PeopleSoft”. In this case, after getting approval from the
academic advisor and head of department, the registration can only be
done by “Vice-Dean of Academic Affairs” due to the assigned privileges to
him.
• During the add-drop period (before the end of the third week of the
new semester): A student can add or drop course in exceptional
circumstances through the office of Vice-Dean. During this time, the
academic advisors should review the class schedule for their students and
can request for changes due to any discrepancies, errors or prerequisite
violations.

Role of academic advisors in evaluating student’s performance:

A departmental faculty member is assigned for each student as long as he is
staying with the department as a student. The academic advisor advises the
student until his graduation. The advisor monitors the student’s performance,
rectify any errors and observed deficiencies, guide the student in preparation of
the graduation plan, help to select the elective courses and a suitable topic for
senior design project to meet his or her graduation plan.

In his last semester, the student can apply for graduation if he is meeting all the
requirements for graduation. A student must fill out a graduation form and the

16
academic advisor must approve that form by verifying his academic records and
transcripts.

A user-friendly online system known as “Oracle PeopleSoft Campus Solutions” is

used by all the students to register, add and drop of courses, monitor their
progress and submit any evaluation report, if necessary

C. Transfer Students and Transfer Courses

The IAU has a process to evaluate the transfer students from other universities as
well as transfer of students between different departments within IAU. Generally,
the DA&R is responsible to monitor and arrange the transfer process from
another four- or five-year institution. In many cases, the process needs to be
evaluated and monitored by the respective department through a faculty member
or a group of members as the department is more familiar about this kind of
transfer process.

Transfer from other universities:

A student may be transferred from other universities to the department if the
following conditions can be fulfilled by that student:
• The academic degree pursued by the student in his original university is
equivalent the “Bachelor of Science, BSc” degree offered by the
department at IAU.
• The student must have a minimum CGPA of 3.0 out of 5.0 or equivalent.
• The student must not be dismissed from his or her original university due
to disciplinary regulations.
• The student must complete at least 50% of the credit-hour in the
department to obtain the BSc degree from IAU.

The student can transfer his credit hours for completed courses from the original
university if those courses are considered equivalent to the corresponding
departmental courses. Transfer credits have to be approved by the department

D. Advising and Career Guidance

The process of advising students starts with an open-day meeting between the
faculty and students. The meeting is focused on informing students about
different programs of the faculty while providing worthwhile information about
their future career pathways with prospects. A general lecture is generally
provided by the dean of the college. Moreover, there is a graduate student unit in
the college for advising and providing career guidance to students. Each student
in the program is assigned an academic advisor who generally advises the student
about the available services, understanding the regulations of specific program,
helping to prepare the program of study consistent with the curriculum and
resolving academic related issues. The academic advisor is responsible for

17
monitoring the student’s progress during his or her staying at IAU with right
status. This advising process is also facilitated by the “PeopleSoft” system. By
using this “PeopleSoft” system, program head and deans can monitor the record
and academic activity of a student. Furthermore, students must involve in
mandatory summer training where they can meet with industrial expert to get
some hands-on experience on different issues of environmental engineering. This
training helps the students to develop their career and spread their vision. There
is also a university career fair for the graduating students to enrich their exposer
to the job market.

E. Work in Lieu of Courses

Not applicable. Credit for work is not granted.

F. Graduation Requirements

This section describes the process for degree completion. All admitted students
must follow a prescribed path to achieve their degree although the path may be
flexible for a special case. If a student is a hard-working and steadfast in his goal,
he can complete the program within 5-year (including preparatory year). But the
time duration for completion is not same for all the students. The program of
study in the College of Engineering/Construction Engineering department takes
five academic years where each academic year is made up of two semesters or
terms. Each term is 15 weeks long. With this a student must meet the following
requirements:
• A minimum of 166 credit hours (136 in college of engineering +30 in
Preparatory Year), this include 160 credit hours approved course works
and six credit hours of senior design project is required.
• Each student spends no less than three months (one month in the 3rd year
and 2 months in the 4th year) during the summer holidays in order to get
his critical practical experience.
• A minimum of 75% of attendance in class is required for each course.
• A student must maintain a CGPA of 2.75.
• If a student is fulfilling all other graduation requirements, he may retake
enough technical courses where a student has a grade lower than “C”, to
meet the minimum CGPA 2.75 criteria.

After successfully completing all the required course works and summer
trainings, a student must obtain a release letter from the Deanship of Admissions
and Registration. After that he would be eligible for obtaining the bachelor
certificate.

18
G. Transcripts of Recent Graduates

The program will submit the transcripts of the recent graduates with
interpretation of the transcript to the visiting team. These interpretations will
include information but not limited to the curriculum of record, course sequence
flow chart for that curriculum, final degree audit, reasons for waivers or
inconsistencies etc. The transcripts will be selected according to the instruction
provided by ABET or EAC visiting team chair.
The transcript will indicate:
Degree awarded: Bachelor of Science
Faculty : Engineering
Major : Construction Engineering

19
CRITERION 2. PROGRAM EDUCATIONAL OBJECTIVES

A. Mission Statement

Imam Abdulrahman Bin Faisal University Mission

The mission statement for Imam Abdulrahman Bin Faisal University (IAU)
entails providing creative knowledge, research, and professional services with
effective community partnerships.

College of Engineering Mission

The central mission of the College of Engineering is integrating excellence and
sustainability in education, research, and community partnership to graduate
skillful and economic-driver engineers.

Department of Construction Engineering Mission

The mission of the Department of Construction Engineering is to provide
innovative knowledge and research outcomes in all areas of construction
engineering through cutting edge technology and industrial alliance with greater
focus on serving the community.

The above three mission statements can be found at the following three websites
respectively:
http://www.uod.edu.sa/en/about-us/vision-mission-and-values
http://www.uod.edu.sa/en/colleges/college-of-engineering/about
http://www.uod.edu.sa/en/colleges/college-of-
engineering/departments/construction-engineering-department

B. Program Educational Objectives

The Construction Engineering Program has defined its Program Educational

Objectives (PEOs) that are centered on the mission of Imam Abdulrahman Bin
Faisal University. During a council meeting for the Department of Construction
Engineering, the curriculum was assessed to unanimously agree upon a certain
set of Program Education Objectives. The established PEOs were also discussed
with relevant stakeholders (advisory board, students and their guardians) and
eventually got approved. Our graduates are expected within a few years of
graduation to:
1. Implement technical, collaborative, and communication skills with
leadership principles, to pursue careers in Construction Engineering.
2. Seek higher degrees in Construction Engineering and embark on life-long
learning.

20
 3. Seek professional licensure, discharge their professional Construction
Engineering skills ethically, and being conscious of the impact of
Construction Engineering projects on society as well as environment.

The Program Educational Objectives are displayed on the department website at:
http://www.uod.edu.sa/en/colleges/college-of-
engineering/departments/construction-engineering-department

C. Consistency of the Program Educational Objectives with the

Mission of the Institution

The construction engineering program at IAU has clear recognized Program

Educational Objectives that were set to establish a solid foundation of
mathematical, scientific, and engineering knowledge, as well as to develop the
basic engineering skills that will serve graduates throughout their careers. All the
Program Educational Objectives were developed to be consistent with the
missions of the university, which seeks to provide creative knowledge; contribute
to research; and provide professional services with effective community
partnerships. Similarly, the Program Educational Objectives also reflect the
missions of the College of Engineering (integrating excellence and sustainability
in education, research, and community partnership to graduate skillful and
economic-driver engineers) and by extension, the Department of Construction
Engineering (providing innovative knowledge and research outcomes in all areas
of construction engineering through cutting edge technology and industrial
alliance with greater focus on serving the community). The present curriculum
for the program was carefully designed with special attention to each curricular
component and to ensure consistency with the Program Educational Objectives.
Table 2.1 presents the relationship between the Program Educational Objectives
and the mission statements of the University, college and department.

21
 Table 2.1 Consistency of the PEOs with Respective Missions
Program Mission
Educational
Objectives Institutional College Departmental
(PEOs)
Implement
technical,
collaborative, and
communication To provide Integrating
To provide
skills with creative excellence and
innovative
leadership knowledge sustainability in
knowledge
principles, to education
pursue careers in
Construction
Engineering.
Seek higher
degrees in
Integrating To provide research
Construction To contribute to
excellence and outcomes through
Engineering and research
sustainability in cutting edge
embark on life-
research technology.
long learning.

Seek professional
licensure,
discharge their
professional
Construction To provide
Integrating
Engineering skills professional Industrial alliance
excellence and
ethically, and services with with greater focus
sustainability in
being conscious of effective on serving the
community
the impact of community community
partnership
Construction partnerships
Engineering
projects on society
as well as
environment.

D. Program Constituencies

Considering the constituents’ key role in forming the Program Educational

Objectives (PEOs), the Construction Engineering Program has pre-determined its
program constituents as follows:

22
 1. Faculty
The Faculty Members are essential constituents as they are tasked with the
responsibilities of attaining the program outcomes and objectives for the
duration of the educational processes.

2. Alumni
The alumni include students who have earned B.Sc. degrees from the
Construction Engineering program and are currently working in various
professions. The department maintains strong contacts with them.

3. Employers
The employers are other key components of the program. They cut across
the public and private sectors; small and large companies; and
manufacturing and service organizations.
4. Current students:
Current students together with their parents provide the primary input to
the program. They are key contributors towards defining and enhancing
the Program Educational Objectives (PEOs).

5. External Advisory Committee:

The External Advisory Committee plays a vital role in the appraisal,
enhancement, and development of the program. The committee’s roles
include providing clear direction for future of the program; consolidating
the effective partnership between department and community through
collaborative projects; and contributing towards the development of the
program and curriculum in accordance with the requirements of the labor
market. Therefore, this committee plays major role in the definition and
assessment of the PEOs. External members of Advisory Committee are
listed in Table 2.2:

Table 2.2: External Advisory Committee

No Name Specialization Institution Designation Residence

Head of
Prof. Ali A. Construction
1 Construction KFUPM Dhahran
Shash Industry
Institute (CII)
Eng. Head
2 Ahmed Al- Construction ARAMCO Inspection Dhahran
Mulhim Dept.
Eng.
Civil Alturki Technical
3 Redwan Dhahran
Engineering Group manager
Hameed
Eng. Bader
5 Construction ARAMCO Alumni Dammam
Al-Saleh

23
The Construction Engineering Program Educational Objectives (PEOs) align with
the requirements of the different constituencies. Table 2.3 shows that how the
PEOs meet the needs of the Faculty, Employers, and Alumni & Current Students
respectively.

Table 2.3: Mapping of PEOs against the requirements of stakeholders

Constituents Requirements PEO 1 PEO 2 PEO 3

High performance of students X
To see part of their graduates
continuing through post-
Faculty X
graduation studies and taking part
in applied and innovative research
Community service contribution X
To have qualified graduates being
competent in their field, being
effective team members, applying X X X
professionalism, and being
Employers ethically responsible
Responsible and committed
X X
employees
Teamwork and Communication
X X X
skills
To be well prepared for the job
Alumni market and continuing their X X
& graduate studies
Current To be prepared for lifelong
X
Students learning
To obtain a job X X
Effective collaboration with the
External program
Advisory Ensuring the department produces X X
Committee quality graduates that meet
employers’ requirements

E. Process for Review of the Program Educational Objectives

1. The Program Education Objectives (PEOs) shall be reviewed by the

Program Quality and Accreditation Committee (PQAC), which will prepare
a draft for establishing new PEOs under the following conditions:
➢ An amendment to the University mission.

24
 ➢ An amendment request initiated by one or more of the program‘s
main constituencies.
➢ An amendment to the criteria of ABET’s Engineering Accreditation
Commission, which directly affects the PEOs
➢ An amendment to the corporate vision of national and international
professional bodies as regards engineering practice.
➢ An amendment in the program curriculum
Even if there is no change in the aforementioned conditions, we will conduct an
evaluation every four to five years.
2. The draft for the new Program Education Objectives (PEOs) shall be duly
deliberated at the Department Council meeting, and necessary
modifications would be suggested.
3. The Program’s main constituents’ opinion shall be sought as follows:
➢ The Department shall organize a meeting of External Advisory
Committee to appraise the Program Education Objectives (PEOs).
Thereafter, members of the Committee will then complete a survey
on the adequacy of the proposed PEOs as well as suggestions for
enhancing the program.
➢ The Department will extend invitation to representatives from the
major employers of the program graduates to appraise the PEOs
based on their requirements. Deliberations shall follow after this in
order to harmonize the suggested PEOs and the requirements of the
employers, which would require the employers to complete survey
forms and indicate their opinions on how to enhance the program.
➢ The Advisory Committee shall administer questionnaire surveys to
the program Alumni to seek their opinions about the suitability of
the PEOs.
4. The Program Quality and Accreditation Committee (PQAC) shall
statistically analyze the contribution from the aforementioned
constituencies, and subsequently produce a new draft of the PEOs.

The suggested new version of the PEOs shall be deliberated by the Department
Council, and if accepted, shall be published in the Program documents e.g.
brochures and handbooks.

25
CRITERION 3. STUDENT OUTCOMES

A. Student Outcomes

The Construction Engineering Departmental council met; assessed curricula and

program criteria and came to the conclusion that ABET outcomes a-k sufficiently
meet the program requirements. The Department adopted Student Outcomes
(SO) "a-k", as prescribed in Table 3.1., which the students of Construction
Engineering program at Imam Abdulrahman Bin Faisal University will
demonstrate before graduation:

Table 3.1: ABET “a” to “k” Student Outcomes

Student
Outcomes Student Outcomes (SOs) Description
(SOs) ID
An ability to apply knowledge of mathematics, science, and
a engineering techniques, skills, and modern tools of the
discipline to broadly-defined engineering technology activities.
An ability to design and conduct experiments, as well as to
b analyze and interpret data and to apply experimental results to
improve processes.
An ability to design a system, component, or process to meet
desired needs within realistic constraints such as economic,
c
environmental, social, political, ethical, health and safety,
manufacturability, and sustainability
An ability to function effectively as a member or leader in a
d
technical or multidisciplinary teams
An ability to identify, formulate, and solve engineering
e
problems
An understanding of professional and ethical responsibilities
f
including a respect for diversity.
An ability to communicate effectively by applying written, oral,
g and graphical communication in both technical and
nontechnical environments
The broad education necessary to understand the impact of
h engineering solutions in a global, economic, environmental,
and societal context
A recognition of the need for, and an ability to engage in life-
i
long learning
A knowledge of contemporary issues and impact of
j construction engineering technology solutions in a societal and
global context
An ability to use the techniques, skills, and modern engineering
k
tools necessary for engineering practice

26
These are predetermined set of abilities that students should demonstrate at the
time of graduation. These abilities are accomplished through various courses
taken by the students during the course of the program. However, performance
measures would have to be specified for all Student Outcomes to make them
measurable and relevant to the Construction Engineering program.

The Student Outcomes are available online on the department website at:
http://www.uod.edu.sa/en/colleges/college-of-
engineering/departments/construction-engineering-department

B. Relationship of Student Outcomes to Program Educational

Objectives
Every single student outcome is evaluated within the academic program.
Achievement of Student Outcomes paves way for the attainment of the Program
Educational Objectives (PEOs), which is an essential criterion for achieving the
PEOs. Findings of the Student Outcomes evaluation will be used to suggest
improvements for the program. Table 3.2 shows the mapping of the Student
Outcomes to the Program Educational Objectives (PEOs). As earlier highlighted,
the Student Outcomes support the achievement of the PEOs. For instance, to
produce graduates who are able to pursue careers in Construction Engineering
(mainly related to Program Educational Objective 1) require a number of skills or
outcomes are required. The graduates should possess the aptitude to implement
technical, collaborative, and communication skills with leadership principles.
These abilities are attained through a systematic, well-structured curriculum as
well as competent faculty members.

Table 3.2: Student Outcomes versus Program Educational Objectives

(PEOs)
Student Program Educational Objectives (PEOs)
Outcomes PEO-1 PEO-2 PEO-3
a ✓
b ✓
c ✓
d ✓ ✓ ✓
e ✓ ✓
f ✓
g ✓
h ✓ ✓
i ✓ ✓
j ✓
k ✓

27
CRITERION 4. CONTINUOUS IMPROVEMENT

Overview

Imam Abdulrahman Bin Faisal University considers developing the quality of its
educational programs as one of its objectives. The quality activities comprise
assessments and evaluations of the academic programs. The Construction
Engineering Program has been committed to the quality activities through yearly
assessments and evaluations since its establishment in 2009. Such activities were
accentuated in the programs’ taught courses through the academic evaluation
carried out every semester; the instructors were responsible for setting what at
that time were called Learning Outcomes (LOs) for their courses, judging the
students’ achievement at the end of the course and recommending improvements
for their courses. Moreover, several surveys were carried out to gather feedback
from both the students and the faculty. Additionally, samples of students’ works
were maintained as hard copies and were consistently reviewed by the Quality &
Strategic Planning Unit of the Engineering College whose role was to help the
instructors improve the quality of their courses and teaching methods.

In the fall of 2015-2016, we embarked on the project to prepare the program for
ABET accreditation. However, new quality requirements emerged and the need
for an upgraded process that better cope with ABET requirements was initiated.
This process is currently known at the university as ABET assessment process. A
special committee at the faculty level called “Program Quality and Accreditation
Committee (PQAC)” was appointed to lead and guide this process. The role of this
committee is to help the faculty to achieve ABET requirements for accreditation.
Successive meetings and workshops were held to increase the instructor’s
awareness towards the importance of ABET accreditation. The above quoted
activities and attempts played a vital role in creating ABET assessment process.
The new process was adopted by the PQAC and was first used in the fall 2015-
2016. Since then, significant improvements were made in an attempt to simplify
the process and to make it more convenient for instructors. The process has been
fully computerized by the Committee.

A. Student Outcomes
A.1. The Assessment and Evaluation Process

Overview
Before now, Construction Engineering Program has been assessing student
outcomes but not in line with ABET requirements. Now we are complying with
the ABET requirements for continuous quality improvement of the program.

28
However, the past experience shall be valuable as we migrate to ABET. All the
assessment tools, to regularly assess and evaluate the level of attainment for SOs,
are shown comprehensively in Figure 4.1. Direct assessment is made by the
instructor of each course through a sequence of home works, quizzes,
examinations, projects, lab reports, and rubrics while indirect assessment is
achieved through students’ surveys. Questions of surveys shall be appropriately
designed to measure the level of skill development for each SO. In Senior Design
Project (CONEN 521/522) and Summer Training (CONEN 444) courses, external
faculty members and/or professional engineers are invited for the direct
assessment of SOs using carefully designed rubrics. Sample of these rubrics are
provided in Appendix E (Table E-1 and E-2). The data of direct and indirect
assessment is analyzed and a comparison is made with the pre-set values of SOs.
Figure 4.2 enlists the complete evaluation process.

Figure 4.1: A summary of the direct and indirect assessment tools

29
 Figure 4.2: Flow chart showing assessment and evaluation process

A.2 The Mapping of Curricula to Outcomes

Departmental council of Construction Engineering Department thoroughly

studied, discussed, and unanimously agreed upon that ABET “a” to “k” outcomes
are enough to encompass the program curriculum. Except senior design project
and summer training, all other courses mapped considering experts’ opinion of
mapping a single course to not more than four student outcomes (SOs). The
mapping of SOs of each course is done by the instructor following a uniform
system. The system is to first list up the course learning outcomes (CLOs) of each
course followed by an implicit mapping of CLOs to the ABET SOs (“a” to “k”).
Finally, the mapped up SOs of all the courses are observed, discussed and
approved in the departmental council (Table 4.1).

30
 Table 4.1: Construction Engineering Programs’ Courses-SOs mapping
matrix
ABET Students' Learning Outcomes
Course Code Course Title
a b c d e f g h i j k
ENG 232 Statics X X X
ENG 351 Strength of Material X X X
Professional Practice &
HUMN 501 X X X
Ethics
CONEN 322 Building Construction X X X
CONEN 332 Concrete Material O X O X
Analysis of Determinate
CONEN 342 X X X
Structure
Fundamentals of Soil
CONEN 431 X X X
Mechanics
Form work design &
CONEN 461 X X
construction methods
CONEN 441 Cost Estimating X X X
CONEN 451 Design RC Structures X X X X
Analysis of Indeterminate
CONEN 421 X X X
structures
CONEN 432 Planning Scheduling Control X X X
CONEN 442 Transportation Engineering X X X O
CONEN 444 Summer Training X X X X X X X
CONEN 452 Foundation Design O X X X
Construction Contracts &
CONEN 462 X X X
Law
Cash Flow Forecasting &
CONEN 511 X X X
Financial Management
Construction Safety &
CONEN 531 X X
Protection)
CONEN 541 Design of Steel Structures X X X
CONEN 521
Senior Design Project O O X X O X X X X X
CONEN 522
Topics in Structural
CONEN 573 O X X X
Analysis
Topics in Foundation
CONEN 593 X X X
Engineering
Topics in Construction
CONEN 523 X X X
Management
CONEN 583 Topics in concrete Structure X X X
Recent topics in
CONEN 534 X X X X
Construction Engineering
CONEN 504 Topics in Steel Structure X X X
X: Major Outcomes
O: Minor Outcomes
Major outcomes are mandatory to be measured in each course while the minors are
optional

31
The complete mapping process can be demonstrated by a typical example of
representative course, say Design of Reinforced Concrete Structures (CONEN
451). Keeping in view the specifications, CLOs are deliberated by the instructor as
shown in Table 4.2. Table 4.3 elucidates mapping of these learning outcomes
to ABET “a” to “k” SOs.

Table 4.2: Course Learning Outcomes (CLOs) for CONEN 451 (a

typical example)
# CLOs
Apply knowledge of mathematics, science and engineering
principles that are fundamental in calculating internal forces in
CLO-1
structures due to external loads and analyzing concrete sections
using equilibrium equations.
Determine the dimensions of concrete section, the amount of
CLO-2 flexural and shear reinforcements and examine if concrete
sections and members meet the code requirements.
Identify critical sections for flexure and shear and formulating
CLO-3 such sections so as to be designed following the code
requirements.
Create straining actions acting on the structural elements in terms
of moment, shear and normal force diagrams using computer
CLO-4
software.

Table 4.3: Mapping of CLOs to ABET SOs for CONEN 451 (a typical
example)
ABET SOs
CLOs
a c e k
CLO-1 X
CLO-2 X
CLO-3 X
CLO-4 X

Review of the curricula contents was done and following the aforementioned
procedure for all the program courses and an extensive discussion in the
departmental council, a comprehensive mapping matrix has been prepared for all
program courses; the outcomes that best fit into the course learning outcomes are
shown in Table 4.1. Each learning outcomes has been served by at least two
courses. All faculty members are obligated to follow this finalized matrix by using
the targeted SOs for a course they will teach. The direct and indirect assessment
of SOs are carried out in each semester starting from the first semester of the
academic year 2015-2016 and the expected level of attainment for each of the
student outcomes was decided to be 70%
32
A.3 Fall Semester (2016-2017) Assessment

A.3.1 Direct Assessment

Direct assessment is made by the instructor of each course through a sequence of
home works, quizzes, examinations, projects, lab reports and other rubrics.
Table 4.4 represents direct assessment of SOs for Design of Reinforced Concrete
Structures (CONEN 451), the same typical example discussed in the mapping
process (Section A.2). The instructor mapped out the CLOs to the SOs and
evaluated the level of attainment of those SOs through direct assessment
evaluation tools. The students’ actual achievements in this course are given in
Table 4.4

The results of Table 4.4 are also shown in the shape of a polar graph (Figure
4.3) to explain level of attainment more clearly. The blue shaded area in Figure
4.3 shows a pre-set satisfactory range for measured SOs, with lower boundary set
at 0.7 (70%). As shown in Figure 4.3, the SOs “a”, “c” and “k” are above the
minimum level of attainment while the SO “e” just falls short of the threshold.
The instructor of the course has given a detailed analysis of the measured SOs
and strategies for improvement in his course report. Following the same
procedure of direct assessment, an average level of attainment for all the courses
offered in the fall semester of 2016-2017, is presented in Table 4.5 and Figure
4.4. If any SO is observed to have falling below the targeted level, the
observations shall be duly addressed by thoroughly discussing about it in the
department council. Thereafter, recommendations for improvement would be
suggested.

Table 4.4: Direct assessment of SOs for CONEN 451 (a typical

example)

Evaluation Students' Learning Outcomes

tools a b c d e f g h i j k
Quiz 1 0.92 0.88
Quiz 2 0.78
Quiz 3 0.9
Midterm 0.76 0.69 0.65
Final Exam 0.82 0.7
Average of
0.84 0.8 0.675 0.9
averages

33
 a
1
k b
0.8
0.6
j 0.4 c

0.2
0
i d

h e

g f

Figure 4.3: Direct assessment of SOs for CONEN 451 (a typical

example)

Table 4.5: Direct Assessment of SOs for all Courses offered in Fall
Semester 2016-2017
Students' Learning Outcomes
Course Code
a b c d e f g h i j k
ENG 351 0.7 0.66 0.69
HUMN 501 0.84 0.8 0.85
CONEN 421 0.59 0.63 0.785
CONEN 431 0.74 0.74 0.78
CONEN 441 0.7 0.8 0.64
CONEN 451 0.84 0.8 0.68 0.9
CONEN 461 0.86 0.82
CONEN 511 0.83 0.81 0.8
CONEN 521 0.85 0.91 0.92 0.92 0.90 0.90 0.88 0.84 0.905
CONEN 531 0.79 0.80
CONEN 541 0.93 0.76 0.79
CONEN 583 0.76 0.75 0.91
CONEN 573 0.63 0.92 0.87 0.85
Averages 0.76 0.75 0.83 0.92 0.78 0.82 0.77 0.85 0.88 0.85 0.86

34
 a
1
k b
0.8
0.6
j 0.4 c

0.2
0
i d

h e

g f

Figure 4.4: Direct assessment of SOs for all the courses offered in Fall
Semester 2016-2017

A.3.2 Indirect Assessment

One of the most important tools for performing the indirect assessment and
evaluation of SOs is student’s survey in which students evaluate the taught
courses through questions based upon appropriate rubrics. To clarify this, Design
of Reinforced Structures (CONEN 451) is chosen for illustration. A set of
questions targeting SOs of CONEN 451 (a, c, e, and k) is shown in APPENDIX E
(Table E-3) as a typical example.

The collected raw data from the students is analyzed and the obtained results are
sent to the instructor as well as to the head of the department to be discussed for
taking appropriate actions. The obtained evaluation results for the chosen course
are summarized in Table 4.6 where the average of the considered outcomes a, c,
e and k from the conducted survey are presented. In the survey, the available
scale ranges between 1 to 5, where 1 represents the lowest value on the scale and 5
being the top. Another percentage scale has been also added to the table and
introduced graphically as well (Figure 4.5). Table 4.7 and Figure 4.6 show
indirect assessment of SOs for all the courses offered in Fall Semester of 2016-
2017. It has been observed that all indirect assessment values are well above the
targeted minimum level. Though the results are highly satisfactory, it also
suggests a more detailed orientation of the students regarding indirect
assessment.

35
 Table 4.6: Indirect assessment of SOs for CONEN 451 (a typical
example)

Outcome a Outcome c Outcome e Outcome k

a1 a2 a3 a4 c1 c2 c3 e1 e2 e3 e4 k1 k2 k3
Obtained Grade
4.8 4.6 4.8 4.7 4.6 4.8 4.7 4.7 4.5 4.5 4.6 4.4 4.6 4.5
(Out of 5)
Percentage 0.96 0.92 0.96 0.94 0.92 0.96 0.94 0.94 0.9 0.9 0.92 0.88 0.92 0.9

Averages 0.94 0.94 0.92 0.90

a
1
k b
0.8
0.6
j 0.4 c

0.2
0
i d

h e

g f

Figure 4.5: Indirect assessment of SOs for CONEN 451 (a typical

example)

36
 Table 4.7: Indirect assessment of SOs for all the courses offered in
Fall Semester 2016-2017

Students' Learning Outcomes

Course Code
a b c d e f g h i j k
ENG 351 0.92 0.88 0.88
HUMN 501 0.81 0.85 0.88
CONEN 421 0.84 0.80 0.81
CONEN 431 0.88 0.89 0.87
CONEN 441 0.90 0.90 0.90
CONEN 451 0.95 0.94 0.91 0.90
CONEN 461 0.94 0.94
CONEN 511 0.93 0.90 0.93
CONEN 521 0.94 0.92 0.93 0.92 0.92 0.89 0.93 0.93 0.91
CONEN 531 0.79 0.79
CONEN 541 0.82 0.80 0.81
CONEN 583 0.10 0.98 0.98
CONEN 573 0.89 0.87 0.90 0.91
Average 0.90 0.90 0.73 0.93 0.88 0.80 0.91 0.87 0.93 0.90 0.91

a
1
k b
0.8
0.6
j 0.4 c

0.2
0
i d

h e

g f

Figure 4.6: Indirect assessment of SOs for all the courses offered in
Fall Semester 2016-2017

37
A.4 Spring Semester (2016-2017) Assessment

The assessment for spring semester 2016-2017 in terms of direct and indirect
assessment has been carried out by using direct and indirect assessment
evaluation tools which is considered as a repetition of the assessment actions
performed in the fall semester. It is worth mentioning that the assessment is
carried out every time the course is given. One of the courses will be selected as a
model to describe the direct and indirect assessment following the mapping of
the course as given in Table 4.1.

A.4.1 Direct Assessment

Table 4.8 and Figure 4.7 represent direct assessment of SOs for a typical
course (Concrete Materials CONEN 332) of the Spring Semester 2016-2017. It
has been observed that learning outcomes “a” and “j” just fall on the boundary of
minimum targeted level (70%). The instructor has highlighted students’
weakness in basic science and Mathematics and has given comprehensive
improvement recommendations in the course report. These recommendations
are positively considered for the action plan, addressed in the continuous
improvement. An average attainment level of SOs for all the courses offered in
Spring Semester of 2016-2017 is presented in Table 4.9 and Figure 4.8. Any
SO falling at the boundary or below the targeted level is thoroughly discussed in
the department council and recommendations for improvements were suggested.

Table 4.8: Direct assessment of SOs for CONEN 332 (a typical

example)

Students' Learning Outcomes (%)

Assessment
a b c d e f g h i j k
Quiz 1 0.43 0.54 0.68
Quiz 2 0.91 0.94
Quiz 3 0.68
Midterm 0.81 0.84 0.87
Final 0.75 0.8 0.85 0.73
Average of
0.73 0.78 0.81 0.71
averages

38
 a
1
k b
0.8
0.6
j 0.4 c
0.2
0
i d

h e

g f

Figure 4.7: Direct assessment of SOs for CONEN 332 (a typical

example)

Table 4.9: Direct assessment of SOs for all the courses offered in
Spring Semester 2016-2017

Course Students' Learning Outcomes

Code a b c d e f g h i j k
ENG 232 0.73 0.80 0.71
CONEN 322 0.75 0.65 0.77
CONEN 332 0.73 0.78 0.81 0.71
CONEN 342 0.60 0.62 0.74
CONEN 444 0.87 0.9 0.94 0.79 0.79 0.78 0.93
CONEN 432 0.72 0.84 0.84
CONEN 442 0.68 0.57 0.52
CONEN 452 0.62 0.76 0.81 0.78
CONEN 462 0.70 0.72 0.71
CONEN 522 0.93 0.92 0.93 0.87 0.87 0.92 0.92 0.84 0.84 0.90
CONEN 523 0.82 0.80 0.82
CONEN 583 0.83 0.78 0.89
CONEN 504 0.63 0.83 0.80
CONEN 573 0.82 0.86 0.86
Averages 0.68 0.86 0.77 0.90 0.76 0.82 0.93 0.85 0.82 0.78 0.83

39
 a
1
k b
0.8
0.6
j 0.4 c

0.2
0
i d

h e

g f

Figure 4.8: Direct assessment of SOs for all the courses offered in
Spring Semester 2016-2017

A.4.2 Indirect Assessment

Repeating the same process and rubrics of indirect assessment as discussed in

Fall Semester, Table 4.10 and Figure 4.9 represent indirect assessment of the
course chosen as sample from the Spring Semester of 2016-2017. Following the
same procedure as elaborated for the sample course, indirect assessment of SOs
for all the courses offered in the Spring Semester of 2016-2017 is presented in
Table 4.11 and Figure 4.10. The plotted graphs clearly indicate that all
outcomes are of higher values, well above the minimum targeted level of 70%.
However, as discussed in Fall Semester, the attained level of SOs is very high.
This demands for further training and detailed orientation of the students to
more appropriately evaluate and state the level of skills they have developed.

