ATTACHMENT 5.
Kingdom of Saudi Arabia
The National Commission for Academic Accreditation &
Assessment
T6. Course Specifications
(CS)
Course Specifications
Institution: Al-Jouf University PYD
Date 13/11/2015
College/Department: English Department
A. Course Identification and General Information
1. Course title and code: English for Engineering EECS 002
2. Credit hours: 2
3. Program(s) in which the course is offered.
(If general elective available in many programs indicate this rather than list programs)
4. Name of faculty member responsible for the course: Mr Munir Burhan (Head of English
Department)
5. Level/year at which this course is offered: Preparatory Year
6. Pre-requisites for this course (if any)
7. Co-requisites for this course (if any)
8. Location if not on main campus: Al-Mohamadia, Sakaka, Al-Jouf
9. Mode of Instruction (mark all that apply)
a. traditional classroom
Yes
What percentage?
b. blended (traditional and online)
What percentage?
c. e-learning
What percentage?
d. correspondence
What percentage?
f. other
What percentage?
Comments: 1 hour Lab session included.
100%
B Objectives
1. What is the main purpose for this course?
To provide students with a knowledge of, and ability to use, specialized English for the field of
Engineering, with a particular emphasis on vocabulary. To prepare students for Undergraduate
Studies.
Research into alternative textbooks at a level more suitable for Saudi students. Textbook
explanations and examples are supplemented with material derived from Internet research.
2. Briefly describe any plans for developing and improving the course that are being
implemented. (e.g. increased use of IT or web based reference material, changes in content as
a result of new research in the field)
 weekly IT Lab sessions
 English club ‘booster classes’
C. Course Description (Note: General description in the form used in Bulletin or
handbook)
Course Description:
Conducted using the Ibbotson, Mark, Cambridge English for Engineering. Cambridge
University Press: Cambridge, 2008. This course focuses on engineering terminology,
general vocabulary, vocabulary related to engineering and the use of English grammar
using engineering topics.
The text book is packed with exercises that are aimed to develop skills such as;
reading, listening, writing and speaking. Supported by the Cambridge English for
Engineering, Audio CD (for listening exercises.
Keeping track of students’ progress included in the course are two Progress Tests &
two Continued Assessments. Part of the Final Exam is a Speaking Exam to ensure
students have at least minimal capability before heading on to the next level of the
course.
1. Topics to be Covered
List of Topics
1. Technology in use
No. of
Weeks
3
Total
Contact Hours
12
2.
3.
4.
5.
3
3
3
3
12
12
12
12
Materials technology
Components and assemblies
Engineering design
Breaking point
2. Course components (total contact hours and credits per semester):
Lecture
Contact
Hours
Credit
Tutorial
30
1
Laboratory
or Studio
15
Practical
Other:
Total
30
75
1
2
3. Additional private study/learning hours expected for students per week: 5 hours/ an hour a
day.
4. Course Learning Outcomes in NQF Domains of Learning and Alignment with Assessment Methods and
Teaching Strategy
On the table below are the five NQF Learning Domains, numbered in the left column.
First, insert the suitable and measurable course learning outcomes required in the appropriate learning
domains (see suggestions below the table). Second, insert supporting teaching strategies that fit and align
with the assessment methods and intended learning outcomes. Third, insert appropriate assessment methods
that accurately measure and evaluate the learning outcome. Each course learning outcomes, assessment
method, and teaching strategy ought to reasonably fit and flow together as an integrated learning and teaching
process. (Courses are not required to include learning outcomes from each domain.)
NQF Learning Domains
And Course Learning Outcomes
1.0
Knowledge
Course Teaching
Strategies
Course
Assessment
Methods
1.1
Memorize, recall, and define, specialized
English vocabulary for Engineering purposes.
1.2
Memorize, recall, and define, specialized
English grammar for Engineering purposes.
2.0
2.1
Cognitive Skills
Summarize and explain key concepts related
to specialized English vocabulary and
grammar for Engineering purposes.
3.0
Interpersonal Skills & Responsibility
3.1
Demonstrate ability to communicate
Engineering concepts verbally
3.2
4.0
Quiz, exam, oral
presentation,
listening test.
Traditional classroom lecture;
group activities; class
discussions; demonstrations
using models and visual aids.
Reading & Listening
exercises. Individual & pair
work.
Class discussions
Quiz, exam, oral
presentation,
listening test.
Quiz, exam, oral
presentation,
listening test.
In-class tests &
progress tests.
Oral presentation
Communication, Information Technology, Numerical
4.1
Demonstrate learning through pair work and
group work activities.
4.2
Research and interpret definition of new
vocabulary.
Psychomotor
5.0
Traditional classroom lecture;
group activities; class
discussions; demonstrations
using models and visual aids.
Traditional classroom lecture;
group activities; class
discussions; demonstrations
using models and visual aids.
