Kuwait University
College of Engineering and Petroleum
Office of Academic Assessment
College of Engineering and Petroleum
Online Course Assessment
For Academic year 2011-2012
Febreuary, 2013
Table of Contents
Table of Contents
Introduction: ............................................................................................................................ 3
2T
2T
Preparation and Implementation of the Process: ................................................................. 3
2T
2T
Results and Discussion............................................................................................................. 3
2T
2T
Departmental Results: ........................................................................................................... 17
2T
2T
Chemical Engineering Program ........................................................................................ 17
2T
2T
Civil Engineering Program ............................................................................................... 24
2T
2T
Computer Engineering Program ....................................................................................... 32
2T
2T
Electrical Engineering Program ........................................................................................ 36
2T
2T
Industrial & Management Systems Engineering Program................................................ 44
2T
2T
Mechanical Engineering Program..................................................................................... 47
2T
2T
Petroleum Engineering Program ....................................................................................... 62
2T
2T
Core Engineering Courses ................................................................................................ 68
2T
2T
Appendix A: Instructor Class Evaluation Form ................................................................. 86
2T
2T
Appendix B: Instructions for the Courses Assessment ...................................................... 89
2T
2T
2
Introduction:
This report presents the results of the online course assessment at the College of
Engineering and Petroleum Instructor conducted during Fall, Spring and Summer
Semesters for the academic year 2011-2012. The online assessment form was developed,
conducted and analyzed by the Office of Academic Assessment (OAA).
Preparation and Implementation of the Process:
The form was provided to the faculty through an online system. Faculty members were able
to leave the system at any time before submitting the form without losing any of the data
they entered; they also were able to view the previously submitted forms. After submitting
the form, an instruction page appears. It contains guidelines on how to prepare a course
assessment file to be submitted to the departmental assessment coordinator.
For the Fall semester (Table 1), a total response of 120 was recorded out of faculty
members in the college (56.6% response rate). The responses covered 270 different courses.
For the Spring semester (Table 2), a total response of 101 was recorded out of faculty
members in the college (47.6% response rate). The responses covered 232 different courses.
For the Summer semester (Table 3), a total response of 61 was recorded out of faculty
members in the college (28.8% response rate). The responses covered 92 different courses.
Results and Discussion
Tables 4, 6, and 8 for show the average rating of student performance in all courses in the
college in the Fall, Spring and Summer semesters; respectively. These results are presented
graphically in order in Figures 1, 3, and 5. While Tables 5, 7, and 9, show the weighted
average scores of student performance in individual departmental courses as well as core
engineering courses in the Fall, Spring and Summer semesters; respectively. These results
are presented graphically in order in Figures 2, 4, and 6.
The relevance ratings given for each course are used as weights. Since the response rate is
somewhat low, and therefore, some courses are not represented in a balanced way, the
results may not be valid for some programs. In the survey instrument, the first eleven
outcomes are those corresponding to ABET Criterion 3 (a-k) outcomes, and the rest of the
outcomes are program specific. Therefore, the analysis and departmental comparison has
been performed on the first eleven outcomes. More detailed results are presented in the
departmental tables where both relevance ratings and student performance are given for all
outcomes. The departments are encouraged to review the results and mapping tables
carefully and to make necessary adjustments.
3
Table 1: Response statistics – Fall Semester
[DEPARTMENT]
CHEMICAL
Total
Responses
Unique
Responder
Total
Faculty
% Response
35
16
27
59.3
43.5
CIVIL
41
20
46
COMPUTER
27
17
33
51.5
ELECTRICAL
51
19
37
51.4
66.7
IMS
17
8
12
MECHANICAL
61
28
38
73.7
PETROLEUM
38
12
19
63.2
270
120
212
56.6
TOTAL
Table 2: Response statistics – Spring Semester
Total
Responses
Unique
Responder
Total
Faculty
% Response
CHEMICAL
29
14
27
51.9
CIVIL
41
18
46
39.1
33.3
[DEPARTMENT]
COMPUTER
26
11
33
ELECTRICAL
39
15
37
40.5
IMS
13
7
12
58.3
65.8
MECHANICAL
51
25
38
PETROLEUM
33
11
19
57.9
232
101
212
47.6
TOTAL
Table 3: Response statistics – Summer Semester
Total
Responses
Unique
Responder
Total
Faculty
% Response
CHEMICAL
14
7
27
25.9
CIVIL
12
9
46
19.6
[DEPARTMENT]
COMPUTER
ELECTRICAL
IMS
4
4
33
12.1
19
11
37
51.4
3
3
12
25.0
47.4
MECHANICAL
25
18
38
PETROLEUM
15
9
19
47.4
92
61
212
28.8
TOTAL
4
Table 4: Students Performance – College (Fall 2011-2012)
a
Outcomes
5
4
3
2
1
0
Average
Weighted
Average
Apply mathematics, science,
and engineering
29
81
92
20
5
44
3.5
3.4
70%
68%
3.6
3.6
72%
72%
Design and conduct
b experiments and analyze and
interpret data
11% 30% 34% 7% 2% 16%
10
4%
17
c
Design a system, a component
or a process
d
Function as an effective team
member
e
Identify, formulate, and solve
engineering problems
6%
f
Understand professional &
ethical responsibilities
3%
g Communicate effectively
h
i
Understand the impact of
engineering solutions
6%
20
7%
15
8
13
5%
7
3%
7
Recognize the need for life-long
learning
3%
j Know the contemporary issues
Use the techniques, skills and
k modern engineering tools for
engineering practice
6
2%
28
46
31
10
1
173
17% 11% 4% 0% 64%
51
73
12
6
112
19% 27% 4% 2% 41%
53
37
4
1
156
20% 14% 1% 0% 58%
75
73
25
5
78
28% 27% 9% 2% 29%
42
49
6
2
164
16% 18% 2% 1% 60%
63
84
9
3
99
23% 31% 3% 1% 37%
42
73
10
0
139
16% 27% 4% 0% 51%
25
9%
26
59
12
2
166
22% 4% 1% 61%
35
5
1
198
10% 13% 2% 0% 73%
85
58
17
5
78
10% 31% 21% 6% 2% 29%
The weighted average for an outcome is calculated by
5
3.4
3.5
68%
70%
3.8
3.8
76%
76%
3.4
3.3
68%
66%
3.4
3.5
68%
70%
3.4
3.5
68%
70%
3.3
3.3
66%
66%
3.2
3.2
64%
64%
3.4
3.5
68%
70%
3.6
3.6
72%
72%
∑ ( performance × relevance)
∑ relevance
60%
65%
70%
75%
80%
70%
a
68%
78%
78%
b
c
66%
68%
76%
d
e
78%
68%
66%
Average
Weighted Average
74%
f
72%
70%
g
72%
68%
h
70%
70%
i
72%
72%
j
74%
74%
k
76%
Figure 1: Student performance Fall 2011-2012 – College (Fall 2011-2012)
6
Weighted
Average
Core
Petroleum
Mechanical
IMS
Electrical
66% 72% 74% 74% 72% 64% 66% 70% 68%
a Apply mathematics, science, and engineering
b
Computer
Outcomes
Civil
Chemical
Table 5: Students Performance (weighted Averages) – comparison among programs
(Fall 2011-2012)
Design and conduct experiments and analyze and
interpret data
86% 62% 64% 72% 78% 64% 84% 74% 72%
c Design a system, a component or a process
70% 78% 80% 68% 82% 62% 88% 56% 70%
d Function as an effective team member
80% 74% 68% 72% 70% 74% 84% 0% 76%
e Identify, formulate, and solve engineering problems
68% 72% 72% 74% 74% 58% 60% 66% 66%
f Understand professional & ethical responsibilities
66% 68% 0% 66% 76% 68% 78% 62% 70%
g Communicate effectively
68% 66% 60% 76% 76% 68% 70% 70% 70%
h Understand the impact of engineering solutions
62% 70% 80% 64% 60% 68% 72% 66% 66%
i Recognize the need for life-long learning
62% 66% 80% 66% 56% 66% 66% 54% 64%
j Know the contemporary issues
58% 72% 0% 66% 72% 70% 60% 76% 70%
k
Use the techniques, skills and modern engineering
tools for engineering practice
72% 76% 80% 66% 76% 70% 82% 74% 72%
The weighted average for an outcome is calculated by
7
∑ ( performance × relevance)
∑ relevance
0%
20%
40%
60%
80%
100%
a
b
c
d
Chemical
Civil
e
Computer
Electrical
IMS
Mechanical
f
Petroleum
Core
Weighted Average
g
h
i
j
k
Figure 2: Students Performance (weighted Averages)– comparison among programs
(Fall 2011-2012)
8
Table 6: Students Performance – College (Spring 2011-2012)
a
Outcomes
5
4
3
2
1
0
Average
Weighted
Average
Apply mathematics, science,
and engineering
18
97
69
22
2
23
3.5
3.5
70%
70%
3.6
3.8
72%
76%
Design and conduct
b experiments and analyze and
interpret data
8%
10
4%
14
c
Design a system, a component
or a process
d
Function as an effective team
member
e
Identify, formulate, and solve
engineering problems
8%
f
Understand professional &
ethical responsibilities
5%
g Communicate effectively
h
i
Understand the impact of
engineering solutions
Recognize the need for lifelong learning
j Know the contemporary issues
Use the techniques, skills and
k modern engineering tools for
engineering practice
6%
26
42% 30% 10% 1% 10%
36
27
4
16% 12% 2%
55
65
9
24% 28% 4%
43
22
4
11% 19% 10% 2%
18
11
12
5%
10
4%
11
5%
8
3%
20
9%
71
66
19
31% 29% 8%
37
40
7
16% 17% 3%
48
64
13
21% 28% 6%
43
60
9
19% 26% 4%
35
49
7
15% 21% 3%
35
30
5
15% 13% 2%
77
60
9
33% 26% 4%
The weighted average for an outcome is calculated by
9
3
151
1% 65%
4
84
2% 36%
0
136
0% 59%
2
55
1% 24%
1
135
0% 58%
0
94
0% 41%
1
108
0% 47%
4
125
2% 54%
1
152
0% 66%
5
60
2% 26%
3.4
3.6
68%
72%
4
4.1
80%
82%
3.5
3.4
70%
68%
3.5
3.6
70%
72%
3.4
3.5
68%
70%
3.4
3.4
68%
68%
3.4
3.4
68%
68%
3.6
3.7
72%
74%
3.6
3.6
72%
72%
∑ ( performance × relevance)
∑ relevance
60%
65%
70%
75%
80%
70%
a
68%
78%
78%
b
c
66%
68%
76%
d
e
78%
68%
66%
Average
Weighted Average
74%
f
72%
70%
g
72%
68%
h
70%
70%
i
72%
72%
j
74%
74%
k
76%
Figure 3: Student performance spring 2011-2012– College (Spring 2011-2012)
10
Weighted
Average
Core
Petroleum
Mechanical
IMS
Electrical
76% 76% 70% 74% 76% 62% 66% 62% 70%
a Apply mathematics, science, and engineering
b
Computer
Outcomes
Civil
Chemical
Table 7: Students Performance (weighted Averages) – comparison among programs
(Spring 2011-2012)
Design and conduct experiments and analyze and
interpret data
86% 74% 70% 84% 68% 66% 86% 70% 76%
c Design a system, a component or a process
82% 80% 66% 70% 72% 62% 76% 54% 72%
d Function as an effective team member
90% 78% 76% 84% 88% 72% 82% 0% 82%
e Identify, formulate, and solve engineering problems
74% 76% 72% 72% 78% 62% 64% 62% 68%
f Understand professional & ethical responsibilities
74% 68% 66% 74% 88% 70% 72% 62% 72%
g Communicate effectively
74% 70% 66% 84% 82% 64% 70% 60% 70%
h Understand the impact of engineering solutions
70% 72% 62% 66% 80% 64% 78% 66% 68%
i Recognize the need for life-long learning
70% 70% 78% 66% 80% 62% 62% 54% 68%
j Know the contemporary issues
66% 78% 80% 66% 94% 68% 96% 80% 74%
k
Use the techniques, skills and modern engineering tools
for engineering practice
The weighted average for an outcome is calculated by
11
78% 76% 72% 66% 74% 70% 76% 68% 72%
∑ ( performance × relevance)
∑ relevance
0%
20%
40%
60%
80%
100%
120%
a
b
c
d
Chemical
Civil
e
Computer
Electrical
IMS
Mechanical
f
Petroleum
Core
Weighted Average
g
h
i
j
k
Figure 4: Students Performance (weighted Averages) – comparison among programs
(Spring 2011-2012)