Table 4.10: Indirect assessment of SOs for CONEN 332 (a typical

example)
Outcome a Outcome b Outcome c Outcome j

a1 a2 a3 b1 b2 b3 c1 c2 c3 j1 j2 j3 j4

Obtained Grade
3.9 3.8 3.7 3.5 3.6 3.8 3.7 3.7 3.8 3.9 3.7 3.8 3.9
(Out of 5)

Percentage 0.78 0.76 0.74 0.7 0.72 0.76 0.74 0.74 0.76 0.78 0.74 0.76 0.78

Averages 0.76 0.72 0.75 0.77

40
 a
1
k b
0.8
0.6
j 0.4 c
0.2
0
i d

h e

g f

Figure 4.9: Indirect assessment of SOs for CONEN 332 (a typical

example)

Table 4.11: Indirect assessment of SOs for all the courses offered in
Spring Semester 2016-2017

Students' Learning Outcomes

Course Code
a b c d e f g h i j k
ENG 232 0.79 0.78 0.81
CONEN 322 0.85 0.83 0.81
CONEN 332 0.76 0.72 0.75 0.77
CONEN 342 0.97 0.96 0.98
CONEN 444 0.82 0.87 0.83 0.9 0.92 0.84 0.92
CONEN 432 0.91 0.97 0.87
CONEN 452 0.85 0.82 0.80 0.78
CONEN 462 0.86 0.87 0.86
CONEN 442 0.82 0.80 0.80
CONEN 522 0.96 0.96 0.90 0.96 0.95 0.91 0.96 0.95 0.96
CONEN 523 0.93 0.92 0.93
CONEN 583 0.94 0.96 0.96
CONEN 504 0.99 0.99 0.98
CONEN 573 0.89 0.89 0.88 0.86
Averages 0.87 0.84 0.88 0.86 0.90 0.89 0.89 0.91 0.94 0.85 0.88

41
 a
1
k b
0.8
0.6
j 0.4 c
0.2
0
i d

h e

g f

Figure 4.10: Indirect assessment of SOs for all the courses offered in
Spring Semester 2016-2017

A.5 Exit Survey

Other than the students’ survey for indirect assessment of SOs at each course
level, the department also carries out an exit survey for its graduating students at
the end of each year. The department has been conducting this survey since its
existence (named as Program Evaluation Survey, PES) in which each graduated
student used to evaluates three main constituents of the program i.e. instructors,
facilities and the learning outcomes. Section C.1 provides details, results and
discussion about the PES. However, this program evaluation survey was not in
line with all ABET learning outcomes. Starting from the year 2015-2016, the
program introduced an exit survey that directly targets ABET a-k student
outcomes. The survey is aimed to find out how the students perceive the program
in developing analytical skills, independent thinking, and others. The questions
in the surveys assessed graduating (senior) students’ satisfaction in their
preparedness for each of the SOs they have encountered before graduation. These
survey questions are listed in Appendix E (Table E-4). Table 4.12 and
Figure 4.11 show the results of exit survey for the year 2016-2017. It is very clear
from the figure that students are convinced that they have achieved satisfactory
level of each learning outcomes, well above the threshold (70%).

42
 Table 4.12: Exit Survey Result for the year 2016-2017
a b c d e f g h i j k

Average
Obtained Grade 4.64 4.64 4.45 4.59 4.64 4.45 4.32 4.36 4.50 4.45 4.55
(Out of 5)
0.9 0.9 0.8 0.9 0.9 0.8 0.8 0.8 0.9 0.8
Percentage 0.91
3 3 9 2 3 9 6 7 0 9

a
1
k b
0.8
0.6
j 0.4 c
0.2
0
i d

h e

g f

Figure 4.11: Exit Survey Result for the year 2016-2017

A.6 Documentation of the Assessment Results

At the end of semester, each faculty member has to submit course portfolio - in
both electronic and hard copy - to the Program Quality and Accreditation
Committee. The portfolio contains course description, key and sample solutions
of all assessment tools, direct and indirect assessment results, students’
evaluation of the course, and course report. These portfolios are initially stored in
the departmental Quality Room and finally go to the archiving center of Quality
and Accreditation Unit for the whole college.

B. Continuous Improvement

The students' Outcome of Construction Engineering program focuses mainly on

ABET criteria and input of its constituencies, which reflect the mission of Imam
Abdulrahman Bin Faisal University (IAU). The Program Educational Objectives
(PEOs) provide a guide for program student outcomes, curriculum development
and teaching strategies. Various evaluation tools were used to ensure
achievement of the program student outcomes. The extent of the appraisal

43
process is undertaken at the end of every semester, and the appraisal results are
used to enhance the educational process to attain the pre-determined student
outcomes. As elaborated in assessment and evaluation process (Figure 4.2),
Program Quality and Accreditation Committee collects the results of direct and
indirect assessment along with the instructors’ recommendations for
improvement. In light of the assessment results, instructors’ recommendations,
students’ course and program evaluation, and feedback from other departmental
units, the committee reports its finding and recommendations to the head of
department. Based on the reposts of all departmental units and discussion with
each instructor, head of the department issues recommendations to the
instructors and departmental units for setting up and updating the assessment
tools and method to attain satisfactory level of SOs. At individual level, the
instructors closely monitor latest industry developments and include the findings
in the respective courses they teach thus contributing towards having dynamic
curriculum.

B.1 Comparison of Semesters’ Assessment Results

B.1.1 Comparison of Fall 2016-2017 and Spring 2016-2017 Semesters’

Assessment Results

A comparison of the SOs, attained through direct assessment in Fall semester

2016-2017 and Spring semester 2016-2017, is presented numerically in Table
4.13 and graphically in Figure 4.12. Almost all the student learning outcomes
(SOs) are found above the minimum targeted level of 70% in both Fall and Spring
semesters of 2016-2017. Only student outcome “a” in Spring semester slightly
falls short which has been thoroughly addressed in the action plan for
improvement. The attainment level for some of the SOs was raised in Spring
semester compared to the Fall semester, while vice versa for others. However, it
doesn’t mean the quality of teaching and learning is decreasing. In fact, the
program is reaching maturity with respect to the evaluation of SOs and we are
make the evaluation tools harder day by day. Also, the quality of intake is
increasing with each coming year which affects the attainment level of SOs.
Similar to direct assessment, a comparison of the attained SOs through indirect
assessment is shown in Table 4.14 and Figure 4.13.

44
 Table 4.13: Comparison of attained level of SOs through Direct
Assessment

Students Outcomes (SOs)

Achievements
a b c d e f g h i j k
Fall 2016-2017 0.76 0.75 0.83 0.92 0.78 0.82 0.77 0.85 0.88 0.85 0.86

Spring 2016-2017 0.68 0.86 0.77 0.90 0.76 0.82 0.93 0.85 0.82 0.78 0.83

Fall 2016-2017 Spring 2016-2017 Targeted Level

1.0
0.9
0.8
0.7
Achievement

0.6
0.5
0.4
0.3
0.2
0.1
0.0
a b c d e f g h i j k
Student Outcomes (SOs)
Figure 4.12: Comparison of attained level of SOs through Direct
Assessment.

Table 4.14: Comparison of attained level of SOs through Indirect

Assessment

Students Outcomes (SOs)

Achievements
a b c d e f g h i j k
Fall 2016-2017 0.90 0.90 0.73 0.93 0.88 0.83 0.91 0.87 0.93 0.88 0.91
Spring 2016-2017 0.87 0.84 0.88 0.86 0.90 0.89 0.89 0.91 0.94 0.85 0.88

45
 Fall 2016-2017 Spring 2016-2017 Targeted Level

1.0
0.9
0.8
0.7
Achievement

0.6
0.5
0.4
0.3
0.2
0.1
0.0
a b c d e f g h i j k
Student Outcomes (SOs)

Figure 4.13: Comparison of attained level of SOs through Direct

Assessment.

The Indirect Assessment was carried out using the students' survey in which
students evaluate the taught courses through questions based upon appropriate
rubrics. The results (Figure 4.13) indicate that students’ perspective on their
attainment of the SO’s is satisfactory and all of the a-k educational outcomes are
well above the minimum level of attainment required. Although this survey has
been introduced to the students and its aim equally explained, nonetheless, the
students presumed that the survey was in one way or the other, connected to the
evaluation of the course instructor evaluation. It is apparent that the results of
the Indirect Assessment of outcomes undertaken by the students could have been
inflated! Thus, the Construction Engineering Department will seek to re-orient
the students by organizing workshops and seminars to re-emphasize and educate
the student on the whole assessment process and the need to have accurate,
reliable, and valid results that could be used in the subsequent semesters for the
sole purpose of continuous quality improvement in the teaching and learning
process of the program. Therefore, a number of meetings with the students will
be arranged early in the next semester (Fall Semester 2017/2018) to clarify the
objectives and the content of the indirect assessment process. In addition to that,
the students’ survey will be distributed to students one week before the final
exam since many of these surveys were distributed during the final examinations,
which influenced the students to complete the survey quickly without any
concentration. These observations with the actions to be taken are summarized in
Table 4.15.

46
 Table 4.15: Proposed Actions Taken After the Spring Semester
2015/2016 to Improve the Program
Observations Actions to be Taken
1. Misconception about 1- To hold a meeting with students in
the goal of the indirect order to reorient them on the goal and
assessment process content of students’ survey process
2- To administer the students’ survey
2. Inappropriate timing of
before commencement of the final
the survey process
exam

B.2 Course Portfolio and Course Report

As stated earlier, at the end of semester, each faculty member has to submit
course portfolio to the Program Quality and Accreditation Committee. The
portfolio contains course description, key and sample solutions of all assessment
tools, direct and indirect assessment results, students’ evaluation of the course,
and the course report. The report includes changes incorporated into the course,
reflection on the part of the instructor as to what was or was not effective, and
suggestions for further improvements. Additional information collected by other
means can also be incorporated into the course report. Moreover, a complete
section is devoted for improvement strategies. Since the complete course report is
very lengthy, only section of “Improvement Strategies” is presented in Table 4.16
as a sample. This section enlists a thorough analysis of attained level of SOs,
recommendations and action for improvement. Consequently, the course report
effectively documents the “closing of loops” at course level.

Table 4.16: Sample Course Report of CONEN 451 (Improvement

Strategies only)
Planning for Improvement
1. Evaluation Summary by the instructor

Student Assessment Analysis

Outcomes
Assessment
Covered
Methods Achievement Comments
in This
Course
The students’ performance was
Quizzes,
good at this outcome. However,
Midterm
a 84% it requires an action to apply
Exam, Final
knowledge of mathematics,
Exam
science and engineering

47
 Through encouraging them to
review the earlier subject matter
related to mathematics, science
and engineering topics.
The students’ performance was
good at this outcome. However,
Quizzes, more assignments are required
Midterm in order to enhance and improve
c 80%
Exam, Final the students’ performance in
Exam designing systems, components,
or processes to meet desired
needs.
Quizzes, The students’ performance was
Midterm just above average at this
Exam, Final outcome. However, it requires
Exam an action to improve their
abilities to identify design
problems as well as formulating
e 68%
and solving engineering
problems related to reinforced
concrete design by giving the
students more problem solving
practice sessions, homework,
etc.
Quizzes, The students’ performance was
Midterm recognized very good at this
Exam, Final outcome due to their acceptable
k 90%
Exam knowledge and background
about structural packages
software.

Actions recommended for improving student outcomes based on the

assessment analysis
(Select the relevant domain of actions)
Organizing site visits to real projects to enable students to be
Actions
well equipped to identify, formulate, and solve real engineering
related to
problems. In addition, construction exhibitions, related
the course
companies and internet web pages are very important to link
objectives
the students with the new technologies in the field.
The students should be encouraged to enhance and improve
their performance in designing structural systems and their
Actions
components to meet desired needs. In addition, they are
related to
required to improve their abilities in solving engineering
the student
problems related to reinforced concrete design through giving
outcomes
the students more problem solving practice sessions,
homework, etc.

48
Actions Encourage students to be familiar with structural elements
related to design stages as well as visiting real projects in the vicinity to
the link between what are they designing and the reality. This will
teaching help the students to gain more experience in reinforced concrete
strategy building design and construction as well.
Actions
related to In addition to quizzes and exams, research projects of real
the structures can help in assessment strategy. Class discussion of
assessment these performed projects can also help.
strategy
Actions
Expert structural designers from industry are strongly
related to
recommended to be invited to lecture students through
other
seminars and workshops.
aspects

Action Plan for Improvement for Next Semester/Year

Actions Action Points
Period Responsible
Recommended and Process
Increase the Give at least
number of six During the stretch
Faculty
Homework & homework of the semester
assignments assignments.
Practicing
Preparing a
design
computer lab
problems
with During the stretch
using College
Structural of the semester
Structural
Software
Software
Packages.
Packages
Organizing
workshops
and seminars
to enable
Include more expert
During the stretch
real life design structural Faculty and lecturer
of the semester
problems engineering
designers
from industry
to give
lectures.

49
B.3 Academic Quality Improvement Plan

The Department of Construction Engineering continues its relatively new ABET-

based tradition of reporting its Student Outcomes assessment activities and
developing an action plan to ensure quality improvement of its academic
program. As part of this process, the established Program Quality and
Accreditation Committee (PQAC) works vigorously and diligently to ensure that
actions are taken for improving learning and assessment in the program during
the semester and to ensure total conformance to quality improvement
requirements are satisfied. Course instructors were tasked to identify specific
quiz and exam questions, assignments, or other student learning tasks closely
aligned with the SOs to be assessed in each course, and set an expectation of
performance i.e. students will score at least 70% on each assessed problem.
Graded copies of each assessed tasks were saved and assessment scores tallied to
be used in the course report. The course report highlights the key areas requiring
continuous quality improvement. Thus, action plan for the improvement is
initiated from the recommendations set out in the course reports.

B.3.1 Improvements since the Last Assessment Cycle

In Fall 2015-2016, students assessed at the various senior levels (Sophomore,

Junior and Senior) were not meeting performance expectations for ABET
Outcome "c" (an ability to design a system, component, or process to meet
desired needs within realistic constraints such as economic, environmental,
social, political, ethical, health and safety, manufacturability, and sustainability)
and Outcome "g" (an ability to communicate effectively by applying written, oral,
and graphical communication in both technical and nontechnical environments).
The direct assessment of these 2 outcomes shows that the students' performance
in achieving Outcome "c" is averagely obtained to be 67% and 59% for Outcome
"g", which is well below the target of 70%. In the intervening semester (Spring
2015-2016), some changes were made to the contributing courses in order to
improve students’ ability to produce detailed design of safe, economic, and
efficient industrial and commercial steel structures and to make efficient use of
construction drawings for cost estimation purposes. After implementing the
changes to the contributing courses during the course of Spring Semester
2015/2016, improvements in the achievement level of the students was witnessed
for outcome c and g. Students' performance in Outcome "c" was above the
expected achievement level which indicates noticeable slight improvement in the
students’ performance. Remarkably, there was much improved performance
from the students as achievement in Outcome "g" was recorded to be well above
the minimum acceptable level of 70%. This seems to suggest some degree of
improvement in the students’ performance level.

To increase mathematics dose and to improve the students' performance in

Outcome "a", based on the recommendations of PAQC, a minor change was
approved by splitting the Differential Equations & Numerical Methods (MATH
331) into two courses as follows:

50
 1. MATH 331: Differential Equation (3 credit hours).
2. MATH 442: Numerical Methods (3 credit hours) added in the fourth level
- second semester.
3. CONEN 442: Transportation Engineering (3 credit hours) moved to fifth
year –second semester.
4. One elective course (3 credit hours) deleted from fifth year –second
semester to maintain total 166 credit hours for BSC program.

This minor change in the curriculum was implemented for new admitted third
level students in the first semester of 2016-2017. The main reasons for the above
mentioned change were:
1. Due to the heavy contents of the course “Differential Equations and
Numerical Methods”, the 3 Credit Hours are not enough to cover all these
contents.
2. According to the standard Curriculum of the universities in the world, the
two courses “Differentia Equations” and “Numerical Methods’ are
considered as two separately courses.
3. Enhance the skills of engineering students in mathematics and numerical
methods.

B.3.2 Action Plan for Improvement based on 2016/2017 Assessment Cycle

Planning for the improvement based on the assessment results entails a

methodical process that begins with the course instructor. Each course instructor
would provide at the end of the semester a comprehensive course report file
which provides an assessment format for documenting ABET Criterion 3 -
Student Outcomes (SOs) assessment and continuous improvement at the course
level. In addition to assessment reporting, the course report lists modifications
incorporated into the course, reflection on the part of the instructor as to what
was or was not effective, and recommendations and actions for further
improvements. The reports are submitted to the Program Quality and
Accreditation Committee (PQAC). The Departmental Council met with each
faculty member individually to discuss the results, whether the assessment
revealed any areas of weakness or targets for improvement, and possible course
changes that might improve learning outcomes. Based on the recommendations
in the course report, outcomes of the PQAC and Departmental Council
observations and discussions, and students’ course evaluation, a comprehensive
action plan is prepared. This action plan is developed based on the 2016/2017
assessment cycle. Table 4.17 presents a segment of the action plan for only three
selected courses. The complete action plan will be made available to the
evaluators during their site visit.

The Student Outcomes direct assessment results for the 2016/2017 academic
year demonstrated that overall, students met attainment goals for all learning
outcomes assessed in the program except Outcome "a" (ability to apply
knowledge of mathematics, science, and engineering techniques, skills, and

51
modern tools of the discipline to broadly-defined engineering technology
activities.). However, a closer look at the direct assessment data revealed that
students consistently struggled with any assessment tasks related to Outcome "a"
in 3 major courses namely; analysis of determinate structures, foundation
design, and topics in steel structures. The students’ ability to demonstrate
understanding of mathematics, science, and engineering techniques, skills, and
modern tools to identify the stability and determinacy of structures; understand
the analysis and behavior of steel elements; and to select, analyze and design
appropriate foundation systems was rather below average.

52
 Table 4.17: Action plan for improvement based on 2016/2017 assessment cycle (typical examples for
three courses)
Course Course Dept. Committee Recommendations for
Instructor's comments
ID Name Comments improvements
• Though the learning outcome on • Supervisors may • The department should consider
"understanding of professional consider presenting case more focus on monitoring SOs in
and ethical responsibilities is studies on professional & the Technical Writing course
not a major learning outcome ethical responsibilities of (HUMN 401), Professional
for this course, nonetheless, engineers to the students Practice & Ethics (HUMN 501)
much significance is attached to and possibly invite a and Research Methodology
it. It was well known that some guest lecture on this (HUMN 402).
students found it difficult to topic. • To address the shortfall on
establish the connection • Improvements are "knowledge of contemporary
between their project and required to raise the issues", the project supervisors
professional & ethical students' level of written should give a brief lecture on
CONEN responsibilities. communication skills. contemporary issues. A
Senior
521 & • There is perceived general low • On knowledge of disciplinary specific exercise on
Design
522 level quality of students' contemporary issues, the contemporary issues should be
Project
technical writing skills; it is students were not very given and more assignments on
simply very poor. clear on what they need global issues related to and or
• Students seem to be struggling to do in this area. addressed by the design.
in knowledge of contemporary • Students do not have the • To mitigate the problems on the
issues. habit of learning new recognition of the need for and
• Students had problems on the areas themselves the ability to engage in lifelong
recognition of the need for and through literature learning, Supervisors should
the ability to engage in lifelong research provide a listing of selected
learning. Students overly • The current process used journals, conference proceedings,
depend on the internet for in evaluating students and other publications relevant to
information needed for the may lead sometimes to a the projects and require students
project. grade inflation. to read these for additional

53
 information on the projects.
• The department may perform a
qualification exam related to the
design project topic. This exam
can help in grading the students
and overcoming the grade
inflation problem. Beside, this
Exam will be the main direct
assessment tool to measure the
SOs.

• Encourage students to go • Instructors should • Instructors should ensure that

through their earlier subject consider giving out more students adequately practice
matters and pre-requisite term project tasks, and analysis problems using
courses by giving them more possibly set a mini-exam structural software packages, and
assignments related to their in the computer more real life analysis/design
earlier concepts of mathematics, laboratory that would problems should be given to them
science and engineering topics. assess the students’ as well.
• An action needs to be taken to ability to use modern • Strongly promote student
Analysis of improve abilities of students to engineering software for participation in the local student
CONEN engineering practice
indeterminat identify, formulate, and solve chapter of ASCE and support
421
e structures engineering problems by giving activities sponsored by this &
them more problem solving other student organizations.
practice sessions, homework,
etc.
• more practical applications
should be added to lab section
to improve their performances.
• More term project tasks,
• At least three quizzes.

54
 • Software lab. Exam
• Smaller class size and smaller • Increase the number of • Smaller class size and smaller
groups for model assignments Site visits groups for assignments and term
need to be implemented to • Increase building projects need to be implemented
ensure individual student’s capacity to facilitate to ensure individual student’s
mastery of course material. faculty-industry mastery of course material.
Also, the smaller class size collaboration • The department should set an
would reduce the time required (workshops and enhanced and enforce admission
for group presentations on seminars) requirements regarding English
Construction
CONEN safety risk analysis, allowing for • Make use of available language skills (reading, writing,
Safety &
531 additional class time to cover resources to present case listening and speaking) for
Protection
this topic. studies of actual students.
• A large proportion of the examples in which the
students (local and consequences of ethical
international) have significantly and safety-related
limited English language skills, decisions were not
which is affecting their properly considered.
academic performance at an •
alarming level.

55
To this regard, the concerned instructors of the courses along with the PQAC decided to
focus on the pre-requisite chain; review the contents of pre-requisite courses by giving
students more problem solving practice sessions, home works and assignments related
to the concepts of mathematics in particular. Instructors would give the students more
laboratory sessions to improve students' performance in practical applications. Not that
alone, the instructors also consider setting a mini-exam in the computer laboratory that
would assess the students' ability to use modern engineering software for engineering
practice. Other course of actions that were tabled for improvements includes
encouraging the students to focus more on understanding the background and
underlying objective of each topic rather than just focusing on solving the numerical
problems. The students should be given assignments/projects related to more complex
and realistic problems since they are habitual to an average level of evaluation and not
favorably welcome more challenging assignments.

Other suggestions for improvement based on the most recent assessment results
include:
• The Departmental Council decided to split most of the classes for each course to
reduce congestion in classes and laboratories and to significantly improve the
quality of teaching and learning. At least there would be two sections for almost
every course. The split-smaller class sizes that will be implemented in the Fall
2017/2018 would help to ensure individual student’s mastery of course material.
Also, the smaller class size would provide sufficient time required for detailed
group presentations, discussions, brainstorming sessions. Eventually, this would
considerably facilitate timely and efficient coverage of the various course topics.
• On the perceived general low level quality of students' technical writing skills; the
Departmental Council is considering the option of engaging some of its faculty
members to teach the Technical Writing course (HUMN 401) and Research
Methodology (HUMN 402) specifically to the students in the department. These
two important courses are being taught by non-engineering based faculty
members in the College of Engineering. Moreover, the department would seek to
consider raising the bar in the admission requirements regarding English
language skills (reading, writing, listening and speaking) for students.
• Although the Student Outcome "f" (understanding of professional and ethical
responsibilities) is not a major learning outcome for nearly most of the courses in
the program, nonetheless, much significance should be attached to it. It is well
known that some students found it difficult to establish the connection between
their Senior Design Projects and professional & ethical responsibilities. Thus, it is
recommended that the Department should as a matter of urgency consider
teaching the HUMN 501 – "Professional Practice & Ethics" to the students in-
house. Senior Design Project supervisors may as well consider presenting case
studies on professional & ethical responsibilities of engineers to the students and
possibly invite a guest lecture on this topic.
• Similarly, during the oral presentations and question and answer sessions of the
Senior Design Project, it was apparent that the students were not very clear on
what they need to do in Student Outcome "j" (demonstrate understanding of
contemporary issues and impact of construction engineering technology
solutions in a societal and global context). To address this shortfall, the project

56
 supervisors should give a brief lecture on contemporary issues. A disciplinary
specific exercise on contemporary issues should be given and more assignments
on global issues related to the design.
• Instructors of the design related courses should ensure that students adequately
practice design problems using structural software packages, and more real life
design problems are given to them as well. The department may perform a
qualification exam related to the design project topic. This exam can help in
grading the students and overcoming the grade inflation problem. Beside, this
Exam will be the main direct assessment tool to measure the SOs.
• The Departmental Council strongly recommends students' full participation in
the local student chapter of ASCE and support activities sponsored by this &
other student organizations.

Finally, with a number of reorganizations taking place within the College of Engineering
and Department of Construction Engineering, the department is taking advantage of
this transition to improve a number of processes related to student recruitment and
admission as well as program assessment. The Department is also in the process of
revising the curriculum with respect to prerequisite chain.

C. Additional Information

C.1 Program Evaluation Survey PES

The Deanship of Quality & Academic Accreditation conducted the Program Evaluation
Survey PES in which each graduated student evaluates three main constituents of the
program i.e. instructors, facilities and the learning outcomes. Table 4.18 shows the
results of the PES in 2017. From the results it can be observed that 90% of the graduated
students evaluate the program instructors and attainment of learning outcomes with
high quality. In terms of facilities, an average of 71% of graduated students evaluate the
college facility with acceptable quality and 91% of the graduated students evaluate the
overall quality of their learning experiences with high quality rate. Comparable results
were achieved in the last three years.

57
 Table 4.18: Program Evaluation Survey Results for the year
2016-2017

Q# Items %
Basic
10 Library resources were adequate and available when I needed them 59
Acceptable
12 Computer facilities for students were sufficient for my needs 64
11 Classroom facilities (for lectures, labs, etc..) were of good quality. 73
Adequate facilities were available for extra-curricular activities (e.g.
13 73
sports & recreation)
14 Adequate facilities were available for religious observances 77
High Quality
The instructors in the program had thorough knowledge of the content
5 82
of their courses
4 The instructors in the program gave me helpful feedback on my work 86
6 The instructors were enthusiastic about the program 86
Field experience programs (internship, practical, cooperative training)
15 86
were effective in developing my skills. (If applicable to your program)
As a result of this program I have developed sufficient interest to keep
16 86
up-to-date with new developments in my field of study
I have developed good basic skills in using technology to investigate
20 86
issues and communicate results (ABET, b)
The instructors were available for consultation and advice when I
2 91
needed to speak with them
7 The instructors cared about their students' progress 91
9 Study materials in the courses were up-to-date and useful 91
The program improved my ability to work effectively in groups
18 91
(ABET, d)
19 The program improved my skills in communication (ABET, g) 91
I am confident that I have developed the knowledge and skills
21 91
required for my chosen career (ABET, c & k)
Adequate academic and career counselling was available for me
1 95
throughout the program
3 The instructors in the program inspired me to do my best 95
8 What I have learned in this program will be valuable for my future 95
The program developed my ability to investigate and solve new
17 problems 95
(ABET, e)
Overall, I was satisfied with the quality of my learning experiences at
22 91
this institution.

58
C.2 National Center for Assessment Exit Exam

Seventy-three graduated students form the construction engineering program in years

2014-2015-2016 have attended the exit examination which is organized by the National
Center for Assessment for all senior students graduated from colleges of engineering in
the Kingdom of Saudi Arabia. However, the results were not published as the
examination is under development.

59
CRITERION 5. CURRICULUM

Overview

The Construction Engineering Program at Imam Abdulrahman Bin Faisal University

(IAU) is an applied program established to produce practicing engineers for the field of
construction in the eastern province of Kingdom of Saudi Arabia. In order to serve
students as well as to meet Bachelor of Bachelor of Science in Construction Engineering
(BSC) student’s outcomes, the department established a well-structured curriculum
which is provided in Table 5.1 following the format provided by ABET self-study. Table
5-1 describes the plan of study for students in the BSC program including information
on course offerings in the required curriculum in the form of a recommended schedule
by year and term over the last two terms the course was offered.

The Construction Engineering program is serving students to have sufficient knowledge

in basic sciences by providing basic science courses such as Calculus, Physics,
Chemistry, Linear Algebra, Probability & Statistics, Numerical Methods and Differential
Equations. This can be considered as a part from acquiring discipline specific knowledge
which is highly required in order to retain them as students in good academic standing
as well as enabling the students to understand the core courses and concepts of analysis
and design in the field of construction engineering. The Construction Engineering
program is also offering computer programming and application courses in order to
qualify the students to be familiar with the use of software applications in construction
engineering field where most of the labor markets are mainly dependent on analysis and
design software. In addition, the program helps in developing professional, life-long
learning, and ethical skills required by professional environment.

Analysis and design of structural elements as well as laboratory instructions play a vital
role in the field of construction engineering education. Consequently, the program
ensures that the offered undergraduate courses provide the students with a variety of
design courses to widen their design experience. In addition, laboratory works are also
provided to enable students to have the necessary practical experience required for the
field of construction engineering. Hence, the department is always concerned with the
development, updating and modernization of its laboratory facilities.

During summer vacation, the Department of Construction Engineering urges the

students to look for opportunities to go for training programs and gain maximum
experience. The offered summer training program is mandatory with duration of about
two months. The students can perform the summer training in any of the related fields
to construction engineering.

Construction engineering students can avail the offered summer training program in
any of the cities across Kingdom of Saudi Arabia. The training programs are designed to
let the students clear their confusion on engineering concepts and find new innovative
ideas. In addition, it helps in interpreting Engineering, a profession where creativity and
skills matter the most. The summer training enables students to gain valuable practical

60
trainings with an insight to the modern construction practices followed today.
Moreover, it gives them an opportunity to get in touch and work with the highly-
experienced professionals.

The Department of Construction Engineering requires each undergraduate student to

participate in a multi-disciplinary design project. The department offers the senior
design project which represents the core of the curriculum offered by the department.
Senior Design Project, a required course for all construction engineering final year
students, is a year-long teamwork process that challenges student to use all that they
have learned during their undergraduate studies. Each team is requested to submit a
report to be assessed by two selected examiners by the department. For the second
semester senior design project, the department invites both external and internal
reviewers for evaluating the students work. In addition, each of the students has to
present an oral presentation to clarify the project report contents.

A. Program Curriculum
A.1 Curriculum Description

Curriculum for Bachelor of Science in Construction Engineering is provided in Table

5.1. The presented herein Table 5.1 describes the plan of study and the offered courses
for each semester for the students starting from the preparatory first year till the senior
fifth year. The table has been designed for one curricular path according to the
Construction Engineering Program. However, the students through the senior design
project can choose one of the specific fields in construction engineering department
such as structural design, geotechnical engineering, project management, etc.

61
 Table 5.1: Curriculum for Bachelor of Science in Construction Engineering

Course Indicate
(Department, Number, Title) Whether
Subject Area (Credit Hours)
List all courses in the program by term starting with the first term of the Course is
first year and ending with the last term of the final year. Required, Maximum
Section
Elective or a Last Two Terms
Engineering Enrollment
Selected the Course was
Topics for the Last
Elective by an Math & Offered:
Check if General Two Terms
Year Semester Course Code Course Title Basic Other Year and,
R, an E or an Contains Education the Course
Sciences Semester, or
SE.1 Significant was
Quarter
Design (√) Offered2

MATH 111 Math I R 3

ARCH 121 Basic Design Studio I R 2
1 Fall 2016-2017
LRSK 141 Learning & Searching Skills R 2
PHEDU 162 Health & Physical Education R 1
ENGL 101 *General English Language R 10
MATH 112 Math II R 3
ARCH 122 Basic Design Studio II R 2 Spring
2
PHYS 132 Physics R 3 2016-2017
LRSK 142 Communication Skills R 2
COMP 131 Computer Skills R 2
Total Credits & Contact Hours 9 21
ISLM 271 Faith Morals R 2
Second Year –

HUMN 201 Library Skills R 1

Freshman

ENGL 211 English Composition R 3

1 Fall 2016-2017
CHEM 221 General Chemistry R 3
MATH 261 Calculus I R 4
PHYS 271 Physics I R 4

62
 ENG 251 Introduction to Engineering R 1
MATH 262 Calculus II R 4
PHYS 272 Physics II R 4
Spring
2 COMP 212 Computer Programming R 2
2016-2017
ENG 222 Engineering Drawing R 3
ENG 232 Statics R 3
Total Credits & Contact Hours 19 7 6 2
ISLM 273 Economic System in Islam R 2
Oral Communication and
HUMN 301 R 1
Public Speaking
MATH 331 Differential Equations R 3
1 Fall 2016-2017
ENG 311 Dynamics R 2 30
Third Year – Sophmore

ENG 321 Fluid Mechanics R 3 30

ENG 341 Engineering Surveying R 3 30
ENG 351 Strength of Materials R 3 30
ISLM 274 Political System in Islam R 2
MATH 302 Linear Algebra R 3 36
GEOL 312 Geology R 2 30
ENG 352 Thermodynamics R 3 Spring 37
2
CONEN 322 Building Construction R 2 2016-2017 30
CONEN 332 Concrete Material R 2 (√) 30
Analysis of Determinate
CONEN 342 R 3 34
Structures
Total Credits & Contact Hours 8 21 5

1ST Summer Training - One Month

Summer Summer 30
Training 2016-2017
CONEN 333 Summer Training I R 0
Total Credits & Contact Hours 0

63
 ENG 401 Technical Writing R 2 32
MATH 411 Probability & Statistics R 3 65
Analysis of Indeterminate
CONEN 421 R 2 31
Structures
Fundamental of Soil
1 CONEN 431 R 3 Fall 2016-2017 65
Mechanics
Fourth Year –Junior

CONEN 441 Cost Estimating R 2 30

CONEN 451 Design of RC Structures R 3 (√) 30
Formwork Design &
CONEN 461 R 2 (√) 30
Construction Methods
HUMN 402 Research Methodology R 1 30
ENG 412 Engineering Economics R 2 30
ENG 422 Electro-Mechanical System R 3 29
Planning, Scheduling & Spring
2 CONEN 432 R 3 29
Control 2016-2017
MATH 442 Numerical Methods R 3
CONEN 452 Foundation Design R 3 (√) 27
CONEN 462 Construction Contracts & Law R 2 28
Total Credits & Contact Hours 6 25 3
2nd Summer Training - One Month Summer
CONEN 444 Summer Training II R 0 2016-2017 19
Total Credits & Contact Hours 0
HUMN 501 Professional Practice & Ethics R 2 45
Fifth Year -Senior

Cash Flow Forecast & Finance

CONEN 511 R 2 19
Management
1 CONEN 521 Senior Design Project I R 2 (√) Fall 2016-2017 19
Construction Safety &
CONEN 531 R 2 19
Protection
CONEN 541 Design of Steel Structures R 3 (√) 19

64
 CONEN 5** Elective I SE 3
ENVEN 471 Sanitary Engineering R 3 22
ISLM 272 Social System in Islam R 2
HUMN 502 Global Business Culture R 2
CONEN 522 Senior Design Project II R 4 (√) Spring 19
2
CONEN 442 Transportation Engineering R 3 2016-2017
CONEN 5** Elective II SE 3
CONEN 5** Elective III SE 3
Total Credits & Contact Hours 28 6
CONEN 573 Topics in Structural Analysis SE Fall 2016-2017
offered in last

semesters
Electives

CONEN 504 Topics in Steel Structure SE (√)

two

Topics in Construction Spring

CONEN 523 SE 2016-2017
Management
CONEN 583 Topics in concrete Structure SE (√)
TOTALS-ABET BASIC-LEVEL REQUIREMENTS 33 81 20 02
OVERALL TOTAL CREDIT HOURS FOR COMPLETION OF THE PROGRAM 136 (Excluding
Preparatory
Year)
PERCENT OF TOTAL 24.3 59.5 14.7 1.5
Total must satisfy either credit hours or percentage
Total must satisfy either credit 32 Hours 48 Hours
Minimum Semester Credit Hours
hours or percentage
Minimum Percentage 25% 37.5 %

* This course extends for two semester

1. Required courses are required of all students in the program, elective courses (often referred to as open or free electives) are optional for students, and selected elective courses are those for
which students must take one or more courses from a specified group.
2. For courses that include multiple elements (lecture, laboratory, recitation, etc.), indicate the maximum enrollment in each element. For selected elective courses, indicate the maximum
enrollment for each option.