Listening and reading initially
then writing and speaking.
Discussions.
Reading exercises mainly.
Pair check.
In-class tests,
progress tests.
In-class tests &
progress tests.
5.1
5.2
5. Map course LOs with the program LOs. (Place course LO #s in the left column and program LO #s across
the top.)
Program Learning Outcomes
(Use Program LO Code #s provided in the Program Specifications)
Course
LOs #
1.0
2.0
3.0
4.0
1.1
X
1.2
X
2.1
X
2.2
3.1
3.2
4.1
4.2
X
X
X
X
5.1
5.2
5.0
5. Schedule of Assessment Tasks for Students During the Semester
Assessment task (e.g. essay, test, group project, examination,
speech, oral presentation, etc.)
Week Due
Proportion of Total
Assessment
1
Mid-Term Exam
9
20%
2
Progress Test 1
12
10%
3
Progress Test 2
13
10%
4
Continuous Assessment 1 – Speaking Test
16
5%
5
Continuous Assessment 2 – Listening Test
16
5%
6
Attendance
16
10%
7
Final Exam
17
40%
D. Student Academic Counseling and Support
1. Arrangements for availability of faculty and teaching staff for individual student consultations
and academic advice. (include amount of time teaching staff are expected to be available each
week)
Matters generally are passed on to the assigned Academic counselor. ‘In-office’ hour timetables
for teachers have been put in place. Counselling forms are also available for teachers. Teachers
provide 5 hours a week in total (an hour a day).
E Learning Resources
1. List Required Textbooks
Ibbotson, Mark, Cambridge English for Engineering. Cambridge University Press:
Cambridge, 2008.
2. List Essential References Materials (Journals, Reports, etc.)
3. List Recommended Textbooks and Reference Material (Journals, Reports, etc)
4. List Electronic Materials (eg. Web Sites, Social Media, Blackboard, etc.)
5. Other learning material such as computer-based programs/CD, professional standards or
regulations and software.
Cambridge English for Engineering, Audio CDs.
F. Facilities Required
Indicate requirements for the course including size of classrooms and laboratories (i.e. number
of seats in classrooms and laboratories, extent of computer access etc.)
1. Accommodation (Classrooms, laboratories, demonstration rooms/labs, etc.)
 Some classrooms can fit 30-40 students.
 Library that can fit 70-80 students.
 3 computer labs that can be filled with up-to 30 students each.
2. Computing resources (AV, data show, Smart Board, software, etc.)
Every classroom is fitted with an Over-head Projector, Projector Screen and a cable connected to
the projector.
Laptops are provided to teachers upon request along with speakers.
3. Other resources (specify, e.g. if specific laboratory equipment is required, list requirements or
attach list)
A printer, scanner & photocopier.
Whiteboards are fitted in every classroom. Board markers and board erasers are provided.
G Course Evaluation and Improvement Processes
1 Strategies for Obtaining Student Feedback on Effectiveness of Teaching
The Dean, Vice Dean and Head of the English Department and English teacher’s offices are
open to students during work hours for any issues they wish to deal with. E-mail addresses of all
mentioned members of institution are also available.
2 Other Strategies for Evaluation of Teaching by the Program/Department Instructor
A productively structured ‘lesson plan’ handed out to teachers to follow. The ‘lesson plan’ will
have achievement goals for teachers to pass then move up a level ‘lesson plan’ according to their
performance.
3 Processes for Improvement of Teaching
Regular classroom observations using assessment forms that include main factors of ESL
teaching. Regular (weekly) meetings to ensure teaching faults are addressed also to avoid
reoccurrence. The Head of the Department’s office holds private one-to-one meetings with low
performing teachers.
4. Processes for Verifying Standards of Student Achievement (e.g. check marking by an
independent member teaching staff of a sample of student work, periodic exchange and
remarking of tests or a sample of assignments with staff at another institution)
Randomly selected exam papers will be marked by the Head of the English Department, after all
exams have been marked by teachers (by hand). Teachers never mark their own class’s exam
papers. Coordinators monitor teachers during marking sessions.
5 Describe the planning arrangements for periodically reviewing course effectiveness and
planning for improvement.
The course is vigilantly watched over by the Dean and Vice Dean to ensure effectiveness of all
main factors including course content, teaching strategies, syllabus, curriculum, management
and admin. The Head of the English Department along with coordinators work assertively to
ensure new techniques are being implemented in the course’s teaching, learning and
organization. Planning for improvements are/will be regularly applied taken into consideration
the feedback from all party’s mention and students. Before introducing new
techniques/procedures the students are informed (for feedback purposes) to ensure satisfaction of
learning.
Name of Instructor: _______________________________________________________
Signature: __________________________
Date Report Completed: ____________
Name of Course Instructor _____________________________________
Program Coordinator:_____________________________________________________
Signature: __________________________
Date Received: ___________________