12
Table 8: Students Performance – College (Summer 2011-2012)
a
Outcomes
5
4
3
2
1
0
Average
Weighted
Average
Apply mathematics, science,
and engineering
4
36
32
8
0
11
3.5
3.4
70%
68%
3.9
3.9
78%
78%
Design and conduct
b experiments and analyze and
interpret data
4%
9
4
Design a system, a component
or a process
d
Function as an effective team
member
e
Identify, formulate, and solve
engineering problems
4%
f
Understand professional &
ethical responsibilities
7%
h
i
Understand the impact of
engineering solutions
Recognize the need for lifelong learning
j Know the contemporary issues
Use the techniques, skills and
k modern engineering tools for
engineering practice
12
10% 13%
c
g Communicate effectively
40% 35% 9%
4%
9
19
7
3
8%
3%
31
5
21% 34% 5%
14
9
4
10% 15% 10% 4%
4
6
7
8%
3
3%
3
3%
4
4%
9
28
21
11
0% 12%
0
60
0% 66%
1
31
1% 34%
0
55
0% 60%
0
27
31% 23% 12% 0% 30%
10
9
3
11% 10% 3%
22
24
3
24% 26% 3%
14
22
2
15% 24% 2%
13
15
3
14% 16% 3%
13
11
3
14% 12% 3%
34
21
3
10% 37% 23% 3%
The weighted average for an outcome is calculated by
13
0
63
0% 69%
1
34
1% 37%
0
50
0% 55%
0
57
0% 63%
0
60
0% 66%
1
23
1% 25%
3.3
3.4
66%
68%
3.8
3.9
76%
78%
3.4
3.3
68%
66%
3.7
3.6
74%
72%
3.5
3.6
70%
72%
3.4
3.5
68%
70%
3.5
3.6
70%
72%
3.6
3.7
72%
74%
3.7
3.8
74%
76%
∑ ( performance × relevance)
∑ relevance
60%
65%
70%
75%
80%
70%
a
68%
78%
78%
b
c
66%
68%
76%
d
e
78%
68%
66%
Average
Weighted Average
74%
f
72%
70%
g
72%
68%
h
70%
70%
i
72%
72%
j
74%
74%
k
76%
Figure 5: Student performance Summer 2011-2012– College (Summer 2011-2012)
14
Weighted
Average
Core
Petroleum
Mechanical
IMS
Electrical
76% 76% 66% 66% 60% 60% 70% 68% 68%
a Apply mathematics, science, and engineering
b
Computer
Outcomes
Civil
Chemical
Table 9: Students Performance (weighted Averages) – comparison among programs
(Summer 2011-2012)
Design and conduct experiments and analyze and
interpret data
86% 76% 0% 80% 60% 52% 80% 100% 78%
c Design a system, a component or a process
70% 80% 72% 68% 0% 62% 74% 42% 68%
d Function as an effective team member
86% 72% 60% 72% 0% 80% 68%
e Identify, formulate, and solve engineering problems
70% 80% 60% 68% 0% 56% 74% 64% 66%
f Understand professional & ethical responsibilities
70% 84% 0%
g Communicate effectively
72% 70% 80% 82% 0% 62% 68% 76% 72%
h Understand the impact of engineering solutions
64% 68% 0% 60% 0% 60% 72% 82% 70%
i Recognize the need for life-long learning
70% 84% 60% 0%
j Know the contemporary issues
54% 74% 0% 60% 0% 80% 80% 76% 74%
k
0%
0% 60% 78%
0%
0%
78%
72%
0% 74% 80% 60% 72%
Use the techniques, skills and modern engineering tools
80% 72% 78% 74% 0% 76% 68% 78% 76%
for engineering practice
The weighted average for an outcome is calculated by
15
∑ ( performance × relevance)
∑ relevance
0%
20%
40%
60%
80%
100%
120%
a
b
c
d
Chemical
Civil
e
Computer
Electrical
IMS
Mechanical
f
Petroleum
Core
Weighted Average
g
h
i
j
k
Figure 6: Students Performance (weighted Averages) Summer 2011-2012 – comparison
among programs
16
Departmental Results:
Chemical Engineering Program
Fall semester
U
Instructors: 14
Courses:
23
RELEVANCE
Course
Number
0640-211
0640-213
Course Name
Chemical Engineering
Principles I
Chemical Engineering
Principles II
a
b c
3
1
2
3
3
e
f
3
1
3
2
3
2
2
h
i
k
l
1
2
1
1 3
3
1
2
1
2
2
j
Physical Chemistry
3
0640-241
Fluid Mechanics
3
2
1
3
1
1
2
3
2
3
3
2
1
3
1
1
2
3
2
3
2
3 1
3
1
2
3
2
3
1
2
3 1
3
1
2
3
2
3
1
2
3 1
3
1
2
3
2
3
1
3
1
1
3
1
1
1
2
3
2
3
1
1
3
1
1
1
2
3
2
3
3
1
2
1
1
2
2
1 2
3
3
3
1
2
1
1
2
2
1 2
3
0640-242
0640-242
0640-242
0640-321
0640-321
0640-324
0640-324
0640-324
Fluid Mechanics
Fluid Mechanics
Laboratory
Fluid Mechanics
Laboratory
Fluid Mechanics
Laboratory
Chemical Engineering
Thermodynamics
Chemical Engineering
Thermodynamics
Kinetics and Reactor
Design (A)
Kinetics and Reactor
Design (A)
Kinetics and Reactor
Design (A)
3
g
0640-215
0640-241
3
d
3
3
1
2
1
1
2
2
1 2
3
0640-343
Heat Transfer
3
2
1
3
1
1
2
3
2
3
0640-343
Heat Transfer
Heat Transfer
Laboratory
3
2
1
3
1
1
2
3
2
3
2
3 1
3
1
2
3
2
3
1
Mass Transfer
Process Dynamics and
Control
Process Dynamics and
Control Laboratory
Chemical Process
Synthesis
Kinetics and Reactor
Design (B)
Mass Transfer
Operations
3
2
1
3
1
1
2
3
2
3
3
2
1
2
1
2
1
2
1 2
3
2
3 1
3
2
1
3
2
2
1 2
3
2
1 3
3
2
1
1
3
2
1 3
3
3
3
1
3
1
1
2
2
2
3
0640-344
0640-345
0640-351
0640-352
0640-391
0640-427
0640-440
3
3
2
3
1
2
2
2
1 2
3
0640-461
Water Desalination
2
3
1
2
1
2
2
1
2 2
2
0640-461
Water Desalination
Petroleum Refining
Engineering
2
3
1
2
1
2
2
1
2 2
2
2
3
2
2
1
2
2
1
2 3
3
0640-472
0640-491
Plant Design
2
3
3
3
3
3
3
2
2 3
3
0640-491
Plant Design
2
3
3
3
3
3
3
2
2 3
3
17
PERFORMANCE
Course
Number
0640-211
0640-211
0640-213
Course Name
Chemical Engineering
Principles I
Chemical Engineering
Principles I
Chemical Engineering
Principles II
a
b
c
d
e
f
g
h
i
j
k
l
3
3
3
2
2
4
3
3
2
3
2
3
3
3
3
5
5
3
5
4
3 3 5
5
3
3
3
4 3 4
3
0640-215
Physical Chemistry
3
0640-241
Fluid Mechanics
4
5
3
3
3
3
3
3
3
5
4
3
5
3
3
3
5
3
5
3
3
3
3
4
3
4 3 5
3
0640-321
Fluid Mechanics
Chemical Engineering
Thermodynamics
Chemical Engineering
Thermodynamics
3
2
3
3
3
3
0640-327
Corrosion Engineering
4
4
4
4
4
4
4
4
0640-345
Mass Transfer
Process Dynamics and
Control
Process Dynamics and
Control Laboratory
Process Dynamics and
Control Laboratory
Kinetics and Reactor
Design (B)
3
1
3
2
3
3
4
3 1 4
3
3
3
5
3
3
2 3 5
2
0640-241
0640-321
0640-351
0640-352
0640-352
0640-427
3
3
3
3
2
2
3
3
3
3
5
3
3
3
2
2 2 3
3
5
4
3
4
3
3
4
3
2 2 3
3
3
4
3
3
2
2
4
2
3
3
4
0640-440
Mass Transfer Operations
4
4
3
5
3
3
3
3 4 4
0640-461
Water Desalination
4
4
4
4
3
3
3
3 3 4
0640-465
Air Pollution
4
3
5
4
4
4
5
5 4
4
0640-491
Plant Design
2
3
3
3
2
1
3
2 3 3
3
0640-491
Plant Design
4
4
4
4
3
4
4
3 4 4
4 4
4
2.8
Weighted Average
3
4
The weighted average for an outcome is calculated by
18
3
3
3 3.1
∑ ( performance × relevance)
∑ relevance
4
3.8
Remarks and Suggestions
Course
Number
0640-321
0640-324
0640-324
0640-343
0640-344
0640-351
0640-352
0640-391
0640-427
0640-472
0640-491
Course Name
Remarks and Suggestions
Chemical Engineering
Thermodynamics
Only few students are reading the text book.
(1) We need to instill into the students and
emphasize knowledge integration and fluency and
ease in mathematical formulation and solution (2)
Lack of integration between different Chem
Kinetics and Reactor
Eng/Science subjects...students tend to
Design (A)
compartmentalize knowledge
(1) We need to instill into the students and
emphasize knowledge integration and fluency and
ease in mathematical formulation and solution (2)
Lack of integration between different Chem
Kinetics and Reactor
Eng/Science subjects...students tend to
Design (A)
compartmentalize knowledge
The standard of the students appears to have
Heat Transfer
dropped noticeably since I last taught this course.
Heat Transfer Laboratory relevance need to be revised
It is strange that no one failed the class although the
overall performance was average! I strongly believe
that students became more mature, responsible, and
very cautious! I also found out that this particular
Process Dynamics and
class showed remarkable motivation to learn the
Control
reasons behind every statement I make in class.
Students in this lab remained to be better prepared
that earlier years due to the fact that some students
have indeed failed this particular lab! This has added
more value to the professionality of the work
performed. ** P.S. Since all lab sessions (01-D, 01-N,
51-D, and 51-N) were taught by the same engineers
and instructor, and because they all were working at
similar times, I have compared them all together in
one assessment folder instead of doing one for each
session. One further comment, it happens that a
Process Dynamics and
session might only contain one student due to
Control Laboratory
"administrative" not "academic" reasons.
The process synthesis course is being continuously
developed to meet the background of the students.
Chemical Process
Process integration and utilizing design heuristics are
Synthesis
the main contributions of this course.
Kinetics and Reactor
Students need to be more organized and had better
Design (B)
time managemnt
Petroleum Refining
number of students was 3 only, therefore statistical
Engineering
results could not draw any conclusions
A reasonable class. Pretty uniform in academic
Plant Design
achievement. No outstanding students.
19
Spring Semester
U
Instructors: 10
Courses:
22
RELEVANCE
Course
Number
0640-211
Course Name
a
Chemical Engineering Principles
I
b
3
c
d
1
0640-215
Physical Chemistry
3
0640-241
Fluid Mechanics
3
2
1
0640-242
Fluid Mechanics Laboratory
2
3
1
3
0640-242
Fluid Mechanics Laboratory
2
3
1
0640-242
Fluid Mechanics Laboratory
2
3
1
3
0640-321
Chemical Engineering
Thermodynamics
3
e
f
3
1
3
g
h
i
j
k
l
1
2
1
2
1
2
2
2
3
1
1
3
2
3
1
2
3
2
3
1
3
1
2
3
2
3
1
3
1
2
3
2
3
1
1
1
3
1
1
1
2
3
2
2
1
3
1
1
2
3
2
3
1
3
1
2
3
3
1
2
1
2
1
2
1
2
1
2
3
2
0640-343
Heat Transfer
3
0640-344
Heat Transfer Laboratory
2
0640-351
Process Dynamics and Control
3
0640-352
Process Dynamics and Control
Laboratory
2
3
1
3
2
1
3
2
2
1
2
3
1
3
3
3
1
2
2
2
1
3
2
2
3
3
2
0640-391
Chemical Process Synthesis
1
0640-427
Kinetics and Reactor Design (B)
3
3
1
3
1
1
2
2
0640-427
Kinetics and Reactor Design (B)
3
3
1
3
1
1
2
2
2
3
0640-461
Water Desalination
2
3
1
2
1
2
2
1
2
2
2
0640-461
Water Desalination
2
3
1
2
1
2
2
1
2
2
2
0640-465
Air Pollution
0640-465
Air Pollution
0640-472
Petroleum Refining Engineering
2
3
2
2
1
2
2
1
2
3
3
0640-491
Plant Design
2
3
3
3
3
3
3
2
2
3
3
0640-491
Plant Design
2
3
3
3
3
3
3
2
2
3
3
0640-491
Plant Design
2
3
3
3
3
3
3
2
2
3
3
0640-491
Plant Design
2
3
3
3
3
3
3
2
2
3
3
0640-491
Plant Design
2
3
3
3
3
3
3
2
2
3
3
0640-491
Plant Design
2
3
3
3
3
3
3
2
2
3
3
e
f
g
3
2
PERFORMANCE
Course
Number
Course Name
a
0640-211
Chemical Engineering
Principles I
3
b
c
d
2
0640-215
Physical Chemistry
3
0640-241
Fluid Mechanics
3
0640-242
Fluid Mechanics Laboratory
4
5
3
4
0640-242
Fluid Mechanics Laboratory
5
5
4
0640-242
Fluid Mechanics Laboratory
4
5
4
3
0640-321
Chemical Engineering
Thermodynamics
0640-343
Heat Transfer
4
0640-344
Heat Transfer Laboratory
4
0640-351
Process Dynamics and
Control
4
0640-352
Process Dynamics and
5
3
4
j
k
l
2
3
3
3
3
2
3
3
3
3
4
4
4
4
4
4
5
4
4
5
4
4
4
3
5
4
4
4
4
4
4
4
2
5
3
4
4
3
3
4
4
4
4
3
3
3
3
3
4
4
4
2
3
4
4
20
i
3
3
4
h
5
3
3
4
3
3
5
2
3
2
3
5
4
3
5
3
3
4
4
3
2
5
4
Control Laboratory
0640-391
3
4
3
2
3
4
4
0640-427
Kinetics and Reactor Design
4
(B)
Chemical Process Synthesis
3
3
5
3
4
3
3
3
0640-427
Kinetics and Reactor Design
4
(B)
4
2
4
4
3
4
3
3
2
4
4
4
4
4
4
0640-461
Water Desalination
4
4
4
4
3
3
3
3
3
4
0640-461
Water Desalination
4
4
4
4
3
3
3
3
3
4
0640-465
Air Pollution
4
4
5
4
5
4
5
5
4
3
4
Air Pollution
4
4
5
4
5
4
5
4
4
3
4
5
5
5
5
3
5
3
3
2
4
5
0640-465
0640-472
Petroleum Refining
Engineering
0640-491
Plant Design
4
5
5
4
5
4
4
4
4
4
0640-491
Plant Design
4
5
5
4
5
4
4
4
4
4
0640-491
Plant Design
3
4
5
3
3
3
3
4
3
3
3
0640-491
Plant Design
4
5
5
3
4
4
4
4
4
5
3
0640-491
Plant Design
4
4
5
4
4
4
4
4
3
4
4
0640-491
Plant Design
4
4
5
4
4
4
4
4
4
4
4
Weighted Average 3.9 4.3 4.1 4.5 3.7 3.8 3.7 3.5 3.5 3.3 3.9 3.7
The weighted average for an outcome is calculated by
∑ ( performance × relevance)
∑ relevance
Remarks and Suggestions
Course
Number
0640-215
0640-321
0640-344
0640-351
0640-352
0640-391
Course Name
Physical Chemistry
Chemical Engineering
Thermodynamics
Heat Transfer Laboratory
Remarks and Suggestions
This is an important course for chemical engineers.