65
A.2 Curriculum alignment with the Program Educational Objectives

The mapping of the Student Outcomes to Program Educational Objectives is presented

in Table 3.2 and is repeated here for ease in reference. The table shows the alignment
between student outcomes and program educational objectives. In order to prove the
alignment between the curriculum and objectives an intermediate step is needed to
show the alignment between the curriculum and the student outcomes. The mapping of
curriculum (departmental core courses) to Student Outcomes was presented in Table 4.1
and repeated here to show the alignment.

Table 3.2: Student Outcomes versus Program Educational Objectives (PEOs)

Program Educational Objectives (PEOs)
Student Outcomes
PEO-1 PEO-2 PEO-3
a ✓
b ✓
c ✓
d ✓ ✓ ✓
e ✓ ✓
f ✓
g ✓
h ✓ ✓
i ✓ ✓
j ✓
k ✓

66
 Table 4.1: Construction Engineering Programs’ Courses-SOs mapping
matrix
ABET Students' Learning Outcomes
Course Code Course Title
a b c d e f g h i j k
ENG 232 Statics X X X
ENG 351 Strength of Material X X X
Professional Practice &
HUMN 501 X X X
Ethics
CONEN 322 Building Construction X X X
CONEN 332 Concrete Material O X O X
Analysis of Determinate
CONEN 342 X X X
Structure
Fundamentals of Soil
CONEN 431 X X X
Mechanics
Form work design &
CONEN 461 X X
construction methods
CONEN 441 Cost Estimating X X X
CONEN 451 Design RC Structures X X X X
Analysis of Indeterminate
CONEN 421 X X X
structures
CONEN 432 Planning Scheduling Control X X X
CONEN 442 Transportation Engineering X X X O
CONEN 444 Summer Training X X X X X X X
CONEN 452 Foundation Design O X X X
Construction Contracts &
CONEN 462 X X X
Law
Cash Flow Forecasting &
CONEN 511 X X X
Financial Management
Construction Safety &
CONEN 531 X X
Protection)
CONEN 541 Design of Steel Structures X X X
CONEN 521
Senior Design Project O O X X O X X X X X
CONEN 522
Topics in Structural
CONEN 573 O X X X
Analysis
Topics in Foundation
CONEN 593 X X X
Engineering
Topics in Construction
CONEN 523 X X X
Management
CONEN 583 Topics in concrete Structure X X X
Recent topics in
CONEN 534 X X X X
Construction Engineering
CONEN 504 Topics in Steel Structure X X X
X: Major Outcomes
O: Minor Outcomes
Major outcomes are mandatory to be measured in each course while the minors are optional

67
A.3 Attainment of SOs by curriculum and associated prerequisite
The overview of the Courses-SOs mapping matrix presented earlier in Table 4.1 has
already laid the groundwork for understanding how the curriculum and its prerequisite
structure support the attainment of student outcomes. Table 4.1 shows how the core
courses of the curriculum map to the fundamental a-k outcomes. In addition, technical
elective courses are also included in the aforementioned table, which are area specific.
These elective courses generally reinforce and enhance students’ abilities in attaining
ABET's outcomes a-k.

As can be seen from the table, the student’s outcomes (a), (e) and (k) are attained by
most of the BSC core and elective courses. The outcomes (a) and (e) provide students
with sufficient knowledge of theory of mathematics, science and engineering to
understand and/or solve engineering problems using analytical skills. Outcome ‘a’ is
attained by 15 out of 20 of the BSC core courses. Therefore, about 75% of the BSC core
curriculum is targeting the outcome ‘a’. In addition, the Outcome ‘a’ is attained by 4 out
of 6 of the BSC elective courses which represents about 66% of the BSC elective
curriculum. The overall percentage of the outcome ‘a’ clearly indicates that this will
broaden the knowledge based spectrum of Construction Engineering students as well as
providing them with the ability to appreciate the basic sciences concepts associated with
any engineering problem and its solution. Outcome 'e' is also attained by 17 out of 20 of
the BSC core courses and 5 out of 6 of the elective courses. Therefore, about 85% of the
BSC core curriculum and about 84% of the BSC elective curriculum is targeting the
outcome ‘e’. These high percentages will equip the Construction Engineering students
with the ability to identify, formulate and solve core construction engineering problems.
Outcome 'k' is also attained by 9 out of 20 of the BSC core courses. Therefore, about 45%
of the BSC core curriculum is targeting the outcome ‘k’. These percentage means that
almost half of the core courses will enhance the ability of the Construction Engineering
students to use the techniques, skills, and modern engineering tools necessary for
engineering practice.

The student outcome 'b' is attained by 20% (4 courses) of the core courses of the BSC
curriculum and 16.7% (1 course) of the elective courses of the BCE curriculum. The
student outcome 'c' is attained by 40% (8 courses) of the core courses and 66.7% (4
courses) of the elective courses of the BSC curriculum. The student outcome 'f' is
attained by 25% (5 courses) of the core courses and 16.7% (1 course) of the elective
courses of the BSC curriculum. The student outcome 'g' is attained by 15% (3 courses) of
the core courses of the BSC curriculum. The student outcome 'h' is attained by 20% (4
course) of the core courses and 33% (2 course) of the elective courses of the BSC
curriculum. The student outcome 'i' is attained by 10% (2 course) of the core courses of
the BSC curriculum. The student outcome 'j' is attained by 20% (4 course) of the core
courses and 16.7% (1 course) of the elective courses of the BSC curriculum.

68
A.4 Flowchart of Prerequisites for Program’s Required Courses
The following flowchart illustrates the prerequisite structure of the program’s required
courses.

69
A.5 Analysis of Curriculum by Requirements:

The Bachelor of Science Degree in Construction Engineering requires the student to

successfully complete 136 credit hours of course work. The credit hours are offered in
such a way to satisfy three requirements: general courses, Math plus basic sciences and
specific requirements of the BSC program. Table 5.2 below illustrates the credit hours
required by each category.

Table 5.2: Overall Summary of Requirements

Credit
Requirements Description
Hours
Islamic, Arabic, English, Computer and
General Courses 22
Communication skills
Math, Physics, Statistics, Geology,
Math + Basic Sciences 33
Numerical methods
Program required Departmental courses along with the
81
Major Courses selective electives
Total 136

General courses content:

The general education requirement for the Bachelor of Science in Construction
Engineering is to fulfill the University requirements by taking courses from the
University approved categories described in the table above. The general education
component enables the students to work in collaborative way with their colleagues
through providing them with abandon knowledge. Moreover, it also enables students to
have an appreciation for other disciplines. In addition, the offered Islamic courses
enhance the understanding of the students to the diversity of cultures of the local,
national and international societies. Furthermore, such studies help the students to
become socially responsible leaders, capable of making humane and informed decisions.
Moving to the role of linguistic courses, i.e., Arabic and English courses, these courses
improve the linguistic skills. The technical writing courses are responsible for improving
the writing skill of the students.

Mathematics content:
The math requirements ensure an ability to apply knowledge in mathematics through
offered courses in terms of Differential Equations, Calculus, Linear Algebra and
Probability & Statistics. Many of the core courses of construction engineering
curriculum have a heavy reliance on mathematics and require the study of the
aforementioned math courses in order to enable the student to successfully apply
mathematical principles in formulating and solving engineering problems. It is worth
noting that Calculus is divided into Calculus I and Calculus II (4 credits each for a total

70
of 8 credits): the differential Equations (3 credits): Numerical Methods (3 credits):
Linear Algebra (3 credits): Probability & Statistics (3 credits).

Basic Sciences:
Fulfilling the requirements of Basic Sciences require some necessary practical courses
which provide knowledge and skills and ensure an ability to apply knowledge in physics
and chemistry and any additional provided basic sciences. These necessary courses are
offered in the first two semesters. The credit hours of the General Chemistry with Lab (3
credits) and 2 courses in Physics with Lab (8 credits) in addition to one course of
Geology (2 credits). Physics and Chemistry are foundational material to the basic
engineering science courses.

Engineering Topics:
As is evident from the sums at the bottom of Table 5.2, the curriculum meets the
subject area requirements according to the general criteria for Engineering Topics (84
credits vs 48 required, and/or 62% of total vs 37.5% required). This means that the
program is designed in such a way that it delivering the students the technical education
of construction engineering to the tune of 62% of the total offered contents. In order to
equip the students with necessary elementary education of basic sciences along with
Mathematics content and general courses, the remaining 38% of the curriculum content
has been distributed to meet the subject area requirements according to the general
criteria for Math & Basic Sciences (33 credits vs 32 required). Similarly, General
Education credits meet IAU requirements of about 17 credits. In order to equip the
students with other needed backgrounds, the construction engineering curriculum
contains courses like, Computer Programming (Comp 212), Thermodynamics (ENG
352), Electro-Mechanical System (ENG 422) and Engineering Economics (ENG 412).
The Construction Engineering Department divides the technical core courses into 17
mandatory core curses requiring a total of 61 credit hours per week inclusive of a 6
credit hours devoted for Senior Design Project, and 3 selective elective courses with a
total of 9 credit hours per week, which students can opt from available 14 elective
courses to suit their choices.

A part from these as stated above, the technical requirements obligate the students’
other courses offered by other departments like Dynamics (ENG 311) with two credit
hours, Fluid Mechanics (ENG 321) with three credit hours, Engineering Survey (ENG
341) with three credit hours, Thermodynamics (ENG 352) with three credit hours
Technical Writing (HUMN 402) with two credit hours and Research Methodology
(HUMN 402) with a unit credit hour. These courses are taught by other departments
but are required by the Construction Engineering students to meet specific
requirements of the BCE program. These courses from other department’s specialty is
required by the construction engineering program to equip the students with the
necessary multidisciplinary background needed these days, by professionals, to deal
with diverse problems that they may encounter in real professional situations.

The 19 core courses along with the summer training and 3 selective elective courses
prepare the students for increasingly complex specialties of Construction engineering
including, Construction Engineering and Management, Structural Engineering,

71
Geotechnical Engineering. The students are first time introduced to Construction
Engineering specialty with a course of Statics (ENG 232). Some of the basic concepts of
Engineering Mechanics are introduced to students. These concepts are essential needed
for the built up of more advanced Construction Engineering Courses. In the second
semester of the third year – sophomore, the second course namely Strength of Materials
(ENG 351) is offered to form the conceptual basis for more advanced courses offered in
the subsequent semesters such as Analysis of Determinate Structure Course (CONEN
342). In the course of Strength of Materials, properties of materials in terms of
shrinkage, expansion, creep, tension, etc.., stresses, strains, and deformations are
introduced. Basic failure criteria and stability are introduced as well. The second
semester offers the course with the name Building Construction (CONEN 322) which
serves as a base for more advanced courses like Form Work Design & Construction
Methods (CONEN 461). In the same semester the other two courses namely; Concrete
Materials (CONEN 332) and Analysis of Determinate Structures (CONEN 342) are
offered. In the Analysis of Determinate Structures (CONEN 342) course the students are
introduced to classification of loads, supports, stability and determinacy of structures.
Analysis of statically determinate beams, frames, arches and trusses. Introduction to
influence line for determinate structures. In the first semester of the fourth year, fifth of
the core courses are offered including Analysis of Indeterminate Structures (CONEN
421) in which students are exposed to the deflections of structures. Analysis of
indeterminate beams, frames and trusses. Influence line for determinate and
indeterminate structures. Fundamentals of Soil Mechanics (CONEN 431), Cost Estimate
(CONEN 461), Design of Reinforced Concrete Structures (CONEN 451) and Form Work
Design & Construction Methods (CONEN 461) are the remaining core courses offered
for this semester. These courses prepare the students partially in achieving complex
specialties of Construction Engineering Structural Engineering, Construction
Engineering and Management. Then in the second semester of the fourth year, the
students are offered with subjects like Planning, Scheduling & Control (CONEN 432),
Foundation Design (CONEN 452) and Construction Contracts & Law (CONEN 462).
Then in the next fifth year which is considered as the final year, the following core
courses are offered; Cash Flow Forecast & Finance Management (CONEN 511),
Construction Safety & Protection (CONEN 531), Design of Steel Structures (CONEN
541) and Sanitary Engineering (CONEN 471) along with Senior Design Project.
Additionally, 3 elective courses are required to be taken from a list of approved technical
electives or approved individually by the faculty undergraduate advisor. The successful
completion of all the aforementioned semesters enables the students to be graduated
students and consequently they would be able to fulfill the goal for which they were
honed and prepared.

Summer Training
The Department of Construction Engineering offers a great opportunity for students as
future engineering to experiment and learn new things through training. It is about
eight weeks field training focusing on the practical aspects of the construction
engineering field. This field training program can be considered as a Job oriented
training program. Through this training program, students can explore various
technologies and learn new things from the field. The program is designed to allow

72
students to apply their concepts in real life and experience engineering. The department
allows the students to choose the available training opportunities from companies and
select the projects they are interested in to join for practicing. During this summer
training the students gain valuable practical training in real competitive environment
which not only provide them with an insight to the modern construction practices
followed today but also give them an opportunity to interact, collaborate and work
together with highly experienced professionals, which help students in their future
professional growth. Students can mention in their resumes participation in a training
program with the task achieved. After completion of training candidate can start their
career as a Project Engineer or Structural Design Engineer.

A.6 Major Design Experience:

The Bachelor of Science in Construction Engineering program has 5 core courses serve
as design courses responsible for providing students with the design experience. In
addition, some other elective courses play the same role as the design core courses in
building students design skills. Design of Reinforced Concrete Structures (CONEN 451):
introduces students to design sections of basic structural elements of reinforced
concrete structures in terms of beams, columns and slabs according to the American
Concrete Institute (ACI-318) and American Society of Civil Engineers (ASCE-07) codal
provisions and then prepares them to design a whole structure consisting of these
elements. Foundation Design course (CONEN 452): allows students to calculate the
design ultimate bearing capacity of soils, site investigation, selection and design of
foundation systems, including isolated, combined, strip, strap and raft foundations on
different types of soils. In addition, this course introduces students to calculations of
lateral earth pressures and consequently designs of side support systems. Introduction
to deep foundations and calculation of design load for a pile. The course Formwork
Design (CONEN 322): helps students to identify different types of forms, formwork
objectives, formwork design and building, heavy construction equipment, methods of
tunneling, and bridge systems. Design of Steel Structures (CONEN 541): allows students
to design structural steel members and connections using American Institute of Steel
Construction (AISC) Load and Resistance Factor Design (LRFD) methods. Tension
members, compression members, beams and beam-columns. Typical shear and moment
connections, welded and bolted.

The Bachelor of Construction Engineering offers students Senior Design Project I & II
distributed over the first and second semesters of students’ final year respectively. This
means that students take the senior design project course near the end of their program
to ensure that they completed enough credit hours of their coursework. Senior Design
Project over the two terms enables the student to utilize and apply most of the studied
construction engineering techniques in a specific task. The students become involved in
a project that is similar to what they might encounter in the "real world". The students
work in groups to develop an effective and efficient solution. Students are working in a
group and each group as a comprehensive team will be assigned to one of the specific
fields in construction engineering department such as structural design, geotechnical
engineering, project management, etc. In the case of many students apply for the same
specific field, the department follows a strategy in which the students with highest GPA

73
are assigned to that field of specialization. After forming the team works and assigning
the groups of students to one of the aforementioned fields, each faculty member
provides project topic to his assigned group related to his field of specialization. The
team work group is asked to investigate the topic deeply and starts to collect needed
data, decide the appropriate methodology to be followed and applied. Each team work
consists of at least three students.

In order to perform the senior design project, students are requested to submit a written
report which contains important parts in terms of introduction to the assigned task, the
followed methodology and the final results. In addition, students should present an oral
and poster presentations in front of examiners committee. The committee members are
volunteers from faculty members specialized in the topic of project work and appointed
by the department to evaluate the work.

A.7 Material that will be available for review during the visit:
We will have the following material available for the program evaluator at the time of
the scheduled visit.
• Course syllabi
• Textbooks
• Sample student work including quizzes, homework, assignments, mid-term
exams, final exams, project reports, etc.
• BSC Senior Design Project Reports and Posters

B. Course Syllabi
In Appendix A, include a syllabus for each course used to satisfy the mathematics,
science, and discipline-specific requirements required by Criterion 5 or any applicable
program criteria.

See Appendix A

74
CRITERION 6. FACULTY

A. Faculty Qualifications

The Department of Construction Engineering employs 13 full-time faculty members who

teach all course work. Nine of the full-time faculty members hold Ph.D. degrees, and 4
hold Master-level degrees. The department has 1 Professor, 1 Associate Professor, 7
Assistant Professors and 4 Lecturers. Table 6.1 shows the details of faculty members’
profiles including academic rank, credentials, and experience. Further details on the
resumes of faculty members in Department of Construction Engineering are contained
in Appendix - B. Faculty CVs follow the format suggested by ABET and show their
qualifications, achievements, and some recent publications. The construction
engineering department consists of faculty members who earned their degrees from
various high ranking international universities. The faculties are well qualified through
education and experience to cover all curricular areas, maintaining professional
currency through quality research, high impact publications, actively teaching and
advising the undergraduate students. Furthermore, the strong interaction between the
program and the external constituents, such as the advisory board and also through the
summer training of our students, provide an excellent forum for our faculty members to
get further exposed to the practical aspects of the program and hence can contribute to
the enhancement of our educational process. At large, the faculty of Construction
Engineering Department contributes to the success of the College of Engineering and
the overall University good will.

B. Faculty Workload

The faculty workload for the first and second semesters of 2016-2017 is presented in
Table 6-2. Following the University-wide rule, the course load is distributed in
accordance with the faculty ranks: 10 credit hours minimum for a professor, 14 credit
hours minimum for an assistant professor, and minimum of 16 credit hours for a
Lecturer. A faculty member with more than the minimum course load is compensated
financially for the extra credit hours. Apart from fulfilling teaching responsibilities, IAU
expects all of its faculty members to conduct high quality research and participate in
departmental services. Table 6-3 shows the distribution of faculty activities in teaching,
research, and other work. The workload summary indicates that most of the faculty
members spend on average 50% of their time in teaching related activities, 25% in
research activities, and the rest on community service activities.

C. Faculty Size
During the current academic year, the total number of students enrolled in the program
is 81. Hence, the student-faculty ratio is 9:1. The department also has an adequate

75
number of qualified personnel to support the laboratory activities in Construction
Engineering (CONEN) courses.

All CONEN faculty members post their weekly schedule outside their offices, which
includes teaching, research, administrative, and office hours for students. The students
can meet the faculty members even out of these allocated time-slots. The students can
also communicate with faculty members through various other means such as IAU
email, faculty IAU websites, and social media platforms. The level of interaction
between faculty and students is also spiritually enhanced during the two daily prayers
held in the working hours. The CONEN students are assigned to different faculty
members for advising in matters related to academics and personal, if necessary. The
weekly schedule of faculty members includes time slots dedicated for student advising.

D. Professional Development

The Faculty CVs (in Appendix B) show the professional development activities for each
faculty member. IAU provides a wide range of opportunities for professional
development to all its faculty members

The Deanship of Educational Development provides series of skills development

workshops, seminars, lectures and training courses offered by renowned speakers. A
College of Engineering committee coordinates with the Deanship of Educational
Development which organizes lectures and workshops for faculty members in various
fields. In the 2016/2017 academic year, the following lectures and workshops were held
in regards to the development of education and education methods:
• Enhancing Learning through the use of technology
• Student Engagement in Learning
• Providing a Constructive Feedback
• Intellectual Awareness
• Student engagements in learning
• Attract Students with your Power Point
• Teaching your Subject in English: Making it Understandable
• 21st Century Skills
The committee also held lectures and workshops on the resources and e-learning,
and methods of writing, writing articles and scientific publications that included:
• E-learning: blackboard keys and success stories
• Online resources for Faculty- Magna Campus
• Thomson Reuters concerning research and writing papers
The committee also held several lectures on raising the quality of education and
workshops related to academic accreditation that included:

76
 • Checklist of Activities Towards Academic Accreditation
• Risk Management Planning in Higher Education
• Checklist of Activities towards Academic Accreditation
• KPI’s and Benchmarking
• Strategic and Operational Planning to Improve Quality
The Committee also held several lectures and workshops on academic guidance
and held the following lectures and workshops:
• Introduction to academic guidance
• Intellectual awareness
• Policies and Procedures of the University Counseling Center
Finally, a lecture on “Community service bank system” was organized to raise awareness
about community service for faculty members.
The Deanship of Quality and Academic Accreditation, (DQAA) hosts a series of skills
development workshops and training courses on academic assessment by renowned
speakers.

CONEN faculty members actively participate in various workshops and training courses
that fit their teaching, quality, and research skills. Last year the faculty members
attended a total of 15 skills development workshops/training courses.

IAU provides funds to faculty members to attend conferences, seminars, workshops,

and training courses for professional development. Also, IAU financially supports the
scientific contact program where a faculty member can join any internationally known
research person, group or center during the summer period.

The Deanship of Scientific Research at IAU and King Abdulaziz City for Science &
Technology (KACST) are two key sources of obtaining research funds for faculty
research projects.

Deanship of Scientific Research funds research projects annually through three

programs:

http://www.uod.edu.sa/en/administration/deanships/deanship-of-scientific-research

The Annual Grants Program by King Abdulaziz City for Science and Technology
(KACST)
IAU signs annually research projects funded by KACST and through three programs:
1- Small Grants.
2- Postgraduate grants.
3- Applied project (Science and Technology Unit).
https://www.kacst.edu.sa/eng/Pages/default.aspx
These grant opportunities encourage research tailored to the specific areas of interests
of the faculty members.

77
IAU faculty members benefit from research chairs program and research centers of
excellence program. This allows the faculty members to engage in large-scale, high
quality research activities that help in knowledge transfer and building a knowledge-
based economy. Faculty members can be exempted from their academic duties at the
college for a specified period of time for the purpose of scientific research, scholarship,
or to improve his educational and practical by applying for a sabbatical leave. The
Scientific Council under the Vice President for Post Graduate and Scientific Research
provides support for sabbatical leave. The procedural rules for sabbatical leave are
detailed in the Sabbatical Leave Implementation Rules and Regulations handbook
available at the following link:
http://www.uod.edu.sa/sites/default/files/content-box/sabbatical_leave_22-3-
2011.pdf.

The rules layout the eligibility, salary and compensation, nomination and prioritization
criterion as well as the application process..

The recently established University’s Center for Scientific Publication is equipped with a
staff of highly qualified and trained publishing professionals who are developing a
unique publishing house in the region that will assist faculty and staff in publishing their
academic works in a variety of disciplines. More information about the Center’s
activities can be found online at:
http://www.uod.edu.sa/en/administration/centers/center-for-scientific-publications

The Scientific Council grants an incentive reward reaching 20,000 SAR to faculty
members publishing research in journals classified in the Web of Science list having an
impact factor of 2 and above.

E. Authority and Responsibility of Faculty

The responsibilities of faculty members include teaching, research, institutional and

departmental services, and community services. Each faculty member is responsible for
updating and modifying, if necessary, the contents of his courses annually to cope with
continuous improvements and the latest developments in the scientific areas related to
each course. Faculty members can also create new courses within the framework of the
program curricular areas. The creation, modification, and evaluation of courses have to
undergo approval processes of the departmental council and college council. All of the
faculty members are involved in the process of definition and revision of program
educational objectives and student outcomes. The faculty members have maximum
responsibility in attainment of student outcomes for their courses. At the beginning of
each semester, faculty members provide students with course syllabus that clearly
indicates the targeted student outcomes in that course. Throughout the semester the
faculty members keep the students aware of the targeted outcomes of that course. The
courses are conducted by the faculty members in such a way that each of the targeted
student outcomes of a course is attained in different phases during the progression of
the course. The faculty members measure the level of achievement of the targeted

78
student outcomes through the direct assessment of the course during the semester (as
described in details in Criterion 4).

The departmental head leads the departmental council meetings and represents the
department at the college council meetings. An annual program report including all
course reports, surveys from all program constituents, and action plan for improvement
is sent to the Vice Dean for Quality and Strategic Planning for review, and finally sent to
the college council for final approval of the action plan. Then the approved action plan
will be implemented by the department faculty members through the department
committees.

By and large, the construction engineering program drives more strength from the
sufficiency and proficiency of its competent faculty in ensuring that the entire aspects of
the curricula are adequately covered. The level of adequacy for faculty professional
development, student advising and counselling, cordial interaction with practitioners
and employers, and delegation of responsibility for program guidance and
implementation of processes for assessment and continuous improvement adequately
support the attainment of student outcomes.

79
 Table 6.1. Faculty Qualifications

Construction Engineering
Years of Level of Activity
Experience H, M, or L

appointment T, TT, NTT

Type of academic

Consulting/summer
Govt./Ind. Practice

work in industry
This Institution
FT or PT
Highest Degree

Organizations

Development
Professional

Professional
Professional Registration/

Teaching
Faculty Name Earned- Field and Rank
Certification
year

1. American Society of Civil

PhD in Civil Engineers ASCE, USA.
Walid A. Al-Kutti Engineering AST NTT FT 5 13 4 2. Structural Engineering H M M
2011 Institute SEI, USA
3. NACE, USA
PhD in Civil
Mahmoud 1. Malaysian Association of
Engineering AST NTT FT 4 7 2.5 M M L
Sodangi Facilities Management
2012
PhD in Civil
Zaheer Abbas 1. Pakistan Engineering Council,
Engineering AST NTT FT 3 5 1 M M L
Kazmi PEC (Civil/25707)
2013

80
 1. Egyptian Society of Civil
Engineers, Egypt
2. American Society of Civil
Engineers ASCE, USA
3. Structural Engineering
Institute SEI,USA
PhD in Structural 4. American Association of
Mostafa El-Shami Engineering P NTT FT 23 6 University Professors – Texas H M H
23
1998 Tech Chapter, USA
5. Registered Structural
Engineer, Egypt, No.
2410/15
6. Registered Professional
Engineer, State of Texas,
USA No. 92112 since 2003
1. Egyptian Syndicate of
Engineers, Egypt
Degree Doctor of
2. The Egyptian Society for
Sayed Mahmoud Engineering ASC NTT FT 19 19 3 M M M
Earthquake Engineering
2009
3. Earthquake Engineering
Research Institute (EERI)
1. Egyptian Syndicate of Civil
PhD in Civil Engineers, Egypt
Ahmed Fouad
Engineering AST NTT FT 27 27 7 2. Egyptian Institution of H M M
Salman
2003 Managerial Engineering,
Egypt
1. Institution of Engineering
PhD in Structural and Technology IET, UK
A. B. M. Saiful
Engineering AST NTT FT 15 11 0.5 2. American Society of Civil H M H
Islam
2013 Engineers ASCE, USA
3. Structural Engineering

81
 Institute SEI, USA
4. American Concrete Institute
ACI, USA
5. Institution of Engineers,
Bangladesh IEB No. 19329
since 2002
1. Professional Engineering
Ontario
PhD in Civil
Mohamed 2. American Society of Civil
Engineering AST NTT FT 8 - 0.5 H M M
Elsharawy Engineers, ASCE, USA
2014
3. Canadian Society of Civil
Engineers, CSCE, Canada.
1. American Society of Civil
Engineers, ASCE, USA.
PhD in Building
2. Canadian Society of Civil
Ahmed Salah Engineering AST NTT FT 7 - 0.5 H M H
Engineers, CSCE, Canada.
3. Lebanese order of Engineers

M.Sc. Structural
Muhammad Arif
Engineering I NTT FT 1 4 2.5 1. Pakistan Engineering Council L M M
Aziz
2011
M.Sc. Structural
1. Pakistan Engineering Council
Fahad Anwar Engineering I NTT FT 2 2.5 1.5 L M M
2011
Muhammad Nasir M.S. Civil Engineering 1. Pakistan Engineering Council
I NTT FT 1.5 1 1 L M M
(Structures) 2014
Muhammad Master in Civil
Hassan Engineering I NTT FT 3 7 4 1. Board of Engineer Malaysia L M M
Bakri 2009

82
Instructions: Complete table for each member of the faculty in the program. Add additional rows or use additional sheets if
necessary. Updated information is to be provided at the time of the visit.

1. Code: P = Professor ASC = Associate Professor AST = Assistant Professor I = Instructor A = Adjunct O = Other
2. Code: TT = Tenure Track T = Tenured NTT = Non Tenure Track
3. At the institution
4. The level of activity, high, medium or low, should reflect an average over the year prior to the visit plus the two previous years.

83
 Table 6.2. Faculty Workload Summary

Construction Engineering (Year 2016-2017)

% of
Classes Taught (Course No. / Credit Hrs.) Term and Program Activity Distribution3
Time
Year2
PT Devoted
or to the
Faculty Member (name) Research
FT1 Other4 Program5
Fall (2016-2017) Spring (2016-2017) or
Teaching
Scholarship

CONEN-421 (2), CONEN-504 (3),

Dr. Walid Al-Kutti
FT CONEN-541 (3) CONEN-342 (3), 30% 30% 40% 100%
CONEN-521 (2) CONEN-522 (4)
CONEN-541 (3), CONEN-342 (3),
Prof. Dr. Mostafa El-
FT CONEN-583 (3) CONEN-504 (3), 63% 26% 11% 100%
Shami
CONEN-521 (2) CONEN-522 (4)
CONEN-461 (2), CONEN-322 (2),
Dr. Ahmed Fouad
FT CONEN-441 (2), CONEN-432 (3), 60% 20% 20% 100%
Salman
CONEN-521 (2) CONEN-522 (4)
CONEN-451 (3), CONEN-573 (3),
Dr. Sayed Mahmoud FT CONEN-573 (3), CONEN-583 (3), 50% 20% 30% 100%
CONEN-521 (2) CONEN-522 (4)
CONEN-511 (2) CONEN-462 (2),
Dr. Mahmoud Sodangi FT CONEN-531 (2), CONEN-523 (3), 60% 20% 20% 100%
CONEN-522 (2) CONEN-522 (4)
CONEN-431 (3) CONEN-452 (3),
Dr. Zaheer Abbas Kazmi FT CONEN-522 (2) ENG-362 (2), 55% 15% 30% 100%
CONEN-573 (3) GEOL-312 (2),

84
 CONEN-522 (4)
CONEN-431 (3) CONEN-332 (3)
Dr. A. B. M. Saiful Islam FT CONEN-573 (3) CONEN-573 (3) 60% 25% 15% 100%
CONEN-522 (2) CONEN-522 (4)
CONEN-522 (2),
Engr. Muhammad Arif CONEN-522 (4),
FT CONEN-421 (2), 30% 30% 40% 100%
Aziz CONEN-462 (2),
CONEN-573 (3),
CONEN-441 (2),
Muhammad GEOL-312 (2),
FT CONEN-511 (2), 30% 30% 40% 100%
Naser CONEN-522 (4),
CONEN-471 (3)
CONEN-522 (2),
CONEN-522 (4),
Fahad Anwar FT CONEN-583 (3), 30% 30% 40% 100%
CONEN-534 (3),
CONEN-541 (3),
Engr. Ali CONEN-451 (3), CONEN-522 (4),
FT 30% 30% 40% 100%
CONEN-531 (2) CONEN-523 (3),
Engr. Muhammad H CONEN-461 (2) ENG 341 (2),
FT 30% 30% 40% 100%
Bakri CONEN-522 (2) CONEN-522 (4)

1. FT = Full Time Faculty or PT = Part Time Faculty, at the institution

2. For the academic year for which the Self-Study Report is being prepared.

3. Program activity distribution should be in percent of effort in the program and should total 100%.

4. Indicate sabbatical leave, etc., under "Other."

5. Out of the total time employed at the institution.

85
CRITERION 7. FACILITIES1

Overview

Details of facilities available to the IAU construction engineering department are

provided in the Table 7.1 below. The Construction Engineering Department is housed
within the College of Engineering (CoE) building (in the eastern campus of IAU) and
shares some common facilities with other departments. Most of the equipment in the
department are new and bought to accommodate the program needs. All laboratories,
except computer laboratories and nondestructive testing laboratory, are located in the
ground floor of Gashla building which include Concrete and Strength of Material,
Geotechnical and Pavement, Fluid Mechanics and Thermodynamics laboratories.

According to the IAU strategic plan report, the total operating expenditure (other than
accommodation and student allowances) per student 36,956 SAR. Furthermore, the
number of accessible computer terminals per student 0.17 PC
The college has 4 computer labs with 35-40 students’ capacity (Total of 160 PCs). The
students are trained in within the specific courses to use different software and
programs such as: AutoCAD; Comsol; ArcView GIS; MATLAB; StaadPro; Etabs
and LabVIEW. These labs are located at the second floor of the new college of
engineering building. The working ours are usually from 08:00 to 15:00.

