وحدة الاعتماد الأكاديمي

1. AAU وحدة الاعتماد الأكاديمي

2. ACCREDITATION Dr. ABD EL-SLAM HEMAID BADR A.A.U. DIRECTOR COLLEGE OF ENGINEERING JAZAN UNIVERSITY

3. IND. 1426 MECH 1428 1426 COE SC. DEPT. 1428 1426 (2006)

4. IND. 1426 CIVIL MECH 1428 1426 COE SC. DEPT. ELEC. CHEM 1428 1428 1428 2008

5. IND. 1426 CIVIL MECH 1428 1426 COE SC. DEPT. ELEC. CHEM 1428 1428 ARCH. 1431 1431 2011

6. ACADEMIC ACCREDITATION UNIT (AAU) • AAU was established on March 2009. • AAU executed more than 30 workshops to spread out the accreditation culture through the staff members and employers. • AAU challenged to modify the plan of study of Mech. and Ind. Dept. according to ABET requirement.

7. ACADEMIC ACCREDITATION UNIT (AAU) • The Educational Objectives of the two curriculum were put. • The Objectives were translated into courses to fulfill these objectives. • The courses were designed to meet the ABET learning outcomes (a to k). • Two new courses were added EngG201 and EngG202.

8. ACADEMIC ACCREDITATION UNIT (AAU) • ABET learning outcomes Focus on the Problem Solving and Engineering Design. • The Student Faces these Challenges only in the Graduation Project. • European Project Semester, EPS, is a creative solution to the engineering design requirement enunciated in the ABET Criteria for Accrediting Engineering Programs. • As we don’t have an EPS, So, EngG201 and EngG202 are strongly recommended.

9. WHY CREATIVE PROBLEM SOLVING & ENG. DESIGN (I),(II)? • On searching in the Engineering curriculum in Saudi Arabia Universities, It was found that many local colleges such as King AbdulAziz, King Fahd For Petroleum and Minerals, and Qasseim Universities are teaching these subjects under different names and codes. • Also many International Universities such as Arizona State, Michigan and others are teaching the same subject to complete the requirements of ABET Accreditation.

10. Creative Problem Solving & Eng. Design (I),(II)? • The syllabi of the two courses support to great extent all technical and non-technical program outcomes (a-k) according to ABET requirement. • The preparation of the two courses differs from other engineering courses in: • Syllabus. • Teaching technique. • Homework and Class work. • Interaction between Student and Instructor. • Assessment tools and Evaluation Methods. • Facilities .

15. Creative Problem Solving & Eng. Design (I),(II)? • The materials of the two subjects were put by AAU (Great efforts were made to collect materials from the websites and the personal relation with other local and international universities’ staff members). • Teaching Techniques, Assessment Tools, Evaluation Methods were also detected. • Many workshops were executed to explain the teaching techniques, Assessment Tools, and Evaluation Methods to the Staff Members. • The Staff Members were chosen according to there effective contribution within the workshops.

16. AAU Activities • Helps in preparing the plan of study of the three additional Engineering Programs (Electrical, Civil, and Chemical) • Technically support the staff members in putting the course learning objectives for the various courses. • Support the staff members in preparing the course portfolio of various courses.

17. Org. Structure of AAU JOINT ACCREDITATION COMMITTEE (JAC) DEPARTMENTAL ACCREDITATION COMMITTEE (DAC) STUDENT ADVISING COMMITTEE (SAC) ASSESSMENT COMMITTEE (AC) LAB ASSESSMENT COMMITTEE (LAC) RESOURCES COMMITTEE (RC) ALUMINI & INDUSTRIAL RELATIONSHIP COMMITTEE (AIRC) CONSTITUE-NCES COMMITTEE (CC) COURSE DESCRIPTION EDITOR (CDE) FACULTY COMMITTEE (FC) CV COORDINATOR (CVC) EXTERNAL ADVISORY BOARD (EAB) CAPSTONE DESIGN COMMITTEE (CDC) STUDENT ADVISORY BOARD (SAB) TRAINING & FIELD EXPERIENCE COMMITTEE (TFEC)

18. SUMMARY OF ABET CRITERIA 1- Students • Admit • Advise • Evaluate • Monitor

19. SUMMARY OF ABET CRITERIA 2- Program Educational Objectives • Published and Consistent with Mission and These Criteria • Process in Place to Determine and Periodically Evaluate • Based on Needs of Constituencies Curriculum and processes to ensure achievement • Evaluation to Determine Achievement • Results Used to Improve Effectiveness of the Program

20. SUMMARY OF ABET CRITERIA 3- Student Outcomes • Assessment Process with Documented Results to Measure Outcomes • Results Applied to Improvement of the Program • Demonstration (including Process & Measurements) that Graduates have achieved the ABET outcomes (a-k).

21. SUMMARY OF ABET CRITERIA 4- Continuous Improvement • Continuous improvement of the program. • Future program improvement plans based upon recent evaluations.

22. SUMMARY OF ABET CRITERIA 5- CURRICULUM • Major Design Experience • One year of Mathematics and Basic Science • One and one-half Years on Engineering Topics • General Education Component, Consistent with Program Objectives

23. SUMMARY OF ABET CRITERIA 6- Faculty • Sufficient Number and Competencies to cover All Curricular Areas • Levels of Student- Faculty Interaction Student Advising and Counseling • University Service Activities • Professional Development • Interaction with Practitioners and Employers

24. SUMMARY OF ABET CRITERIA 7- Facilities • Classrooms • Mediated Classrooms • Laboratories • Equipment and Tools • Computing and Information • Infrastructure • Certified Technician and qualified operator

25. SUMMARY OF ABET CRITERIA 8- Institutional Support & Financial Resources • Sufficient to Assure Quality and Continuity of the Program • Sufficient to Attract and Retain a Well- Qualified Faculty • Sufficient to Acquire, Maintain, and Operate Facilities and Equipment

26. SUMMARY OF ABET CRITERIA 9- Program Criteria • Curricular Topics • Faculty Qualifications • Other

27. WHERE WE ARE ?????

34. 2012 2013 2013 2012

35. THANK YOU !!!!!