Excellent group.
relevance need to be revised
Process Dynamics and
Control
Performance in this class was much better than
that of previous semesters. No one failed (except
one guy who cheated). Students reflected
somewhat professional mathematical background;
they haven't made any of the silly mistakes other
students used to do.
Process Dynamics and
Control Laboratory
Since all lab sessions were taught by the same
engineers and instructor, and because they all
were working at similar times, I have compared
them all together in one assessment folder instead
of doing one for each session.
The process synthesis course is providing the
necessary background and elements needed before
the Plant Design course. Feedback from the
instructors of the plant design course showed
significant improvement in the design and
reasoning skills of the students. For example,
student are effectively using and referring to
heuristics in their design projects. Their knowledge
Chemical Process Synthesis
in selecting the appropriate unit operation and
understanding their interrelation and connectivity
has improved significantly. Moreover, students
become reasonably better in interpreting the
design outcomes and the results of process
simulators. As far as simulation is involved,
students are more trained and experienced in
simulating reactors.
0640-427
Kinetics and Reactor
Design (B)
0640-472
Petroleum Refining
Students need to be more organized and had
better time managemnt
number of students was 3 only, therefore
21
Engineering
0640-491
statistical results could not draw any conclusions
Overall, a weak class. Knowledge of fundamentals
was weak.
Plant Design
Summer Semester
U
Instructors: 5
7
Courses:
RELEVANCE
Course
Number
Course Name
a
0640-213
Chemical Engineering Principles
II
2
b
0640-215
Physical Chemistry
3
0640-241
Fluid Mechanics
3
0640-241
Fluid Mechanics
3
0640-242
Fluid Mechanics Laboratory
2
3
0640-242
Fluid Mechanics Laboratory
2
0640-242
Fluid Mechanics Laboratory
2
0640-344
Heat Transfer Laboratory
2
0640-351
Process Dynamics and Control
3
0640-352
Process Dynamics and Control
Laboratory
2
c
d
e
f
g
h
i
j
k
l
3
3
3
2
3
2
1
1
3
3
2
2
1
2
1
3
3
2
1
3
1
1
2
3
2
3
2
1
3
1
1
2
3
2
3
1
3
1
2
3
2
3
1
3
1
3
1
2
3
2
3
1
3
1
3
1
2
3
2
3
1
3
1
3
1
2
3
3
1
2
1
2
1
2
1
2
1
2
3
1
3
2
1
3
2
2
1
2
3
d
e
f
k
l
3
2
PERFORMANCE
Course
Number
Course Name
a
b
c
3
3
3
3
3
j
3
0640-215
Physical Chemistry
4
4
0640-241
Fluid Mechanics
3
4
4
4
3
3
4
4
0640-241
Fluid Mechanics
3
4
4
4
3
3
4
4
0640-242
Fluid Mechanics Laboratory
4
5
3
5
4
4
4
4
4
4
0640-242
Fluid Mechanics Laboratory
4
5
3
5
4
4
4
4
4
4
0640-242
Fluid Mechanics Laboratory
5
5
4
5
4
4
5
0640-321
Chemical Engineering
Thermodynamics
4
3
3
3
3
2
3
3
0640-344
Heat Transfer Laboratory
3
2
0640-351
Process Dynamics and
Control
5
0640-352
Process Dynamics and
Control Laboratory
4
4
3
i
Chemical Engineering
Principles II
5
2
h
0640-213
5
2
g
3
3
2
4
4
3
3
3
4
4
3
4
3
4
3
2
3
3
4
3
3
5
4
3
3
3
5
4
3
5
3
3
3
4
4
2
5
4
Weighted Average 3.8 4.3 3.5 4.3 3.5 3.5 3.6 3.2 3.5 2.7
The weighted average for an outcome is calculated by
22
4
4 3.7
∑ ( performance × relevance)
∑ relevance
Remarks and Suggestions
Course
Number
Course Name
Remarks and Suggestions
0640-241
Fluid Mechanics
I suggest to revise the relevance
0640-241
Fluid Mechanics
I suggest to revise the relevance
0640-344
Heat Transfer Laboratory relevance need to be revised
0640-351
0640-352
Process Dynamics and
Control
Due to the use of a new edition from the course
textbook, I completely changed the order of the
course material. It turned out that these two had a
wonderful impact on students' performance and
progress.
Process Dynamics and
Control Laboratory
Since all lab sessions were taught by the same
engineer(s) and instructor, and because they all
were working at similar times, I have compared
them at once in one assessment folder. Performance
during summer in general is much better than
regular semesters. Additionally, this group of
students is considered relatively better than
previous groups.
23
Civil Engineering Program
Fall semester
U
Instructors: 13
Courses:
22
RELEVANCE
Course
Number
Course Name
a
0620-201
Introduction to Design
0620-201
Introduction to Design
0620-236
Construction Surveying
3
3
0620-236
Construction Surveying
3
3
0620-271
Structural Analysis I
3
0620-271
Structural Analysis I
3
0620-310
Fluid Mechanics
3
0620-311
Water Resources
2
3
2
2
0620-311
Water Resources
2
3
2
2
0620-311
Water Resources
2
3
2
0620-350
Soil Mechanics
3
3
1
0620-350
Soil Mechanics
3
3
1
0620-371
Structural Analysis II
3
0620-373
Reinforced Concrete I
2
0620-403
Coastal Processes and Modeling
2
2
3
0620-412
Open Channel Hydraulics
3
2
2
0620-414
Hydraulic Engineering
2
0620-430
Legal, Professional, and Social
Aspects of Engineering
0620-434
Construction Estimation and Cost
Control
2
0620-437
Concrete Construction and
Technology
3
0620-451
Foundation Engineering
2
0620-451
Foundation Engineering
0620-451
Foundation Engineering
0620-471
b
c
d
e
f
g
h
i
j
k
l
2
2
3
3
2
3
2
1
2
2
1
2
2
3
3
2
3
2
1
2
2
1
3
2
3
1
1
3
2
3
1
1
2
3
1
2
1
2
1
2
3
1
2
1
2
1
1
3
3
2
1
2
3
2
1
2
2
3
2
1
2
2
3
1
2
3
1
3
3
2
2
2
2
3
3
2
2
1
1
2
1
3
1
3
1
1
3
2
2
1
1
2
2
2
3
3
2
3
2
2
1
2
2
2
2
2
2
2
2
3
3
3
2
3
2
2
1
3
1
3
1
2
2
1
3
1
3
1
2
2
1
3
1
3
1
2
Steel Design I
3
3
3
0620-473
Reinforced Concrete II
3
3
0620-474
Steel Design II
3
3
3
0620-494
Coastal Engineering Design
2
3
3
2
3
0620-497
Structural Engineering Design
3
1
3
3
3
b
c
d
e
f
g
h
i
j
k
l
2
2
2
2
3
2
3
3
3
3
3
2
2
3
2
3
2
3
2
2
3
3
2
2
3
2
2
2
3
1
3
3
3
3
PERFORMANCE
Course
Number
Course Name
a
0620-201
Introduction to Design
5
4
4
4
4
4
4
4
4
4
3
0620-201
Introduction to Design
3
4
5
4
3
4
4
3
4
5
3
0620-236
Construction Surveying
3
3
2
3
3
2
2
0620-236
Construction Surveying
4
4
4
3
4
3
2
0620-271
Structural Analysis I
4
3
4
2
3
3
2
0620-271
Structural Analysis I
4
4
4
4
5
4
0620-310
Fluid Mechanics
4
4
4
0620-311
Water Resources
4
5
4
24
5
4
5
4
4
4
0620-311
Water Resources
1
2
2
3
1
0620-311
Water Resources
4
4
4
4
4
0620-350
Soil Mechanics
3
3
3
3
0620-350
Soil Mechanics
4
4
3
4
3
0620-371
Structural Analysis II
3
3
3
3
0620-373
Reinforced Concrete I
4
5
4
0620-403
Coastal Processes and
Modeling
2
2
2
0620-412
Open Channel Hydraulics
4
4
4
Hydraulic Engineering
4
0620-414
0620-430
Legal, Professional, and Social 4
Aspects of Engineering
3
3
2
3
2
4
4
4
3
3
3
3
3
2
4
2
3
4
3
1
3
3
2
3
3
2
4
4
3
4
4
5
5
4
4
3
3
4
5
3
4
3
4
3
3
3
3
3
3
3
3
3
5
5
5
3
3
5
3
0620-434
Construction Estimation and
Cost Control
3
0620-437
Concrete Construction and
Technology
3
0620-451
Foundation Engineering
3
3
4
4
4
3
5
0620-451
Foundation Engineering
3
3
4
4
4
3
5
0620-451
Foundation Engineering
4
4
4
4
4
3
5
0620-471
Steel Design I
5
1
5
5
4
4
4
4
0620-473
Reinforced Concrete II
3
4
3
3
3
3
3
0620-474
Steel Design II
5
5
3
5
4
5
4
4
0620-494
Coastal Engineering Design
2
2
2
2
2
2
2
2
2
0620-497
Structural Engineering Design
5
2
5
5
5
3
3
3
5
2
3
4
5
3
2
Weighted Average 3.6 3.1 3.9 3.7 3.6 3.4 3.3 3.5 3.3 3.6 3.8 3.2
The weighted average for an outcome is calculated by
∑ ( performance × relevance)
∑ relevance
Remarks and Suggestions
Course
Number
Course Name
Remarks and Suggestions
Introduction to Design
This is an evaluation of 3 sections namely 01D,
01DD and 01N. he students felt the project very
interesting since they wanted to prove their
understanding of the subject and they were
encouraged to present it in a professional way.
0620-201
Introduction to Design
Two points should be considered: 1. Text book: it
is written for industrial engineering studnets rather
than civil engineering studnets. It does not relates
to aspects of civil engineering design process and
managment. 2. Course grading should be more
onthe projects assignment rather than exams and
homewors as the course ahs not much of
mathematical process, but rather projects
application and group work.
0620-236
Construction Surveying
This is a practical oriented course and students
performed well on the overall as is evident from
the GPA.
0620-271
Structural Analysis I
need more basic principles of statics and
mechanics of materials
Structural Analysis I
Many faculty are trying to provide a good
engineering education but there are seriuos
obstacles which may include the excessive number
of students in the classes/laboratories,etc.This
issue should be taken seriously if we are genuine
about serving the profession in this country.
0620-201
0620-271
25
Water Resources
This is a class of 29 Female satudents [ one
dropped during semester ]; with above average
standing. Less number of students in the class will
improve the learning process.
0620-311
Water Resources
Except for 2-3 students, students taking this
course were extrememly poor in basics such as
fluid mechanics and calculus, and very poor in
communication skills. They mostly have no real
interest in learning and their attendace in classes
were very poor despite official warnings.
0620-350
Soil Mechanics
The students performances in the class were good.
The students were working in groups where they
conducted their work by themselves.
0620-350
Soil Mechanics
The students were encouraged to use the text
book, and other text books and be independent
learners and readers. The students responded in a
positive manner towards this suggestion. Many
students lack the abiliy to solve problems with new
ideas that were not discussed in the class room.
0620-371
Structural Analysis II
Overall the performance of the clas was very good.
Students took keen interest in the subject matter.
0620-373
Reinforced Concrete I
I am lucky to have a class with lots of bright
students for the first time in a while.
0620-403
Coastal Processes and
Modeling
0620-311
0620-412
0620-414
Open Channel Hydraulics
This is a mixed class composed of 14 Female
students [ 2 dropped during semester ] and 9 Male
students [ 4 dropped during semester ]. The
remaining 17 students are with above average
standing. Female students are superior over Male
students. Class population of 17 students is ideal
for the learning process.
Hydraulic Engineering
Class performed very well. A number of hydraulic
design procedures were investigated, Computer
software for pipe network analysis was used.
Background of students in engineering and basic
sciences was sufficient.
Legal, Professional, and
0620-430 Social Aspects of
Engineering
0620-434
Poor background in engineering basics at senior
level, no self-reliance or desire for learning,
preference for spoon-feeding
Construction Estimation
and Cost Control
Students learned alot from investigating a case
study rather than assigning an old case, they
enjoyed the term project as they met people from
the field and from the legal authorities which was
very useful. Guest lecturers can be very beneficial
in this course as they introduced the class to local
practices and legislations in Kuwait.
I have been teaching this course five times. I find
the students of this group were serious to learn.
Students did not develop habits of reading
magazine, journals, etc. The class size is huge. The
class size shall not be more than 25 by any means.
The teaching assistant was not good for the
course. We need teaching assistant with more
professional attitudes and well knowledgeable.
The class had 3 excellent students, so evaluation
does not have enough variation in student level.
The relevance of the outcomes needs to be
Concrete Construction and
0620-437
reviewed. The following are some suggestions
Technology
outcome a) from H to L. Outcome e), downgrade
to L, Outcomes h) and k), downgrade to L or
remove
0620-451
Foundation Engineering
The studenrs performed in professional standards
where they applied all given tools in solving and
managing field problems.
26
Foundation Engineering
The studenrs performed in professional standards
where they applied all given tools in solving and
managing field problems.
0620-471
Steel Design I
This is a batch of excellent students-they are very
mature and possess high GPA. Moreover they are
very eager to learn specially knowing that they are
on the verge of graduating. The students were
given enough confidence to allow them to attain
proficiency in design and professional issues for
employment at an entry level.
0620-473
Reinforced Concrete II
Some of the relevance of the outcomes needs to
be downgraded or removed.
0620-474
Steel Design II
This is a batch of execllent students-they are very
mature and posssess high GPA. Moreover, they are
very eager to learn specially knowing that they are
on the verge of graduating. The students were
given enough confidence to allow them to attain
proficiency in design and professional issues of
employment at an entry level. Moreover, the
students weere required to go through thye agony
of performing homework solutions manually. These
homeworks in essence were design projects, ie
they were very lengthy, required group and class
discussions and did not emphasize software
applications.