There are 28 Classrooms located in the first and second floor of the new college
building. In addition to that, 14 Faculty offices are located in the Construction
Engineering department in third floor of the CoE building. Classrooms are adequately
equipped with educational electronic media such as projector with WiFi capacity and
suitable modern seating. Laboratories are well equipped for practical training of
students according to courses requirements. Qualified Lab technicians and analyst are
available for laboratory management and course tutoring. There are 7 Lab technicians at
the department. Besides, there are 4 computer labs with updated hardware and software
(eg AutoCAD) to facilitate the delivery of learning outcomes to the students by applying
specialized software. There are 2 labs for engineering drawing equipped with special
tables for hands technical drawing with capacity of 40 students each. On the other
hand, there are 2 spacious rooms for non-class activities used as cafeteria with hot and
cold drinks and snacks and sandwiches. Besides there are 2 vending machines for hot
and cold drinks at the ground floor. The other room is used as student club for the
students to meet, chat, arrange competitions and discuss any difficulties and needs from
the college. The building has 6 lifts with 7-person capacity and 2 heavy duty lefts for
furniture and equipment.

In addition to the CoE library at the first floor of CoE building, the students have access
to IAU central library (available online at http://library.uod.edu.sa). The students can
access internet anywhere on campus within the buildings via WiFi connection. The

1Include information concerning facilities at all sites where program courses are delivered.

86
faculty offices are reasonably spacious, well-equipped, and comfortable for their
professional needs and responsibilities. These offices are easily accessible by students.
Faculty members post their weekly schedule outside their offices, specifying office hours
for students. The faculty can access internet via WiFi anywhere inside buildings on
campus.

The college of engineering has a spacious library to help the students work for
homework, prepare for next class and study in group or individually. The library
contains the basic main references for most of the courses offered in the college.

Table 7.1: Facilities available at the college of engineering building

Available Accommodation
Type of facility facility capacity
number (#students)
1 Small lecturing room 22 25
2 Medium lecturing rooms 2 50
3 Large lecturing room 3 120
4 Computer Lab 4 40
5 Engineering Drawing Lab 2 60
6 Small Lab 20 18
7 Large Lab 11 30
8 Multipurpose room 2 100
9 Auditorium 2 120
10 Non-class room (e.g. Engineering
2 100
club, cafeteria)
11 Meeting rooms (for departments,
9 12-30
vice deans and dean
12 Other satellite labs 20 12-20
13 Lifts 6 7
14 Heavy duty Lifts 2 10
15 WC 19 3-9
16 Library 1 30
17 Photocopy/Scanner Room 1 -

All laboratories follow CoE safety instructions that ensure the safety of students and
equipment. The general safety for students, staff, faculty and visitors is the top priority
in the College of Engineering. The College is dedicated to the highest health and safety
standards through continuous improvement and the control of potential hazards and
risk management while ensuring the unrelenting delivery of outstanding engineering
education and research. To attain this, the College established strategic safety plan and
policies and will accordingly allocate the resources required to attain these objectives.
The safety policy will apply to all students, staff, faculty, and visitors within the college
and its facilities.

87
The College requires any activities within the college to comply with the College Safety
Management Plan, all relevant legislation, and applicable codes of practice and
standards.
• The Vice Dean for Quality & Strategic Planning based on recommendation by the
Chairman of Safety and Security Committee will be responsible for approving any
change in content to the approved College's Safety Management Plan.
• The implementation of the College safety and security management plan is the
responsibility of each head of department, manager, head, coordinator and
Supervisor. Everyone with administrative responsibility should participate
directly in ensuring that safe working conditions are sustained. Supervisors
should provide essential training on accident prevention for those working under
their jurisdiction.
• The college recently established a health and safety team (committee), which
meets periodically. Health and safety will be regularly reviewed on various
meetings. Table 7.2 provides details of members of the College Safety team. The
team is responsible for auditing compliance with the health and safety plan,
keeping the health and safety plan up-to-date, scheduling users' safety and safety
training as required, working with supervisors and other concerned persons to
resolve safety complaints, keeping the safety bulletin boards up-to-date, keeping
the Dean of the College of Engineering aware of current safety concerns, and
educating and communicating about safety.

Table7.2: College Safety Team (Committee)

Name Position Email Phone Number

Prof. Omar Aga Vice dean of Quality [email protected] 0506616532

Dr. Mohamed
Representative of
Abdelgadir [email protected] 0552416948
DQAAA
Mudawi
Dr. Muhammad
Head Safety Committee [email protected] 0583459975
Saleem
0554994771
Mr. Khaled Al-
College Administration [email protected] Safety Officer –
Amro
Male Section
Engr. Mohammed
Teaching Assistant [email protected] 0554993113
Barghuthi
Safety Officer –
Marta Gambazza Lecturer [email protected]
Female Section
Engr. Abdullah
Teaching Assistant [email protected] 0554007199
Bahamdan
Engr. Ali Hassan
Teaching Assistant [email protected] 0540438297
M Alqarni
Muhammad Abid
Lecturer [email protected] 0530208588
Akbar Khan

88
A. Offices, Classrooms and Laboratories

A.1 Offices
Administrative: The departmental head has an office within the CoE building
departmental offices. His office is equipped with furniture (tables, chairs, bookshelves,
sofas, notice board), an internal telephone line, personal computer connected to the
Internet, a laser printer, and necessary office stationery. Another room nearby the
department office has a photocopying/scanning machine and shelving cupboards for
departmental documentation. The department also has a meeting room for the
departmental council meeting, faculty interviews, teaching assistant interviews, and
other departmental activities.

Faculty: Each faculty member has his own office within the faculty offices area at CoE
building. The office is equipped with furniture (tables, chairs, bookshelves, notice
board), personal computers connected to the Internet, and office supplies. The
technicians in the department have their own offices within the premises of the
laboratories. Their rooms are equipped with the necessary furniture and facilities

Clerical Staff: The departmental secretary’s offices are within the departmental offices
with plenty of facilities and space for visitors or students. Their offices are equipped
with furniture (tables, chairs, bookshelves, sofas), personal computer connected to the
Internet, laser printer, and office supplies.

Teaching Assistants: The teaching assistants have spaces within the faculty room at CoE
building similar to those provided for the faculty.

In summary, the office facilities and equipment provided are comfortable and create a
suitable environment for faculty to achieve the program educational objectives and
outcomes.

A.2 Classrooms
The CoE has 22 classrooms, 3 drawing rooms, and a computer lab, all are shared among
the four departments of the college. All classrooms are equipped with white board; data
show projector, and air conditioning system. Each classroom has suitable seating for at
least twenty students. Computer lab and drawing rooms are all equipped with the state-
of-art computers, where each student has the ability to work on a dedicated computer
throughout the lecture. Computer lab, drawing rooms and classrooms along with the
associated equipment are suitable and provide an excellent environment to students and
faculty in order to achieve the program educational objectives and student outcomes.

89
A.3 Laboratory facilities
Construction Engineering curriculum includes laboratory courses and laboratory
component in some of its courses. The details of all CoE laboratories and associated equipment
are available at:
http://www.uod.edu.sa/en/colleges/college-of-engineering/labs-and-equipment

The details of the Construction Engineering Laboratories are available at

https://www.uod.edu.sa/en/colleges/college-of-engineering/labs-and-
equipment/construction-engineering-laboratories.

The department maintains all its laboratories with up-to-date equipment and ensures
CoE safety instructions. The laboratories are open to students during the working hours
when the technicians are available. However, there is a schedule for each lab stating the
times for each of the courses. For a specific course, only students of that course should
use the laboratories during the allotted time for that course. The students can also use
the laboratories under the supervision of lab instructor/department
lecturer/department teaching assistant/course instructor for course, project, or other
experimentation whenever the laboratories are free.

The practical experience acquired in the laboratories provide the students with an ability
to conduct standard tests and measurements; to conduct, analyze, and interpret
experiments; and to apply experimental results to improve processes (ABET outcomes
b, c, and k). As most of the experiments involve teams of students to work inside and
outside (preparing for experiments, working on reports) the laboratories, the students
gain an ability to function effectively as a member or leader on a technical team (ABET
outcomes d and g). The specific objectives of each laboratory, types of experiments to be
performed, and other important information about the laboratories are tabulated in
Appendix C.

Appendix C provides a summary of the educational laboratories that are directly related
to the students, their areas and location, services, major equipment or experiments
conducted in these laboratories and courses. Student exposure to such equipment and
practical experiences is very beneficial towards achieving program objectives.

Some specialized software installed in the laboratories and the courses that use them are
listed in Table 7.2 below.

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 Table 7.2: Some of the available engineering software in the Department

Software Course Number

CONEN 451, CONEN 452,
CONEN 573, CONEN 583,
ETABS
CONEN 541, CONEN 522,
CONEN 504.
CONEN 451, CONEN 452,
CONEN 573, CONEN 583,
STAAD PRO.
CONEN 541, CONEN 522,
CONEN 504.
CONEN 451, CONEN 452,
CONEN 573, CONEN 583,
AutoCad
CONEN 541, CONEN 522,
CONEN 504.
CONEN 421, CONEN 452,
Matlab
CONEN 451

B. Computing Resources

The college has 160 PCs stationed in 4 computer labs; each having a capacity of 35-40
students. The students are trained in specific courses to use different software and
programs such as: AutoCAD; Comsol; ArcView GIS; MATLAB; StaadPro; Etabs
and LabVIEW. These labs are located at the second floor of the new college of
engineering building. The working ours are usually from 08:00 to 15:00

IAU main campus internet bandwidth is currently 50 Mbps and is being upgraded to
100 Mbps and greater internet coverage was introduced in 2012/2013. Wireless internet
access is installed at the faculty reaching all points of the faculty including staff and
faculty offices and class rooms. Students of IAU can access the wireless network using
their ID number and their own password.

There is a greater need for public-access workstations to support students educational

and E-services access. The centralized user service center at IAU main campus,
supervised and supported by the “Deanship of Information and Communication
Technology” at main campus, provides the IT technical support for hardware, software,
and network support and handles requests by phone and email ([email protected]).

In addition, CoE has one IT support technician who takes care of local servers, repairs
and maintains local computers.

The following faculty-wide and university-wide computing resources are available to

staff and students:
1. E-Learning and Distance Learning Systems: The E-learning facility through
“Deanship of E-Learning and Distance Learning” provides services to students

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 and faculty through the links: https://elearning.uod.edu.sa/ -
https://vle.uod.edu.sa/. Faculty members are expected to use the E-Learning and
Distance Learning Systems to support their teaching in their courses. Once the
faculty/student is logged in, he should be able to see all the courses allocated to
him for the current semester.

2. PeopleSoft SIS (Student Information System): The “Deanship of Admission and

Registration” provides its academic services system (PeopleSoft SIS) to IAU
students and faculty through the link “https://sis.uod.edu.sa/”. Through
PeopleSoft SIS, students can register courses online; monitor their academic
progress, view and print transcripts/grades, and more. Course instructors can, in
turn, monitor their students’ academic progress, insert grades and absences
information for their students, and more.

The above mentioned facilities are adequate to support the scholarly and professional
activities of the students and faculty in our program.

C. Guidance

Technicians, teaching assistants, course instructors, and lecturers are responsible for
the instructional activities along with relevant safety advising in laboratories. Each
laboratory has its own instructions including:
1. Instructions for individual experiments
2. Safety instructions (Electricity, high voltage equipment, heavy machines, Steam
and hot equipment)
3. Tools and equipment use and handling
4. Computers and internet instructions
5. Chemical use and handling

All the laboratories have signs showing equipment and safety instructions. Safety
procedures are discussed before every practical class and observed at all times

D. Maintenance and Upgrading of Facilities

Annually, Construction Engineering Department requirements for laboratory

equipment are requested with coordination with the administration of the CoE.
Laboratory fund is made on request basis during the academic year. Various CoE
departments submit their laboratory requests to Faculty Labs Committee, which reviews
these requests, and follow them up until they get approved by IAU “Directorate of the
Office of the Financial Controller”. Simple installations and maintenance are usually
done by the departmental technicians/lecturers. The budget is adequate to keep
equipment in good working order.

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E. Library Services

The Deanship of Library Affairs at the IAU manages 19 libraries; 3 Central, 7 Branch
and 9 Satellite that are located on the two IAU campuses in the city of Dammam, as well
as the various other IAU campuses in cities of Jubail, Qatif, Khafji, Nairiyah and Hafr Al
Batin. The entire library system has a distinguished collection of both printed and
electronic resources to support faculty, researchers, undergraduate and graduate
students. The Deanship also provides different online tools and dedicated portal for
accessing its resources. These include:
• E-Resources: Portal for search of all electronic databases that IAU subscribes to.
• Summon Web Scale Discovery Service: A search engine that simultaneously
searches all printed and electronic resources at all the IAU libraries. Abstracts or
full text of articles and E-books can be viewed. Summon can also suggest the
most relevant databases that best suit your research needs. (
http://ud.summon.serialssolutions.com/)
• Library catalog-OPAC: This enables one to find resources from books and E-
books with a link for full text display.
• Institutional repository: This is an effective tool for searching the publications of
IAU’s faculty, including theses and research papers published in both
international and regional journals.

In addition to the resources, the following services are also provided by the Deanship:
• Interlibrary loan
• Subject liaison librarians to assist University faculty.
• Information Literacy (IL) programs ranging from one-on-one sessions to
undergraduate courses for Preparatory year students.
• Integrated Library Systems (ILS), provision of self-service “check-out”, “scanning
and photocopying” online renewal and reservation of library material.
• Current awareness through the OPAC and other services in certain libraries.
• Computer labs, Wi-Fi and assistance in device connectivity and technical
support.
• Scanning and photocopying facilities.
• Laptop and other mobile devices are available for loan in the central libraries
Currently, the Deanship of Library Affaires provides access to 386 databases on
different subjects and more than 69,000 full-text e-journals, along with over 395,000 e-
books available at IAU’s libraries. These electronic resources cover the following
disciplines: Business Management, Economics, Geography, Anthropology, Philosophy,
Religion, Earth and Environmental Sciences, Health and Medical Sciences, the Sciences,
Engineering, Applied Sciences, Language, Literature, Art, Architecture and the Social
Sciences.

More details about the E-Resources are available at:

http://www.uod.edu.sa/en/administration/deanships/deanship-of-library-affairs/e-
resources
The full-text databases can be accessed online at http://library.uod.edu.sa

More details about the Deanship and the IAU library system is available at:
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http://www.uod.edu.sa/en/administration/deanships/deanship-of-library-affairs

In addition to the central library at IAU main campus, the Department uses the CoE
library which is located within the Engineering Building. The current collection for the
Construction Engineering covers reference text books for all the offered courses.

1. Main Central Library

Design library offers a wide range of services for faculty and students. The library works
closely as liaison between faculty and Deanship of Library Affairs. Following are
services:
• Book Lending Services
• Interlibrary Loan Service
• Terminals and internet for online searching and Accessing Electronic Resources
• Photocopying
• Library Reading facility
• Journals and Magazines Archives
• Information Literacy Sessions and Courses
• One to One Reference Services
• Research and Citation Assistance Services
• Online Resources and Tools Help
Address: Central Library, Eastern Main Campus, Imam Abdulrahman Bin Faisal
University. Dammam, Saudi Arabia.

2. Women’s Central Library

The Women’s Central Library offers a wide range of services for its users both on and off
campus, including the following:
1. Group study rooms are available upon request.
2. Reading areas for users.
3. Book circulation and reservation services through the circulation desk and/or
self-check-in and check-out.
4. Interlibrary loan services within all IAU libraries.
5. Physical and virtual reference services, i.e. face to face, online chat and email.
6. Electronic resource searches are available online and through OPAC.
7. Electronic resource searches are available through the E-Resources portal.
8. Free scanning facility for documents that are in compliance with both the
Kingdom’s and international copyright laws.
9. Current awareness and SDI services.
10. Orientation and information literacy workshops and sessions for freshman as
well as all other users.
11. Research and citation assistance services.
12. Computer labs for teaching, searching and browsing.
13. Group study rooms for academic and research purposes.
14. Orientation and training programs for freshman and other new users in
collaboration with the liaison librarians.
15. Facility support of ILRC programs and special IAU events.
16. Wi-Fi and assistance in device connectivity and technical support.

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Address: Women’s Central Library, P.O. Box 1982, Building 20, Opposite of the
Masjid, Western Campus, Imam Abdulrahman Bin Faisal University, Dammam, Saudi
Arabia 31451.
Library Hours: 8:00 AM – 2:30 PM, Sunday – Thursday.

3. College of Engineering Library and reading rooms

Design library offers a wide range of services for faculty and students. The library works
closely as liaison between faculty and Deanship of Library Affairs. Following are
services:
• Book Lending Services
• Interlibrary Loan Service
• Terminals and internet for online searching and Accessing Electronic Resources
• Photocopying
• Library Reading facility
• Journals and Magazines Archives
• Information Literacy Sessions and Courses
• One to One Reference Services
• Research and Citation Assistance Services
• Online Resources and Tools Help
Address: College of Engineering, Eastern Main Campus, IAU. Dammam, Saudi Arabia.

4. IT and Computer Services:

The college of engineering new building has 4 PC labs equipped with latest technology
computers for student use. They are equipped with necessary printers and plotter for the
design and drawing projects and labs.

F. University Book store:

Imam Abdulrahman Bin Faisal University has a book store facility in the Eastern
Campus next to print house (Alsuhkairi Book store). It provides book selling services
and photocopy service for the University students.

G. Housing:
Imam Abdulrahman Bin Faisal University offers housing facilities to accommodate
faculty and students. The university has many satellite building and compound in
campus and out if campus for this purpose. It includes:
• Faculty Housing (Site 1, 2,3, 9) Alkhobar
• Student Female housing (Site 3) Alkhobar
• Student Male Housing (Eastern campus)

H. Medical Care:

IAU offers medical health services to all faculty and students. The Western campus
includes a clinic and emergency service. The employees and students can apply to the

95
University Hospital in Khobar for professional medical support. The medical services
include:
• King Fahd University Hospital
• Imam Abdulrahman Bin Faisal University Clinic (in CAMPUS)
• Dental Clinic (IN Campus)

I. Cafeteria and Restaurants

Imam Abdulrahman Bin Faisal University offers a catering restaurant facility for male
and female students. The cafeteria offers 3 meals to in-campus and off-campus students
with discounted and reasonable price. The location is Building 80.
Working Hours: Thursday-Saturday, 8.00 am-1.00 am.

J. The E-learning and Distance Learning Deanship

Responsibilities
1. Assure the implementation of executive regulations and the rules for distance
learning.
2. Apply the rules regarding admissions and transfers.
3. Coordinate student specializations in coordination with the Dean of E-Learning
and Distance Learning.
4. Manage and supervise student affairs such as requests for different and
withdrawals and student's summer activities according to the laws and
resolutions of the University.
5. Supervise the examination process and form respective committees in
coordination with the Dean of Admissions and Registration.
6. Direct, counsel students and solve problems relating to their academic study.
Address: Building 900, Hours: 8:00 AM – 4:00 PM, Sunday –Thursday

K. Overall Comments on Facilities

Each laboratory is equipped with the required safety facilities. For example, each
laboratory has emergency phone numbers, personal protective equipment, general
safety signs and instructions, equipment specific safety instructions and safety labels,
fire alarms, fire extinguishing equipment (blankets, sand buckets, fire extinguisher can),
and first-aid equipment. There are emergency exits very close to the laboratories.
Thus, currently the facilities are adequate to support the attainment of student
outcomes and provide an atmosphere conducive to learning.

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CRITERION 8. INSTITUTIONAL SUPPORT

A. Leadership

As in typical university structure, head of the department has a considerable managerial

responsibility. Dr. Walid Al-Kutti currently serves as head of the Construction
Engineering department. Dr. Al-Kutti is reporting directly to the Dean of College of
Engineering, Dr. Othman Subhi Al-Shamrani. It is the responsibility head of the
department to secure top quality resources for the department and to create an
atmosphere conducive to the best utilization of these resources. In addition to the
managerial responsibilities, the head assumes the responsibilities of a regular faculty
member, such as teaching, research, and student advisory. The department council and
college-level council represent two principal venues for communications and
information to and from the faculty.

B. Program Budget and Financial Support

Imam Abdulrahman Bin Faisal University is a public institution of higher education and
is fully funded by the government of the Royal Kingdom of Saudi Arabia. The budget for
the Bachelor of Science in Construction Engineering is fully supported within the
University’s annual budget. Among the operating costs that are covered by the
University’s budget and are directly related to the department are:

1. Salaries, wages and benefits of all faculty members and staff

2. All services, such as maintenance of the buildings and equipment, medical care
and sports and entertainment
3. Faculty transportation and events attendance, organizing seminar, workshops,
events etc.
4. Consumables, such as stationery, chemicals, and laboratory supplies.

Table 8.1 shows the budget of the CoE for the fiscal year 2017 which already includes the
budget of Construction Engineering Department. In addition to the running costs, the
budget covers salaries and benefits provided to faculty members and support staff. It
also covers the purchase of new equipment and software for laboratories.

Table 8-1. 2017 Budget of the CoE

Amount
Budget Type
(SAR)
Category Budget Salaries 22,882,954.70
Educational Resources 1,395,365.46
Lab Equipment &
1,569,726.75
Upgrades
Miscellaneous 2,813,579.16
Total 28,661,626.07

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B.1. Other Sources of Financial Support

The Deanship of Scientific Research at IAU and King Abdulaziz City for Science &
Technology (KACST) are two key sources of obtaining research funds for faculty
research projects.

Deanship of Scientific Research funds research projects annually through three

programs:

1- Faculty project up to 200,000 SR/project.

2- Postgraduate student 30.000- 50.000 SR
3- Under graduate student up to 35000 SR.
http://www.uod.edu.sa/en/administration/deanships/deanship-of-scientific-research

The Annual Grants Program by King Abdulaziz City for Science and Technology
(KACST)
IAU signs annually research projects funded by KACST and through three program:

1- Small Grants.
2- Postgraduate grants.
3- Applied project (Science and Technology Unit).
https://www.kacst.edu.sa/eng/Pages/default.aspx
These grant opportunities encourage research tailored to the specific areas of interests
of the faculty members as well as are a necessary sources of funds for faculty research,
graduate student stipends, facility building and university support services (covered as
overhead expenses).

B.2. Adequacy of Budget

The department’s annual budget is set by the university, whose budget is part of the
Saudi government’s fiscal budget, to cover all capital and operating expenditures. The
funding provided by Saudi government, is allocated adequately to meet all the
university’s and department’s needs. Consequently, no activity has suffered because
from lack of resources or financial support. In response to the competition posed by
newly established private educational institutions in the region, the University offers
competitive salary and benefit packages to attract and retain distinguished individuals.

B.3 Support of Facilities and Equipment

The administration of Imam Abdulrahman Bin Faisal University (IAU) has been making
major contribution in establishing world-class educational and research environments.
The support for facilities and equipment includes:

98
 1. Smart classrooms that are equipped with a computer connected to the network
and a projector.
2. Laboratories that are equipped with computers, printers and projectors. All
computers in IAU's laboratories are connected to the Internet and equipped with
the necessary educational and research software. Laptop and/or desktop is
provided to each Faculty member.
3. Maintenance and/or replacement of all computing and audio-visual equipment
as well as technical support are provided by the University’s information and
technology deanship.
4. The main library collection includes books, periodicals, proceedings,
dissertations, reports, maps, charts, electronic resources and audio-visual
materials.
5. IAU supports the research activities through a wide range of subscriptions in
electronic databases and Internet resources of international scientific journals,
which are available for both students and faculty members.
6. Regular buildings and laboratory maintenance is provided by University’s
maintenance department, which includes all electrical, mechanical, air-
conditioning and plumbing systems as well as laboratory equipment. However,
for specialized equipment or services IAU is engaged in maintenance agreements
with equipment suppliers, service providers, or qualified third-party contractors.

C. Staffing
C.1 Adequacy

At the institutional level, the University has established various departments and units
to support the effective functioning of the academic units. The central administration
unit of Imam Abdulrahman Bin Faisal University is located in "Building 10" and each
faculty has local administrative unit which is responsible for the administrative support
of the college with the university as well as, with other colleges. At the department level,
adequate and well-trained staff work in several related areas of activity: (i) secretarial
work (ii) lab and facilities support and operations, including IT; (iii) research
collaboration support. At the college and university levels, Construction Engineering
department benefits from the close working relationships of the local administrative
staff of the engineering college with administrative units in other colleges and with the
centralized administration in "Building 10".

C.2 Retention

For the past few years, the Construction Engineering Department has increased its
efforts in pursuing highly qualified faculty members, technicians and engineers using
attractive salaries and benefit packages. At the departmental level, periodic staff
engagement activities are organized on and off campus. The department regularly
nominates outstanding staff for college and University awards. At the University level,
the Deanship of Faculty & Personnel Affairs has a policy for distinguished staff award
99
through a recognition program that recognizes outstanding performance and inspiring
achievements of staff in various categories. In addition, The Deanship of University
Educational Development was established in order to continually improve and enhance
the educational environment at the University by taking our talented instructors, be
they faculty or staff, and through a process of extensive training and development in
order to transform them into outstanding educators. A list of Staff and Organization
Development programs is available at:
http://www.uod.edu.sa/en/administration/deanships/deanship-of-university-
educational-development

D. Faculty Hiring and Retention

D.1 Process for Hiring of New Faculty

In higher education, attracting and hiring qualified staff is one of the most important
endeavors; it needs to be taken seriously and managed in a systematic way.

The following is a summary of the recruitment process that includes fifteen steps:
1. The construction engineering department (herewith referred to as department)
solicits applications via various outreach activities such as generic searches,
directed searches, or active recruitment.
2. A candidate may apply directly to the faculty affairs department directly or
through the department.
3. The application file is prepared and sent to the department.
4. The department evaluates the application.
5. In case the candidate is not suitable, the file is returned to the faculty affairs
department, a polite rejection is sent to the applicant, and the file is closed.
6. If the candidate is suitable to interview, the department proceeds to arrange for
an in-person or video conferencing interview.
7. The interview is conducted by a departmental committee of three faculty
members.
8. If a majority of interviewers considers the applicant unsuitable for employment,
the file is returned to faculty affairs department, a polite rejection is sent to the
candidate, and the file is closed.
9. If a majority of interviewers consider the applicant suitable, the head of
department makes his recommendation for rank and salary.
10. The college dean then ratifies the recommendations from the head of
department.
11. The dean’s recommendation goes to the Dean of Faculty and Personnel Affairs to
add his recommendation
12. The Dean of Faculty and Personnel Affairs’ recommendation goes to the Vice
President for Academic Affairs to add his recommendation
13. Any one of the college dean, the Dean of Faculty and Personnel Affairs, and the
Vice President. for Academic Affairs can recommend rejection.
14. These recommendations go to H.E. the President, Dr. Abdullah M. Al-Rubaish,
for a final decision.

100
 15. The decision then goes to the Faculty and Personnel Affairs’ for implementation; in
case the applicant is not suitable for employment, a polite rejection is sent to the
candidate, and the file is closed. Otherwise, an official job offer is sent to the
candidate.

D.2 Faculty Promotion

The faculty promotion policy is designed to encourage academic excellence and to guard
against mediocrity and marginal contributions. The promotion is a recognition of past
achievements of faculty members in academia hence, Imam Abdulrahman Bin Faisal
University's promotion policy follows the international standards in determining the
eligibility of faculty members for promotion. In case of candidate's eligibility, the college
dean provides feedback to the candidate on his performance in research, teaching, and
in public and University service.

The academic promotion is the most important decision made by the academic
departments and boards of colleges and Scientific Council. Academic promotion is the
subject of rules and regulations among with a minimum requirement of high standard
scientific publications, innovations and patents. These scientific achievements not only
help the faculty member to get promoted, but also work to improve the standard of
scientific research and the so the university ranking

The Scientific Council under the Vice President for Post Graduate and Scientific
Research deals with the faculty promotion aspects. The detailed procedure and
governing regulations are described in detail in the Faculty Promotion Regulations &
Guidelines, available at the following link:
http://www.uod.edu.sa/sites/default/files/content-
box/promotion_of_faculty_members_30-12-2014.pdf

E. Support of Faculty Professional Development

Faculty members can be exempted from their academic duties at the college for a
specified period of time for the purpose of scientific research, scholarship, or to improve
his educational and practical by applying for a sabbatical leave. The Scientific Council
under the Vice President for Post Graduate and Scientific Research provides support for
sabbatical leave. The procedural rules for sabbatical leave are detailed in the Sabbatical
Leave Implementation Rules and Regulations handbook available at the following link:
http://www.uod.edu.sa/sites/default/files/content-box/sabbatical_leave_22-3-
2011.pdf.

The rules layout the eligibility, salary and compensation, nomination and prioritization
criterion as well as the application process.
IAU provides a wide range of opportunities for professional development to all its
faculty members

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The Deanship of Educational Development provides series of skills development
workshops, seminars, lectures and training courses offered by renowned speakers. A
College of Engineering committee coordinates with the Deanship of Educational
Development which organizes lectures and workshops for faculty members in various
fields. In the 2016/2017 academic year, the following lectures and workshops were held
in regards to the development of education and education methods:
• Enhancing Learning through the use of technology
• Student Engagement in Learning
• Providing a Constructive Feedback
• Intellectual Awareness
• Student engagements in learning
• Attract Students with your Power Point
• Teaching your Subject in English: Making it Understandable
• 21st Century Skills

The committee also held lectures and workshops on the resources and e-learning, and
methods of writing, writing articles and scientific publications that included:
• E-learning: blackboard keys and success stories
• Online resources for Faculty- Magna Campus
• Thomson Reuters concerning research and writing papers

The committee also held several lectures on raising the quality of education and
workshops related to academic accreditation that included:
• Checklist of Activities Towards Academic Accreditation
• Risk Management Planning in Higher Education
• Checklist of Activities towards Academic Accreditation
• KPI’s and Benchmarking
• Strategic and Operational Planning to Improve Quality

The Committee also held several lectures and workshops on academic guidance and
held the following lectures and workshops:
• Introduction to academic guidance
• Intellectual awareness
• Policies and Procedures of the University Counseling Center

Finally, a lecture on “Community service bank system” was organized to raise awareness
about community service for faculty members.
The Deanship of Quality and Academic Accreditation, (DQAA) hosts a series of skills
development workshops and training courses on academic assessment by renowned
speakers.

CONEN faculty members actively participate in various workshops and training courses
that fit their teaching, quality, and research skills. Last year the faculty members
attended a total of 15 skills development workshops/training courses.

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IAU provides funds to faculty members to attend conferences, seminars, workshops,
and training courses for professional development. Also, IAU financially supports the
scientific contact program where a faculty member can join any internationally known
research person, group or center during the summer period.

The Deanship of Scientific Research at IAU and King Abdulaziz City for Science &
Technology (KACST) are two key sources of obtaining research funds for faculty
research projects.

Deanship of Scientific Research funds research projects annually through three

programs:

1- Faculty project up to 200,000 SR/project.

2- Postgraduate student 30.000- 50.000 SR
3- Under graduate student up to 35000 SR.
http://www.uod.edu.sa/en/administration/deanships/deanship-of-scientific-research

The Annual Grants Program by King Abdulaziz City for Science and Technology
(KACST)
IAU signs annually research projects funded by KACST and through three program:

1- Small Grants.
2- Postgraduate grants.
3- Applied project (Science and Technology Unit).
https://www.kacst.edu.sa/eng/Pages/default.aspx
These grant opportunities encourage research tailored to the specific areas of interests
of the faculty members.

IAU faculty members benefit from research chairs program and research centers of
excellence program. This allows the faculty members to engage in large-scale, high
quality research activities that help in knowledge transfer and building a knowledge-
based economy. IAU allows a tenured faculty member to have a sabbatical year leave
every 5 years or one semester leaves every three years.

The recently established University’s Center for Scientific Publication is equipped with a
staff of highly qualified and trained publishing professionals who are developing a
unique publishing house in the region that will assist faculty and staff in publishing their
academic works in a variety of disciplines. More information about the Center’s
activities can be found online at:
http://www.uod.edu.sa/en/administration/centers/center-for-scientific-publications

The Scientific Council grants an incentive reward reaching 20,000 SAR. to faculty
members publishing research in journals classified in the Web of Science list having an
impact factor of 2 and above.

Additional incentives for professional development include sabbatical leave, summer

industrial work, and scholarship opportunities such as the British Council research

103
program, the Fulbright scholarship program, the international summer scholarly
program, research grants, University and department-sponsored seminars by invited
speakers, and support for faculty to patent and license their inventions.

Conclusively, Construction Engineering Program enjoys sufficient and tremendous

support from the university top management, which considerably influences the
attainment of student outcomes. Prominent among these is the support given to attract,
retain, and provide for continuous professional development of a qualified faculty. The
provision of an enabling environment to attain student outcomes remains the program’s
fundamental support from the institution and is largely considered adequate.

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PROGRAM CRITERIA

A. Curriculum:

For the convenience and facilitation of our below remarks, we discretized ABET
program criteria statement for b. sc. in construction engineering into following definite
points:

1. Demonstrate understanding of mathematics through differential equations,

probability and statistics, calculus-based physics, and general chemistry
2. Apply fundamental computational methods and elementary analytical techniques
to analyze and design processes and systems in construction engineering
3. Apply appropriate principles of construction contracts and law to explain basic
legal and ethical concepts and the importance of professional engineering
licensure in construction industry.
4. Ability to understand and apply fundamental techniques and skills to efficiently
manage construction projects
5. Ability to apply knowledge of methods, materials, equipment, planning,
scheduling, safety, and cost analysis

The program criteria (above mentioned 1-5 points) has been addressed in the
curriculum and shown by a mapping matrix, against the courses offered in the program,
in Table A.

