Program Specification - KSU Faculty Member websites by pengxiuhui


									            Kingdom of Saudi Arabia

National Commission for Academic Accreditation &



            Revised March 2007
                                   Program Specification

For guidance on the completion of this template, please refer to            of Handbook 2 Internal Quality
Assurance Arrangements.

 Institution : Alfao

 College/Department:   College of Sciences / Chemistry Department

A. Program Identification and General Information

  1 Program title and code   Chemistry / CHEM.

  2. Total credit hours needed for completion of the program    128 hrs

  3. Award granted on completion of the program      Bachelor Degree in Chemistry (BSc)
 4. Major tracks/pathways or specializations within the program (eg. transportation or structural
 engineering within a civil engineering program or counselling or school psychology within a psychology
 Pure Chemistry program; Applied Chemistry program
 5. Intermediate Exit Points and Awards (if any) (eg. associate degree within a bachelor degree program)
 Not applicable
 6. Professions or occupations for which students are prepared. (If there is an early exit point from the
 program (eg diploma or associate degree) include professions or occupations at each exit point)
         Water treatment Stations
         Governmental and private chemical laboratories
         Quality Control Laboratories in pharmaceutical, food, mining, detergents
          and other chemical Industries
         Petroleum and petrochemical industry
         Environmental protection agencies
         Research & Development laboratories

 7. (a) New Program                    Planned starting date

     (b) Continuing Program
                          X            Year of most recent major program review                 2005

  Organization involved in recent major review (eg. internal within the institution,
 accreditation review by     NCAAA Other Self assessment reviewed                      by international
                                                      experts in the field

 8 Name and position (eg department chair person) of faculty member managing or coordinating the
 Chairman of the Chemistry Department

9. Location if not on main campus or locations if program is offered in more than one location.
Not applicable

B Program Context

1 Explain why the program is needed.

 a. Economic reasons (if relevant)
   Development of chemical industries in the Kingdom
   Serving the petroleum, petrochemical, pharmaceutical, mining, food,
    detergents and other chemical industries
   Supplying highly qualified chemists for research and development

b. Social/cultural reasons (if relevant)
    Safety awareness on health hazardous chemicals and environmental
c. Relevance to Institution/College Mission.
 Providing other scientific disciplines with the basic knowledge needed for their
 Providing manpower needed for the development plans in the Kingdom

2. Relationship (if any) to other programs offered by the institution/college/department.
a. Does this program offer courses that students in other programs are required to take? Yes      X
   If yes, what should be done to make sure those courses meet the needs of students
   in the other programs?
        Joint committees are formed to review the course requirements and
         learning outcomes periodically.

b. Does the program require students to take courses taught by other departments?       Yes       X
    If yes, what should be done to make sure those courses in other departments meet
    the needs of students in this program?
        Explore the professional requirements for the program through
         employers' surveys and interviews
        Joint committees are formed with other academic programs and
         industries to review the course requirements periodically

3. Do the students who are likely to be enrolled in the program have any special needs or characteristics
that should be considered in planning the program? (eg. Part time evening students, limited IT or
language skills)   Yes          No
If yes, what are they?
 Adequate preparation and achievement in mathematics and sciences at the
  general education level.
 English language proficiency
 Knowledge of computer skills
5. What should be done in the program to respond to these special characteristics?

 Students have to be prepared at the general education level and through a
  preparatory year or at the undergraduate level in English Language,
  mathematics, sciences, computer skills.

C. Mission and Goals of the Program

1. Program Mission Statement
        Commitment to excellence in discovery and transmission of knowledge in the
         field of chemistry, achieving international recognition and satisfying the
         national industrial needs of skilled manpower.
        Providing nurturing and conductive environment for quality teaching ,
         learning and research in basic and applied chemistry.

2. List any major goals for the development of the program over a specified period (eg. five years).
(These should be consistent with goals established for the institution) For each goal list or very briefly
describe the major strategies to be followed to achieve the goals.

                         Goal                                                Strategies
                                                          Design curricula at the international
  Offer quality program in chemistry                       level.
                                                          Review and assess the program

  Satisfy the national industrial needs                   Review the program requirements in
                                                           consultation with industry and solicit
                                                           their feed back

                                                          Training faculty members on ways
  Provide a supportive learning                            and means of quality student learning
  environment                                              strategies

  Conducting training and updating to                     Conducting short courses appropriate
  the manpower in industry and other                       to all levels of industries and services
  national sectors

D. Program Structure and Organization
1 Program Description.

A program or department manual should be available for students or other stakeholders and a copy of the
information relating to this program should be attached to the program specification.
This information should include required and elective courses, credit hour requirements and
department/college and institution requirements, and details of courses to be taken in each year or semester.
If this information is not included in the published statement provide additional details.