0620-494
Students were very weak in basics, lack initiative,
originality and self-reliance. Design courses should
be supervised by a group of faculty members to
Coastal Engineering Design
develop integrated design projects, and they
should require two semesters. The current system
does not really work at all with spoon-feeding.
0620-451
0620-497
Very good size of the class of Capstone Design
class. ABET2000 requested a Capstone Design Lab.
We never had it. Also we don't have licensed
software at the department. This hinders the
development of the course.
Structural Engineering
Design
Spring semester
U
Instructors: 11
Courses:
24
RELEVANCE
Course
Number
Course Name
a
0620-201
Introduction to Design
2
0620-236
Construction Surveying
3
3
3
0620-236
Construction Surveying
3
3
0620-236
Construction Surveying
3
0620-236
Construction Surveying
3
0620-236
Construction Surveying
3
3
0620-252
Engineering Materials
2
3
2
0620-252
Engineering Materials
2
3
2
0620-271
Structural Analysis I
3
2
3
0620-310
Fluid Mechanics
3
1
3
0620-311
Water Resources
2
3
2
2
0620-311
Water Resources
2
3
2
2
0620-311
Water Resources
2
3
2
0620-311
Water Resources
2
3
2
27
b
c
d
e
f
g
h
i
j
k
l
2
3
3
2
3
2
1
2
2
1
2
3
1
1
3
2
3
1
1
3
3
2
3
1
1
3
3
2
3
1
1
3
2
3
1
2
1
2
1
1
2
3
2
1
2
3
2
1
2
2
3
2
1
2
2
3
2
1
2
1
1
1
1
2
1
0620-350
Soil Mechanics
3
0620-371
Structural Analysis II
3
0620-371
Structural Analysis II
3
0620-371
Structural Analysis II
0620-373
Reinforced Concrete I
0620-373
3
3
1
2
3
3
2
2
3
2
3
3
2
2
3
3
2
3
3
2
2
3
2
3
2
1
1
1
Reinforced Concrete I
2
3
2
1
1
1
0620-412
Open Channel Hydraulics
3
0620-414
Hydraulic Engineering
2
3
1
0620-435
Construction Engineering and
Management
2
2
2
0620-451
Foundation Engineering
2
1
3
1
0620-471
Steel Design I
3
3
3
3
2
3
3
3
3
3
0620-471
Steel Design I
3
3
3
3
2
3
3
3
3
3
0620-473
Reinforced Concrete II
3
3
3
3
2
2
3
2
0620-474
Steel Design II
3
3
3
2
3
2
2
3
0620-475
Prestressed Concrete
2
1
1
1
0620-497
Structural Engineering Design
3
2
2
2
2
1
2
2
3
3
1
3
2
3
3
3
3
1
1
2
1
2
2
2
2
1
2
2
3
1
3
PERFORMANCE
Course
Number
Course Name
a
b
c
d
e
f
g
h
i
j
k
l
4
4
4
3
4
4
3
4
4
3
0620-201
Introduction to Design
3
0620-236
Construction Surveying
4
4
3
3
3
3
4
0620-236
Construction Surveying
3
3
3
3
3
3
3
0620-236
Construction Surveying
4
4
4
4
3
3
4
0620-236
Construction Surveying
4
4
3
2
3
2
4
0620-236
Construction Surveying
3
3
2
3
3
2
2
0620-252
Engineering Materials
3
4
3
2
4
3
0620-252
Engineering Materials
4
5
4
3
3
3
0620-271
Structural Analysis I
4
3
4
3
4
0620-310
Fluid Mechanics
2
3
3
0620-311
Water Resources
4
5
4
5
4
5
4
4
0620-311
Water Resources
2
3
3
3
2
2
3
2
0620-311
Water Resources
4
4
3
3
4
3
3
0620-311
Water Resources
4
4
4
4
4
4
4
0620-350
Soil Mechanics
3
3
3
3
3
3
3
3
0620-371
Structural Analysis II
4
4
4
4
4
4
4
4
0620-371
Structural Analysis II
3
3
3
3
3
3
4
0620-371
Structural Analysis II
4
4
4
4
4
4
1
0620-373
Reinforced Concrete I
4
4
4
3
3
3
0620-373
Reinforced Concrete I
3
4
3
3
4
3
0620-412
Open Channel Hydraulics
4
0620-414
Hydraulic Engineering
4
5
4
4
4
4
4
4
5
3
3
3
3
3
4
2
3
4
4
3
4
3
5
4
4
3
5
0620-435
Construction Engineering
and Management
4
0620-451
Foundation Engineering
3
3
4
0620-471
Steel Design I
5
1
5
5
4
4
4
4
4
5
0620-471
Steel Design I
5
4
4
4
4
4
4
4
4
4
0620-473
Reinforced Concrete II
4
4
3
3
3
3
3
0620-474
Steel Design II
5
5
5
4
5
4
4
0620-475
Prestressed Concrete
5
5
5
5
5
0620-497
Structural Engineering
Design
5
3
3
3
2
28
5
3
4
5
5
5
2
4
4
3
5
5
Weighted Average 3.8 3.6 4.1 3.8 3.7 3.4 3.5 3.5 3.4 3.9 3.7 3.3
The weighted average for an outcome is calculated by
∑ ( performance × relevance)
∑ relevance
Remarks and Suggestions
Course
Number
Course Name
Remarks and Suggestions
0620-201
Introduction to Design
Two points should be considered: 1. Text book: it is
written for industrial engineering or mechanical
engineering studnets rather than civil engineering
studnets. It does not relates to aspects of civil
engineering design process and managment. 2.
Course grading should be more onthe projects
assignment rather than exams and homewors as the
course has not much of mathematical process, but
rather projects application and group work.
0620-236
Construction Surveying
The smaller the class size the more interaction and
better learning environment
0620-236
Construction Surveying weak in english(spoken and written).
0620-252
Engineering Materials
Outcome a) needs to be downgraded for this course
from M to L or to non-relevent
Engineering Materials
This is a combined report for two sections namely 01D
& 01 N. The students translated their understanding
of the course contents by performing project and
homeworks.
Fluid Mechanics
This was a boys' section and the background of the
students in mathematics and basic sciences was
weak. Students usually did not submit their
homeworks on time. Their performance in the tests
was below average. Few students participated in the
discussions. The overall performance of the class was
below expectations.
Water Resources
This is a class of 37 Male students with average
standing. The problem lies in the large number of
students in a small class room. Mid Term Tests and
Final Exam are real problem. I have to use four
versions of each Exam to prevent cheating. Number of
students per lab is 18 which hinder the learning
process for the student to conduct the experiment and
collect data.
0620-311
Water Resources
The size of the class was small with only 7 students.
Students' background in mathematics and basic
sciences was good. They submitted the lab reports
and homeworks on time. Their performance in tests
and their participation in class discussions was very
good.
0620-350
Soil Mechanics
The students performances in the class were good.
The students were working in groups where they
conducted their work by themselves.
0620-371
Structural Analysis II
Overall the performance of the class was average. The
students lacked the motivation to study, some of
them were always late in coming to class.
Reinforced Concrete I
I had quite a few bright students, but there is a lot of
dependence on examples in the text rather than other
references which reflects negatively on their ability to
tackle new problems.
Reinforced Concrete I
1: Recommend visiting relevance of the different
outcomes for possible minor changes. 2: Distribution
of grades not "normal" with peaks (large and small)
and less of middle-range marks
(A:7/B:1/C:6/D:11/F:6). This might indicates that
0620-252
0620-310
0620-311
0620-373
0620-373
29
students needed a stringer background in courses
taken before this one.
0620-412
Open Channel
Hydraulics
Construction
0620-435 Engineering and
Management
0620-451
0620-471
0620-473
0620-474
0620-475
0620-497
This is a mixed class composed of 27 Female students
[ 2 dropped during the semester ] and 2 Male
students [ one dropped during the semester ]. The
remaining 26 Students are with above average
standing. Female students are superior over Male
students. Again Class population is high and above
the international norms which affect the learning
process
Great course with Primavera Project Planner
Scheduling and Planning Techniques
The studenrs performed in professional standards
Foundation Engineering where they applied all given tools in solving and
managing field problems.
Steel Design I
This is a batch of excellent students-they are very
mature and possess high GPA. Moreover they are very
eager to learn specially knowing that they are on the
verge of graduating. The students were given enough
confidence to allow them to attain proficiency in
design and professional issues for employment at an
entry level.
Reinforced Concrete II
Some of the relevance of the outcomes needs to be
downgraded or removed. During semester, this course
assessment files were reviewerd and
recommendations were put to TAG group coordinator.
No additional comments are required from the
evaluation this semester
Steel Design II
This is a batch of execllent students-they are very
mature and posssess high GPA. Moreover, they are
very eager to learn specially knowing that they are on
the verge of graduating. The students were given
enough confidence to allow them to attain proficiency
in design and professional issues of employment at an
entry level. Moreover, the students weere required to
go through thye agony of performing homework
solutions manually. These homeworks in essence were
design projects, ie they were very lengthy, required
group and class discussions and did not emphasize
software applications.
Prestressed Concrete
This was one of the best classes that I have taught at
Kuwait University. Students were highly motivated to
learn, and they came equipped with high GPA which
made them upto the challenges posed to them. In
reality this should be a graduate course; so for
seniors to be able to undertake its rigour and perform
in the excellent fashion. They provided a good
testimony of the high calibre of education they
received at KU.
Structural Engineering
Design
Very good size of the class of Capstone Design class.
ABET2000 requested a Capstone Design Lab. We
never had it. Also we don't have licensed software at
the department. This hinders the development of the
course.
30
Summer semester
U
Instructors: 5
5
Courses:
RELEVANCE
Course Number
Course Name
a
0620-201
Introduction to Design
2
0620-271
Structural Analysis I
3
0620-311
Water Resources
2
0620-414
Hydraulic Engineering
0620-473
Reinforced Concrete II
b
c
d
e
f
g
h
i
j
k
l
2
3
3
2
3
2
1
2
2
1
1
2
1
2
3
1
2
2
2
3
2
1
2
3
1
2
2
3
3
3
3
3
2
2
2
2
3
2
3
PERFORMANCE
Course Number
Course Name
a
b
c
d
e
f
g
h
i
j
k
l
0620-201
Introduction to Design
0620-271
Structural Analysis I
3
4
4
4
3
4
3
3
4
4
3
4
3
3
4
3
0620-311
Water Resources
2
3
2
0620-414
Hydraulic Engineering
4
5
4
0620-473
Reinforced Concrete II
5
5
3
4
5
5
5
4
3
2
3
5
4
5
5
3
5
Weighted Average 3.8 3 4.2 3.3 4.5 4.2 3.5 4 4.2 4 3.6 4.5
The weighted average for an outcome is calculated by
∑ ( performance × relevance)
∑ relevance
Remarks and Suggestions
Course
Number
0620-201
0620-473
Course Name
Remarks and Suggestions
Introduction to Design
1. Text book: it is written for industrial engineering or
mechanical engineering studnets rather than civil
engineering studnets. It does not relates to aspects of
civil engineering design process and managment.
Since this section is for Civil Engineering students, I
recommend to use another text more relavant to our
field. 2. Reduce exams percentage to total grade.
Course grading should be more on the projects
assignment rather than exams and homewors as the
course has not much of mathematical process, but
rather projects application and group work.
Reinforced Concrete II
1.Students were highly motivated to learn,especially
when taken into account that they are seniors on the
verge of graduating and they needed the tools and
techniques learned in this class for their future real
life work. 2.Problem sets were quite involved and very
specialized.This is mainly to show the graduating
students how real life situations are. 3. Overall the
students came out in flying colors.This is evident in
the very high class GPA. 4. An added advantage was
gained in this class from the timing. The class was at
8 am and the students willingly agreed to come
everyday at 7: 30 am. This extra half an hour of
tutorial and revision and carried out throughout the
entire semester helped them tremendously.
31
Computer Engineering Program
Fall semester
U
Instructors: 8
Courses:
17
RELEVANCE
Course
Number
Course Name
a
b
c
d
e
f
g
h
i
j
k
l
m n
0612-203
Discrete Mathematics for
Computer Engineering.
0612-262
Fundamentals of Digital Logic
3
0612-262
Fundamentals of Digital Logic
3
0612-262
Fundamentals of Digital Logic
0612-363
Introduction to
Microprocessors
0612-364
Microprocessors Laboratory
0612-364
Microprocessors Laboratory
0612-368
Computer Organization
3
3
2
0612-368
Computer Organization
3
3
2
0612-395
Computer Systems
Engineering
0612-405
Operating System Principles
0612-441
Advanced Database
0612-466
Computer Networks l
0612-468
Computer Architecture
0612-476
Computer Networks ll
3
3
2
3
2
2
2
2
2
2
2
3
3
3
3
3
3
3
3
2
2
2
3
3
2
3
3
2
2
2
1
3
3
2
2
1
1
m
n
PERFORMANCE
Course
Number
Course Name
a
b
c
d
e
f
g
h
i
j
k
l
0612-203
Discrete Mathematics
for Computer
Engineering.
0612-262
Fundamentals of Digital
Logic
3
0612-262
Fundamentals of Digital
Logic
4
0612-262
Fundamentals of Digital
Logic
0612-363
Introduction to
Microprocessors
0612-364
Microprocessors
Laboratory
3
3
3
3
0612-364
Microprocessors
Laboratory
3
3
3
3
4
3
5
4
0612-368
Computer Organization 3
4
3
0612-368
Computer Organization 4
4
3
0612-395
Computer Systems
Engineering
0612-405
Operating System
Principles
4
3
32
5
4
4
4
5
4
0612-441
Advanced Database
0612-466
Computer Networks l
0612-468
Computer Architecture
0612-476
Computer Networks ll
Weighted Average
4
3
4
3
3
3
3
5
4
4
3
3
3
4
3.7 3.2 4
3
3.4 3.6 0
3
4
4
4
4
0
4
3
3
3
3.5 3.5
∑ ( performance × relevance)
∑ relevance
The weighted average for an outcome is calculated by
Remarks and Suggestions
Course
Number
0612-262
0612-262
Course Name
Remarks and Suggestions
Fundamentals of Digital
Logic
Outcome b, which I am supposed to assess in the
course is not available in this form.