105
Table A: Mapping between ABET Program Criteria and core courses of the
curriculum

Cr. Program Criteria

Course
Course Title Hrs
Code 1 2 3 4 5
.
ENG 232 Statics 3 X X
ENG 351 Strength of Materials 3 X X
CONEN 322 Building Construction 2 X X
CONEN 332 Concrete Material 2 X X
CONEN 342 Analysis of Determinate Structures 3 X X X
CONEN 333 Summer Training I 0 X X X
CONEN 421 Analysis of Indeterminate Structures 2 X X X
CONEN 441 Cost Estimating 2 X X X
CONEN 451 Design of RC Structures 3 X X X
Formwork Design & Construction
CONEN 461 2 X X
Methods
CONEN 432 Planning, Scheduling & Control 3 X X X X
CONEN 442 Transportation Engineering 3 X X
CONEN 452 Foundation Design 3 X X X
CONEN 462 Construction Contracts & Law 2 X
CONEN 444 Summer Training II 0 X X X
Cash Flow Forecast & Finance
CONEN 511 2 X X
Management
CONEN 531 Construction Safety & Protection 2 X X X
CONEN 541 Design of Steel Structures 3 X X X
CONEN 522 Senior Design Project 4 X X X X X
CONEN 523 Topics in Construction Management 3 X X X
CONEN 573 Topics in Structural Analysis 3 X X
CONEN 583 Topics in Concrete Structures 3 X X
CONEN 504 Topics in Steel Structures 3 X X

106
B. Faculty

With reference to Table 6.1, it is obvious that Mostafa El Shami is Professor of Structural
Engineering, and as well a registered Professional Engineer, State of Texas, USA;
registered Structural Engineer, Egypt; full member of American Society of Civil
Engineers (ASCE) and American Association of University Professors Texas. Dr. Walid
Al-Kutti and Dr. Saiful Islam are Assistant Professors duly registered as full member
with American Society of Civil Engineers (ASCE) and Structural Engineering Institute,
USA. Dr. Saiful Islam and Dr. Zaheer had full-time experience as senior structural
engineers in engineering consulting companies. Dr. Ahmed Salah has full-time
experience as area manager and project engineer

Besides, it can be noted from Table 6.1 that five faculty members (Prof. El Shami, Dr. Al-
Kutti, Dr. Sayed, Dr. Sharawy and Dr. Saiful) have their postgraduate studies in
structural engineering and they all responsible to teach different design courses such as
CONEN 451, CONEN 452, CONEN 541, CONEN 583 and CONEN 573.

107
 APPENDICES

APPENDIX A – COURSE SYLLABI

108
 Course Syllabus

Course Code Course Name Credits Contact Hours

ENG-232 Statics 3 3L

Instructor/Coordinator:
Name Dr. Muhammad Saleem

Email [email protected]

Textbook:

Title Engineering Mechanics: Statics

Author/Year R.C. Hibbeler, (12th Edition)

Supplemental Materials:
Reference Material
Title

Author/Year
Electronic Materials (e.g. Websites, Social Media, Blackboard, etc.)

Websites

Specific Course Information:

a. Brief Description of the Content of the Course (Catalog Description)
This course enables the students to learn the tools necessary to have a deeper understanding of
the principles of applied mechanics and the modeling of force systems in engineering statics. The
course topics include: Analysis of forces on engineering structures in equilibrium. Properties of
forces, moments, couples, and resultants. Equilibrium conditions, friction, Section properties
(centroids, area moments of inertia).
b. Pre-requisites (P) or Co-requisites (C)
Physics I (PHYS 271)

c. Course Type (Required or Elective)

Required

109
Specific Goals:
a. Course learning Outcomes (CLOs)
1. Draw complete free-body diagrams and write appropriate equilibrium equations from the
free-body diagram, including the support reactions on a structure. (ABET, a)
2. Students will be able to apply the concepts of equilibrium to various structures. (ABET,
c)
3. Students will be able to understand the relationships between applied loads, internal force
and internal moment. (ABET, e)
4. Students will be able to calculate center of gravity and moments of inertia, and forces for
particular structures. (ABET, e)

b. Student Outcomes (SOs) Addressed by the Course

A b c d e f G h i j k

X X X

Brief List of Topics to be covered:

List of Topics No. of Weeks Contact Hours
Introduction, Force Vectors 1, 2 A
Equilibrium of a Particle 3, 4 a, c & e
Force System Resultants 5, 6 c&e
First Quiz Examination
Equilibrium of a Rigid Body 7, 8 c&e
Friction 9, 10 a&e
Mid Term Examination
Center of Gravity and Centroid, Moments of Inertia 12 & 15 a&e
Second Quiz Examination 1, 2 A

110
 Course Syllabus

Course Code Course Name Credits Contact Hours

ENG-351 Strength of Materials 3 2L+2T

Instructor/Coordinator:
Name Dr. Muhammad Saleem
Email [email protected]

Textbook:

Title Mechanics of Materials (8th Edition)

Author/Year R.C. Hibbeler

Supplemental Materials:
Reference Material
Title

Author/Year
Electronic Materials (e.g. Websites, Social Media, Blackboard, etc.)

Websites

Specific Course Information:

a. Brief Description of the Content of the Course (Catalog Description)
Introduction to properties of materials (shrinkage, expansion, creep, tension, compression, shear,
torsion, bending, fatigue, ductility, hardness, etc..). Stresses, strains, and deformations associated
with torsion, axial, shear, moment, flexural loading of bars, shafts, beams. and pressure vessel
loadings. Combined loadings and principle representations of the states of stress and strain at a
point. Basic failure criteria. Introduction to stability including buckling of columns.
Experimental determination of mechanical properties of concrete, asphalt, and soils as required
for engineering applications. Experimental verification of assumptions made in mechanics of
materials procedures. Use of strain measuring devices. Introduction to experimental stress
analysis. Verification of analytical equations through strain gage measurements of axially,
torsionally, and flexurally loaded specimens. Preparation of technical reports.
b. Pre-requisites (P) or Co-requisites (C)
ENG 232 – Statics
c. Course Type (Required or Elective)
Required

111
Specific Goals:
a. Course learning Outcomes (CLOs)
1. Draw complete free-body diagrams and write appropriate equilibrium equations from the
free-body diagram, including the support reactions on a structure. (ABET, a)
2. Develop laboratory skills to plan and conduct experiments, analyze data and interpret the
results of experiments related to mechanical properties of materials. (ABET, b)
3. Students will be able to calculate normal stress, shear stress; allowable stress strain;
thermal stresses; torsion; shear force and bending moment diagrams for beams. (ABET,
e)

b. Student Outcomes (SOs) Addressed by the Course

A b c d e f g h i j k

X X X

Brief List of Topics to be covered:

List of Topics No. of Weeks Contact Hours
Stress 1, 2 a, b & e
Strain 3, 4 a, b & e
Mechanical Properties of Materials 5, 6 a&b
First Quiz Examination
Axial Load and Thermal Stresses 7, 8 a, e
Torsion & Shearing 9, 11 a, e
Mid Term Examination
Bending 13 & 15 a, e
Second Quiz Examination

112
 Course Syllabus

Course Code Course Name Credits Contact Hours

HUMN 501 Professional Practice 2 2
and Ethics

Instructor/Coordinator:
Name Eng. Aysha Salman

Email [email protected]

Textbook:
1. “Introduction to Engineering Ethics” 2nd Edition, MCGraw-Hill

Title 2. “Ethics for Biomedical Engineers” Springer

1. Mike W. Martin & Roland Schinzinger, 2000

Author/Year 2. Jong Yong Abdiel Foo, 2013

Supplemental Materials:
Reference Material
1. “Ethics in Engineering Practice and Research”, 2nd Edition., Cambridge
University Press.
Title 2. “Ethics of Engineering Technologies: Scientific Facts & Moral
Challenges”, 1st Edition.

1. Caroline Whitbeck, 2011

Author/Year 2. Thomas F. Budinger and Miriam D. Budinger, 2006

Electronic Materials (e.g. Websites, Social Media, Blackboard, etc.)

Websites

Specific Course Information:

a. Brief Description of the Content of the Course (Catalog Description)
• Understand the fundamental concept of profession and to be able to distinguish between
occupation and profession
• Understand the moral reasoning, codes of ethics and how to apply them
• Understand the concepts of engineering as social experimentation

113
 • Understand the concept of commitment to safety
• Understand the significance of workplace responsibilities, rights and truth and truthfulness
• Understand the fundamental ethics in biomedical engineering
• Understand the ethics of biomaterials for implants
• Understand the concept of ethics and data-mining in biomedical engineering

b. Pre-requisites (P) or Co-requisites (C)

None

c. Course Type (Required or Elective)

Required

Specific Goals:
a. Specific Outcomes of Instruction
At the completion of the course, each student should be able to have:

1- An understanding of professional and ethical responsibilities. (f)

2- The graduate must have the broad education necessary to understand the impact of engineering
solutions in a global, economic, environmental, and societal context (h)
3- The graduate must have knowledge of contemporary issues. (j)

b. Student Outcomes Addressed by the Course

a b c d e f g h i j k

X X X

List of Topics to be covered:

List of Topics Week # Assessment
Course Overview
1
• Introduction to Professional Practice and Ethics
Ethics and Professionalism
• Ethics, engineering ethics
• Why study engineering ethics 2
• Engineering as a profession and ethical
corporations
Moral Reasoning and Codes of ethics
• Ethical dilemma,
• Steps in resolving ethical dilemmas
Quiz
• Moral decision making 3
Homework
• Codes of ethics, importance, abuse, limitations and
justification of Ethics
• Short case studies and discussion
Moral Frameworks
• Rights Ethics, duty ethics, utilititarianism, virtue 4
ethics and self-realization ethics

114
Engineering as Social Experimentation
• Engineers as responsible experimenters 5
• Challenger case study and discussion
Commitment to Safety 6 Quiz
• Safety and risk, assessing and reducing risk
Workplace Responsibilities and Rights
• Basic workplace responsibilities 7
• Conflict of interest
• Professional rights of engineers
Midterm Exam 8 Midterm
Truth and Truthfulness 9
• Whistle-Blowing, honesty and research integrity
Ethics and Biomedical Engineering
• Practice and Research Origins of Principles and 10
Consents
Ethics of Biomaterials for Implants
• Ethical principles to consider in biomedical 11
Quiz
implants Homework
• Case study and Discussion
Ethical issues regarding human and animal research in
biomedical Engineering 12
• Introduction to Code of Ethics for Human and
Animal Experimentation
Biomedical Engineering: Case study and discussion 13
Biomedical Engineering: Case study and discussion 14 Quiz
Revision 15
Final Exam 16 Final Exam

115
 Course Syllabus

Course Code Course Name Credits Contact Hours

CONEN-322 Building Construction 2 2L

Instructor/Coordinator:
Name Dr. Ahmed Fouad Salman

Email [email protected]

Textbook:
Title Building Construction Handbook

Author/Year Chudley and Roger Greeno, Last Edition,

Supplemental Materials:
Reference Material
Title

Author/Year
Electronic Materials (e.g. Websites, Social Media, Blackboard, etc.)

Websites

Specific Course Information:

a. Brief Description of the Content of the Course (Catalog Description)
Building construction cover a wide range of topics, including, site preparation, brick works,
roofing systems, electrical systems, plumbing systems, building mechanical systems, plastering,
painting, flooring, waterproofing and moisture control.
b. Pre-requisites (P) or Co-requisites (C)
None

c. Course Type (Required or Elective)

Required

116
Specific Goals:
a. Course Learning Outcomes (CLOs)
At the completion of the course, each student should be able to:

1. Capturing concepts of appropriate building construction steps (ABET, e)

2. Examine the basic characteristics of building structural elements (ABET, e)
3. Examine the basic characteristics and use of equipment commonly used in building
construction (ABET, k)
4. Solve given assignments and submit the solution on time. (ABET, a)
5. learn and gain expertise and determine building techniques in construction industry
(ABET, k)

b. Student Outcomes (SOs) Addressed by the Course

a b C d e f g h i j k
X
X X

Brief List of Topics to be covered:

No. of
List of Topics Contact Hours
Weeks
Building Construction in General 2 2
Site Works and site layout 2 2
Builders Plant 2 2
Substructure and Superstructure Works 3 3
Internal Construction and Finishes 3 3
Domestic Services 3 3

117
 Course Syllabus

Course Code Course Name Credits Contact Hours

CONEN 332 Concrete Materials 2 1L+2T

Instructor/Coordinator:
Name Dr. Walid Al-Kutti

Email [email protected]

Textbook:
Concrete: Microstructure, Properties, and Materials, McGraw-Hill
Title
Professional; 3rd edition
Author/Year P. Mehta, Paulo Monteiro/2006

Supplemental Materials:
Reference Material
Title Concrete Technology

Author/Year Habib Zain Al-Abedin Mustafa

Electronic Materials (e.g. Websites, Social Media, Blackboard, etc.)

Websites

Specific Course Information:

a. Brief Description of the Content of the Course (Catalog Description)
The influence of constituent materials (cements, water, aggregates and admixtures) on the
properties of fresh and hardened concrete, concrete mix design, handling and placement of
concrete. Concrete material specifications and inspections. Laboratory exercises, which utilize
sieve analysis tests for aggregates and standard concrete test methods, are an integral part of the
course towards suitable concrete mix design.
b. Pre-requisites (P) or Co-requisites (C)
Strength of Materials (EN5 351)

c. Course Type (Required or Elective)

Required

118
Specific Goals:
a. Course learning Outcomes (CLOs)
1. A knowledge of type cement and its hydration and aggregate properties. (ABET, a)
2. Knowledge of testing methods for aggregate and concrete. (ABET, b)
3. A knowledge of the use of silica fume, fly ash and blast furnace slag as a replacement of
cement and its impact on environment. (ABET, j)
4. Knowledge of concrete material specifications, inspections and mix design. (ABET, c)
b. Student Outcomes Addressed by the Course
a b C d e f G h i j K

O X O X
X: Major Outcomes
O: Minor Outcomes

Brief List of Topics to be covered:

List of Topics No. of Weeks Contact Hours
Cement, manufacture, types, properties 3 6
Aggregate, specifications and testing 3 6
Fresh concrete properties 3 6
Hardened concrete properties 3 9
Concrete mix design 3 6

119
 Course Syllabus

Course Code Course Name Credits Contact Hours

CONEN 342 Analysis of Determinate 3 3L
Structures

Instructor/Coordinator:
Name Professor Mostafa El-Shami

Email [email protected]

Textbook:
Title Structural Analysis, Prentice Hall, (Latest Edition)

Author/Year Hibbeler

Supplemental Materials:
Reference Material
Title

Author/Year
Electronic Materials (e.g. Websites, Social Media, Blackboard, etc.)
http://www.amazon.com/Structural-Analysis-Edition-Russell-
Websites Hibbeler/dp/0133942848

Specific Course Information:

a. Brief Description of the Content of the Course (Catalog Description)
Classification of loads, supports and reactions. Stability and determinacy of structures. Analysis
of statically determinate structures including beams, frames, arches and trusses. Calculating
internal forces and drawing normal force, shear force and bending moment diagrams.
Introduction to influence line for determinate structures.

b. Pre-requisites (P) or Co-requisites (C)

Strength of Materials (EN5 351) & Statics (ENG 232)

c. Course Type (Required or Elective)

Required

120
Specific Goals:
a. Course Learning Outcomes (CLOs)
Students completing this course will be able to:
1. Apply knowledge of mathematics, science and engineering principles to identify the
stability and determinacy of structures (ABET, a).
2. Apply the equations of static equilibrium to find unknown reactions and internal forces in
statically determinate structures (ABET, e).
3. Draw normal, shear, and bending moment diagrams for statically determinate beams and
frames (ABET, e and k).
4. Find axial forces in statically determinate truss members using the method of joints and
the method of sections (ABET, e and k).
b. Student Outcomes (SOs) Addressed by the Course
a b c d e F G h i j k

X X X

Brief List of Topics to be covered:

No. of Contact
List of Topics
Weeks Hours
Course overview, introductions
1 3
Types of structures and loads
Classification of structures loads
1 3
Idealized structure
Equations of equilibrium – Determinacy and stability
1 3
Application of the equations of equilibrium
Common types of trusses
1 3
Classification of coplanar trusses
The method of Joints
1 3
Zero-force members
The method of sections
1 3
Compound trusses
Beams-Definition and sign convention of the normal force, shearing force and
bending moment 2 6
Beams-Relationship between load, shearing force and bending moment
Beams-Shear and moment diagrams
2 6
Beams-Moments diagrams constructed by the method of superposition
Statically determinate frames
Frames- Shear and moment functions 2 6
Frames-Shear and moment diagrams
Frames-Moments diagrams constructed by the constructed by the method of
superposition
2 6

121
 Course Syllabus

Course Code Course Name Credits Contact Hours

CONEN-431 Fundamentals of Soil Mechanics 3 2L+2T

Instructor/Coordinator:
Name Dr. Zaheer Kazmi

Email [email protected]

Textbook:
Title Principals of Geotechnical Engineering (Seventh Edition)

Author/Year B. M. Das

Supplemental Materials:
Reference Material
Title

Author/Year
Electronic Materials (e.g. Websites, Social Media, Blackboard, etc.)

Websites

Specific Course Information:

a. Brief Description of the Content of the Course (Catalog Description)
Origin and composition of soils, soil structure. Soil compaction, permeability, seepage and flow
nets, consolidation and shear strength. Earth pressure on retaining walls and sheet piles. Stability
of slopes and excavations. Mechanical tests: sieve analysis, permeability, resistance to shearing
stress, consolidation/expansion. Index tests: granulometry, Atterberg limits, solid density, and
water content. Rheological tests: viscosity, yielding stress, deformation rate. Infrastructure for
sampling and in-field testing.
b. Pre-requisites (P) or Co-requisites (C)
Physics II (PHYS 272).
c. Course Type (Required or Elective)
Required

122
Specific Goals:
a. Course Learning Outcomes (CLOs)
At the completion of the course, each student should be able to:

1. Develop numerical skills through application of knowledge in basic mathematics and

geotechnical engineering. (ABET, a)
2. Classify soils, prepare specification for compaction of soils, compute total and effective
stresses in soil masses due to surface loads (ABET, e)
3. Compute consolidation settlement and seepage flow in saturated clayey soils; and
compute soil shear strength and deformation parameters. (ABET, e)
4. Identify basic laboratory and field tests used in site characterization. (ABET, b)
5. Develop laboratory skills to plan and conduct experiments, analyze data and interpret the
results. (ABET, b)

b. Student Outcomes (SOs) Addressed by the Course

a b c d e f g h i j k

X X X

Brief List of Topics to be covered:

List of Topics No. of Weeks Contact Hours
Introduction of geotechnical engineering, origin and
2 6
composition of soil
Weight volume relationships & Soil classification 3 9
Soil Compaction 3 9
Permeability, Seepage and flow nets 4 12
Stresses in the soil, Shear Strength 2 6
Immediate and Consolidation Settlement 2 6

123
 Course Syllabus

Course Code Course Name Credits Contact Hours

CONEN-461 Formwork Design & Construction 2 2L
Methods

Instructor/Coordinator:
Name Dr. Ahmed Fouad Salman

Email [email protected]

Textbook:
Title Formwork for Concrete Structures
th
Robert L. Peurifoy and Garold D. Oberlender, 4 edition, McGraw-Hill
Author/Year Book. ISBN 978-0-07-163917-0

Supplemental Materials:
Reference Material
Title

Author/Year
Electronic Materials (e.g. Websites, Social Media, Blackboard, etc.)

Websites

Specific Course Information:

a. Brief Description of the Content of the Course (Catalog Description)
Types of forms, Formwork objectives, formwork design and building, heavy construction
equipment, methods of tunneling, and bridge systems.

b. Pre-requisites (P) or Co-requisites (C)

NONE

c. Course Type (Required or Elective)

Required

124
Specific Goals:
a. Course Learning Outcomes (CLOs)
At the completion of the course, each student should be able to:

1. Understand the importance temporary construction structures. (ABET, e)

2. Follow the load path throughout an entire structure (ABET, e)
3. Calculate the external, internal and reaction forces on all components of a wood forms
(ABET, a)
4. Adequately design wood formwork for vertical concrete structures to withstand the
lateral loads due to concrete hydrostatic pressures. (ABET, e)
5. Estimate and schedule economical formwork design by utilizing proper construction
(ABET, e)
b. Student Outcomes (SOs) Addressed by the Course
a b c d e f g h i j k

X X

Brief List of Topics to be covered:

List of Topics No. of Weeks Contact Hours
Introduction to formwork building 4 4
Economy of forms 4 4
Properties of form materials 4 4
Lateral pressure on forms 4 4
Vertical loads and stresses on forms 4 4
Form design (slab, column) 6 6
Construction methods 2 2

125
 Course Syllabus

Course Code Course Name Credits Contact Hours

CONEN-441 Cost Estimate 2 2L

Instructor/Coordinator:
Name Dr. Ahmed Fouad Salman

Email [email protected]

Textbook:
Title Fundamentals of Construction Estimating

Author/Year David Bratt, 3rd edition (2010), ISBN-13: 978-1439059647ISBN-10

Supplemental Materials:
Reference Material
Title Estimating Building Costs

Author/Year Popescu C., Phaobunjong K., and Ovararin N., 2003. ISBN: 08247-4086-6
Electronic Materials (e.g. Websites, Social Media, Blackboard, etc.)

Websites

Specific Course Information:

a. Brief Description of the Content of the Course (Catalog Description)
Quantity takeoff methods. Conceptual estimating, estimating costs for construction material,
labor, equipment, project overhead, markup and profit, unit costs, production rates, and pricing
methods, balanced bid and budget preparation for projects. subcontract bid analysis and bid
procedure.
b. Pre-requisites (P) or Co-requisites (C)
CONEN 322: Building Construction

c. Course Type (Required or Elective)

Required

126
Specific Goals:
a. Course Learning Outcomes (CLOs)
At the completion of the course, each student should be able to:

1. Demonstrate a proficiency in the fundamentals of reading and using the specifications,

preliminary estimating techniques including their role as a part of the contract documents.
(ABET, e)
2. Make efficient use of construction drawings for estimating purposes. (ABET, g)
3. Describe methods used in quantity surveys. (ABET, e)
4. Prepare a quantity survey tabulated on "estimating data sheets. (ABET, a)
5. Describe the applications of computers for estimating and cost control. (ABET, e)
6. Determine the overhead costs and profit margins for successful bidding. (ABET, e)
7. Analyze unbalanced bids. (ABET, e)
b. Student Outcomes (SOs) Addressed by the Course
a b c d e f G h i j K

X X X

Brief List of Topics to be covered:

No. of
List of Topics Contact Hours
Weeks
Introduction to cost estimate in CM 2 2
Conceptual & Preliminary Estimates
4 4
(Cost indices, Cost capacity factor, Parameter Cost estimate)
Quantity take-off for construction project 8 8
Detailed Estimates (Cost classification,
6 6
Calculation)
Balanced Bid preparation 4 4
Unbalanced bid tools 4 4

127
 Course Syllabus

Course Code Course Name Credits Contact Hours

CONEN 451 Design of RC Structures 3 2L+2T

Instructor/Coordinator:
Name Dr. Sayed Mahmoud

Email [email protected]

Textbook:
Title Structural Concrete- Theory and Design, 5th Edition.

Author/Year Hasson, M. N. and Al-Manseer, A., John Wiley/2012.

Supplemental Materials:
Reference Material
Building Code Requirements for Structural Concrete (ACI 318-14 and
Title
Commentary)
Author/Year Reported by ACI Committee 318
Electronic Materials (e.g. Websites, Social Media, Blackboard, etc.)

Websites

Specific Course Information:

a. Brief Description of the Content of the Course (Catalog Description)
Analysis and design of reinforced concrete elements subjected to flexural, shear, and axial loads.
Analysis of stresses and deformations and their relation to codes and specifications.

b. Pre-requisites (P) or Co-requisites (C)

Analysis of Determinate Structures (CONEN 342)

c. Course Type (Required or Elective)

Required

128
Specific Goals:
a. Course Learning Outcomes (CLOs)
At the completion of the course, each student should be able to:

1. Apply knowledge of mathematics, science and engineering principles that are fundamental
in calculating internal forces in structures due to external loads and analyzing concrete
sections using equilibrium equations. (ABET, a)
2. Determine the dimensions of concrete section, the amount of flexural and shear
reinforcements and examine if concrete sections and members meet the code
requirements. (ABET, c)
3. Identify critical sections for flexure and shear and formulating such sections so as to be
designed following the code requirements. (ABET, e)
4. Create straining actions acting on the structural elements in terms of moment, shear and
normal force diagrams using computer software (ABET, k)

b. Student Outcomes (SOs) Addressed by the Course

a b c d e f g h i j k

X X X X

Brief List of Topics to be covered:

List of Topics No. of Weeks Contact Hours
Types of Concrete, Concrete Properties, Reinforcing Bars,
1 3
ACI Building Code
Flexural Strength of Beams - Analysis and Design 3 6
Analysis and design of T and L reinforced concrete beams. 2 6
Shear Strength of Beams 1 3
Reinforcement details 2 12
Analysis and design of Reinforced Concrete solid slabs 3 6
Design of short columns 2 6

129
 Course Syllabus

Course Code Course Name Credits Contact Hours

CONEN 421 Analysis of Indeterminate Structures 2 2L

Instructor/Coordinator:
Name Dr. Walid Al-Kutti

Email [email protected]

Textbook:

Title Structural Analysis,

Author/Year R.C. Hibbeler.

Supplemental Materials:
Reference Material
Title

Author/Year
Electronic Materials (e.g. Websites, Social Media, Blackboard, etc.)

Websites

Specific Course Information:

a. Brief Description of the Content of the Course (Catalog Description)
Deflections of structures. Analysis of indeterminate structures, including beams, frames and
trusses. Analysis to include methods of consistent deformations, three moment equations.
Influence line for determinate and indeterminate structures.

b. Pre-requisites (P) or Co-requisites (C)

Analysis of Determinate Structures (CONEN 342)

c. Course Type (Required or Elective)

Required

130
Specific Goals:
a. Course Learning Outcomes (CLOs)
At the completion of the course, each student should be able to:

1. Ability to calculate deformations in statically determinate and indeterminate structures

using different methods. (ABET, e)
2. Acquisition of knowledge by learning concepts, analysis and behavior of indeterminate
structures. (ABET, e)
3. Numerical skills through application of knowledge in basic mathematics and structures.
(ABET, a)
4. Ability to effectively use the latest commercial software in analyzing structural members.
(ABET, k)

b. Student Outcomes (SOs) Addressed by the Course

a b c d e f g h i j k
X
X X

Brief List of Topics to be covered:

List of Topics No. of Weeks Contact Hours
Introduction to Indeterminate Structures; Determinacy and
1 2
Stability
Deflections; Deflection diagrams and the elastic curve;
3 6
Moment – Area Theorems; Conjugate-Beam Method
Analysis of Indeterminate Structures by the Force Method;
Force method (Beams); Force method (Frames); Force 4 8
method (Trusses); Symmetric structures
Moment distribution Method; Introduction;
Beams; Stiffness-Factor Modifications; Moment 5 10
distribution for Frames
Advanced Applications of Structural software 2 4

131
 Course Syllabus

Course Code Course Name Credits Contact Hours

CONEN-432 Planning and Scheduling 3 3L

Instructor/Coordinator:
Name Dr. Ahmed Fouad Salman

Email [email protected]

Textbook:
Title Construction Planning and Scheduling

Author/Year Jimmie W. Hinze, 4thedition, 2011

Supplemental Materials:
Reference Material
Title Construction Planning, Programming & Control

Author/Year Brian C., and Peter W., 3rd Edition, 2009

Electronic Materials (e.g. Websites, Social Media, Blackboard, etc.)

Websites

Specific Course Information:

a. Brief Description of the Content of the Course (Catalog Description)
Concept of project planning, definition of planning techniques [Bar chart, arrow network,
program evaluation and review technique (PERT), critical path method(CPM), line of balance
technique(LOB)], work breakdown structure, logic, networking by using CPM technique,
scheduling and control models. Resource allocation and leveling, optimal schedules,
documentation and reporting, time and cost control, progress monitoring and evaluation.
Computer applications by primavera software package
b. Pre-requisites (P) or Co-requisites (C)
CONEN 441: Cost estimate (P)

c. Course Type (Required or Elective)

Required

132
Specific Goals:
a. Specific Outcomes of Instruction (CLOs)
At the completion of the course, each student should be able to:

1. Provide an in-depth view of the principles, techniques, and applications of project

planning, scheduling, monitoring and resource allocations and management in
construction projects (ABET, e)
2. to develop, after graduation, familiarity with current research problems and research
methods in the area of planning and resources by working on a research or design project.
(ABET, k)
3. identify, analyze, determine, and control the project times and efficiently learn how to use
decision making tools commonly used in the construction project management. (ABET,
e)
4. use a software package for project planning (ABET, a)

b. Student Outcomes (SOs) Addressed by the Course

a b c d e f G h i j k
X
X X

Brief List of Topics to be covered:

No. of
List of Topics Contact Hours
Weeks
Concepts of Project Planning and Project Life Cycle 2 6
Techniques of planning 4 12
Scheduling 4 12
Resource management 3 9
Time update 2 6

133
 Course Syllabus
Course Code Course Name Credits Contact Hours
Transportation
CONEN 442 3 3L
Engineering

Instructor/Coordinator:
Name Dr. Zaheer Kazmi

Email [email protected]

Textbook:

Principles of Highway Engineering and Traffic Analysis", Wiley (Latest

Title
edition)

Author/Year Fred L. Mannering, Walter P. Kilareski, and Scott S. Washburn

Supplemental Materials:
Reference Material
Title

Author/Year
Electronic Materials (e.g. Websites, Social Media, Blackboard, etc.)

Websites

Specific Course Information:

a. Brief Description of the Content of the Course (Catalog Description)
Theory and practice in highway design. Highway classification and design criteria, Location
studies, design of vertical and horizontal alignment, intersections, and environmental factors.
Highway drainage elements, design of bituminous and concrete pavements for highway, airports,
and special heavy loading. Introduction to traffic engineering. Transportation characteristics,
human and vehicle characteristics, traffic stream characteristics, and traffic volume studies.
Roadway capacity, interchange capacity, accident analysis, speed studies, and travel time studies.
Transportation planning, traffic safety management, traffic demand and impact studies.
Introduction to traffic control devices, signing and guide signing, and pavement markings.
Designing safe work zones, traffic signals, and traffic signal control systems.
b. Pre-requisites (P) or Co-requisites (C)
Reinforced Concrete I (CONEN451)
c. Course Type (Required or Elective)
Required

134
Specific Goals:
a. Course Learning Outcomes (CLOs)
Students successfully completing this course will be able to:

1. Understand and determine sight distance needed for stopping, passing, and avoiding an
obstacle. (ABET, a)
2. Design Horizontal and Vertical curves, including calculation of critical points, profile
elevations and their layout. (ABET c, and e)
3. Design flexible and rigid pavements under different circumstances, including design of
pavements for heavy loading (ABET, c).
4. Familiar with other design issues, such as determination of cut and fill, evaluation of
drainage needs, and design of intersections and parking facilities. (ABET c and e)
5. Understand traffic control devices, human and vehicle characteristics, accident analysis,
and contribution towards safety of the society and the environment. (ABET, h)

b. Student Outcomes (SOs) Addressed by the Course

a b c d e f G h i J k

X X X O
X: Major Outcomes
O: Minor Outcomes

Brief List of Topics to be covered:

List of Topics Week # Contact Hours
Introductory Topics – Introduction, Factors Influencing 1
3
Design, Sight Distance
Roadway Design – Vertical Curves, Horizontal Curves, 3
9
Cross Sections
Design of Intersections and Interchanges 2 6
Other Design Issues – Parking Lots, Drainage, Earthworks 2 6
Design of bituminous and concrete pavements for highway, 2 6
Design of bituminous and concrete pavements for highway, 2 6
Airports and special heavy loading 2 6
Introduction to traffic control devices and pavement 1
3
marking
Design of traffic signals and traffic signal control systems 2 6

135
 Course Syllabus

Course Code Course Name Credits Contact Hours

CONEN 452 Foundation Design 3 2L+2T

Instructor/Coordinator:
Name Dr. Sayed Mahmoud

Email [email protected]

Textbook:

Title Principles of Foundation Engineering, 7th Edition, CL-Engineering

Author/Year Das, B.M. / 2011

Supplemental Materials:
Reference Material
Building Code Requirements for Structural Concrete (ACI 318-08 and
Title
Commentary)
Author/Year American Concrete Institute, Farmington Hills, Michigan.
Electronic Materials (e.g. Websites, Social Media, Blackboard, etc.)