2. Development of Special Student Characteristics or Attributes

 List any special student characteristics or attributes beyond normal expectations that the institution, college
 or department is trying to develop in all of its students. (eg. Eg. Particularly good at creative problem
 solving, leadership capacity, commitment to public service, high level of skills in IT). For each special
 attribute indicate the teaching strategies and student activities to be used to develop it.

          Special Attributes              Strategies or Student Activities to Develop these Special Attributes
 Commitment to the
 environmental issues                    Including environmental awareness in the curriculum

 Observing safety rule and               Including the safety aspects in the lecture and
 regulations when handling               laboratory courses
 the chemicals

 Quality control awareness               Including quality control training in the laboratory
 Commitment to societal                  Conducting training programs to people working iu
 needs                                   industry and other public services

3. Required Field Experience Component (if any) (Eg. internship, cooperative program, work experience)

 Summary of practical, clinical or internship component required in the program.
 Note that a more detailed Field Experience Specification comparable to a course specification should also
 be prepared for any field experience required as part of the program.

 a. Brief description of field experience activity
 Field experience through summer training or cooperative programs in industry
 b. List the major intended learning outcomes for the program to be developed through the field experience

 Students should be able to
  gain on site training in relevant industries
  identify his career after graduation
  get training on the latest techniques and development in fields
 c. At what stage or stages in the program does the field experience occur? (eg. year, semester)

 Junior/Senior level (third / final year)
 d. Time allocation and scheduling arrangement. (Eg. 3 days per week for 4 weeks, full time for one
 Full time work in industry for 8 weeks
 e. Number of credit hours
 2 credit hour

4. Project or Research Requirements (if any)

 Summary of any project or thesis requirement in the program. (Other than projects or assignments within
 individual courses) (A copy of the requirements for the project should be attached.)
 a. Brief description
  Senior research projects: students practice different techniques and principles of
   chemistry , submit a final project report and conduct an oral presentation.
 b. List the major intended learning outcomes of the project or research task.

  Use modern instrumentation and classical techniques to design experiments and
   to properly record and analyze the results
 c. At what stage or stages in the program is the project or research undertaken? (eg. year, semester)
 Junior/Senior level (third / final year)
 d. Number of credit hours
 3/6 credit hours
 e. Summary description of provisions for student academic advising and support.

  Students work directly under supervision of faculty member , individually or
   within a group
 f. Description of assessment procedures (including mechanism for verification of standards)

  Submit a written report
  Conduct an oral presentation
  A group of faculty members who reviewed the report and attended the
   presentation will give the grade.
5. Development of Learning Outcomes in Domains of Learning

 For each of the domains of learning shown below indicate:
       The knowledge or skill the program is intended to develop and the level of that knowledge and
          skill. (as a guide see general descriptions of knowledge and skills in the National Qualifications
          Framework for the qualification level of this program;
          The teaching strategies to be used in courses in the program to develop that knowledge and those
          skills. (This should be a general description of the approaches taken throughout the program but
          if particular responsibility is to be assigned to certain courses this should be indicated.);
       The methods of student assessment to be used in courses n the program to evaluate learning
          outcomes in the domain concerned.

      a. Knowledge
 (i) Summary description of the knowledge to be acquired
  Demonstrate fundamental theoretical concepts and applications of current fields
   of chemistry
  Demonstrate utilization of other science disciplines (Math, Physics and biology)
   in Chemistry
  Identify and solve chemical problems and explore new area of research in various
   fields of chemistry
 (ii) Teaching strategies to be used to develop that knowledge

           In-lass or online lectures,
           class recitation/ tutorial,
           group assignments
           Independent readings
           home work assignments
           laboratory work

The knowledge is expected to be linked with the past experience and future
preparation needed in the various fields of chemistry
(iii) Methods of assessment of knowledge acquired

           Written Exams ( MCQs, conceptual questions and problem solving
           Laboratory performance and reports
           Home work assignments
           Research and literature search assignments
b. Cognitive Skills