Fundamentals of Digital
Logic
I highly recommend the incorporation of CAD tools
usage in most homework assignment in this course.
I think the practicality of this issue makes it very
important to have good working knowledge of the
tools used in digital logic design.
I have noticed a great weakness in students ability
to write programs. I believe an algorithmic approach
of writing programs needs to be emphasized in
student work in programming courses.
Introduction to
0612-363
Microprocessors
Spring semester
U
Instructors: 6
Courses:
11
RELEVANCE
Course
Number
Course Name
a
b
c
d
e
f
g
h
i
j
k
l
m n
-0612
0612-203
Discrete Mathematics for
Computer Engineering.
0612-262
Fundamentals of Digital
Logic
0612-262
Fundamentals of Digital
Logic
0612-262
Fundamentals of Digital
Logic
3
0612-325
Human Computer
Interaction
2
0612-325
Human Computer
Interaction
356-0612
3
3
3
3
3
3
2
3
1
1
3
2
3
2
1
1
1
1
1
3
3
1
2
Introduction to
Microprocessors
3
3
3
0612-368
Computer Organization
3
3
0612-399
Engineering Training
0612-401
Database Systems
2
0612-410
Automata Theory
3
456-0612
3
3
3
1
456-0612
3
3
3
1
Computer Networks l
0612-468
Computer Architecture
0612-476
Computer Networks ll
2
3
3
3
3
3
3
1
3
2
1
2
3
2
3
3
2
1
3
3
3
3
2
1
3
1
3
3
1
3
3
3
33
3
1
0612-363
0612-466
3
1
1
0612-493
Special Topics in Computer
Engineering
0612-495
Capstone Design
3
2
3
3
3
3
3
3
3
3
e
f
g
h
3
3
3
3
PERFORMANCE
Course
Number
Course Name
a
b
c
d
0612-
i
j
k
3
0612-203
Discrete Mathematics
for Computer
Engineering.
0612-262
Fundamentals of Digital
Logic
0612-262
Fundamentals of Digital
Logic
0612-262
Fundamentals of Digital
Logic
3
0612-325
Human Computer
Interaction
3
0612-325
Human Computer
Interaction
0612-356
l
m
3
4
3
2
1
2
3
2
3
1
1
3
3
3
3
4
1
1
4
3
3
3
3
1
1
4
4
4
3
1
4
2
0612-368
Computer Organization
4
3
0612-399
Engineering Training
0612-401
Database Systems
4
4
4
0612-410
Automata Theory
4
4
4
0612-456
4
4
4
3
0612-456
4
4
4
3
Computer Networks l
Computer Architecture
0612-476
Computer Networks ll
0612-493
Special Topics in
Computer Engineering
0612-495
Capstone Design
4
4
3
3
3
2
3
5
4
4
4
4
3
4
4
4
4
3
1
4
4
3
4
4
3
4
4
4
1
4
Introduction to
Microprocessors
0612-468
1
4
0612-363
0612-466
n
5
5
3
3
5
4
3
5
5
Weighted Average 3.5 3.5 3.3 3.8 3.6 3.3 3.3 3.1 3.9
The weighted average for an outcome is calculated by
5
5
5
4 3.6 3.4 3.8 2.5
∑ ( performance × relevance)
∑ relevance
Remarks and Suggestions
Course
Number
0612-410
Course Name
Automata Theory
Remarks and Suggestions
The students acquired knowledge of
mathematics, science, and engineering. In
general, they were able to understand and
efficiently use the their mathematical
analytical skills and their knowledge in discrete
structures and graph theory in order to solve
the engineering problems addressed in the
class. They were able to prove that the
provided solution meets the required
constraints and satisfies the requirement of
the problems. Many different solution were
provided for the same problems. They
improved their theoretical knowledge of
computing field.
34
Summer semester
U
Instructors: 3
3
Courses:
RELEVANCE
Course
Number
Course Name
0612-356
0612-363
0612-368
0612-405
Introduction to
Microprocessors
Computer Organization
Operating System
Principles
a
b
c
d
e
3
1
2
3
3
3
3
3
3
3
2
c
d
f
g
h
i
j
3
k
1
2
l
m n
3
3
3
3
3
2
3
PERFORMANCE
Course
Number
Course Name
0612-356
0612-363
0612-368
0612-405
Introduction to
Microprocessors
Computer Organization
Operating System
Principles
a
b
e
f
g
h
i
3
j
k
l
3
4
m
3
3
3
3
3
3
3
3
4
4
3
5
4
3
4
3
Weighted Average 3.3 0 3.6 3
4
3
0
The weighted average for an outcome is calculated by
4
n
4
0
3
0 3.9 4 3.7 0
∑ ( performance × relevance)
∑ relevance
Remarks and Suggestions
Course
Number
Course Name
Remarks and Suggestions
0612-363
Introduction to Microprocessors
I believe students need to improve their report
writing skills.
35
Electrical Engineering Program
Fall semester
U
Instructors: 16
Courses:
32
RELEVANCE
Course
Number
Course Name
a
b
c
d
e
f
g
h
i
j
k
l
m n
0610-212
Engineering Math
0610-212
Engineering Math
0610-213
Linear Circuits Analysis
0610-230
Semi-conductors
0610-233
Electronics I
1
3
2
0610-233
Electronics I
1
3
2
0610-233
Electronics I
1
3
2
0610-234
Electronics Laboratory I
3
2
2
2
0610-234
Electronics Laboratory I
3
2
2
2
0610-234
Electronics Laboratory I
3
2
2
2
0610-234
Electronics Laboratory I
3
2
2
2
0610-234
Electronics Laboratory I
3
2
2
2
0610-297
Corner-Stone Design
0610-297
Corner-Stone Design
0610-297
Corner-Stone Design
0610-297
Corner-Stone Design
0610-312
Signals and Systems
3
2
3
3
0610-312
Signals and Systems
3
2
3
3
0610-312
Signals and Systems
3
2
3
3
0610-318
DSP
1
3
0610-320
Electromagnetic Field
Theory
3
3
3
2
0610-333
Electronics II
1
3
0610-350
Electrical Power Systems I
2
3
0610-370
Control Theory I
3
3
0610-420
Antenna and Propagation
3
3
0610-433
Electronics III
0610-434
Electronics Laboratory III
3
0610-460
Introduction to
Communication Networks
3
0610-476
0610-490
Nonlinear Control
3
2
2
3
2
2
3
3
3
2
2
3
3
2
2
2
3
3
3
2
3
3
2
2
2
2
3
3
2
2
3
3
3
3
Special Topics in Electrical
Engineering
0610-497
Engineering Design
3
3
3
3
3
3
3
2
2
2
3
3
0610-497
Engineering Design
3
3
3
3
3
3
3
2
2
2
3
3
0610-497
Engineering Design
3
3
3
3
3
3
3
2
2
2
3
3
36
PERFORMANCE
Course
Number
Course Name
a
b
c
d
e
f
g
h
i
j
k
l
0610-212
Engineering Math
0610-212
Engineering Math
3
0610-213
Linear Circuits Analysis
4
0610-230
Semi-conductors
5
0610-233
Electronics I
1
1
0610-233
Electronics I
3
3
0610-233
Electronics I
4
0610-234
Electronics Laboratory I
3
3
3
4
0610-234
Electronics Laboratory I
3
3
3
4
0610-234
Electronics Laboratory I
3
3
4
3
0610-234
Electronics Laboratory I
3
3
4
4
0610-234
Electronics Laboratory I
0610-297
Corner-Stone Design
4
4
3
4
3
4
4
3
4
4
0610-297
Corner-Stone Design
4
4
3
4
3
4
4
3
4
4
0610-297
Corner-Stone Design
4
4
4
5
3
5
5
4
4
4
3
0610-297
Corner-Stone Design
4
4
4
4
3
4
4
3
3
3
3
0610-312
Signals and Systems
3
3
3
3
0610-312
Signals and Systems
4
4
4
4
0610-312
Signals and Systems
5
5
4
4
0610-318
DSP
4
0610-320
0610-333
0610-350
0610-370
0610-420
0610-433
Electromagnetic Field
Theory
3
m
3
4
3
3
4
4
4
4
Electrical Power Systems 3
I
3
4
4
4
3
Electronics III
4
0610-460
Introduction to
Communication Networks
4
4
3
3
4
4
1
3
4
4
4
4
3
4
3
3
4
4
4
3
3
4
4
4
4
4
3
3
3
3
3
3
3
3
3
3
Electronics Laboratory
III
4
3
3
3
Nonlinear Control
4
4
4
Antenna and
Propagation
4
4
0610-434
0610-476
4
4
Control Theory I
4
2
4
4
Electronics II
n
4
4
3
3
4
3
1
4
4
3
4
3
4
4
4
3
3
3
4
0610-490
Special Topics in
Electrical Engineering
0610-497
Engineering Design
3
4
4
4
3
3
4
3
3
3
4
4
0610-497
Engineering Design
3
4
3
4
3
3
3
3
3
3
4
4
0610-497
Engineering Design
4
4
4
3
4
4
4
4
4
3
4
4
Weighted Average
3.7 3.5 3.3 3.3 3.6 3.3 3.6 3.2 3.3 3
The weighted average for an outcome is calculated by
37
3.4 0
3.7 3.6
∑ ( performance × relevance)
∑ relevance
Remarks and Suggestions
Course
Number
Course Name
Remarks and Suggestions
Linear Circuits Analysis
The number of students enrolled in each
section should not exceed the instructor-tostudent ratio (i.e., 25 to 30 students/class).
This is to enssure and improve the
communication skills between the instructor
and the students as well as the design skills to
meet the requirements assigned by the ABET.
Electronics I
1- More emphasis must be put on quizzes and
exams. 2- After finishing a topic or chapter
each student should give a presentation on a
sample of questions to show his/her
understanding of the material.
0610-233
Electronics I
Based on my previous assessment in
2010/2011 which showed very poor
performance of students in analysis and design
I decided to limit the activity of outcome 11,
although given weight medium, and to
concentrate more on the analysis and design.
This showed a positive result in the present
assessment. At the same time, however, I
decided to reinforce the software (SPICE)
activity in my 234 lab course sessions.
0610-233
Electronics I
Class needs more design problems and more
p-Spice problems
Corner-Stone Design
The students started the course uncertain
about what they can produce and their
capabilities. At the end of the course students
have produced and were more confident of
their design abilities and their potential.
0610-297
Corner-Stone Design
The students started the course uncertain
about what they can produce and their
capabilities. At the end of the course students
have produced and were more confident of
their design abilities and their potential.
0610-297
Corner-Stone Design
By the end of the course the students have
produced and were more confident of their
design ability and their potential.
0610-297
Corner-Stone Design
Most od students need to work on their writing
skills. It seems to me that the students are not
benefiting a lot from the Technical writing
course offered to them. The College needs to
think of forcing the students who are weak in
English to take extra English courses.
0610-312
Signals and Systems
we have to pay attention to the mathematical
&physical background of the students.
0610-312
Signals and Systems
Sudents in this class show moderate abililty to
solve Matlab problems Students show high
spirits of team building, they formed 6 teams
each with one team leader who is at high
contacts with the professor. Students use to
see the teaching assistant twice a week.
0610-312
Signals and Systems
Thanks
DSP
The number of students enrolled in each
section should not exceed the instructor-tostudent ratio (i.e., 25 to 30 students/class).
This is to enssure and improve the
communication skills between the instructor
0610-213
0610-233
0610-297
0610-318
38
and the students as well as the design skills to
meet the requirements assigned by the ABET.
0610-320
Electromagnetic Field Theory
Mini-projects help in acquiring self learning
capability.
0610-333
Electronics II
A design project should be included in the
course work.
0610-350
Electrical Power Systems I
The students attendance was not satisfactory
and Homework solving was not taken
seriously.
0610-420
Antenna and Propagation
Students were encouraged to search for topics
on antennas not included in lectures
0610-433
Electronics III
Some students attempted HW problems that
include SPICE simulation. OUTCOME 7 :
communication. It is not applicable in this
semester OUTCOME 14 : hardware design.
This outcome needs to be eliminated
0610-434
Electronics Laboratory III
students' performance using SPICE need
improvement.
It was obvious that students lacked writing
and communication skills. This can be
Introduction to Communication improved by introducing projects in the
0610-460
Networks
elective classes. This will help improve the
writing and communication skills of the
students
0610-476
0610-490
0610-497
0610-497
0610-497
Nonlinear Control
Special Topics in Electrical
Engineering
Probably, this course should be offered once
every two years. The students who take this
course should be warned about the advanced
nature of this course. This means that only
students with stong mathematical background
should be allowed to take this course. Also, it
is noticed that several students are weak in
programming using MATLAB. In addition, it
should be stressed that each student who
takes this course should complete a design
project and give a presentation about his/her
work.
490 is a special topic course. I believe that a
project should have been given if time allowed
.
Engineering Design
The evaluation was based on inputs from
proposals, progress reports, oral
presentations, final project reports, final
projects demonstration where instructor and
external instructor assessed the three
projects.
Engineering Design
The evaluation was based on inputs from
proposals, progress reports, oral
presentations, final project reports, final
projects demonstration where instructor and
external instructor assessed the three
projects.
Engineering Design
Better support in the department is needed
(financial, supporting staff, and workshop).
Also the depatment lacks working space for
the EE 497 students.