Websites

Specific Course Information:

a. Brief Description of the Content of the Course (Catalog Description)
Site investigation, bearing capacity, design of shallow foundations; isolated footing, combined
footing, strap footing and raft foundation, lateral earth pressure and design of retaining
structures, design of pile foundations.
b. Pre-requisites (P) or Co-requisites (C)
CONEN 431– Fundamental of Soil Mechanics

c. Course Type (Required or Elective)

Required

136
Specific Goals:
a. Course Learning Outcomes (CLOS)
At the completion of the course, each student should be able to:
1. Use field investigation results and determine the design parameters (ABET, e)
2. Calculate bearing capacity of shallow foundations and bearing pressures of footings as well
(ABET, c and e)
3. Design shallow foundations. (ABET, c)
4. Estimate lateral earth pressure coefficients and calculate active and passive earth pressures.
(ABET, e)
5. Analyze and design of retaining walls (ABET, c)
6. Identify deep foundation types and estimate pile capacities. (ABET, e)
7. Apply structural packages software to analyze and design shallow and deep foundations
(ABET, k)
b. Student Outcomes (SOs) Addressed by the Course
a b c d e f G h i J k

O X X X
X: Major Outcomes
O: Minor Outcomes

Brief List of Topics to be covered:

List of Topics Week # Contact Hours
Introduction to foundation engineering and its importance, 1
classification of foundation types, site exploration 3

Bearing capacity of shallow foundations 2 6

Design of shallow foundations; isolated footing, combined 5 12
footing, strap footing, mat foundation
Mid Term Examination 1 3
Design of shallow foundations; isolated footing, combined 2 6
footing, strap footing, mat foundation
Lateral earth pressure 1 3
Retaining walls 1 3
Deep foundations; pile foundations 2 6

137
 Course Syllabus

Course Code Course Name Credits Contact Hours

Construction
CONEN 462 2 2L
Contracts &Law

Instructor/Coordinator:
Name Dr. Mahmoud Sodangi

Email [email protected]

Textbook:
Title Construction Management, 3rd edition, Wiley

Author/Year Daniel W. Halpin / Nov., 2005, pages 416

Supplemental Materials:
Reference Material
Construction Contracting: A Practical Guide to Company Management, Latest
Title
Edition
Author/Year S. Keoki Sears, Glenn A. Sears, and Richard H. Clough
Electronic Materials (e.g. Websites, Social Media, Blackboard, etc.)

Websites

Specific Course Information:

a. Brief Description of the Content of the Course (Catalog Description)
Types of construction contracts, contract documents, BOT contracting, bidding process,
tendering methods, project delivery systems, FIDIC, and dispute and dispute resolution in
construction.

b. Pre-requisites (P) or Co-requisites (C)

CONEN 441- Cost Estimation

c. Course Type (Required or Elective)

Required

138
Specific Goals:
a. Course Learning Outcomes (CLOs)
1. Identify the basic elements of a contract and its classifications (ABET, e)
2. Demonstrate understanding of contract documents, tendering documents and tender types
and tendering procedure (ABET, f)
3. Identify the roles and responsibilities of the contract parties in contract administration
(ABET, f)
4. Identify the processes in resolving claims and disputes e.g. mediation, arbitration and
litigation (ABET, e)
5. Demonstrate understanding of contracting strategies (ABET, k)
6. Ability to analyze the causes of delay claims and resolve claims associated thereof
(ABET, e)

b. Student Outcomes (SOs) Addressed by the Course

a b c d e f g h i J k

X X X

Brief List of Topics to be covered:

List of Topics No. of Weeks Contact Hours
Introduction to construction contracts 1 2
Roles of parties involved in Construction Projects 2 4
Classification of Contracting Strategies 2 4
Tendering 2 4
Contract Documents 1 2
Construction Delay Claims 2 4
Dispute Resolution in Construction Contracts 2 4

139
 Course Syllabus

Course Code Course Name Credits Contact Hours

CONEN 511 Cash Flow Forecast & Financial 2 2L
Management

Instructor/Coordinator:
Name Dr. Mahmoud Sodangi

Email [email protected]

Textbook:
Title Financial Management and Accounting Fundamentals for Construction.
Halpin, D. W. & Senior, B. A. (2009) New Jersey, United States: John Wiley
Author/Year & Sons, Inc. (ISBN-13: 978-0470182710)

Title Construction Accounting & Financial Management (3rd Edition).

Peterson, A.J. (2012). New York, United States: Prentice Hall (ISBN-13: 978-
Author/Year
0132675055)

Supplemental Materials:
Reference Material
Title

Author/Year
Electronic Materials (e.g. Websites, Social Media, Blackboard, etc.)

Websites

Specific Course Information:

a. Brief Description of the Content of the Course (Catalog Description)
Project cost accounting, labor, equipment, and work quantities time and cost reporting, time cost
envelop, income and expenses cash flow forecasting, and cost of capital lock-up.

b. Pre-requisites (P) or Co-requisites (C)

Planning, Scheduling & Control (CONEN 432)
c. Course Type (Required or Elective)
Required

140
Specific Goals:
a. Course Learning Outcomes (CLOs)
At the completion of the course, each student should be able to:

1. Demonstrate an understanding of the structure of a cash flow forecast of a construction

company and how to minimize the company's negative cash flow. (ABET, a)
2. Ability to accurately calculate, interpret and analyze cash flow forecasts of a construction
company in order to maximize organizational cash flow. (ABET, e)
3. Ability to apply project profitability indicators to accurately compare the economics of
mutually exclusive capital investment for different construction projects. (ABET, e)
4. Demonstrate an ability to prepare financial statements like balance sheets and income
statements (profit & loss account) for a construction company (ABET, k)
5. Ability to accurately review business performance using simple ratio analysis to measure
the profitability, liquidity and efficiency of a construction company and recommend ways
in which the company can improve its profitability, liquidity and efficiency. (ABET, e)

b. Student Outcomes (SOs) Addressed by the Course

a b c d e f g h i j k
X
X X

Brief List of Topics to be covered:

List of Topics No. of Weeks Contact Hours
Construction Project Cash Flow 1 2
Cash Flow Forecast 3 6
Construction Project Costs 1 2
S-Curve & Project cash flow calculations 2 4
Cost of borrowing, Project profitability indicators,
1 2
Discounted cash flow
Financial Management 5 10
Construction Accounting 1 2

141
 Course Syllabus
Course Code Course Name Credits Contact Hours
CONEN-531 Construction Safety & Protection 2 2L

Instructor/Coordinator:
Name Dr. Mahmoud Sodangi

Email [email protected]

Textbook:
Title Construction Project Safety.
Schaufelberger, J. & Lin, K.Y. (2013). New Jersey, United States: Wiley
Author/Year Publishers, (ISBN: 978-1-1184-1951-9)

Title Construction Safety Management.

Howarth, T. & Watson, P. (2009), New Jersey, United States: John Wiley &
Author/Year
Sons, (ISBN: 978-1-4051-8660-5)

Supplemental Materials:
Reference Material
Title

Author/Year
Electronic Materials (e.g. Websites, Social Media, Blackboard, etc.)

Websites

Specific Course Information:

a. Brief Description of the Content of the Course (Catalog Description)
Management of safety and protection in the construction environment. Examines basic elements
of a safety and health program for construction. Examines basic elements of safety and health
program for the construction procedures.

b. Pre-requisites (P) or Co-requisites (C)

NONE

c. Course Type (Required or Elective)

Required

142
Specific Goals:
a. Course Learning Outcomes (CLOs)
At the completion of the course, each student should be able to:

1. Ability to identify and analyze potential Occupational Safety and Health hazards at
construction sites, and recommend associated preventive measures including the use of
personal protective equipment (ABET, e)
2. Demonstrate an understanding of construction accidents causation theories and
emergency aid required (ABET, f)
3. Demonstrate an understanding of Construction Safety Protections (ABET, f)
4. Exhibit a basic understanding of construction safety management systems (ABET, e)

b. Student Outcomes (SOs) Addressed by the Course

a b c d e f g h i j k

X X

Brief List of Topics to be covered:

List of Topics No. of Weeks Contact Hours
Introduction to Construction Safety 1 2
Hazards in the Construction Industry 4 8
Construction Accidents – Causation Theories & Emergency Aid 3 6
Construction Safety Protection 3 6
Construction Safety Management Systems 3 6

143
 Course Syllabus
Course Code Course Name Credits Contact Hours
CONEN 541 Design of Steel Structures 3 2L+2T

Instructor/Coordinator:
Name Professor Mostafa El-Shami

Email [email protected]

Textbook:
Steel Structures: Design and Behavior, Emphasizing Load and Resistance
Title
Factor Design, 5th Edition
Author/Year Salmon, C.G. and Johnson, J.E. , Harper College Publishers, New York, NY.
Minimum Design Loads for Buildings and Other Structures: Revisions of
Title
ASCE 7-95.
Author/Year American Society of Civil Engineers. Reston, VA ASCE 7-05. (2005).
Title International Building Code,
Author/Year International Code Council. Falls Church, VA.ICC (2000).

Supplemental Materials:
Reference Material
Specification for Structural Steel Buildings
Title

Author/Year AISC (2005), American Institute of Steel Construction, Chicago, IL.

Electronic Materials (e.g. Websites, Social Media, Blackboard, etc.)
Websites

Specific Course Information:

a. Brief Description of the Content of the Course (Catalog Description)
Principles of structural design; Type of steel sections; Properties of structural steel; Load
resistance factor design (LFRD) method, Design of tension members, design of simple bolted
and welded connections Design of compression members and capacity calculations; Design of
beams with and without lateral supports; Design of members under combined axial and bending
loads; Design of typical shear and moment connections.
b. Pre-requisites (P) or Co-requisites (C)
Analysis of Determinate Structures (CONEN-342)
c. Course Type (Required or Elective)
Required

144
Specific Goals:
a. Course Learning Outcomes (CLOs)
At the completion of the course, each student should be able to:

1. Familiarize with structural steel systems for commercial and industrial buildings.
(ABET, e)
2. Understand the analysis and behavior of steel elements (ABET, a)
3. Select the economic, safe and efficient structural system (ABET, a & c)
4. Design and detail industrial and commercial steel structures (ABET, c & e)
5. Choose the convenient structural system for certain applications (ABET c)
6. Make a complete design of contracting documents including design reports and
drawings (ABET, c & e)

b. Student Outcomes (SOs) Addressed by the Course

a b c d e f g h i j k

X X X

Brief List of Topics to be covered:

List of Topics No. of Weeks Contact Hours
Introduction 1 4
Tension members 3 12
Compression members 3 12
Bolted Connections 2 8
Welded Connection 1 4
Flexural Members 2 8
Combined Bending and Axial Load 2 8

145
 Course Syllabus
Course Code Course Name Credits Contact Hours
CONEN
Senior Design Project 2/4 4/8
521/522

Instructor/Coordinator:
Name All Faculty Member

Email [email protected]

Course Identification and General Information

1. Course title and code Senior Design Project

2. If course is taught in more than
one section indicate the section to NIL
which this report applies
3. Year and semester to which this
5th Year
report applies.
4. Location (if not on main campus) Main Campus

Specific Course Information:

a. Brief Description of the Content of the Course (Catalog Description)
1.Objectives:

The curriculum contains a mandatory ‘Graduation Project’, a capstone senior-level course that
must be completed under the supervision of a faculty member. The student and/or group of
students is/are required to undertake a graduating project that may have components of term
paper analysis, synthesis, design, evaluation, alternative solutions and cost estimating. A
comprehensive dissertation on the project work is required from the student and/or group of
students, who must present his/their work in front of an examining committee.
2. Coverage of Planned Program

Individual project work in a field of special interest under the supervision of a faculty member as
a requirement for the B.Sc. degree, culminating in a written report/thesis. The central goal of
which is a substantive paper or written report containing significant analysis and interpretation of
a previously approved topic. The graduation project is divided between two semesters.
Methodology is developed and pre-data are collected in the first semester. Experiment is run,
data is collected and analyzed, and conclusions are sought in the second semester.

b. Pre-requisites (P) or Co-requisites (C)

HUMN 402

c. Course Type (Required or Elective)

R

146
Specific Goals:
a. Course Learning Outcomes (CLOs)
Students completing this course will be able to:
1. An ability to design and conduct experiments, as well as to analyze and interpret data and to
apply experimental results to improve processes. [ ABET, b]
2. Performing design or solving problems using construction engineering knowledge, using
alternatives, if applicable and conduct economic study for the chosen alternatives, [ ABET, c]
3. Taking responsibility by fulfilling roles, sharing work equally and cooperating with
teammates, and contributing to the overall success of the project. [ ABET, d]
4. Problem statement being clearly defined; background is extremely well researched and
student can relate theoretical concepts to practical problem solving. [ ABET, e]
5. An understanding of professional and ethical responsibilities in construction engineering. [
ABET, f]
6. Project report being complete, well organized and error-free. Student presents information in
logical, interesting sequence which the Supervisor/evaluator can follow. [ ABET, g]
7. Students' showing willingness to learn new materials on their own and can identify what
needs to be learnt for a given situation. [ ABET, i]
8. The project and literature review clearly showing student’s knowledge of contemporary
issues through the use of current development and concepts.
[ ABET, j]
9. Problem being placed in appropriate social / political context; all issues considered. [ ABET,
h]
10. Solving engineering problems using software or tools. [ ABET, k]
b. Student Outcomes (SOs) Addressed by the Course
a b c d e f g h i j k

O O X X O X X X X X
X: Major Learning Outcome
O: Minor Learning Outcome

Brief List of Topics to be covered:

List of Area's Week # Contact Hours
Construction engineering and management 1 3
Structural analysis and design 3 9
Construction materials 3 9

147
 Course Syllabus

Course Code Course Name Credits Contact Hours

CONEN-573 Topics in Structural Analysis 3 3L

Instructor/Coordinator:
Name Sayed Mahmoud

Email [email protected]

Textbook:
Title Structural Analysis

Author/Year Russell C. Hibbeler, Prentice Hall; Latest Edition.

Supplemental Materials:
Reference Material
Title

Author/Year
Electronic Materials (e.g. Websites, Social Media, Blackboard, etc.)
http://www.amazon.com/Structural-Analysis-Edition-Russell-
Websites Hibbeler/dp/0133942848

Specific Course Information:

a. Brief Description of the Content of the Course (Catalog Description)
Analysis of Indeterminate structures using moment distribution and slope deflection methods;
Matrix structural analysis; Computer Applications to analyze beams, frames and trusses; Lateral
loads on high-rise buildings; Structural systems for high-rise buildings; International building
codes for lateral loads.

b. Pre-requisites (P) or Co-requisites (C)

Analysis of Indeterminate Structures. (CONEN-421)

c. Course Type (Required or Elective)

Elective

148
Specific Goals:
a. Course Learning Outcomes (CLOs)
At the completion of the course, each student should be able to:

1. Apply knowledge of mathematics, science and engineering principles that are

fundamental in calculating internal forces in structures due to external loads (ABET, a)
2. Identify the suitable structural systems for high-rise buildings. (ABET, e)
3. Determine the dimensions of concrete section of shear wall and core systems required to
prevent lateral loads using computer software. (ABET, c, k)
4. Analysis and design of high-rise building elements under the applied lateral loads
following the design code requirements using computer software. (ABET, c, k)

b. Student Outcomes (SOs) Addressed by the Course

a b c d e f g h i J k
X
O X X
X: Major Outcomes
O: Minor Outcomes

Brief List of Topics to be covered:

List of Topics No. of Weeks Contact Hours
Slope deflection method 2 6
Moment distribution method 3 9
Matrix analysis of structures (Trusses and beams) 4 12
Lateral loads on high-rise buildings 1 3
Structural systems for high-rise buildings 2 6
International building codes for lateral loads 2 6

149
 Course Syllabus

Course Code Course Name Credits Contact Hours

Topics in Foundation
CONEN 593 3 2L+2T
Engineering

Instructor/Coordinator:
Name Dr. Zaheer Kazmi

Email [email protected]

Textbook:

Title Principles of Foundation Engineering, 7th Edition, CL-Engineering

Author/Year Das, B.M. / 2011

Supplemental Materials:
Reference Material
Building Code Requirements for Structural Concrete (ACI 318-08 and
Title
Commentary)
Author/Year American Concrete Institute, Farmington Hills, Michigan.
Electronic Materials (e.g. Websites, Social Media, Blackboard, etc.)

Websites

Specific Course Information:

a. Brief Description of the Content of the Course (Catalog Description)
Principles of foundation analysis: total stress analysis versus effective stress analysis, undrained and drained
soil parameters. Shallow foundations: combined footings, raft foundations and floating foundations. Deep
foundations: axially and laterally loaded piles, pile groups. Other considerations: rock socketed piles, negative
skin friction and effect of soil movements on piles. Static and dynamic pile load test
b. Pre-requisites (P) or Co-requisites (C)

c. Course Type (Required or Elective)

Elective

150
Specific Goals:
a. Course Learning Outcomes (CLOS)
At the completion of the course, each student should be able to:
1. Apply knowledge of mathematics, science and engineering principles for the analysis and
design of shallow and deep foundations (ABET, a)
2. Geotechnical and structural design of shallow and deep foundations against different
loading and soil conditions. (ABET, c)
3. Design and application of soil stabilization strategies. (ABET, c)
4. Understand limitations and uncertainties in geotechnical design, and solution of the practical
problems. (ABET, e)

b. Student Outcomes (SOs) Addressed by the Course

a b c d e f g h i j k

X X X

Brief List of Topics to be covered:

List of Topics Week # Contact Hours
Introduction to foundation engineering and its importance,
classification of foundation types, bearing capacity, site 2 6
exploration
Design of shallow foundations; isolated footing, combined
2 6
footing, strap footing, mat foundation
Design of deep foundations, pile capacity and settlement 4 12
Soil and pile interaction, Static and dynamic pile load tests 3 9
Lateral earth pressure and design of retaining walls 2 6
Soil improvement, foundations on reinforced soils, design
consideration 3 9

151
 Course Syllabus

Course Code Course Name Credits Contact Hours

Topics in Construction
CONEN 523 3 3L
Management

Instructor/Coordinator:
Name Dr. Mahmoud Sodangi

Email [email protected]

Textbook:
Modern Construction Management, 7th Ed. Wiley-Blackwell, ISBN:
Title
978-0-470-67217-4
Author/Year Harris, F. and McCaffer, R. / 2013

Supplemental Materials:
Reference Material
Construction Management: Emerging Trends & Technologies, 1st Ed
Title
ISBN10: 1-4283-0518-1
Author/Year Williams, Trefor / 2010
Electronic Materials (e.g. Websites, Social Media, Blackboard, etc.)

Websites

Specific Course Information:

a. Brief Description of the Content of the Course (Catalog Description)
Risk management; Client and contractor firm organizations; Build- Operate and Transfer
(BOT); Safety in construction projects; Conflict resolution in construction; Project life cycle cost
and method statement; FIDIC and law.

b. Pre-requisites (P) or Co-requisites (C)

NONE (approval of student's advisor is required before selection)

c. Course Type (Required or Elective)

Elective

152
Specific Goals:
a. Course Learning Outcomes (CLOs)
1. Demonstrate knowledge of managing construction projects (ABET, k)
2. Ability to identify project performance with respect to budgets and schedules (ABET, e)
3. Demonstrate an ability to apply the knowledge of TQM in all project phases (ABET, f)
4. Ability to reduce project time with minimal increase in crashing costs (ABET, e)
5. Demonstrate an understanding of Fast tracking projects to reduce duration (ABET, k)
6. Demonstrate an understanding of risk management for construction projects (ABET, f)

b. Student Outcomes (SOs) Addressed by the Course

a b c d e f g h i j k

X X X

Brief List of Topics to be covered:

List of Topics No. of Weeks Contact Hours
Managing Construction Projects 2 6
Monitoring & Control of Construction Projects 3 9
Total Quality Management (TQM) in Construction 2 6
Project Time Reduction 3 9
Construction Fast Tracking 1 3
Risk Management in Construction 3 9

153
 Course Syllabus

Course Code Course Name Credits Contact Hours

Topics in Concrete
CONEN 583 3 3L
Structures

Instructor/Coordinator:
Name Dr. Sayed Mahmoud

Email [email protected]

Textbook:
Structural Concrete- Theory and Design”, 5thEdition, John Wiley,
Title http://eu.wiley.com/WileyCDA/WileyTitle/productCd-1118131347,subjectCd-
CE06.html
Author/Year Hasson, M. N. and Al-Manseer, A. / 2012

Supplemental Materials:
Reference Material
Building Code Requirements for Structural Concrete (ACI 318-14 and
Title
Commentary)
Author/Year American Concrete Institute, Farmington Hills, Michigan.
Electronic Materials (e.g. Websites, Social Media, Blackboard, etc.)

Websites

Specific Course Information:

a. Brief Description of the Content of the Course (Catalog Description)
Analysis and design of reinforced concrete elements subjected to flexural, shear, and axial loads.
Analysis of stresses and deformations and their relation to codes and specifications.

b. Pre-requisites (P) or Co-requisites (C)

Passing all up to junior

c. Course Type (Required or Elective)

Elective

154
Specific Goals:
a. Course Learning Outcomes (CLOs)
At the completion of the course, each student should be able to:
1. Calculate internal forces in structures due to external loads (ABET, e)
2. Analyze concrete members and identify critical sections (ABET, e)
3. Determine the dimensions of concrete section, the amount of reinforcement required for
flexural and examine if concrete sections and members meet the code requirements (flat
slabs, ribbed slabs and two-way hollow blocks slabs and stairs). (ABET, c)
4. Analyze and design concrete members in shear, determine the amount of shear
reinforcement (ABET, c)
5. Analysis and design of short and long columns and construction of the full P-M diagram
for columns using computer software (ABET, c, k)
6. Create straining actions acting on the structural elements in terms of moment, shear and
normal force diagrams using computer software as well as design such structural
elements. (ABET, k)
b. Student Outcomes (SOs) Addressed by the Course
a b c d e f g h i j k

X X X

Brief List of Topics to be covered:

List of Topics Week # Contact Hours
Design of short columns under combined axial and bending 2 6
Design of long columns under combined axial and bending 2 6
Analysis and design of Reinforced Concrete flat slabs 2 6
Analysis and design of Reinforced Concrete hollow blocks slabs 2 6
(one-way)
Analysis and design of Reinforced Concrete hollow blocks slabs 2 6
(two-way)
Analysis and design of Reinforced Concrete stairs 2 6
Computer applications 1 3

155
 Course Syllabus
Course Code Course Name Credits Contact Hours
Topics in Construction
CONEN 534 3 3L
Engineering

Instructor/Coordinator:
Name Dr. Walid Al-Kutti

Email [email protected]

Textbook:
o Understanding Quality Assurance in Construction, A practical
Title guide to ISO 9000 for contractors.
o Testing of Concrete in Structures, 4th Edition
1-H.W.Chung/ 2010
Author/Year
2- P. Jhon Bungey, Stephen Millard and Michael Grantham / 2006

Supplemental Materials:
Reference Material
Title

Author/Year
Electronic Materials (e.g. Websites, Social Media, Blackboard, etc.)

Websites

Specific Course Information:

a. Brief Description of the Content of the Course (Catalog Description)
Quality Control in construction engineering Introduction, major problems in concrete structures
due to lack of quality. Documentation of quality system. quality system documents; Document
layout and format; Writing the quality manual; Writing the quality procedures Case study :
Using Non-destructive quality tests of concrete structures: types of tests, Surface hardness
methods, Ultrasonic pulse velocity, combined method, Pull-off test, Durability test, moisture
measurements, Rapid Chloride permeability.
b. Pre-requisites (P) or Co-requisites (C)
CONEN 332Concrete Materials

c. Course Type (Required or Elective)

Elective

156
Specific Goals:
a. Course learning Outcomes (CLOs)
1. Knowledge and understanding the Quality and quality assurance, major problems in
concrete structures, (ABET, a)
2. Knowledge of establishing a quality system. (ABET, j)
3. Ability to effectively develop Quality manual using ISO 9001 including quality
procedures. (ABET, h)
4. Ability to use ISO inspection quality for materials and conduction quality inspection test
using NDT and ability to use numerical and statistical methods to analyze and developing
empirical formulas based on experimental data. (ABET, b)
b. Student Outcomes Addressed by the Course
a b c d e f G h i j k

X X X X

Brief List of Topics to be covered:

List of Topics No. of Weeks Contact Hours
Topic 1: Quality Control in construction engineering
Introduction, major problems in concrete structures due to 2 6
lack of quality.
Topic 2: Documentation of quality system 3 9
Topic 3: Writing quality system documents; Document
layout and format; Writing the quality manual; Writing the 5 15
quality procedures
Topic 4: Case study: Using Non-destructive quality tests
of concrete structures: types of tests, Surface hardness
methods, Ultrasonic pulse velocity, combined method,
3 3
Pull-off test, Durability test, moisture measurements, Rapid
Chloride permeability test. Absorption test, half-cell
corrosion tests.
Topic 5: ISO 9001 Quality procedures 2 6

157
 Course Syllabus
Course Code Course Name Credits Contact Hours
Topics in Steel
CONEN 504 3 3L
Structures

Instructor/Coordinator:
Name Dr. Walid Al-Kutti

Email [email protected]

Textbook:

Steel Structures: Design and Behavior, Emphasizing Load and Resistance

Title
Factor Design, 5th Edition, Harper College Publishers, New York, NY

Author/Year Salmon, C.G. and Johnson, J.E.

Supplemental Materials:
Reference Material
1.Minimum Design Loads for Buildings and Other Structures: Revisions of
Title
ANSI/ASCE 7-95. American Society of Civil Engineers.
1. ASCE 7-05. (2005)
Author/Year
2. AASHTO
Electronic Materials (e.g. Websites, Social Media, Blackboard, etc.)

Websites

Specific Course Information:

a. Brief Description of the Content of the Course (Catalog Description)
This elective address some or all of the following topics: Theories of ultimate behavior of metal
structural members with emphasis on buckling and stability of members and frames; lateral-
torsional buckling, combined bending and axial loading; design of connections. Beams with
cover plates and composite sections.
b. Pre-requisites (P) or Co-requisites (C)
Analysis of Determinate Structures, CONEN-342

c. Course Type (Required or Elective)

Elective

158
Specific Goals:
a. Course Learning Outcomes (CLOs)
Students completing this course will be able to:
1. Familiarize with structural steel systems for commercial and industrial buildings. (ABET, e)
2. Understand the analysis and behavior of steel elements (ABET, a)
3. Select the economic, safe and efficient structural system (ABET, a & c)
4. Design and detail industrial and commercial steel structures (ABET, c & e)
5. Choose the convenient structural system for certain applications (ABET, c)
6. Make a complete design of contracting documents including design reports and drawings
(ABET, c & e)

b. Student Outcomes (SOs) Addressed by the Course

a b c d e f g h i j k

✓ ✓ ✓

Brief List of Topics to be covered:

List of Topics Week # Contact Hours
Introduction: Principals of Structural Design, Steel as a material;
3 9
Important Properties, Tension, Compression, beams.
Truss analysis and design using computer applications 2 6
Design of girders; design of beam-column with lateral torsional
5 15
buckling
Beams with cover plates and composite sections. 1 3
Design of connections 2 6
Composite sections 2 6

159
APPENDIX B – FACULTY VITAE

160
 FACULTY VITAE
General Information:
Name Nationality Photo

Walid Abubaker Salem Al-Kutti Yemeni

Education:
Degree Discipline Institution Year
Bachelor of Science in Civil
Bachelors Cairo University, Egypt 1998
Engineering
Master of Science in Civil King Fahd University of Petroleum and
Masters 2005
Engineering Minerals, Dhahran, Saudi Arabia
Doctor of Engineering in King Fahd University of Petroleum and
Ph.D. 2011
Civil Engineering Minerals, Dhahran, Saudi Arabia
Academic Experience:
Institution Rank/Title Period FT/PT
Imam Abdulrahman Bin Faisal University, Assistant Sep/2011-
FT
KSA Professor to present
King Fahd University of Petroleum and Dec 2005 –
Lecturer FT
Minerals, Dhahran June 2011
Graduate Mar 1999 - Jan
Aden University, Aden, Yemen FT
Assistant 2003
Non-academic Experience:
Company/Entity Position Period FT/PT
Prefab Building Factory (PBF), Aden, Yemen Structural Engineer 1998-2003 PT
Abdulbari Qasem School, Aden, Yemen Teacher 1991-1992 FT

Current Membership in Professional Organizations:

▪ Member, American Concrete Institute, ACI-SA.
▪ Member, American Society of Civil Engineers, ASCE.
▪ Member, NACE International

Honors and Awards:

Service Activities (within and outside the institution):

• Work responsibilities included teaching undergraduate students in the academic year 2011-
2012 the following courses:
CONEN 541: Design of Steel Structures, CONEN 534: Topics in Construction
Engineering, CONEN 521: Senior Design Project, CONEN 583: Design of Concrete
Structures II, CONEN 421 Analysis of Indeterminate Structures.

161
Important Publications and Presentations from the Past Five Years:

1. Nabil M. Al-Akhras, Walid A. Al-Kutti, Abdulaziz Aljaber, (2015)" The Flexural

Behavior of Corroded and Repaired RC Beams with the additional of SF and GGBFS",
Cement and Concrete Composites, submitted.
2. Walid A. Al-Kutti, Nabil M. Al-Akhras, (2015)" Effect of SF and GGBFS on the
Durability of Partially-Damaged Concrete ", Construction and Building Materials, under
review.
3. Walid A. Al-Kutti, (2014)”Drucker-Prager Plasticity Parameters in Steel Confined
Concrete Sections Subjected to Compression”, Submitted to International Journal of
Solids and Structures.
4. Walid A. Al-Kutti, Shazali, M.A., Rahman, M.K., Baluch, M. H, (2014)" Enhancement
in Chloride Diffusivity due to Flexural Damage in Reinforced Concrete Beams", ASCE
Journal of Materials in Civil Engineering, 26(4):658-667.
5. Yasser E. Ibrahim, Nabil Al-Akhras, Walid A. Al-Kutti, (2014) " Destructive and
Nondestructive Testing on Silica Fume Concrete", Advanced Materials Research, Vols.
919-921: 1890-1893.
6. Rahman, M.K., Al-Kutti, W.A., Shazali, M.A., Baluch, M.H.,(2012) “Simulation of
Chloride Migration in Damaged Self Compacting Concrete”, ASCE Journal of Materials
in Civil Engineering, 24(7), cited (8).
7. Baluch, M. H, Rahman, M.K., Shazali, M.A., Walid A. Al-Kutti, (2011), “Shrinkage
stresses in concrete using a new material parameter”, Proceedings of the ICE -
Construction Materials ,Volume 164, Issue 4, cited (1).
8. Al-Amoudi, O.S.B., Walid A. Al-Kutti, Shamsad Ahmad, and Mohammad Maslehuddin,
(2009), “Correlation between compressive strength and certain durability indices of
plain and blended cement concretes", Cement and Concrete Composites, Vol. 31, Issue 9,
pp. 672-676. ), cited (16).

9. Ahmad, Shamsad, Al-Kutti, W.A., Al-Amoudi, O.S.B., and Maslehuddin, M., (2008)
“Compliance Criteria for Quality Concrete,” Construction and Building Materials, Vol. 22,
Issue 6, pp. 1029-1039, cited (2).

10. Ahmad, Shamsad, Al-Kutti, W.A., Al-Amoudi, O.S.B., and Maslehuddin, M., (2008)
“Correlation between Depth of Water Penetration, Chloride Permeability and Chloride
Diffusion in Plain, Silica Fume and Fly Ash Cement Concretes” ASTM Journal of Testing
and Evaluation, Vol. 36, No. 2, pp. 136-139, cited (3).

Most Recent Professional Development Activities:

1. 8th International Conference on Fracture Mechanics of Concrete and Concrete
Structures FraMCoS-8, Toledo, Spain , pp. 1877-1883.
2. Accepted paper for the 2nd International Engineering Mechanics and Materials
Specialty Conference, Ottawa, Canada.
3. Long Abstract accepted for presentation in 2nd International Conference on Marine
environment Damage to Coastal and Historical Structures MEDACHS10, La Rochelle
University, France.

162
 FACULTY VITAE
General Information:
Name Nationality Photo

Dr. Sayed Mahmoud Egyptian

Education:
Degree Discipline Institution Year
Bachelor of Science in Civil
Bachelors Helwan University - Egypt 1995
Engineering
Masters Master of Science in Civil Engineering Assuit University - Egypt 2002
Hirosaki University -
Ph.D. Degree Doctor of Engineering 2009
Japan
Academic Experience:
Institution Rank/Title Period FT/PT
Imam Abdulrahman Bin Faisal University, Assistant 24/09/2013-
FT
KSA Professor to present
Assistant 01/09/2011 –
King Abdulaziz University, KSA FT
Professor 31/08 2013
Faculty of Engineering LTH, Lund University, Research 22/08/2010-
FT
Sweden fellow 01/02/2011
Faculty of Engineering at Mataria, Helwan Assistant 25/10/2009-
FT
University (Permanent Job) Professor to present
Graduate School of Science and Technology, 01/04/2006-
Ph.D. Scholar FT
Hirosaki University, Japan. 24/03/2009
Graduate School of Science and Technology, Research 13/11/2005-
FT
Hirosaki University, Japan. student 31/03/2006
Faculty of Engineering at Mataria, Helwan Teaching 23/03/1996 -
FT
University (Permanent Job) Assistant 12/11/2005
Non-academic Experience:
Company/Entity Position Period FT/PT
EGYPTIAN CONSULTING OFFICE Structural Engineer 2009-2010 PT
HORIZON FOR CONSULTING Structural Engineer PT
2001-2005
ENGINEERING
TALAAT_EMAM Consulting Office Structural Engineer 1996-2000 PT

Current Membership in Professional Organizations:

▪ The Egyptian Syndicate of Engineers.
▪ The Egyptian Society for Earthquake Engineering.
▪ Earthquake Engineering Research Institute (EERI) membership

Honors and Awards:

163
 ▪ Awarded the scholarship from Egyptian Ministry of Higher Education to study doctoral
degree at Hirosaki University, Japan (November 2005 to March 2009).
▪ Awarded the Certificate of Excellence from The Embassy of Egypt in Japan for the
distinguished presentation of research achievements in an easy and comprehensible way
during the First Egypt-Japan International Symposium on Science and Technology,
EJISST2008, Tokyo, Japan, 2008.
▪ Awarded a postdoctoral research fellowship at Lund University, Sweden, 2010.
▪ Awarded a postdoctoral research fellowship for foreign researchers from Japan Society
for the Promotion of Sciences (JSPS) to study at Hokkaido University, Earthquake and
Bridge engineering Lab.
▪ Awarded the Certificate for best scientific researches published in an International
Journal from the Association of Arab Universities (AARU).
▪ Travel Support award for Young Researchers to attend the 9th International Conference
on Urban Earthquake Engineering (9th CUEE) for sufficiently outstanding paper 2012.
Service Activities (within and outside the institution):
▪ Member, ABET Accreditation and Attaining SLOs committee, Department Of
Construction Engineering, IAU, 17 February, 2016 – till date
▪ Member, Academic affairs Committee, College of Eng. IAU. Jan, 2014 – till date
▪ Member, Strategic Planning Committee, College of Eng. IAU. Sep., 2015 – till date
Important Publications and Presentations from the Past Five Years:
▪ Mahmoud S., Dynamic Response of adjacent Buildings under Explosive Loads, The
Arabian Journal for Science and Engineering, 2016, DOI 10.1007/s13369-016-2086-6.
▪ El-Shami M. and Mahmoud S., Structural behavior of window laminated glass plies
using new interlayer materials, Journal of King Saud University Engineering Sciences,
(2015), http://dx.doi.org/10.1016/j.jksues.2015.11.003
▪ Mahmoud S. “Blast loads induced response and the associated damage of buildings
considering SSI” Earthquake and Structures, 7(3) (2014) pp 349-365.
▪ Moustafa A. Mahmoud S. Damage assessment of adjacent buildings under earthquake
loads, Engineering Structures, 61(C) (2014) pp 153-165.
▪ Mahmoud S. Gutub S., Earthquake induced pounding-involved response of base-isolated
buildings incorporating soil flexibility, Advances in Structural Engineering, 16(12)
(2013) pp 71-90.
▪ Mahmoud S., Abdel Hameed A., and Jankowski R. “Earthquake-Induced Pounding
between equal height Multi-Storey Buildings Considering Soil-Structure Interaction”
Bulletin of Earthquake Engineering, DOI 10.1007/s10518-012-9411-6
▪ Mahmoud S., Austrell PE., and Jankowski R. “Simulation of the response of base-
isolated buildings under earthquake excitations considering soil-structure interaction”
Earthquake Engineering and Engineering Vibration, 11(3) (2012) pp 359-374.
Most Recent Professional Development Activities:
▪ International Conference on Civil Engineering and Environmental Engineering, Tokyo,
Japan, February, 2-3, 2015.
▪ 13th World Conference on Seismic Isolation, Energy Dissipation and Active Vibration
Control of Structures, Sendai, Japan, September 24-27, 2013.
▪ 10th International Conference on Urban Earthquake Engineering, Tokyo, Japan, March
01-02, 2013.