(i) Cognitive skills to be developed and level of performance expected

           Extend fundamental theory in chemistry to laboratory practice and life
           Analyse and solve chemistry-based problems.
           Integrate and evaluate information.
           Formulate and test hypotheses using appropriate experimental design and
            analysis of data.
           Demonstrate skills in problem solving, critical thinking and analytical
(ii) Teaching strategies to be used to develop these cognitive skills

           Case studies related to national industries
           Lab assignments
           Group discussions

    (iii)      Methods of assessment of students cognitive skills

           Allocating part of the course grade to the above skills
           Oral and written presentations
           Students portfolio
c. Interpersonal Skills and Responsibility

(i) Description of the level of interpersonal skills and capacity to carry responsibility to be developed

           work independently and as part of a team and acquire leadership
           Manage resources, time and other members of the group
           Communicate results of work to chemists and non chemists
           Acquire knowledge of relevant standards or codes of ethics in chemistry
           Understand issues of diversity of cultures
(ii) Teaching strategies to be used to develop these skills and abilities

           Ethical and social responsibilities concerning chemistry are included in
            courses and made as integral part of the discipline as a whole
           Students asked to work in the form of small group project within a course so
            they can cooperate and share the skills
(iii) Methods of assessment of students interpersonal skills and capacity to carry responsibility

           Evaluation of group reports and individual contribution within the group
           Peer or self assessment
           Student portfolio
           Surveys asking individuals to share their perception of their own attitude
            and or behaviors
d. Communication, Information Technology and Numerical Skills

(i) Description of the communication, IT and numerical skills to be developed

           Demonstrate communication skills such as : writing, reading, presenting,
            negotiating and debating
           Demonstrate skill in the usage of computer, network, software packages
            relevant to chemistry
(ii) Teaching strategies to be used to develop these skills

           Assigning individual or group project and presenting the findings orally and
            in writing whenever appropriate in the courses.
           Incorporating the use and utilization of computer, software, net work and
            multi media through courses
    (iii)      Methods of assessment of students numerical and communication skills
           Assessment is through coursework, presentation, however some skills are not
            assessed formally. Assigning part of the course grade for these skills

e. Psychomotor Skills (if applicable)

(i) Description of the psychomotor skills to be developed and the level of performance required

Not applicable
(ii) Teaching strategies to be used to develop these skills

Not applicable
(iii) Methods of assessment of students psychomotor skills
Not applicable
6. Admission Requirements for the program

Attach handbook or bulletin description of admission requirements including any course or experience

7. Attendance and Completion Requirements

Attach handbook or bulletin description of requirements for:
a. Attendance.
b. Progression from year to year.
c. Program completion

E. Regulations for Student Assessment and Verification of Standards
1. Regulations or policies for allocation and distribution of grades

If the institution, college, department or program has policies or regulations dealing with the allocation or
distribution of students grades state the policy or regulation, or attach a copy.

2. What processes will be used for verifying standards of achievement (eg check marking of sample of
tests or assignments? Independent assessment by faculty from another institution) (Processes may vary for
different courses or domains of learning. )

        Samples of all kind of assessment are available in the departmental course
         portfolio of each course
        Group marking and group grading is conducted in some courses where the
         exam paper of each person is graded by more than one instructor. Faculty
         from other institutions are invited to review this grading policy
        Conducting standardized exams such as American chemical society exam or
        Conducting employers surveys

F Student Administration and Support
1. Student Academic Counselling
Describe arrangements to be made for academic counselling and advice for students, including both
scheduling of faculty office hours and advice on program planning, subject selection and career planning
(which might be available at college level)
        Faculty members are assigned advisors a to help students understand the
         program requirements and registration process.
        Students get some guidance and advice through the university website
        Each faculty member posts 6 office hours on his door for students guidance.
        Career days are conducted where faculty, administrators and employers are
         invited to advise students.

2. Student Appeals

 Attach regulations for student appeals on academic matters, including processes for consideration of those

G. Text and Reference Material

1. What process is to be followed by faculty in the program for planning and acquisition of text, reference
and other resource material including electronic and web based resources?

        Assigning textbooks through a textbook committee after reviewing the
         appropriateness of the material by concerned faculty and approval in the
         departmental and higher academic councils
        Writing laboratory manuals and some other textbooks by faculty and
         reviewing them proficiently before approval
        Posting courses on the webCT
2. What processes are to be followed in the program for evaluating the adequacy of book, reference and
other resource provision?