39
Spring semester
U
Instructors: 18
Courses:
35
RELEVANCE
Course
Number
Course Name
a
0610-212
Engineering Math
0610-233
Electronics I
0610-234
Electronics Laboratory I
0610-297
Corner-Stone Design
0610-297
Corner-Stone Design
0610-297
Corner-Stone Design
0610-297
Corner-Stone Design
0610-312
Signals and Systems
0610-318
DSP
0610-320
b
1
c
d
f
g
h
i
j
3
3
2
2
3
1
3
Electronics II
1
3
3
2
0610-333
Electronics II
1
3
3
2
0610-333
Electronics II
1
3
3
2
0610-333
Electronics II
1
3
3
0610-350
Electrical Power Systems I 2
3
0610-370
Control Theory I
3
3
0610-370
Control Theory I
3
0610-374
Control Laboratory I
3
0610-399
Engineering Training
0610-433
Electronics III
0610-434
Electronics Laboratory III
0610-456
0610-472
0610-490
3
2
2
3
2
2
3
3
3
3
3
3
Power Apparatus and
Systems
Control Theory II
2
3
3
3
m n
3
0610-333
3
l
2
2
3
k
2
2
3
Electromagnetic Field
Theory
e
3
3
3
3
3
3
3
3
2
2
2
2
3
2
2
3
3
3
3
3
3
3
3
3
2
3
3
3
Special Topics in Electrical
Engineering
0610-497
Engineering Design
3
3
3
3
3
3
3
2
2
2
3
3
0610-497
Engineering Design
3
3
3
3
3
3
3
2
2
2
3
3
e
f
PERFORMANCE
Course
Number
Course Name
0610-212
Engineering Math
0610-233
Electronics I
a
b
c
d
g
h
i
j
k
3
3
Electronics
0610-234
Laboratory I
3
4
4
4
Corner-Stone Design
4
4
4
5
3
5
5
4
4
4
Corner-Stone Design
4
4
3
4
3
4
4
3
4
4
0610-297
Corner-Stone Design
4
4
3
4
3
4
4
3
4
4
0610-297
Corner-Stone Design
3
3
3
4
3
4
3
3
3
3
3
0610-312
Signals and Systems
4
0610-318
DSP
4
4
4
4
4
3
3
4
4
0610-333
Electronics II
4
3
3
3
3
n
4
4
0610-297
Electromagnetic Field
Theory
m
3
0610-297
0610-320
l
4
40
3
4
4
4
3
3
2
4
3
4
3
4
0610-333
Electronics II
4
4
3
0610-333
Electronics II
4
4
3
0610-333
Electronics II
4
4
3
3
3
3
0610-350
Electrical Power
Systems I
0610-370
Control Theory I
3
0610-370
Control Theory I
4
0610-374
Control Laboratory I
5
0610-399
Engineering Training
0610-433
Electronics III
0610-472
Power Apparatus and
Systems
Control Theory II
5
3
3
3
5
4
4
5
5
4
4
5
4
3
3
4
3
4
3
5
4
4
4
4
Electronics
0610-434
Laboratory III
0610-456
3
5
3
1
4
4
3
3
3
4
4
3
4
4
3
4
4
4
3
Special Topics in
0610-490
Electrical Engineering
0610-497
Engineering Design
4
4
4
4
4
3
4
4
3
3
4
4
0610-497
Engineering Design
4
4
3
4
4
4
4
4
3
3
4
4
Weighted Average 3.8 4.2 3.5 4.2 3.7 3.7 4.2 3.7 3.3 3.3 3.4 0 3.6 3.6
The weighted average for an outcome is calculated by
∑ ( performance × relevance)
∑ relevance
Remarks and Suggestions
Course
Number
Course Name
Remarks and Suggestions
0610-233
Electronics I
The students were not serious in this class.
0610-297
Corner-Stone Design
By the end of the course the students have produced
and were more confident of their design ability and
their potential.
Corner-Stone Design
The students started the course uncertain about what
they can produce and their capabilities. At the end of
the course students have produced and were more
confident of their design abilities and their potential.
0610-297
Corner-Stone Design
The students started the course uncertain about what
they can produce and their capabilities. At the end of
the course students have produced and were more
confident of their design abilities and their potential.
0610-297
Corner-Stone Design
This course need 0612-262 as a pre-requisite.
DSP
The number of students enrolled in each section
should not exceed the instructor-to-student ratio (i.e.,
25 to 30 students/class). This is to enssure and
improve the communication skills between the
instructor and the students as well as the design skills
to meet the requirements assigned by the ABET.
0610-297
0610-318
0610-320
Electromagnetic Field
Theory
The students were excited by using the ADS software
for microwave designs.
0610-333
Electronics II
students should get more exercises on PSPICE in
previous courses.
0610-333
Electronics II
Class needs more design problems and more p-Spice
problems
0610-333
Electronics II
Class needs more design problems and more p-Spice
problems
0610-333
Electronics II
Class needs more design problems and more p-Spice
problems
0610-350
Electrical Power
Systems I
The students attendance was not satisfactory and
Homework solving was not taken seriously.
41
0610-370
Control Theory I
1- Students still have problems in math. and Physics.
2- Students are encouraged to apply what they
learned within the course in projects. This is
implemented within the Lab course associated with
this course.
0610-370
Control Theory I
Emphasis should be given for design and using
MATLAB to do that.
Engineering Training
Working as a team and the ability to communicate
effectively should be considered and emphasized. The
elective training course should be considered as core
course. This is because Electrical Engineering students
require having basic and advanced level of training
throughout their careers. It is also designed to
effectively bridge the gap between the increasingly
theoretical nature of engineering and the practical
approaches of the industry programs.
Electronics III
Students need to improve their SPICE skills in
previous courses. OUTCOME 7 : communication. It is
not applicable in this semester OUTCOME 14 :
hardware design. This outcome needs to be
eliminated
0610-399
0610-433
0610-434
0610-497
Electronics Laboratory
III
students' performance using SPICE although
satisfactory but still needs improvement.
Engineering Design
1- More emphasis have to be given to the different
phases of the design process and the order of their
execution in the course 297. 2- Students have to be
more trained on communication skills in the course
297.
Summer semester
U
Instructors: 5
Courses:
9
RELEVANCE
Course
Number
Course Name
a
b
c
d
e
f
g
h
i
j
k
l
m n
0610-230
Semi-conductors
0610-312
Signals and Systems
3
0610-333
Electronics II
1
0610-334
Electronics Laboratory II
1
3
2
2
3
3
2
0610-334
Electronics Laboratory II
1
3
2
2
3
3
2
0610-334
Electronics Laboratory II
1
3
2
2
3
3
0610-370
Control Theory I
3
0610-374
Control Laboratory I
3
0610-433
Electronics III
0610-434
Electronics Laboratory III
0610-452
Electrical Power Systems
II
0610-458
Electric Power Distribution
Engineering
3
3
3
3
2
3
3
2
3
2
2
3
3
2
3
2
3
3
3
3
3
2
2
2
2
3
3
3
3
3
3
3
2
42
3
PERFORMANCE
Course
Number
Course Name
a
0610-230
Semi-conductors
3
0610-312
Signals and Systems
4
0610-333
Electronics II
4
b
c
d
e
f
g
h
i
j
3
k
l
m
n
4
5
4
5
4
4
4
0610-334
Electronics Laboratory
II
4
4
4
4
4
4
4
0610-334
Electronics Laboratory
II
4
4
4
4
4
4
4
0610-334
Electronics Laboratory
II
4
4
4
4
4
4
4
0610-370
Control Theory I
3
0610-374
Control Laboratory I
4
0610-433
Electronics III
3
4
3
3
3
4
4
4
4
4
4
3
1
0610-434
Electronics Laboratory
III
4
0610-452
Electrical Power
Systems II
3
3
3
4
0610-458
Electric Power
3
Distribution Engineering
3
3
4
Weighted Average
3.5 3.8 3.6 0
3.7 4
3
5
The weighted average for an outcome is calculated by
4.1 0
4
0
0
3.9 0
3
3.5 3.6
∑ ( performance × relevance)
∑ relevance
Remarks and Suggestions
Course
Number
0610-312
0610-370
0610-433
0610-434
Course Name
Signals and
Systems
Remarks and Suggestions
Thank you, Dr. Moosa Al-Mazeedi
Control Theory I
1- Students still have problems in math. and Physics. 2Students are encouraged to apply what they learned within
the course in projects. This is implemented within the Lab
course associated with this course.
Electronics III
Students need to improve their SPICE skills in previous
courses. OUTCOME 7 : communication. It is not applicable in
this semester OUTCOME 14 : hardware design. This
outcome needs to be eliminated. Many students complain
that they dont have enough SPICE coverage in previous
courses.
Electronics
Laboratory III
students' performance using SPICE was improved for this
semester.
Electrical Power
0610-452
Systems II
The students attendance was not satisfactory and the
homework solving was not taken seriously. The students
mathematical and engineering background need more
emphasize and enhancement
Electric Power
0610-458 Distribution
Engineering
The students attendance was not satisfactory and the
homework solving was not taken seriously. The students
mathematical and engineering background need more
emphasize and enhancement
43
Industrial & Management Systems Engineering Program
Fall semester
U
Instructors: 8
22
Courses:
RELEVANCE
Course
Number
Course Name
a
b
c
d
e
f
g
h
i
j
k
l
2
1
1
1
2
2
2
1
2
2
1
2
1
1
1
2
1
1
3
3
0660-321
Work Design and
Measurement
2
2
0660-351
Engineering Statistical
Analysis
3
3
0660-352
Production Cost Analysis
2
1
2
1
3
1
2
0660-372
Project Management and
Control
2
1
2
2
2
2
3
1
1
2
2
3
2
2
2
1
3
2
3
3
3
2
3
1
2
3
3
3
3
0660-457
Quality Control
2
2
2
1
3
0660-458
Design of Experiments
3
3
1
1
2
1
0660-461
Operations Research II
3
1
2
1
3
1
0660-471
Engineering Management
1
2
2
2
3
3
0660-481
Systems Simulation
2
3
3
1
3
2
1
0660-496
Industrial Engineering Design
3
3
3
3
3
3
3
c
d
e
2
3
2
2
1
2
3
3
PERFORMANCE
Course
Number
Course Name
a
b
0660-321
Work Design and
Measurement
4
0660-351
Engineering Statistical
Analysis
2
2
3
3
0660-352
Production Cost Analysis
0660-372
Project Management and
Control
f
g
h
i
j
3
4
3
3
3
3
4
4
4
3
3
4
3
3
4
3
3
5
3
4
4
4
4
5
3
3
2
Quality Control
3
3
3
0660-458
Design of Experiments
5
5
5
4
0660-461
Operations Research II
3
0660-471
Engineering Management
4
3
3
3
4
3
3
3
3
0660-481
Systems Simulation
5
4
5
4
4
4
3
3
4
5
4
4
4
4
0660-496
3
4
0660-457
3
5
l
3
4
Industrial Engineering
Design
k
Weighted Average 3.6 3.8 3.8 3.9 3.6 3.8 3.8 3
4
4
4
4
4
3 3.6 3.6 3.3
The weighted average for an outcome is calculated by ∑ ( performance × relevance)
∑ relevance
Remarks and Suggestions
Course
Number
Course Name
0660-351
Engineering
Statistical Analysis
0660-457
0660-471
Quality Control
Engineering
Management
Remarks and Suggestions
Students lack the basic understanding of statistics
lab experiments need to be improved. critical to include
article summaries to encourage students to read and be
abreast of development.
Some students lack English language competency; it
makes it difficult to assign open questions.
44
Spring semester
U
Instructors: 5
10
Courses:
RELEVANCE
Course
Number
Course Name
a
b
0660-351
Engineering Statistical Analysis
3
3
0660-352
Production Cost Analysis
2
1
0660-361
Operations Research I
3
1
0660-372
Project Management and Control 2
0660-381
Data and Decision Analysis
0660-434
Facilities Planning and Design
c
d
e
f
g
1
2
1
1
2
1
3
1
2
2
1
3
1
2
2
2
2
3
1
1
2
2
2
2
3
2
3
2
h
i
2
2
j
k
l
1
2
1
1
3
3
2
3
2
3
2
2
3
3
1
3
1
1
2
2
1
2
0660-454
Production Planning and
Inventory Control
3
1
3
1
3
2
1
3
3
0660-461
Operations Research II
3
1
2
1
3
1
2
2
3
0660-464
Optimization Methods
3
2
2
1
3
2
1
2
3
0660-481
Systems Simulation
2
3
3
1
3
2
1
1
3
3
0660-496
Industrial Engineering Design
3
3
3
3
3
3
3
3
3
c
d
e
2
3
3
PERFORMANCE
Course
Number
Course Name
a
b
f
g
h
i
0660-351
Engineering Statistical
Analysis
3
3
0660-352
Production Cost Analysis
3
3
0660-361
Operations Research I
5
4
3
4
5
3
0660-372
Project Management and
Control
3
2
4
5
3
5
0660-381
Data and Decision Analysis
4
5
0660-434
Facilities Planning and
Design
4
3
4
5
4
4
0660-454
Production Planning and
Inventory Control
5
2
4
3
5
0660-461
Operations Research II
3
3
3
3
0660-464
Optimization Methods
3
3
3
3
0660-481
Systems Simulation
4
0660-496
Industrial Engineering
Design
3
j
k
3
3
4
3
5
3
4
3
3
4
5
4
5
5
3
5
3
4
3
4
4
3
4
5
4
4
4
4
3
4
4
Weighted Average 3.7 3.3 3.6 4.4 3.9 4.4 4.1 4
The weighted average for an outcome is calculated by
l
1
5
5
5
4
4
4
2
4
4 4.5 3.7 3.8
∑ ( performance × relevance)
∑ relevance
Remarks and Suggestions
Course
Number
0660-351
Course Name
Remarks and Suggestions
1. Students are generally weak in English; this
is a main cause for not reading the book. 2. It
Engineering Statistical Analysis is clear that students were not well prepared in
ENGR 304. Need to be more strict and rigorous
in this course.