164
 FACULTY VITAE
General Information:
Name Nationality Photo

Dr. Ahmed F. Salman Egyptian

Education:
Degree Discipline Institution Year
Bachelor of Science in Civil Faculty of Engineering, Zagazig
Bachelors University, Egypt 1986
Engineering
Master of Science in Civil &
Masters Zagazig University, Egypt 1994
construction Engineering
Doctor of philosophy in
Purdue University USA & Zagazig
Ph.D. Construction Engineering & 2003
University, Egypt in joint Scholarship
Management

Academic Experience:
Institution Rank/Title Period
Imam Abdulrahman Bin Faisal 15/09/2008-
Assistant Professor
University, KSA till date
01/10/2003 –
Zagazig University, Egypt Assistant Professor
till date
Purdue University, USA. Ph.D. Candidate 2000-2002

Zagazig University, Egypt Lecturer 1994- 1999

Zagazig University, Egypt Administrator 1989-1993

Non-academic Experience:
Company/Entity Position Period
Construction, Aton Company for Trading & Site Engineer
Contracting, Cairo, Egypt. 1986-1987

Construction Site Engineer, Egyptian Army Forces, Site Engineer

Sharkia, Egypt. 1987-1988

Salman Office for design and consulting Structural Designer

1989 - date
and Supervisor

165
Current Membership in Professional Organizations:
▪ Member, Egyptian Engineering Syndicate
▪ Member, Egyptian Engineering Management Institute.
Service Activities (within and outside the institution):
▪ Member, program initiating committee for Construction Engineering Department,
College of Engineering, IAU, 2008
▪ Post Graduate Students’ Committee, Department of Construction Engineering, IAU, 2013
– till date
▪ Member, Department Advisory Committee, Department of Construction Engineering,
IAU, 2015 – till date
▪ Member, Department Recruiting Committee, Department of Construction Engineering,
IAU, 2008 – till date
▪ Academic Supervisor on MSc. Thesis for Student Taha Mahmoud (College of
Engineering, University of Suez Canal, Egypt)
Important Publications and Presentations from the Past Five Years:

▪ A.F. Salman “Assessment of Design Change Sub-Factors Using AHP Relative

Importance for Construction Projects in KSA” International Journal of Information and
Decision Sciences, Inderscience publishers, under press.
▪ Sodangi, M., Salman, A.F., and Shaawat, M.E.A. (2016). Exploring the Challenges in
Utilization of BIM in Maintenance Management of Mosques. Proceedings of the First
International Conference on Mosque Architecture (pp.31 - 48), Saudi Arabia: IAU.
▪ Sodangi, M., Salman, A.F., and Saleem, M. (under review). Building Information
Modeling - Awareness and Readiness across Subcontracting Sector of Saudi Arabian
Construction Industry. Arabian Journal for Science and Engineering – Springer
▪ Khalid F. Al-Azemi, Ran Bhamra & Ahmed F. M. Salman, “Risk management
framework for build, operate and transfer (BOT) projects in Kuwait”, Journal of Civil
Engineering and Management, Taylor & Francis, Vol.20, ISSN 1392-3730, March 2014,
http://dx.doi.org/10.3846/13923730.2013.802706
▪ Salman A.F., Skibniewski M., Basha I., “BOT Viability Model for Large Scale
Infrastructure Projects” Journal of Construction Engineering & Management, Vol.133,
No. 1, ASCE, January 2007.
▪ Yasser E. Ibrahim, Ahmed F. Salman, Mohamed A. Brawany and Isam M. Abdel-
Magid. “Motivation and Persistence in Engineering Education: A Case study at King
Faisal University, Dammam Campus, KSA”, International Engineering Education
Conference, Madinah, Kingdom of Saudi Arabia, 16-19 May 2009, pp. 272-281.
▪ Salman A.F, Yasser E. I, El-Shami M. M., Osman S. and Hariri A. S., “Developing of
Specifications and Academic Curriculum in Construction Engineering, A case study in
IAU, KSA” International Journal of Engineering Education Vol. 27, No. 2, 2011, pp. 1–
9.
▪ Co-Pi in IAU funded project titled “subcontractors’ awareness and preparedness for
implementing Building Information Modeling (BIM) in their construction projects”
Funded by IAU for two years with budget SR 185065.00…. ID #2014124, Submitted.

166
 FACULTY VITAE
General Information:
Name Nationality Photo

Dr. Zaheer Abbas Kazmi Pakistani

Education:
Degree Discipline Institution Year
Bachelor of Science in Civil University of Engineering & Technology
Bachelors 2006
Engineering (UET) Lahore – Pakistan
Master of Science in Civil
Masters University of Tokyo – Japan 2009
Engineering
Doctor of Engineering in
Ph.D. University of Tokyo – Japan 2013
Civil Engineering
Academic Experience:
Institution Rank/Title Period FT/PT
Imam Abdulrahman Bin Faisal University, Assistant 13/10/2014-
FT
KSA Professor to present
COMSATS Institute of Information Tech., Assistant 01/10/2013 –
FT
Pakistan Professor 30/09 2014
Graduate School of Engineering, University 01/10/2010-
Ph.D. Scholar FT
of Tokyo, Japan. 30/10/2013
Graduate School of Engineering, University Research 01/10/2007-
FT
of Tokyo, Japan. Assistant 30/10/2009
Non-academic Experience:
Company/Entity Position Period FT/PT
National Engineering Services Pakistan Pvt. Ltd. Senior Design FT
2009-2013
(NESPAK) Engineer
National Engineering Services Pakistan Pvt. Ltd. Junior Design FT
2006-2009
(NESPAK) Engineer
Engineer/Coordinator Dec. 2005- FT
Mobilink, Pakistan
April 2006

Current Membership in Professional Organizations:

▪ Pakistan Engineering Council (PEC).
▪ Japanese Society of Civil Engineering (JSCE).
Honors and Awards:
▪ Awarded by Excellent Paper and Presentation Award in the First International
Symposium on Earthquake Engineering, Tokyo, Japan (8-10 November, 2012)
▪ Awarded by best paper for the year 2012 in “Soils and Foundations” by Japan
Geotechnical Society
▪ Awarded by Japanese Government Scholarship (MEXT) for Ph.D. in Civil Engineering
at University of Tokyo, Japan (Oct. 2010 to Sep. 2013)

167
 ▪ Awarded by Asian Development Bank (ADB) Scholarship for M.Sc. in Civil Engineering
at University of Tokyo, Japan (Oct. 2007 to Sep. 2009).
▪ Gold Medalist in B.Sc. Civil Engineering for best performance in Structural Engineering
and holding the top position.
▪ Merit scholarship holder during B.Sc. Civil Engineering for all four years
Service Activities (within and outside the institution):
▪ Chairman, ABET Accreditation and Attaining SLOs committee, Department of
Construction Engineering, IAU, 17 February, 2016 – till date
▪ Member and Department representative, ABET Accreditation Technical Committee,
College of Engineering, IAU, 24 November, 2015 – till date
▪ Member, University Education Improvement Committee, College of Eng. IAU Jan, 2014
– till date
▪ Member, Strategic Planning Committee, College of Eng. IAU Sep., 2015 – till date
Important Publications and Presentations from the Past Five Years:
▪ Z. A. Kazmi, K. Konagai and T. Ikeda (2014); “Field Measurements and Numerical
Simulation of Debris Flows from Dolomite Slops Destabilized during the 2005 Kashmir
Earthquake”; Journal of Earthquake Engineering, 18(3), pp 364-388.
▪ Z. A. Kazmi and K. Konagai (2014); “Triggering Mechanism of Earthquake Induced
Landslides”; Book Chapter No. 35, Landslide Science for a Safer Geo-Environment, Vol.
3, K. Sassa (ed.), DOI 10.1007/978-3-319-04996-0_35, Springer International Publishing
(2014)
▪ Z. A. Kazmi, K. Konagai, H. Sekiguchi and T. Fujita (2013); “Extracting Earthquake
Induced Lagrangian Ground Displacement and their Implication for Source Inversion
Analysis”; Soil Dynamics and Earthquake Engineering, 48(2013), pp 198-208.
▪ Z. A. Kazmi, K. Konagai, H. Kyokawa and C. Tetik (2012); “Surface Rupture of the
Normal Seismic Faults and Slope Failures appeared in April 11th, 2011 Fukushima-
Prefecture Hamadoori Earthquake”; JSCE Journal of Earthquake Engineering, 68(4), pp.
I_1285 – I_1292.
▪ Kazuo Konagai, Z. A. Kazmi and Yu Zhao (2012). Extracting Earthquake Induced
Coherent Soil Mass Movements”, Book Chapter, Earthquake Research and Analysis -
New Frontiers in Seismology, Dr Sebastiano D'Amico (Ed.), ISBN: 978-953-307-840-3,
InTech, DOI: 10.5772/30822.
▪ T. Kiyota, K. Konagai, A. Sattar, Z. A. Kazmi, D. Okuno, T. Ikeda (2011); “Breaching
failure of a huge landslide dam formed by 2005 Kashmir earthquake”; Soils and
Foundations, Vol. 51 No. 6 pp. 1181-1192.
Most Recent Professional Development Activities:
▪ Workshop on “The pursuit of Excellence in mentoring in higher education”, Imam
Abdulrahman Bin Faisal University, Saudi Arabia, March 08, 2016
▪ 10th International Conference on Urban Earthquake Engineering, Tokyo, Japan, March,
1-2, 2013.
▪ JAEE First International Symposium on Earthquake Engineering, Tokyo, Japan,
November 08-10, 2012.
▪ 15th World Conference on Earthquake Engineering, Lisbon, Portugal, September 24-28,
2012.

168
 FACULTY VITAE
General Information:
Name Nationality Photo

Dr. Mahmoud Sodangi Nigerian

Education:
Degree Discipline Institution Year
Ahmadu Bello University
Bachelors Bachelor of Science in Quantity Surveying 2004
Zaria, Nigeria
Master of Science in Construction Contract Universiti Teknologi
Masters 2009
Management Malaysia
University Teknologi
Ph.D. Doctor of Philosophy in Civil Engineering 2012
PETRONAS Malaysia

Academic Experience:
Institution Rank/Title Period FT/PT
Imam Abdulrahman Bin Faisal 25/09/2013-
Assistant Professor FT
University, KSA till date
University Teknologi 24/02/2013 –
Post-Doc / Lecturer FT
PETRONAS, Malaysia 02/08 2013
University Teknologi 01/09/2012-
Research Officer / Lecturer FT
PETRONAS, Malaysia 22/02/2013
University Teknologi Graduate Researcher / 21/07/2009-
FT
PETRONAS, Malaysia Teaching Assistant 31/08/2012

Non-academic Experience:
Company/Entity Position Period FT/PT
Site Manager
(Responsibilities include overseeing
Banu Salihu Construction,
operations, and ensuring that work is 2006-2008 PT
Kaduna, Nigeria
done safely, on time, within budget
and to the right quality standards)

Certification or Professional Registrations:

▪ Malaysian Association of Facility Management, 2012 to date.

Honors and Awards:

▪ UTP Graduate Assistantship Scheme (Doctoral Scholarship Award) from Universiti
Teknologi PETRONAS Malaysia, from July 2009 – July 2012.
▪ Winner of the Best Research Paper Award for Paper at International Conference of Civil
Offshore & Environmental Engineering, Kuala Lumpur, Malaysia on June 14th, 2012.
▪ Recipient of SR200,000 research grant as Principal Investigator from IAU, in 2014.

169
 ▪ Recipient of RM180,000 research grant as Co-Principal Investigator from Petroliam
Nasional Berhad (PETRONAS) Malaysia in Collaboration with Universiti Teknologi
PETRONAS (UTP) Malaysia and Offshore Research Centre, UTP in 2012.
▪ Recipient of RM100,000 research grant as Principal Investigator from Universiti
Teknologi PETRONAS (UTP) Malaysia in 2010
Service Activities (within and outside the institution):
▪ Editorial Board Member, Journal of Journal of Applied Sciences and Environmental
Sustainability
▪ Coordinator of Students’ Senior Design Project, Department of Construction
Engineering, College of Engineering, IAU, Saudi Arabia, September 2013 – present
▪ Coordinator of Students’ Industrial Summer Training Program, Department of
Construction Engineering, College of Engineering, IAU, Saudi Arabia, September 2013 –
present
▪ Key Member, Quality & Accreditation Committee, Construction Engineering
Department, IAU, October 2013 to date
▪ Key Member, College of Engineering Quality & Accreditation Committee, IAU, October
2013 to date

Important Publications and Presentations from the Past Five Years:

▪ Sodangi M., Khamidi, M. F., Idrus, A. Olanrewaju, A. A. (2015). Development of
Maintenance Cost Prediction Model for Heritage Buildings, Jurnal Teknologi, 74:2, 51-
57.
▪ Sodangi, M., Khamidi, M. F., Idrus, A., Hammad, D. B., Umar, A. A. (2014). Best
Practice Criteria for Sustainable Maintenance Management of Heritage Buildings in
Malaysia. Procedia Engineering, Vol. 77 Pp. 11-19
▪ Otairu, A., Umar, A.A., Zawawi, N. A. A., Sodangi, M. and Hammad, D. B. (2014).
Slow adoption of PPP in developing countries: Survey of Nigerian Construction
professionals. Procedia Engineering, Vol. 77, pp. 188-195
▪ Hammad, D. B., Shafiq, N., Nuruddin, M. F., and Sodangi, M. (2014). Criticality
Analysis of Defects in Civil Engineering Structures: Case of Onshore Process Plant.
Procedia Engineering, Vol. 77, pp. 53-60 .
▪ Sodangi, M., Khamidi, M.F., and Idrus, A. (2013). Maintenance Management Challenges
for Heritage Buildings used as Royal Museums in Malaysia. Journal of Applied Sciences
and Environmental Sustainability. Vol. 1 (1): pp. 23-28.

Most Recent Professional Development Activities:

▪ Workshop on “The pursuit of Excellence in mentoring in higher education”, IAU, Saudi
Arabia, March 8, 2016.
▪ Workshop on "Questioning Strategies and Leading Discussion in Classroom" IAU,
February 9, 2016.
▪ Workshop on ABET Accreditation: "Assessment of Engineering & Computer Science
Programs from ABET Perspective", IAU, November 22-26, 2015

170
 FACULTY VITAE
General Information:
Name Nationality Photo

Mostafa Morsi El-Shami Egyptian

Education:
Degree Discipline Institution Year
Bachelor of Science in Civil Menoufia University- Egypt
Bachelors 1989
Engineering
Master of Science in Civil Menoufia University- Egypt
Masters 1992
Engineering
Doctor of Engineering in Civil Texas Tech University-USA / Menoufia
Ph.D. 1998
Engineering University-Egypt
Academic Experience:
Institution Rank/Title Period FT/PT
Imam Abdulrahman Bin Faisal Aug 2012-
Professor FT
University, KSA to present
Imam Abdulrahman Bin Faisal Aug. 2009 –
Associate Professor and Head
University, KSA July 2011.
University of Nizwa, Sultanate Aug. 2011 -
Professor and Head FT
of Oman Aug. 2012
Sept. 2007 –
Texas Tech University, USA Instructor May 2009. FT

Oct. 2001 - Dec.

Visiting Assistant Professor /
Texas Tech University, USA 2004. PT
Instructor
Visiting Research Scientist Oct. 2000 -
Texas Tech University, USA PT
(Post-Doctoral Fellow) Sept. 2001.

Current Membership in Professional Organizations:

▪ Egyptian Society of Civil Engineers, Egypt
▪ American Society of Civil Engineers ASCE, USA
▪ Structural Engineering Institute SEI, USA
▪ American Association of University Professors – Texas Tech Chapter, USA

Honors and Awards:

▪ Best research paper of session, American Society of Civil Engineers, ASCE-Texas,
spring meeting 2008, Corpus Christy, Texas, USA.
▪ Best research paper of session, American Society of Civil Engineers, ASCE-Texas, fall
meeting 2008, Dallas, Texas, USA.

171
Service Activities (within and outside the institution):
▪ Chairman, ABET Accreditationand Attaining SLOs committee, Department of
Construction Engineering, IAU, 17 February, 2016 – till date
▪ Member and Department representative, ABET Accreditation Technical Committee,
College of Engineering, IAU, 24November, 2015 – till date
▪ Member, University Education Improvement Committee, College of Eng. IAU Jan, 2014
– till date
▪ Member, Strategic Planning Committee, College of Eng. IAU Sep., 2015 – till date
Important Publications and Presentations from the Past Five Years:

• El-Shami, M.M., and Mahmoud, S. “Effect of Floor Opening on the Capacity of

Compose Space Trusses,” Journal of King Saud University - Engineering Sciences –
Elsevier (2016), doi: http://dx.doi.org/10.1016/j.jksues.2016.03.002
• El-Shami, M.M., and Mahmoud, S. “Behavior of Window Laminated Glass Plies using
New Interlayer Materials,” Journal of King Saud University - Engineering Sciences –
Elsevier (2015), doi: 10.1016/j.jksues.2015.11.003
• Elshafey, A. A., Mohamed, M., El-Shami, M.M. and Kandil, K.A.” Strengthening of
Concrete Beams Using FRP Composites,” Concrete Research Letters, CRL, Vol. 5, No.
1, pp. 740-759, March 2014.
• Mohamed, M., Elshafey, A. A., El-Shami, M.M. and Kandil, K.A.” Strengthening of
Concrete Beams in Shear,” Concrete Research Letters, CRL, Vol. 4, No. 4, pp. 668-683,
Dec. 2013.
• El-Shami, M.M., Norville, S., and Ibrahim, Y.E. “Stress Analysis of Laminated Glass
with different Interlayer Materials,” Alexandria Engineering Journal (AEJ), Elsevier.
Vol. 51, No. 1, pp. 61-67, 2012.
• Ibrahim, Y., and El-Shami, M. “Fragility Curves for Mid-Rise Reinforced Concrete
Frames in Low-Seismicity Areas,” IES Journal Part A: Civil and Structural Engineering,
Taylor & Francis, Vol. 4, No. 4, pp. 213-223, 2011.
• El-Shami, M.M., Kandil, K.A. “Analysis of Folded Glass Plates Curtain Walls,” IES
Journal Part A: Civil and Structural Engineering, Taylor & Francis, Vol. 4, No. 2, pp.
69-78, 2011.
• El-Shami, M.M., Norville, H.S. “Finite Element Modeling of Architectural Laminated
Glass,” IES Journal Part A: Civil and Structural Engineering, Taylor & Francis, Vol. 4,
No. 2, pp. 8-16, February 2011.
• El-Shami, M.M., Ibrahim, Y.E., and Shuaib, M. “Structural Behavior of Architectural
Glass Plates,” Alexandria Engineering Journal (AEJ), Elsevier Vol. 49, No. 4, pp. 339-
348, 2010.
• Charles D. Newhouse, C.D., Bole, S.A., Burkett, W.R., Nash, P. T., and El-Shami,
M.M., “Study of Elastomeric Bearings for Superelevated U-Beam Bridges,” Research
Report 0-5834-1, Multidisciplinary Research in Transpiration in Cooperation with the
Texas Department of Transportation and the Federal Highway Administration, Texas
Tech University, Lubbock, TX, USA, January 2010.

172
 FACULTY VITAE
General Information:
Name Nationality Photo

Dr. A. B. M. Saiful Islam Bangladeshi

Education:
Degree Discipline Institution Year
Bachelor of Science in Civil Bangladesh University of Engineering
Bachelors 2001
Engineering & Technology (BUET)
Master of Science in Civil & Bangladesh University of Engineering
Masters 2009
Structural Engineering & Technology (BUET)
Doctor of philosophy in Structural
Ph.D. University of Malaya (UM) 2013
Engineering

Academic Experience:
Institution Rank/Title Period FT/PT
Imam Abdulrahman Bin Faisal University, 27/01/2016-
Assistant Professor FT
KSA till date
01/04/2014 –
University of Malaya, Malaysia HIR Post-Doc FT
14/12 2015
Tutor cum Research 29/7/2010-
University of Malaya, Malaysia FT
Assistant 31/03/2014
Coordinator, 01/01/2008-
Bhola Polytechnic Institute, Bangladesh FT
Industrial Training 14/06/2010
30/04/2007-
Bhola Polytechnic Institute, Bangladesh HOD FT
31/05/2009
18/08/2006-
Bhola Polytechnic Institute, Bangladesh HOD FT
16/11/2006
21/12/2005 -
Bhola Polytechnic Institute, Bangladesh Lecturer FT
14/06/2010
Bangladesh University of Engineering & 26/04/2003-
Graduate Researcher PT
Technology (BUET), Bangladesh 15/12/2005

Non-academic Experience:
Company/Entity Position Period FT/PT
Mahe Building Design & Consultants, Consultant Engineer PT
2005-2016
Bangladesh
Design Corner & Associates, Bangladesh Consultant Engineer 2003-2016 PT
Uttara Holdings Ltd., Bangladesh Consultant 2008-2015 PT
Crystal Land and Housing Ltd., Bangladesh Consultant 2008-2011 PT
KB Huq & Company, Bangladesh Consultant 2005-2010 PT
Cosmo Erecting System, Bangladesh Consultant 2006-2007 PT
Turn Developer, Bangladesh Consultant 2004-2007 PT

173
 01/09/2004 -
Shamoli Tower Complex Ltd., Bangladesh Structural Engineer FT
30/11/2005
M. Shahidul Islam & Consultants (MSIC), 01/02/2002 -
Structural Engineer FT
Bangladesh 21/08/2004
Certification or Professional Registrations:
▪ Institution of Engineering and Technology (IET), UK, 2015 – till date.
▪ American Society of civil Engineers (ASCE), USA, 2011 – till date.
Current Membership in Professional Organizations:
▪ Member, American Concrete Institute (ACI), USA, 2014 – till date.
▪ Member, Structural Engineering Institute (SEI), USA, 2014 – till date.
▪ Member, Institution of Engineers Bangladesh (IEB), Bangladesh, 2002 – till date.
Honors and Awards:
▪ HIR Bright Sparks, University of Malaya, Kuala Lumpur, Malaysia, 2015
▪ University of Malaya Excellence award in completion of Ph.D., University of Malaya,
Kuala Lumpur, Malaysia, 2014
▪ Graduate Research Assistantship Scheme (GRAS) in Ph.D. program, University of
Malaya, Kuala Lumpur, Malaysia, 01 August 2010 – 31 July 2013
▪ University scholarships at Bangladesh University of Engineering and Technology
(BUET), Bangladesh (1996-2001)
▪ Jessore Board Scholarship by Ministry of Education, Bangladesh (1996-2001)
▪ Jessore Education Board Scholarship by Ministry of Education, Bangladesh (1993-1994)
▪ Junior Scholarship by Ministry of Education, Bangladesh (1990-1992)
▪ Primary Scholarship by Ministry of Education, Bangladesh (1987-1989)
Service Activities (within and outside the institution):
▪ Member, ABET Accreditation and Attaining SLOs committee, Department Of
Construction Engineering, IAU, 17 February, 2016 – till date
▪ Chairman, Construction and Quality Management Committee, Bhola Polytechnic
Institute, Bangladesh, 15 June, 2007- 30 June, 2008
▪ Head, Consultancy & Testing Services, Bhola Polytechnic Institute, Bangladesh, 01 July,
2007- 30 June, 2010
▪ Research collaboration with University of Malaya, Universiti Brunei Darussalam,
Bangladesh University of Engineering and Technology, Universiti Teknologi
PETRONAS, University of Bahrain, King Saud University, Saudi Arabia, 2009 – present
▪ Editor-in-Chief, "Research Journal of Applied Sciences, Engineering and Technology
(RJASET), 2015– till date
▪ Regional Editor, "International Journal of information and Communication Technology
(IJICT), 2015– till date
▪ Editor, "Advances in Water Science and Technology (AWST), 2015– till date
Important Publications and Presentations from the Past Five Years:
▪ Islam, A. B. M. S., Soeb, M. R., & Jumaat, M. Z. (2016). Floating spar platform as an
ultra-deep water structure in oil and gas exploration. Ships and Offshore Structures.
DOI:10.1080/17445302.2015.1112179.
▪ Hosen, M., Jumaat, M., Alengaram, U., Islam, A. B. M. S., & bin Hashim, H. (2016).
Near Surface Mounted Composites for Flexural Strengthening of Reinforced Concrete
Beams. Polymers, 8(3), 67.

174
 ▪ Hosen, M. A., Jumaat, M. Z., Islam, A. B. M. S., Darain, K. M.& Rahman, M. M. (2016).
Flexural Performance of Reinforced Concrete Beams Strengthened by a New Side Near-
Surface Mounted Technique Using Carbon Fibre-Reinforced Polymer Bars: Experimental
and Analytical Investigation. Science of Advanced Materials, 8(4), 726-740.
▪ Islam, A. B. M. S., Jumaat, M. Z., and Hussain, R. R. (2015). Incorporation preference
for rubber-steel bearing isolation in existing eminent building structure. Computers and
Concrete. 16(4), 503-529.
▪ Islam, A. B. M. S., Jumaat, M. Z., and Ahmmad, R. (2015). Retrofitting of vulnerable RC
structures by base isolation technique. Earthquakes and Structures. 9(3), 603-623.
▪ Hosen M. A., Jumaat M. Z. & Islam A. B. M. S. (2015). Inclusion of CFRP-Epoxy
composite for End Anchorage in NSM-Epoxy Strengthened Beams. Advances in
Materials Science and Engineering. Vol. 2015, Article ID 812797, 10 pages.
▪ Hosen M. A., Jumaat M. Z. & Islam A. B. M. S. (2015). Innovative Side-Near-Surface-
Mounted (SNSM) Technique for Flexural Enhancement of RC Beams. Materials &
Design. 83, 587-597.
▪ Jumaat, M.Z., Alengaram, U.J., Ahmmad, R., & Islam, A.B.M.S. (2015). Characteristics
of palm oil clinker as replacement for oil palm shell in lightweight concrete subjected to
elevated temperature. Construction and Building Materials. 101, 942-951.
Most Recent Professional Development Activities:
▪ Workshop on “The pursuit of Excellence in mentoring in higher education”, IAU, Saudi
Arabia, 08 March 2016.
▪ Workshop on “Questioning strategies and leading discussion in classroom”, IAU, Saudi
Arabia, 09 February 2016.
▪ Workshop on “Protocol for higher degree research (HDR):- technical skills, essential
research software and benchmarks mindsets and habits of PhD candidates” Centre for
Innovative Construction Technology (CICT), University of Malaya, Kuala Lumpur,
Malaysia, 29 December 2014.
▪ Workshop on “Fracture Analysis of Debonding Mechanism for FRP Plates” CICT,
University of Malaya, Kuala Lumpur, Malaysia, 15 September 2014.
▪ Workshop on “Material properties necessary for strengthening” CICT, University of
Malaya, Kuala Lumpur, Malaysia, 11 August 2014.
▪ Workshop on ‘Moment-Rotation theory (Theoretical and experimental analysis)’. CICT,
University of Malaya, Kuala Lumpur, Malaysia, 19~23 March 2012.

175
 FACULTY VITAE
General Information:
Name Nationality Photo

Dr. Muhammad SALEEM Pakistani

Education:
Degree Discipline Institution Year
Bachelor of Science in Civil University of Engineering and Technology,
Bachelors 2006
Engineering Lahore, Pakistan
Master of Science in Civil University of Engineering and Technology,
Masters 2008
Engineering Lahore, Pakistan
Ph.D. Degree Doctor of Engineering Yokohama National University - Japan 2011
Academic Experience:
Institution Rank/Title Period FT/PT
Imam Abdulrahman Bin Faisal University, Assistant 27/08/2013-
FT
KSA Professor to present
University of Engineering and Technology, Assistant 31/12/2011 –
FT
Lahore, Pakistan Professor 27/08/2013
University of Engineering and Technology, 05/02/2006-
Lecturer FT
Lahore, Pakistan 31/12/2011
Non-academic Experience:
Company/Entity Position Period FT/PT
2006-2008
CONSULTING OFFICE Project Manager PT
2011-2013

Current Membership in Professional Organizations:

▪ Professional PhD Engineer, Pakistan Engineering Council (PEC)
▪ Member Japanese Society of Civil Engineers (JSCE)
▪ Member Asia-Pacific Chemical, Biological& Environmental Engineering Society
Honors and Awards:
▪ Winner of Best Performance and Achievement Award 2014-2015 at the College of
Engineering, IAU, Kingdom of Saudi Arabia.
▪ Chairman – Quality and Academic Accreditation Unit at the College of Engineering,
IAU, Kingdom of Saudi Arabia 2014-2015.
▪ Best Paper Award at the 3rd International Conference on Civil Engineering (ICCEN
2014) Mauritius, November 29-30, 2014 for the paper "Pre-construction Durability Index
for Reinforced Concrete Structure".
▪ Higher Education Commission (HEC) of Pakistan’s Approved PhD Adviser/Supervisor.
▪ Awarded Japanese Government Scholarship (MEXT) for PhD at Yokohama National
University from October 2008 to September 2011.

176
 ▪ International Reviewer for International Journal of Civil Engineering, Springer, Impact
Factor 0.468, 2016.
▪ International Editorial Board Member and Reviewer for Civil Engineering and
Architecture, Horizon Research Publications USA, 2014-2017.
▪ International Editorial Board Member for International Journal of Concrete Technology,
Research India Publications, 2014.
▪ International Editorial Board Member for Journal of Civil and Structural Engineering,
Integrated Publication Association USA, 2014.
▪ International Editorial Board member for Scientific Research Publishing, China (Civil
Engineering), 2014.
▪ International Editorial Board member for Wyno Academic Journal Engineering &
Technology Research, USA.
▪ Winner of Bronze Medal for Highest Marks in Metric from School 1999.
▪ Scholarship Winner for M.Sc. Structural Engineering from UET Lahore & Stood 1st in
M.Sc. 2008.
▪ Scholarship Winner from Government College University (GCU) for F.Sc. Pre-
Engineering 2001.
▪ Deputy Director of Earthquake Engineering Laboratory, Civil Engineering Department
U.E.T Lahore, 2011-Till Date
▪ Deputy Director of Strength of Materials Testing Laboratory Civil Engineering
Department U.E.T Lahore, 2007-2008
▪ Perfect Attendance Award Received from Crescent Model Higher Secondary School.
Service Activities (within and outside the institution):
▪ Member, ABET Accreditation and Attaining SLOs committee, Department Of Basic
Engineering, IAU, 17 February, 2016 – till date
▪ Coordinator of Committee for New Program Development in the CoE, IAU.
▪ Coordinator of Community Development Unit at the CoE, IAU.
▪ Member, Strategic Planning Committee, College of Eng. IAU Sep., 2015 – till date
Important Publications and Presentations from the Past Five Years:
▪ M. Saleem, W. Al-Kutti, N. Al-Akhras & H. Haider.: “Non-Destructive Testing Method
to Evaluate the Load Carrying Capacity of Concrete Anchors”, ASCE-Journal of
Construction Engineering and Management, Vol. 142, No. 5, May 2016. Impact Factor
2014 – 0.867. DOI: 10.1061/(ASCE)CO.1943-7862.0001105
▪ M. Saleem & M. Nasir.: “Bond Evaluation of Concrete Bolts Subjected to Impact
Loading”, ASCE-Journal of Materials and Structures, 2015 (in print). DOI:
10.1617/s11527-015-0745-9
▪ M. Saleem.: “Cyclic Pull-out Push-in Shear-Lag Model for Post-Installed Anchor Infill
Assembly”, Arabian Journal of Science & Technology, Volume 39, Issue 12, pp. 8537-
8547, December 2014, Springer, DOI 10.1007/s13369-014-1423-x.
▪ M. Saleem, A.U. Qazi., A. Hameed & M. Aun Bashir.: “A multi-layer parallel crack
extension model for deformational response of post-installed anchor”, KSCE JOURNAL
OF CIVIL ENGINEERING, Vol. 17, No. 5, pg. 908-920, July 2013. Springer DOI
10.1007/s12205-013-0014-9.