Committees are formed to inspect the current textbook and compare it to the most
recent textbooks in the field. The new book selected will be approved by
departmental and higher academic councils in the university.

H. Faculty
1. Appointments

 Summarize the process of employment of new faculty to ensure that faculty are appropriately qualified
 and experienced for their teaching responsibilities.

           Distinguished graduates are employed as instructors in the department
            then they are given scholarships for MS and Ph.D degrees after that they
            are employed as faculty members after verification of their credentials
           A departmental faculty application committee inspects the resumes of the
            applicants and checks on their experience in teaching.
           Applicants are interviewed by senior academic administrators
           Presentations on the topics of interest are made in the department and
            evaluated by the departmental council

2. Participation in Program Planning, Monitoring and Review

 Explain the process for consultation with and involvement of faculty in monitoring program quality,
 annual review and planning for improvement

           Current programs are reviewed within the divisions of the department
            by individual faculty members and the group as a whole.
           A departmental committee is formed to look into the recommendations of
            various divisions and to make a final proposal
           The revised program is discussed in the departmental council before

3. Professional Development
 What arrangements are made for professional development of faculty for:

 (a)   Improvement in skills in teaching?

              a. Workshops for various aspects of academic development are
                 conducted frequently over the academic year
              b. Peer consultation in teaching is conducted over the academic year
                 for the faculty upon their own request.
 (b) Other professional development including knowledge of research and developments in their field of

           Workshops run be international experts are conducted frequently
            throughout the academic year on emerging teaching and learning
           Sponsoring grants for research and innovation in teaching and learning
            are offered.
           Faculty members attend conferences, workshops and sabbatical leaves to
            enhance their knowledge of research in the field of teaching.

4. Preparation of New Faculty

  Describe the process used for orientation and/or induction of new, visiting or part time faculty to ensure
 full understanding of the program and the role of the course(s) they teach as components within it..

           Conducting awareness workshop for the new faculty members
           Using a faculty handbook that introduces all university rules and

3. Part Time and Visiting Faculty

 Provide a summary of Program/Department/ College/institution policy on appointment of part time and
 visiting faculty. (ie. Approvals required, selection process, proportion of total faculty etc.)

         Courses relevant to industry are assigned by the departmental council and
          announced .
          Applications are reviewed by a committee of the concerned faculty and the
          final selection is approved by the higher university administrators.
         The number is limited to only one or two courses per academic year.

I. Program Evaluation and Improvement Processes

1. Effectiveness of Teaching

 a. What processes will be used to evaluate and improve the strategies planned for developing learning in
 each of the domains of learning? (eg. assessment of learning achieved, advice on consistency with
 learning theory for different types of learning, assessment of understanding and skill of faculty in using
 different strategies)

         Faculty members attend training courses in the teaching and learning
          strategies are conducted by specialists
         Student Course evaluation
         Student interviews
 b. What processes will be used for evaluating the skills of faculty in using the planned strategies

         Peer reviews
         Student Course evaluation

2. Overall Program Evaluation

 a. What strategies will be used in the program for obtaining assessments of the overall quality of the
 program and achievement of its intended learning outcomes:

 (i) from current students and graduates of the program?
         graduating students surveys and interviews
         Alumni surveys
         Establishing an internet open forum to get student feedback
 (ii) from independent advisors and/or evaluator(s)?.
         self assessment report reviewed by external experts
         professional chemical societies assessment
 (iii) from employers and/or other stakeholders.
         Employers surveys
         Employment rate and leadership positions
 b. What key performance indicators will be used to monitor and report annually on the quality of the


             Average score on an overall program quality item on a student survey on
              completion of the program (50% response rate required)
             Completion rate for students in first year of the program.
             Proportion of students who complete the full program in minimum time.
             Proportion of students (available for employment) who are employed
              within six months of graduation.
             Proportion of full time faculty who completed training programs in
              teaching or attended conferences during the year.
             Number of refereed journal, book or monograph publications during the
              year per full time faculty member.
 (Add additional KPIs if desired)

 c. What processes will be followed for reviewing these assessments and planning action to improve the

              Academic departments and colleges and deanship/academic development
               center review the recommendations and make plans for implementation
               and the follow up of the procedure.
              Implementation of recommendations is carried out by faculty members
               in the academic departments and assured through the academic colleges
               and university academic development body


1. Copies of regulations and other documents referred to in template preceded by a table of contents.
2. Course specifications for all courses including field experience specification if applicable..


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