45
Summer semester
U
Instructors: 4
5
Courses:
RELEVANCE
Course Number
a
b
c
d
e
f
g
0660-352
Production Cost Analysis
Course Name
2
1
2
1
3
1
2
h
0660-471
Engineering Management
1
2
2
2
3
3
3
c
d
e
f
g
i
j
k
l
1
3
3
2
2
1
2
h
i
j
k
l
4
3
0
0
PERFORMANCE
Course Number
a
b
0660-352
Production Cost Analysis
Course Name
3
3
0660-471
Engineering Management
4
Weighted Average 3.3 3
0
4
3
4
4
4
3
4
4
3
4
4
4
3
4
The weighted average for an outcome is calculated by ∑ ( performance × relevance)
∑ relevance
Remarks and Suggestions
Course
Number
0660-471
Course Name
Engineering Management
Remarks and Suggestions
Some students lack English language
competency; it makes it difficult to assign
open questions.
46
Mechanical Engineering Program
Fall semester
U
Instructors: 23
Courses:
44
RELEVANCE
Course
Number
Course Name
a
b
c
d
e
f
g
h
i
j
k
l
0630-241
Materials Science and Metallurgy
3
1
1
2
1
2
2
2
1
0630-241
Materials Science and Metallurgy
3
1
1
2
1
2
2
2
1
0630-241
Materials Science and Metallurgy
3
1
1
2
1
2
2
2
1
0630-241
Materials Science and Metallurgy
3
1
1
2
1
2
2
2
1
0630-259
Introduction to Design
2
3
2
3
2
2
1
3
0630-311
Theory of Machines
3
2
3
1
2
2
0630-311
Theory of Machines
3
2
3
1
2
2
0630-318
System Dynamics
3
1
3
1
0630-322
Engineering Thermodynamics II
3
3
1
3
1
1
2
1
1
2
2
0630-322
Engineering Thermodynamics II
3
3
1
3
1
1
2
1
1
2
2
1
2
2
3
2
1
3
2
1
3
3
2
3
2
3
1
1
2
1
1
0630-351
Mechanical Design I
0630-351
Mechanical Design I
0630-353
Manufacturing Processes
0630-353
Manufacturing Processes
0630-373
Mechanical Engineering
Fundamentals Laboratory
0630-373
Mechanical Engineering
Fundamentals Laboratory
0630-373
Mechanical Engineering
Fundamentals Laboratory
3
3
2
2
2
0630-415
Mechanical Vibrations
3
2
0630-417
Control of Mechanical Systems
3
2
2
1
0630-421
Heat Transfer
3
2
3
2
0630-424
Air conditioning and Refrigeration 2
3
2
1
1
2
2
2
0630-424
Air conditioning and Refrigeration 2
3
2
1
1
2
2
2
0630-438
Jet and Propulsion
2
2
1
1
2
2
3
1
1
0630-446
Introduction to Composite
0630-451
Mechanical Design II
3
3
1
3
1
2
1
2
0630-451
Mechanical Design II
3
3
1
3
1
2
1
2
0630-455
Computer-Aided Design
3
2
2
3
2
3
2
2
1
3
0630-456
Computer Aided Manufacturing
0630-459
Engineering Design
2
3
3
3
3
2
3
2
2
2
3
1
0630-459
Engineering Design
2
3
3
3
3
2
3
2
2
2
3
1
0630-459
Engineering Design
2
3
3
3
3
2
3
2
2
2
3
1
0630-473
Thermal Science Lab. I
3
3
1
2
2
1
2
2
0630-474
Dynamics of Machines and
Mechanical Vibrations Lab.
2
3
2
2
3
2
3
2
1
3
3
0630-474
Dynamics of Machines and
Mechanical Vibrations Lab.
2
3
2
2
3
2
3
2
1
3
3
3
3
2
2
2
2
1
3
3
2
2
1
0630-475
0630-476
Thermal Science Lab. II
Control of Mechanical Systems
Lab.
47
2
1
3
1
3
PERFORMANCE
Course
Number
Course Name
a
b
c
d
e
0630-241
Materials Science and
Metallurgy
2
3
3
4
3
0630-241
Materials Science and
Metallurgy
3
3
3
3
0630-241
Materials Science and
Metallurgy
4
3
3
0630-241
Materials Science and
Metallurgy
3
3
3
0630-259
g
h
i
j
k
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
2
4
3
3
4
5
5
5
4
4
3
0630-311
Theory of Machines
3
3
3
3
3
2
0630-311
Theory of Machines
3
3
3
3
3
3
0630-318
System Dynamics
3
3
3
4
Engineering Thermodynamics
0630-322
II
3
3
3
4
3
3
2
2
3
3
Engineering Thermodynamics
II
3
3
3
3
4
4
3
4
4
4
Mechanical Design I
1
1
1
1
0630-351
Mechanical Design I
2
2
2
2
3
2
3
0630-353
Manufacturing Processes
3
3
3
3
3
3
3
3
3
0630-353
Manufacturing Processes
3
4
3
3
4
3
3
3
4
0630-351
4
l
Introduction to Design
0630-322
4
f
3
3
4
3
3
0630-373
Mechanical Engineering
Fundamentals Laboratory
2
2
3
3
1
0630-373
Mechanical Engineering
Fundamentals Laboratory
3
4
0630-415
Mechanical Vibrations
2
3
Control of Mechanical
0630-417
Systems
3
3
0630-421
2
4
2
2
4
2
4
4
3
3
2
2
2
3
3
3
3
3
3
Air conditioning and
0630-424
Refrigeration
4
5
4
5
5
5
5
4
0630-424
Air conditioning and
Refrigeration
3
3
4
3
3
4
4
3
0630-438
Jet and Propulsion
4
4
4
3
4
4
5
4
0630-446
Introduction to Composite
4
3
3
2
4
0630-451
Mechanical Design II
4
3
4
3
3
3
3
3
0630-451
Mechanical Design II
3
3
4
3
3
3
4
3
0630-455
Computer-Aided Design
3
3
3
3
4
3
3
4
4
4
3
4
4
4
4
3
5
0630-456
Heat Transfer
5
3
3
Mechanical Engineering
0630-373
Fundamentals Laboratory
3
4
Computer Aided
Manufacturing
3
4
0630-459
Engineering Design
4
4
5
5
4
0630-459
Engineering Design
3
3
3
4
3
0630-459
Engineering Design
3
3
3
2
2
4
0630-473
Thermal Science Lab. I
3
5
3
5
4
3
3
3
4
4
3
3
3
3
3
3
3
Dynamics of Machines and
0630-474
Mechanical Vibrations Lab.
3
2
2
3
2
3
3
Dynamics of Machines and
Mechanical Vibrations Lab.
3
3
3
4
2
2
3
3
3
4
3
3
3
2
3
3
0630-474
0630-475
0630-476
Thermal Science Lab. II
Control of Mechanical
Systems Lab.
3
3
4
3
3
2
4
3
4
4
4
4
3
2
4
4
4
3
3
3
3
2
3
3
4
Weighted Average 3.1 3 3.1 3.6 3 3.4 3.5 3.4 3.2 3.5 3.5 3.3
48
The weighted average for an outcome is calculated by
∑ ( performance × relevance)
∑ relevance
Remarks and Suggestions
Course
Number
0630-241
0630-241
0630-241
0630-259
0630-311
0630-318
0630-322
Course Name
Remarks and Suggestions
Materials Science
and Metallurgy
The performance of this class of students was average
They the usual problems with fundamentals, e.g.
geometry, trigonometry, units and in getting correct
answers to simple problems. The students have poor
English comprehension, reading and writing skills, which
is evident in their performance in True-False questions,
and in their attempt to use their own words in the
essays. Another consequence is that they are not able to
benefit from the wealth of information in the textbook.
Materials Science
and Metallurgy
Overall, most students had satisfactory performance in
exams and quizzes. There is few number of students who
did excellent. The number of students with poor
performance is quite large. Some students show difficulty
in extracting information from a graph, such those used
in TTT diagrams or phase diagram problems.
Materials Science
and Metallurgy
Most students had satisfactory-to-very-good performance
in exams and quizzes. I had a good number of excellent
students in this section. The number of students with
poor performance is small. Few students show difficulty
in extracting information from a graphical problems in
exams and quizzes (e.g. stress-strain or phase diagram
problems). The On-line Course System (OCS) was
utilized and the course website contains many examples,
animations and links to useful materials science websites.
Introduction to
Design
Students are very interested in this course. They like the
concept of wind turbine (Project 1), and calculating and
measureing the power and speed of it . The fin idea
(thermal project-Project 2) was very interesting and also
the fan as a support for the cooling system.
Theory of Machines
They were weak in using calculators and performing
correct calculations. Only 62% of the no-partial credits
questions were solved correctly. Although most of them
were passed C++ course, their background in
programming was weak.
System Dynamics
A total of 31 students enrolled in this course. I require
class participation in each lecture by randomly soliciting a
response from 3-4 students about the current topic of
the lecture or from the previous one. Overall, the
response was about average compared to other classes.
However, students did poorly on the quizzes (I give 14
quizzes in the course) and my explanation is that they
rely on the solution to the homework problems which
they posses rather than solving the problems on their
own. Similarly, their performance on the two exams and
the final was below my expectations although all the
problems on these exams are either from the homework
problem sets or from the solved sample problems in the
textbook. Again, it seems to me that most of the
students in this section did not put enough effort to solve
these problems on due time on their own.
Engineering
Thermodynamics II
I have started the ME 322 (Engineering Thermodynamics
II) course by revising the ENG208 (Engineering
Thermodynamics I) course for about five hours. It was
notice that students are very weak in the basics of
thermodynamics and facing some difficulty at the
beginning of the course as we are working with cyclic
devices that involve many states. In my opinion, this is
because some students keep a big gap between the two
49
courses and by the time they take ME322 they already
forgot many topics from ENG208. So I suggest to force
every ME student who is done with ENG208 to take
ME322 in the following semester. Alia H. Marafie
0630-322
0630-351
0630-351
0630-353
Engineering
Thermodynamics II
Most students have problems in their background in
Engineering Thermodynamics. Even-though about 5
lectures were spend in reviewing Engineering
Thermodynamics, still the students have troubles. In
addition, the students do not put a lot of effort on trying
to understand the topics, and just try to memorize the
topics, which in a course like Engineering
Thermodynamics II, this approach will cause a lot of
deficiency in understanding and fulfilling the
requirements of the course. Also, the students do not put
a lot of effort in solving homework problems. Engineering
thermodynamics II depends heavily on practicing. This
was not the case with most of the students. Students
who worked hard in understanding the material and
solving homework problems performed very will in this
course, which is the case for 5 students.
Mechanical Design I
1) Assisting staff: We are very short in qualified teaching
assistances. Teaching assistances are overloaded with
courses; according to their job description they are
required to teach five courses. Teaching five (20students on average) courses that are usually assigned
one homework set (five-problems ) a week means that
TAs are required to grade 500 problems a week, which
causes them not to return Home-Exam problems to
students on time. Teaching five courses per semester is
affecting the quality of work. Yet TAs do not have enough
time to answer all students questions. We need more
assisting staff that teach fewer courses. 2) Students:
Students have a problem in drawing elementary
mechanics of material FBD. Students always claim that
they are weak in mechanics of materials, yet this is just
an excuse. The complete basic of mechanics of materials
are reviewed to students during a period of 4 weeks, yet
they are failing to understand these basics. Students are
unable to recognize that stress is a point value. Most
students have ethical issues and do not solve Homeexams for practice, but for grade. Students have two
major problems, 1) Ethics and 2) seriousness (students
are not serious)
Mechanical Design I
Students performance was very weak and the beginning
of the course, which force me to spend more than the
required time in reviewing the principles of force analysis
and reviewing mechanics of materials course. The
students weakness come from lack of understanding the
mechanics of materials, calculus and English reading.
Only 10 % of students were able to solve the MATLAB
assignments. Many students dropped the course or
decided to take FA even before the first exam ! The time
of the class was 1 PM. This is a really bad time for a degn
class since its required the full attention from the
students. However, they just come to class to take a nap
after a busy day to get ready fir the labs afterward.
Manufacturing
Processes
In general, students showed poor-to-satisfactory
performance in exams and quizzes. Very few students did
well in exams. In my opinion, many students did not put
enough effort to improve their performance throughout
the semester. Moreover, the presentation of the field trip
assignment was satisfactory. However, report writing for
the assignment was below my expectation. Students had
not put the effort to relate what they have seen in the
factories to what they have learned in class about
50
manufacturing processes. To improve student realization
of the importance of manufacturing processes, I highly
suggest to provide some of manufacturing experiments
to students to be done in one of ME lab courses (e.g.
experiments on casting, rolling , and turning). In
addition, student-self assessment indicates that students
prefer to have more field trips to industrial factories and
also to provide more short videos on different
manufacturing processes. Finally, the instructor utilized
OCS to provide lecture notes, assignments, practice
problems, and announcements.
0630-353
Manufacturing
Processes
The performance of the students in this course in overall
is satisfactory. Definitely, the industrial engineering
students outperformed the mechanical engineering
students and they are more active, participants in class
discussion, and contributed in elevating the course
outcomes. This discrepancy between the IE's and ME's
level of performance can be seen as healthy since it bring
more challenge to our ME students and a dilemma to me
when trying to help our ME's.
Mechanical
Engineering
0630-373
Fundamentals
Laboratory
-Students need continuous check on their progress
throughout the course by checking on their theoretical
background part of the report. -English grammar and
spelling should be emphasized upon in report writing. -It
is highly recommended to give a student a project to
design, construct, test and report the results.
Mechanical
Engineering
0630-373
Fundamentals
Laboratory
Students are very weak in analyzing, understanding, and
discussing experimental data. They are also weak in
writing reports and using software. Engineers are
overloaded and return lab reports graded but
uncorrected; therefore, students are unable to learn from
their mistakes. We need more TAs.
0630-415
0630-421
Mechanical
Vibrations
Heat Transfer
student need more practice in math. student were
careless in doing a matlab problems.
Overall performance of the students was satisfactory.
They just need to work hard and to read the book.
0630-424
Air conditioning and
Refrigeration
The small number of students in this and similar course
facilitates good learning and greater attention from the
instructor to each student. Students were very motivated
to learn about extra-curricular topics/problems once they
saw the immediate impact the designs they might
eventually do have on the environment. Issues like
global warming, sustainability and conservation have to
be incorporated in this and similar course. In addition to
motivating the students (by relating them to real,
physical, everyday-problems engineers face and solve,) it
prepares them well for functioning as real engineers
today's world.