177
 FACULTY VITAE
General Information:
Name Nationality Photo

Dr. Ahmad Ali Salah Canadian

Education:
Degree Discipline Institution Year
Bachelor of Civil Engineering – Lebanese University – Faculty of
Bachelors 2003
Public Works Engineering I, Tripoli, Lebanon
Master of Science in Building
Concordia University, Montreal,
Masters Engineering – Construction 2012
Canada
Management
Doctor in Building Engineering – Concordia University, Montreal,
Ph.D. 2015
Construction Management Canada
Academic Experience:
Institution Rank/Title Period FT/PT
Imam Abdulrahman Bin Faisal
Assistant Professor 01/04/2017 to present FT
University, KSA
University of Alberta, Edmonton, Post-Doctoral 01/10/2016 –
FT
Canada Fellow 30/03/ 2017
Concordia University, Montreal
Ph.D. Scholar 01/05/2012-30/08/2015 FT
Canada
Concordia University, Montreal Teaching and
01/05/2010-30/04/2012 FT
Canada Research Assistant
Non-academic Experience:
Company/Entity Position Period FT/PT
Purdue University Research Consultant 2016-2017 PT
Zamil Industrial, Dhaka, Bangladesh Area Manager 2007-2009 FT
Zamil Industrial, Dammam, KSA Projects Engineer 2005-2007 FT
Al Faraa'a Group, Dubai, UAE Project Engineer 2004 - 2005 FT
Ghalayini Consultancy and Design Office Design Engineer 2003-2004 FT

Current Membership in Professional Organizations:

▪ Lebanese Order of Engineers.
▪ Canadian Society of Civil Engineers (CSCE)
▪ American Society of Civil Engineers (ASCE)
Honors and Awards:
▪ Concordia Accelerator Award for Ph.D. (2015) in building Engineering, Concordia
University, Montreal, Canada
▪ Research Fellowship Award for M.Sc. (2010-2012) in Building Engineering, Concordia
University, Montreal, Canada.

178
 ▪ Research and Fellowship Award for Ph.D. (2012-2015) in Building Engineering,
Concordia University.
Service Activities (within and outside the institution):
▪ Member of Departmental quality and accreditation Committee, College of Engineering,
IAU, 01 April 2017 – till date
▪ Member of Academic Development Committee (ADC), College of Engineering, IAU, 01
June 2017 – till date
▪ Head of Academic Programs Development Unit, College of Engineering, IAU, 01 June
2017 – till date
▪ Head of Academic Programs Development Unit, College of Engineering, IAU, 04 June
2017 – till date
▪ Member of Concordia University Alumni Association, Montreal, Canada
▪ Reviewer in Journal of Engineering Construction and Architecture Management, Emerald
▪ Reviewer in Journal of Construction Engineering and Management, ASCE
Important Publications and Presentations from the Past Five Years (2013-2017):
▪ A. Salah, A. Salem, and O. Moselhi, " Automated Fuzzy Set-Based System for
Monitoring the Effects of Productivity Variation on Earthmoving Projects," International
Journal of Innovation, Management and Technology vol. 8, no. 2, pp. 85-89, 2017.
▪ T. Salama, A. Salah, O. Moselhi, and M. Al-Hussein " Near optimum selection of module
configuration for efficient modular construction," Automation in Construction, In Press
▪ A. Salem, A. Salah, M. Ibrahim, and O. Moselhi, " Study of Factors Influencing
Productivity of Hauling Equipment in Earthmoving Projects using Fuzzy Set Theory,"
International Journal of Innovation, Manag. and Tech. vol. 8, no. 2, pp. 151-154, 2017
▪ T. Salama, A. Salah, and O. Moselhi, " Configuration of Hybrid Modular Construction
for Residential Buildings," International Journal of Innovation, Management and
Technology vol. 8, no. 2, pp. 106-112, 2017.
▪ A. Salah, O. Moselhi, " Risk identification and assessment for engineering procurement
construction management projects using fuzzy set theory", Canadian Journal of Civil
Engineering, Vol. 43, no. 5, pp. 429-442, 2016
▪ A. Salah, O. Moselhi, "Contingency modelling for construction projects using fuzzy-set
theory", Journal of Engineering, Construction and Architectural Management, Vol. 22,
no. 2, pp. 214-241, 2015
▪ T. Salama, A. Salah, and O. Moselhi, " Alternative scheduling and planning processes for
hybrid offsite construction " 33rd International Symposium on Automation and Robotics
in Construction (ISARC), pp. 165-173, Auburn, Alabama, U.S.A.,2016, July 18th – 21st
▪ A. Salah, O. Moselhi, "Risk Monitoring and Control in Construction Projects," AACE
International (AACEI) Transactions, Las Vegas, U.S.A., 2015, June 28th – July 1st
▪ A. Salah & O. Moselhi, " Estimating Post- and Pre-mitigation Contingency in
Construction," WIT Transactions on Information and Communication (2014), Risk
Analysis IX, Wessex Institute, pp. 251-261, New Forest, UK, 2014, June 4th – 6th
Most Recent Professional Development Activities:
▪ Program for "Leadership and University Success", Concordia University, Canada 2015
▪ Workshop in "Value Engineering Training" Zamil Industrial, Saudi Arabia, 2007
FACULTY VITAE

179
General Information:
Name Nationality Photo

Dr. Mohamed Elsharawy Canadian

Education:
Degree Discipline Institution Year
Doctor of Engineering in Civil
Ph.D. Concordia University - Canada 2014
Engineering
Master of Science in Structural
Masters Mansoura University - Egypt 2005
Engineering
Bachelor of Science in Civil
Bachelors Mansoura University - Egypt 2000
Engineering
Academic Experience:
Institution Rank/Title Period FT/PT
Imam Abdulrahman Bin Faisal University, 01/04/2017-
Assistant Professor FT
KSA to present
Faculty of Engineering and Computer
01/05/2014 –
Science, Concordia University, Montreal, Postdoctoral Fellow FT
30/01/ 2015
Canada
Faculty of Engineering and Computer
Research and 01/01/2008-
Science, Concordia University, Montreal, FT
Teaching Assistant 30/04/2014
Canada
Faculty of Engineering, Mansoura 01/09/2001 -
Assistant Lecturer
University, Mansoura, Egypt 31/12/2007
Non-academic Experience:
Company/Entity Position Period FT/PT
Senior Structural
SOH Wind Engineering, Vermont, USA. 2016-2017 FT
Engineer
Graitec Inc, Montreal, Qc, Canada Structural Engineer 2015-2016 FT
Dec. 2000-
Consulting Engineering Companies, Egypt Design Engineer PT
April 2007

Current Membership in Professional Organizations:

▪ Member of the Natural Hazards Engineering Research Infrastructure (NHERI), User
Forum Committee and Facility scheduling committees, Notional Science Foundation
(NSF), since Feb.2017
▪ Registered Professional Engineers Ontario, Canada, since Feb. 2016
▪ Member of the Canadian Society of Civil Engineers (CSCE), since 2011
▪ Member of the American Society of Civil Engineers (ASCE), since 2011
▪ Member of Engineering Syndicate of Egypt, since 2001.
Honors and Awards:
▪ Postdoctoral Fellowship Award, awarded by Concordia University, (2014).
▪ Outstanding PhD research, Concordia University, (2014).

180
 ▪ Best Paper Competition Award, Canadian Society of Civil Engineering, (2013).
▪ Concordia Doctoral Thesis Accelerator Award (5000 $CAD), (2012).
▪ Awarded Graduate Fellowship Award, Concordia university (3500 $CAD), (2010).
▪ Received International Tuition Fee Remission Award Concordia University, (2009).
▪ AVTAR Pall Graduate Award in Earthquake Engineering, Concordia University
(2008)
Service Activities (within the institution):
▪ Member and Department representative, ABET Accreditation Technical Committee,
College of Engineering, IAU, 13 April 2017 – till date
▪ Member, Academic Development Committee, College of Eng. IAU May, 2017 – till date
▪ Member, Development of Academic Programs Unit, College of Eng. IAU May, 2017 –
till date
Journal Publications:
▪ Elsharawy, M., Galal, K., and Stathopoulos, T. (2015). Torsional and shear wind loads on
flat-roofed buildings. Journal of Engineering Structures, Elsevier, 84, 313-324.
▪ Elsharawy, M., Galal, K., and Stathopoulos, T. (2014). Comparison of wind tunnel
measurements with NBCC 2010 wind-induced torsion provisions for low- and medium-
rise buildings. Canadian Journal of Civil Engineering, 41(5), 409-420.
▪ Elsharawy, M., Galal, K., and Stathopoulos, T. (2014). Design wind loads including
torsion for rectangular buildings with horizontal aspect ratio of 1.6. Journal of Structural
Engineering, ASCE, Note 140(4), 1-5.
▪ Stathopoulos, T., Elsharawy, M., and Galal, K. (2013). Wind load combinations
including torsion for rectangular medium-rise buildings. International Journal of High-
Rise Buildings, 2(3), 1-11.
▪ Elsharawy, M., Stathopoulos, T., and Galal, K. (2012). Wind-induced torsional loads on
low buildings. J. of Wind Engg. and Industrial Aerodynamics, Elsevier, 104-106, 40-48.
Selected Conference publications:
▪ Horn, A., Elsharawy, M., Hansen, S. (2017). Effects of Traffic on Aerodynamic
Performance of Long-Span Cable Supported Bridges. Structures Engineering Congress,
ASCE, Denver, USA.
▪ Elsharawy, M., Stathopoulos, T., and Galal, K. (2016). Comprehensive study of wind-
induced torsional loads on low- and medium-rise buildings. Canadian Society of Civil
Engineering, London, Ontario, Canada
▪ Elsharawy, M., Stathopoulos, T. and Zhang, Z. (2015). Effect of low-rise building shape
on wind-induced torsion and shear forces, the 14th International Conference on Wind
Engineering (ICWE 14), June 21-26, Porto Alegre, Parazil.
▪ Alrawashdeh, H., Elsharawy, M., and Stathopoulos, T. (2014). Wind pressures on large
flat roof edges and corners. Engineering Mechanics Institute Conference (EMI 2014),
August 5-8, McMaster University, Hamilton, Ontario, Canada (oral presentation).
▪ Elsharawy, M., Galal, K and Stathopoulos, T., (2013). Comparison of wind tunnel results
with Canadian provisions for wind-induced torsion on low- and medium-rise buildings.

181
APPENDIX C – EQUIPMENT

Lab Name NON DESTRUCTIVE TESTING LABORATORY

Courses
Taught in ➢ Topics in Construction Engineering CONEN534
the Lab

- SCHMIDT Hammer (Manual and Digital)

- PUNDIT (Portable Ultrasonic Non - Destructive Indicating Tester)
- Rapid Chloride Permeability Test
- Moisture Meter (Aquameter)
Equipment - Rebar Detector
- Vaisala Structural Humidity Measurement Kit SHM40
- Corrosion of Reinforcement (COR MAP -II)
- Resipod (Resistivity Measurement)

• Nondestructive Testing, commonly known as NDT Testing, may

detect surface and sub-surface defects without damaging your
materials and components or affecting their operating performance
• Non Destructive Testing (NDT) covers a wide range of analysis
techniques used to assess the properties of a different material, in our
laboratory we mainly deal with concrete materials.
• Investigate the compressive strength of concrete by using Schmidt
Hammer which is one of the most commonly use NDT equipment.
Skills • Also by using PUNDIT we can check the crack width, path velocity
and path length of concrete material as well as its compressive
Acquired in strength.
the Lab • Rapid Chloride permeability equipment is a constructive tool which
helps to determine the penetration of chloride ion in concrete when the
structure is exposed to moist air.
• Moisture Meter as well as humidity measurement is helpful to
determine the dampness in building
• COR MAP - II is used to determine the corrosion in Reinforced
Concrete.
• Resipod determine the resistivity of concrete

182
Lab Name Geotechnical Engineering Lab
Courses ➢ Fundamentals of Soil Mechanics (CONEN 431)
Taught in
the Lab
- Speedy moisture Tester
- Sand Equivalent Apparatus
- Constant Head Permeability Apparatus
- Digital Triaxial Test Apparatus
- Automatic Soil Compactor
- CBR Test (California Bearing Ratio)
- Plate bearing test Apparatus
- Field Vane Shear Apparatus
- Consolidation Apparatus
- Aggregate Impact Value Apparatus
Equipment - Semi-Automatic Cone Penetrometer
- Los Angeles Abrasion Machine
- Asphalt Centrifuge Extractors
- Digital CBR and Marshall test machine
- Bending Beam Rheometer
- Thin-Film Oven apparatus
- Gyratory Compactor
- Roller Compactor
- Wheel Tracking Machine

• Acquire the technical skills needed to properly collect soil samples,

both disturbed and undisturbed samples.
• Learn to determine moisture content of a soil sample.
• Carry out sieve analysis in accordance with ASTME standards.
Skills • Familiarity with the methods required to determine the Atterberg’s
Acquired in limits.
the Lab • Investigate the effects of Soil compaction.
• Determine the Permeability of soil by constant head as falling head
permeability principles.
• Analysis of experimental results

183
Lab Name Computer Lab (Structural Engineering Software)
Courses ➢ Analysis of Determinate Structures (CONEN 342)
Taught in
the Lab
Equipment -
STAAD Pro is a comprehensive structural engineering software that addresses
all aspects of structural engineering which including

• Model development
Skills • Verification
• Analysis
Acquired in
• Design
the Lab • Review of results

It also includes advanced dynamic analysis and push over analysis for wind
load and earthquake load.

184
Lab Name Concrete and Strength of Materials Lab
Courses ➢ Concrete Materials – CONEN332
Taught in ➢ Strength of Materials – ENG 351
the Lab
- Universal Testing Machine (UTM)
- Concrete Compression and Flexural Testing Machine
- Mortar Compression and Flexural Testing Machine
- Mortar Tension and Flexural Testing Machine
- Concrete Mixers
- Mortar Mixers
- Vibration Table
- Curing Tanks
Equipment - Oven
- Sieve Shaker
- Vicat’s Apparatus
- Apparatus for Aggregate Absorption, Specific Gravity and Unit
Weight
- Set-up for measuring Rate of Water Absorption in Concrete
- Set-up for Accelerated Corrosion
- Concrete Saw Cutter
- Weighing Balances
Concrete and strength of materials laboratory is one of the major
laboratory tools used to evaluate concrete structure performance and
establish compliance for the quality of concrete. The main aim of this
laboratory is to increase the engineering skills capabilities in the
Kingdom of Saudi Arabia towards improving the Engineering Practices
in Construction Engineering industry.

The objective of this lab is to:

1. To prepare the students to effectively link theory with practice and
application and to demonstrate background of the theoretical
Skills aspects.
Acquired in 2. To prepare the students to generate data using experiments and
the Lab analyze by using computer software.
3. To allow the students to have hands on experiments and to have
exposure to equipment and machines.
4. To prepare the students to solve problems related to their course
work including design elements and improve their communication
skills through report presentation.
5. To emphasize the knowledge and application of safety regulations.

The experimental skills acquired in the lab are as follows:

1. Mechanical Mixing of Hydraulic Cement Pastes & Mortars, as per
ASTM C305.

185
2. Normal Consistency of Cement, as per ASTM C187.
3. Time of Setting of Cement, as per ASTM C191.
4. Mortar Compressive Strength, as per ASTM C109.
5. Flexural Strength of Hydraulic Cement Mortar, as per ASTM C348.
6. Tensile Strength of Hydraulic Cement Mortars, as per ASTM C190
& CRD260.
7. Curing Methods for Cement Mortar and Concrete, as per ASTM
C511.
8. Density, Relative Density (Specific Gravity), and Absorption of
Fine Aggregate, as per ASTM C128.
9. Density, Relative Density (Specific Gravity), and Absorption of
Coarse Aggregate, as per ASTM C127.
10. Bulk Density (“Unit Weight”) and Voids in Aggregate, as per
ASTM C29.
11. Sieve Analysis of Fine and Coarse Aggregates, as per ASTM C136.
12. Standard Practice for Making & Curing Concrete Specimens in Lab,
as per ASTM C192.
13. Slump Test, as per ASTM C143.
14. Compressive Strength of Cylindrical Concrete Specimens, as per
ASTM C39.
15. Compressive Strength of Cubical Concrete Specimens, as per BS
1881-116
16. Splitting Tensile Strength of Cylindrical Concrete, as per ASTM
C496.
17. Flexural Strength of Concrete, as per ASTM C78.
18. Tension Testing of Metallic Materials, as per E8E8M .

186
APPENDIX D – INSTITUTIONAL SUMMARY

1. The Institution

Imam Abdulrahman Bin Faisal University

P. O. Box 1982, Dammam 31441, Kingdom of Saudi Arabia.

Chief Executive Officer:

Dr. Abdullah M. Al-Rubaish

President, Imam Abdulrahman Bin Faisal University

Submitter of the Self-Study Report:

Dr. Ahmad Bin Abdullah Al-Kuwaiti

General Supervisor, Deanship of Quality and Academic Accreditation

Most recent accreditation:

The University is accredited by National Commission for Academic Assessment and

Accreditation, NCAAA, (http://www.ncaaa.org.sa/en/Pages/default.aspx) for the period
May 2015 - April 2022.

2. Type of Control

Imam Abdulrahman Bin Faisal University is a Saudi government-financed

institution. The university is a non-profit public university governed by the
policies of the Ministry of Education.
The highest authority for any matter is the University Council headed by the Minister
of Education. It is composed of:
• The University’s President
• The Vice Presidents
• The Secretary General of the Higher Education Council
• The college deans
Three persons with experience to be appointed by His Excellency the Minister of
Education for a three-year term.

187
3. Educational Unit

The educational unit is the College of Engineering. Within the college, there are four
academic departments with four academic programs, which are:
• Bachelor of Science in Construction Engineering (BSCE)
• Bachelor of Science in Environmental Engineering (BSEE)
• Bachelor of Science in Biomedical Engineering (BSBE)
• Bachelor of Science in Transportation and Traffic Engineering (BSTTE)

The administrative body of the colleges composed of:

Dr. Othman Al-Shamrani, Dean
Dr. Fahad Al-Amri, Vice Dean of Graduate Studies and Research
Dr. Ali Al-Qahtani, Vice Dean of Academic Affaires
Dr. Omar Aga, Vice Dean of Quality & Strategic Planning

The departments are headed by:

Dr. Walid Al-Kutti Construction Engineering Department
Dr. Nabeel Jarah Environmental Engineering Department
Dr. Abdul-Hakeem Al-Omari Biomedical Engineering Department
Dr. Sami Osman Khair Transportation and Traffic Engineering Department

The University’s framework is divided into a number of administrative units. The

President (http://www.uod.edu.sa/en/administration) directs 5 Vice Presidencies, 13
Deanships, 7 Directorates, 9 Centers, as follows:

Vice Presidencies
• Vice Presidency
• Vice Presidency for Academic Affairs
• Vice Presidency for Postgraduate Studies and Scientific Research
• Vice Presidency for Studies, Development and Community Service
• Vice Presidency for University Branches

Deanships
• Deanship of Admissions and Registration
• Deanship of Student Affairs
• Deanship of University Studies
• Deanship of Preparatory and Supporting Studies
• Deanship of Graduate Studies
• Deanship of Scientific Research
• Deanship of Faculty and Personnel Affairs
• Deanship of Library Affairs
• Deanship of Information and Communication Technology
• Deanship of E-learning and Distance Learning
• Deanship of Quality and Academic Accreditation
• Deanship of University Educational Development
• Deanship of Community Service and Sustainable Development

188
Centers
• Institute for Research and Medical Consultations (IRMC)
• Centre for Architectural Studies & Research
• University Counseling Center
• Center for Scientific Publications
• Documents Center
• Alumni and Career Development Center
• Office of Collaboration and Knowledge Exchange
• Office of Scientific and Academic Chairs
• Patents and Technology Transfer Office
•
Directorates
• Directorate for Public Relations and Media
• Directorate for Legal Affairs
• Directorate for the University Campus
• Follow up Directorate
• Directorate of the Office of the Financial Controller
• Directorate General of Procurement and Competitive Bidding
• Housing Directorate
The Construction Engineering Department, headed by Dr. Walid Al-Kutti, is located
inside the College of Engineering, under the Dean of College of Engineering, Dr.
Othman Subhi D. Al-Shamrani.

The College of Engineering is under the Vice Presidency of Academic Affairs directed by
Dr. Ghazi Abdulrahman Alotaibi, responding to the President Dr Abdullah M. Al
Rubaish.

189
 Presidency of Imam Abdulrahman Bin Faisal University
Dr. Abdullah M. Al Rubaish

Vice Presidency of Academic Affairs Other Vice Presidencies,

Dr. Ghazi Abdulrahman Al-Otaibi Deanships, Directorates, Centers

College of Engineering Other

Dr. Othman Subhi D. Al-Shamrani Colleges/Departments

Construction Engineering Department

Dr. Walid Al-Kutti Other Departments

Fig. 1: Brief organizational chart of the university

4. Academic Support Units

Name and Title of

Academic Support Unit the Individual
Responsible
Deanship of Preparatory Year and Supporting Studies
(Preparatory year courses administered by the Vice Deanship for Dr. Abdulaziz F. T.
the Engineering Track1 such as English, Information Technology, al-Fehaid
Design Studio, Basic Science (English), Physical Education, etc.)
Basic Science and Humanities Department2 of College of
Engineering (Basic Science Courses in math, physics, chemistry,
Dr. Abdullah
English language, geology, economics, computer science basics,
Manda
information technology and courses which help refine academic
skills)
Basic Engineering Department2 of College of Engineering (Basic
engineering courses in the fields of civil, electrical, mechanical and
chemical engineering, such as: Introduction to Engineering, Dr. Fahad G. Al-
Engineering Drawing, Statics, Dynamics, Fluid Mechanics, Amri
Thermodynamics, Material Science, Electric Circuits, Electronic
Devices, Digital Design, Technical Writing, etc.)
Construction Engineering Courses Dr. Walid Al-Kutti

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Links:
1. http://www.uod.edu.sa/en/administration/deanships/md-lsn-lthdyry-wldrst-
lmsnd/vice-deanships/the-vice-deanship-for-engineering-track
2. http://www.uod.edu.sa/en/colleges/college-of-engineering/departments

5. Non-academic Support Units

Name and Title of the

Non-Academic Support Unit
Individual Responsible
Deanship of Library Affairs Dr. Raid Bukhari
Deanship for Admissions and Registration Dr. Salih Alrashid
Deanship of Student Affairs Dr. Ali aldosary
Deanship of Information and Communication
Dr. Saad Alamri
Technology
Deanship of Scientific Research Dr. Naif Almasood
Deanship of University Educational Development Dr Omar Almumar
Deanship of Community Service and Sustainable
Dr. Najah Alqriawi
Development
Deanship of University Studies Dr. Dalal Altamımı
Dr. Abdulrahman
Deanship of Graduate Studies
Almohawis
University Counseling Center Dr. Abdulaziz Almotawi
Alumni and Career Development Center Dr Abdulrazaq Al-Qowt
Deanship of E-Learning and Distance Learning Dr. Salih Alrashid
University Housing for Faculty, Staff and Students Mr. Mohammad Alkhaldi
University Hospital – Including Dental Dr. Khalid Alotaibi
Recreation Facilities – Indoor/Outdoor/Stadium Mr. Abdulaziz Almansori
Cafeteria/Food Services Mr. Abdulaziz Almansori

6. Credit Unit

The academic year consists of two semesters, each of which lasts 15 weeks excluding the
examination period, which is an additional 2 to 2.5 weeks. The regular semesters are fall
and spring. The institution also offers a summer session which is 8 weeks long. Classes
in the summer session are extended (doubled) to compensate for the reduced semester
length. One semester credit is equivalent to one class hour per week for lecture-type
courses, or two laboratory hours and one tutorial hour per week for laboratory courses.
The total number of credit hours required for graduation in the College of Engineering is
166 credit hours (30 credits for Preparatory Year program + 136 credit hours in B.Sc
engineering degree program).

7. Tables

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Table D-1. Program Enrollment and Degree Data

Construction Engineering

Undergrad
Degrees Awarded
Enrollment Year

Total

Total
Grad
Academic
Year

1st 2nd 3rd 4th 5th Associates Bachelors Masters Doctorates

Current FT - - 25 26 30 81 ✓
2016
Year PT
1 FT - - 26 29 21 76 ✓
2015
PT
2 FT - - 29 22 40 91 ✓
2014
PT
3 FT - - 22 38 32 92 ✓
2013
PT
4 FT - - 38 30 23 91 ✓
2012
PT

Give official fall term enrollment figures (head count) for the current and preceding four academic years and undergraduate and
graduate degrees conferred during each of those years. The "current" year means the academic year preceding the on-site visit.

FT--full time
PT--part time

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Table D-2. Personnel

Construction Engineering

Year1: ___2017______

HEAD COUNT
FTE2
FT PT
Administrative2 1

Faculty (tenure-track)3 9
Other Faculty (excluding student
4
Assistants)
Student Teaching Assistants4 1

Technicians/Specialists 1

Office/Clerical Employees 1

Others5

Report data for the program being evaluated.

1. Data on this table should be for the fall term immediately preceding the
visit. Updated tables for the fall term when the ABET team is visiting are
to be prepared and presented to the team when they arrive.

2. Persons holding joint administrative/faculty positions or other combined

assignments should be allocated to each category according to the fraction
of the appointment assigned to that category.

3. For faculty members, 1 FTE equals what your institution defines as a full-
time load

4. For student teaching assistants, 1 FTE equals 20 hours per week of work
(or service). For undergraduate and graduate students, 1 FTE equals 15
semester credit-hours (or 24 quarter credit-hours) per term of
institutional course work, meaning all courses — science, humanities and
social sciences, etc.

5. Specify any other category considered appropriate, or leave blank.

193
APPENDIX E – SAMPLE RUBRICS

194
Table E-1 (a): Sample Evaluation Form for Management & Design Based Senior Design Project
Project Title: Students' Names, IDs & Grades
Criteria for Judging ABET Students’ Learning Outcomes Student Name Student Name Student Name
Quality Student ID Student ID Student ID
[e] - Ability to identify, formulate, and solve engineering
problems:
Problem statement is clearly defined; background is extremely well /10 /10 /10
researched and student can relate theoretical concepts to practical
problem solving
Project Quality (15) [j] - Knowledge of contemporary issues:
The project and literature review clearly shows student’s knowledge
of contemporary issues through the use of current development and /5 /5 /5
concepts. Problem placed in appropriate social / political context; all
issues considered.
[d] ability to function in teams:
Takes responsibility by fulfilling roles, share work equally and /5 /5 /5
Cooperate with teammates
[g] - Ability to communicate effectively:
Student presents information in logical, interesting sequence which
Presentation Quality (15) /5 /5 /5
audience can follow. Responses to examiners questions are
appropriate and well addressed
[k] - Ability to use the techniques, skills, and modern
engineering tools necessary for engineering practice: /5 /5 /5
Ability to solve engineering problems using software or tools
Report Quality (10) [i] recognition of the need for, and an ability to engage in life-
long learning: Shows willingness to learn new materials on his own /5 /5 /5
Can identify what needs to be learnt for a given situation
[k] - Ability to use the techniques, skills, and modern
engineering tools necessary for engineering practice: /5 /5 /5
Ability to solve engineering problems using software or tools
Design/Experiment/Case [c] - ability to design a system, case study, or process to meet
desired needs: Perform design or solve problems using construction
Study Quality (10) /5 /5 /5
engineering knowledge, using alternatives, if applicable and conduct
economic study for the chosen alternative
[h] - impact of engineering solutions in global, economic,
environmental, and societal context: Perform social & /5 /5 /5
environmental impact assessment, and economic studies.
TOTAL EARNED POINTS OUT OF 50 /50 /50 /50

Name of Jury/Supervisor: Signature: Date:

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 Table E-1 (b): Sample Evaluation Form for Experimental Senior Design Project
Project Title: Students' Names, IDs & Grades
Criteria for Judging ABET Students’ Learning Outcomes Student Name Student Name Student Name
Quality Student ID Student ID Student ID
[e] - Ability to identify, formulate, and solve engineering problems:
Problem statement is clearly defined; background is extremely well
researched and student can relate theoretical concepts to practical /10 /10 /10
problem solving
Project Quality (15) [j] - Knowledge of contemporary issues:
The project and literature review clearly shows student’s knowledge of
contemporary issues through the use of current development and /5 /5 /5
concepts. Problem placed in appropriate social / political context; all
issues considered.
[d] ability to function in teams:
Takes responsibility by fulfilling roles, share work equally and /5 /5 /5
Cooperate with teammates
[g] - Ability to communicate effectively:
Student presents information in logical, interesting sequence which
Presentation Quality (15) /5 /5 /5
audience can follow. Responses to examiners questions are
appropriate and well addressed
[k] - Ability to use the techniques, skills, and modern engineering
tools necessary for engineering practice: /5 /5 /5
Ability to solve engineering problems using software or tools
Report Quality (10) [i] recognition of the need for, and an ability to engage in life-long
learning: Shows willingness to learn new materials on his own /5 /5 /5
Can identify what needs to be learnt for a given situation
[k] - Ability to use the techniques, skills, and modern engineering
tools necessary for engineering practice: /5 /5 /5
Ability to solve engineering problems using software or tools
Design/Experiment/Case [b] - ability to design and conduct experiments as well as to
analyze and interpret data:
Study Quality
Identification of objectives, requirements and constraints, gathering /5 /5 /5
(10) and using relevant data and information, and using appropriate tools
to analyze data
[h] - impact of engineering solutions in global, economic,
environmental, and societal context: Perform social &
environmental impact assessment, and economic studies. /5 /5 /5

TOTAL EARNED POINTS OUT OF 50 /50 /50 /50

Name of Jury/Supervisor: Signature: Date:

196
 Table E-2: Sample rubrics for Summer Training Program
Student’s Name:
Student’s ID:
Name of Training Company:

Criteria for ABET Students’ Learning Outcomes Marks

Judging Quality Awarded
[f] Demonstrate understanding of professional and ethical responsibility:
Regular attendance to training engagements, meeting deadlines for completing assigned
/15
tasks, accepting responsibility, and recognizing students efforts and contribution during
training
[h] Demonstrate understanding of the impact of construction engineering solutions
in a global, economic, environmental, and societal context
Summer Understanding the immediate & long-term issues involving construction engineering /15
Training solutions on users and non-users locally and globally as well as understanding of the
Quality (60) economic factors on the application of the construction engineering solutions
[i] Recognition of the need for, and an ability to engage in life-long learning:
Shows willingness to learn new materials on his own and can identify what needs to be /15
learnt for a given situation
[j] Demonstrate understanding of contemporary issues
Demonstrates substantial knowledge of current events in the construction engineering /15
discipline and in society
[d] ability to function in teams:
/10
Takes responsibility by fulfilling roles, shares work equally and cooperate with teammates
[g] - Ability to communicate effectively:
Report &
Student presents information in logical, interesting sequence which audience can follow. /10
Presentation
Responses to examiners questions are appropriate and well addressed
Quality (40)
[k] - Ability to use the techniques, skills, and modern engineering tools necessary for
engineering practice: /20
Ability to solve engineering problems using software, tools or skills
TOTAL SCORE /100
WEIGHTAGE IN COURSE: 60%
Name of Jury: Date:

197
Table E-3: Sample students’ survey for Indirect Assessment

198
 Table E-4: Sample Exit Survey

✓ Feedback from students is very important in trying to improve the quality of programs.
✓ This questionnaire is designed to gather opinions from final year students about their
experiences at kthe institution throughout their program.
✓ This is a confidential survey.
✓ Do not write your name, identity number or identify yourself.
✓ Your responses will be combined with the responses of others in a process that does not
allow any individual to be identified and the overall opinions will be used to plan for
improvements.

Please rate the following statements by completely filling a response for each of your
answers.
1 Poor 2 Below Average 3 Average 4 Above Average 5 Outstanding

1 2 3 4 5
(a) You are able to apply knowledge of mathematics, science, and engineering.
(b) You are able to design and conduct experiments, analyze and interpret data.
(c) You are able to design a system, component, or process to meet desired need
within realistic constraints.
(d) You are able to function on multi-disciplinary teams.
(e) You are able to identify, formulate, and solve engineering problems.
(f) You have a good understanding of engineering professional and ethical
responsibility.
(g) You are able to communicate effectively.
(h) You have the broad education necessary to understand the impact of engineering
solutions in a global and social context.
(i) You are able to recognize the need for, and able to engage in life-long learning.
(j) You have sufficient knowledge of contemporary issues.
(k) You are able to use the techniques, skills, and modern engineering tools necessary
for engineering practice.

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Signature Attesting to Compliance

By signing below, I attest to the following:

That Construction Engineering (Name of the program(s)) has conducted an

honest assessment of compliance and has provided a complete and accurate
disclosure of timely information regarding compliance with ABET’s Criteria for
Accrediting Engineering Programs to include the General Criteria and any
applicable Program Criteria, and the ABET Accreditation Policy and Procedure
Manual.

Dr. Othman Alshamrani

Dean’s Name (As indicated on the RFE)

_____________________ 19/June/2017
Signature Date

200