0630-424
Air conditioning and
Refrigeration
Students can do better in this course with more efforts.
They liked the topics on environmental challenges. The
materials were well received.
0630-438
Jet and Propulsion
Introduction to
0630-446
Composite
0630-451
this is the first time the course has been taught in the
department and The course description should be revisited.
Some students lack programming skills and only case
about course grade. Although this is a 400 level course,
some students are not serious. ME-351 should be added
as prerequisites for this class.
Somehow the students come to this class not
remembering what they took before.This requires
continuous revision of past topics related to the
Mechanical Design II
course.The instructor should be patient and willing to
spend extra hours with the students to minimize this
problem......INSTRUCTOR SHOULD RELATE WHAT HE
51
GIVES IN LECTURES WITH ENG. APPLICATIONS
0630-451
0630-455
0630-456
0630-459
0630-459
0630-459
I have taught this course many times during the past
years. What i want to mention about this course is the
lack of qualified TA's to help delivering the required
material. We have only one good TA to help in this
course at the moment. When another TA is assigned the
Mechanical Design II performance of the students declined because of the poor
knowledge of the engineer and his/her inability to rise up
to the task. What i recommend is that we train another
(different) 2-3 TA's to be able to professionally teach this
course by attending the classes and solving as many
problems and reviewing with the instructor.
Computer-Aided
Design
The class size was small (11 students). Those students
who passed the course with C grade and above achieved
most of the outcomes. However, there were several
students who scored below C. The design outcome, and
validation part of problem solving could have been
better. Students don't seem to be able to critically
evaluate their solutions. Some students are overloaded
with a large number of courses. They seemed to be
satisfied with a relatively low achievement.
Computer Aided
Manufacturing
Overall students were interested in the course. Two of
the assignments required the students to study and
analyze real-life examples and to relate what they
learned in class to actual situations observed. In
addition, students related to principles of CAM during the
visit of 3 local factories where they observed application
of CNC machines and gained an understanding of
material handling systems and the effect of a factory
layout on the type of production. Some students did not
perform as well as expected because of lack of focus on
their part.
Engineering Design
1- A clear teaching topics should be written among the
TAG group to be used as lecturing notes. These notes
can be taught to all the students enrolled in this class by
teachers who are teaching in that semester (or invited)
based on their interest or specialty. 2-I think it is a good
idea that teachers who are supervising a project not in
his area should assign another faculty member in that
area as a co-advisor. I have too many cases about
projects that their work would improve signigately if this
step has been taking into account. 3- I think we should
find a way to make this course a year long. 4- A real
industrial problems should be investigated.
Engineering Design
It is quite advisable to encourage students to work on
useful and meaningful projects, like those that can solve
a local industrial problem or produce an experimental set
up that can be used in our labs. The project topics could
be chosen by a contact that is done by the students
themselves or the faculty. Anther important issue is
never to underestimate the student capabilities. They can
produce marvelous contributions if they are encouraged,
closely watched and continuously evaluated (by grades).
Nevertheless, they lack adherence to previous knowledge
that was, supposedly, gained from old courses. This can
be remedied by the "to the point" lectures and office
discussions. In general, their command of English is
somewhat weak. This, no doubt, can be overcome with
the help of the instructor.
Engineering Design
Some of the students were not well prepared with
respect to fundamentals and language skills. They tried
to follow the design process taught and produced
somewhat acceptable results. However, the performance
could have been much better if they did not have these
shortcomings. To improve team performance, it is
52
suggested to have sevaral interim evaluations during the
term.
Dynamics of
Machines and
0630-474
Mechanical Vibrations
Lab.
(Combined two classes) The class size is big. We have
about 15 students and the recommended number should
not exceed 10. In addition many students are taking
many other courses, i.e. they are highly overloaded .
Some students are lacking the background required for
this lab course.
Student performance in this section of Dynamics of
Machines and Mechanical Vibrations laboratory course
0630-474-51was better than the performance of other
sections I taught during the last two years. The
performance was even better after I discussed with each
student the first report in my office highlighting the weak
Dynamics of
points in the report and ways to improve it. The level of
Machines and
improvement depends on student attitudes toward the
0630-474
Mechanical Vibrations course. Some will settle for the minimum passing grade
Lab.
and the report of those students improved a little in later
reports. I think that once students are aware of my
expectations from them in the reports, then their reports
are improved. Also, since they know that they will
present one of the reports that I choose afterwards in
front of the class, they will put good efforts to produce
good reports.
0630-475
Thermal Science Lab.
Weakness in writing reports.
II
We will benefit from multiple sets of the same equipment
Control of Mechanical and have alll students work on the same equipment,
0630-476
Systems Lab.
possibly with different parameters. Additional modules
are being ordered to facilitate this.
Spring semester
U
Instructors: 22
Courses:
44
RELEVANCE
Course
Number
Course Name
a
b
c
d
e
f
g
h
i
j
k
l
0630-241
Materials Science and Metallurgy
3
1
1
2
1
2
2
2
1
0630-241
Materials Science and Metallurgy
3
1
1
2
1
2
2
2
1
0630-241
Materials Science and Metallurgy
3
1
2
1
1
1
1
1
0630-259
Introduction to Design
2
3
2
3
2
2
1
3
0630-311
Theory of Machines
3
2
3
1
0630-318
System Dynamics
3
1
3
1
0630-322
Engineering Thermodynamics II
3
3
0630-331
Fluid Mechanics I
3
1
0630-351
Mechanical Design I
0630-351
Mechanical Design I
0630-353
Manufacturing Processes
3
2
1
3
3
2
3
2
2
0630-353
Manufacturing Processes
3
2
1
3
3
2
3
2
2
0630-373
Mechanical Engineering
Fundamentals Laboratory
0630-373
Mechanical Engineering
Fundamentals Laboratory
0630-373
Mechanical Engineering
Fundamentals Laboratory
2
1
3
53
3
3
1
3
1
3
1
3
2
2
2
2
1
1
1
3
2
2
1
2
0630-415
Mechanical Vibrations
3
2
3
1
1
2
1
1
2
2
0630-415
Mechanical Vibrations
3
2
3
1
1
2
1
1
2
2
0630-416
Noise and Vibration Control
0630-417
Control of Mechanical Systems
3
2
3
1
0630-421
Heat Transfer
3
2
0630-428
Power Plant Engineering
2
3
2
3
2
2
2
2
0630-445
Mechanical Properties of Materials
0630-451
Mechanical Design II
3
3
1
3
1
2
1
2
0630-455
Computer-Aided Design
3
2
2
3
2
3
2
1
3
0630-459
Engineering Design
2
3
3
3
3
2
3
2
2
2
3
1
0630-459
Engineering Design
2
3
3
3
3
2
3
2
2
2
3
1
0630-459
Engineering Design
2
3
3
3
3
2
3
2
2
2
3
1
2
3
2
2
3
2
3
2
1
3
3
3
3
2
2
2
2
1
3
3
2
2
1
b
c
0630-474
0630-475
0630-476
Dynamics of Machines and
Mechanical Vibrations Lab.
Thermal Science Lab. II
Control of Mechanical Systems
Lab.
1
2
1
3
2
1
1
1
2
2
1
3
2
1
2
3
PERFORMANCE
Course
Number
Course Name
a
d
4
e
0630-241
Materials Science and
Metallurgy
2
3
2
0630-241
Materials Science and
Metallurgy
3
3
3
3
0630-241
Materials Science and
Metallurgy
3
3
3
g
2
3
3
3
3
3
4
3
3
3
3
4
3
3
4
4
4
4
0630-311
Theory of Machines
2
2
2
3
0630-318
System Dynamics
2
3
3
3
3
3
3
4
3
3
1
3
Fluid Mechanics I
3
4
4
0630-351
Mechanical Design I
2
2
2
0630-351
Mechanical Design I
3
3
3
0630-353
Manufacturing Processes
4
2
3
2
4
4
4
0630-353
Manufacturing Processes
3
2
3
3
3
3
0630-373
Mechanical Engineering
Fundamentals Laboratory
3
2
3
3
0630-373
Mechanical Engineering
Fundamentals Laboratory
3
3
0630-373
Mechanical Engineering
Fundamentals Laboratory
4
3
2
3
1
4
3
2
3
4
3
2
3
3
3
4
2
3
3
3
3
3
3
3
5
4
4
4
3
3
0630-415
Mechanical Vibrations
2
3
3
0630-416
Noise and Vibration Control
4
0630-417
3
4
4
4
3
Control of Mechanical Systems 3
3
4
2
3
0630-421
Heat Transfer
4
3
4
3
0630-428
Power Plant Engineering
3
3
3
0630-445
Mechanical Properties of
Materials
3
3
3
3
3
4
3
54
2
3
Mechanical Vibrations
3
1
3
4
0630-415
l
4
0630-331
4
k
3
3
4
j
3
2
4
i
3
Introduction to Design
Engineering Thermodynamics
II
h
3
0630-259
0630-322
4
f
4
3
3
3
3
2
3
3
3
4
3
3
3
3
3
4
4
0630-451
Mechanical Design II
4
3
4
3
3
3
0630-455
Computer-Aided Design
3
3
3
3
4
3
0630-459
Engineering Design
4
3
4
3
3
4
4
0630-459
Engineering Design
3
3
4
4
3
0630-459
Engineering Design
3
4
4
4
3
3
3
3
3
3
4
4
3
4
4
Control of Mechanical Systems 3
Lab.
3
2
3
3
0630-474
0630-475
0630-476
Dynamics of Machines and
Mechanical Vibrations Lab.
Thermal Science Lab. II
3
3
3
3
3
4
4
4
4
4
5
3
3
3
3
3
3
3
3
3
3
3
3
3
5
3
3
4
3
4
3
4
Weighted Average 3 3.3 3 3.5 3 3.5 3.1 3.2 3 3.3 3.4 3.2
The weighted average for an outcome is calculated by
∑ ( performance × relevance)
∑ relevance
Remarks and Suggestions
Course
Number
0630-241
0630-241
0630-259
0630-311
Course Name
Remarks and Suggestions
Materials Science and
Metallurgy
The performance of the students was barely
satisfactory. They had the usual problems with
fundamentals, and in getting correct answers
to simple problems. The students have poor
English skills with the consequence that they
are not able to benefit from the wealth of
information in the textbook.
Materials Science and
Metallurgy
Majority of the students had satisfactory
performance in exams and quizzes. Few
students did well. About two third of the
students have grade of C and below. Some
students show difficulty in extracting
information from a graph, such those used in
TTT diagrams or phase diagram problems. The
On-line Course System (OCS) was utilized and
the course website contains many examples,
animations and links to useful materials
science websites.
Introduction to Design
A very dissapponting class of students. By the
miiddle of the semester half of them dropped
the course. The performance of the rest was
good to very good (C+ to B-). As in the past,
one good student (especially report writing)
carrying the rest in teamwork, which explains
the grades. There were problems in the end
resulting in a sub-standard performance in the
final project (the prototype stirling engine did
not work). As a result, the final presentation
and chapter of the final report were not well
done. The writing skills of four out of five
students in the class was less than
satisfactory. Also, I was not that pleased with
the overall performance of the class in quizzes
and the exam considering that they were very
easy and straightforward. There were
problems with simple calculations in
fundamentals and English language skills.
Theory of Machines
Extremely weak in performing a complete and
correct solutions. Weak in using calculators.
Only 31% of the No-Partial Credit questions
were solved correct.
55
In this course, a total of 31 students were
enrolled. As with other course I teach, I
require students to participate in each lecture
by answering questions I raise on the topic of
the current or the previous lecture. The
response in this class is comparable to other
sections I taught in the past. The overall GPA
of this class is about 1.38 which reflects the
poor performance of the class in quizzes and
exams. Each quiz, 14 in total, is from a
homework set and each exam is from the
corresponding homework sets and from the
sample solved problems in the textbook. My
assessment is that students in this class, and
in other courses I taught, do not do the
homework problems themselves, rather, they
scan the solution of the solved problems in the
text or from the solution manual which they
posses!
0630-318
System Dynamics
0630-322
I have started the ME 322 (Engineering
Thermodynamics II) course by revising the
ENG208 (Engineering Thermodynamics I)
course for about five hours. It was notice that
students are very weak in the basics of
thermodynamics and facing some difficulty at
the beginning of the course as we are working
Engineering Thermodynamics II with cyclic devices that involve many states.
In my opinion, this is because some students
keep a big gap between the two courses and
by the time they take ME322 they already
forgot many topics from ENG208. So I suggest
to force every ME student who is done with
ENG208 to take ME322 in the following
semester. Alia H. Marafie
0630-331
0630-351
Fluid Mechanics I
1) Students do not read the textbook. 2)
Students are weak in the physical
interpretations of mathematical topics such as
"Del opeator" and "Divergence" 3) Students
are weak in constructing the free body
diagram and statics topics.
Mechanical Design I
1) Assisting staff: We are very short in
qualified teaching assistances. Teaching
assistances are overloaded with courses;
according to their job description they are
required to teach five courses. Teaching five
(20-students on average) courses that are
usually assigned one homework set (fiveproblems ) a week means that TAs are
required to grade 500 problems a week, which
causes them not to return Home-Exam
problems to students on time. Teaching five
courses per semester is affecting the quality of
work. Yet TAs do not have enough time to
answer all students questions. We need more
assisting staff that teach fewer courses. 2)
Students: Students have a problem in drawing
elementary mechanics of material FBD.
Students always claim that they are weak in
mechanics of materials, yet this is just an
excuse. The complete basic of mechanics of
materials are reviewed to students during a
period of 4 weeks, yet they are failing to
understand these basics. Students are unable
to recognize that stress is a point value. Most
students have ethical issues and do not solve
Home-exams for practice, but for grade.
56
Students have two major problems, 1) Ethics
and 2) seriousness (students are not serious)
0630-353
0630-353
0630-373
Manufacturing Processes
There was a large range of students in this
class - some were actively engaged during the
lectures while others were distracted and
attended because of the attendance
requirement. Several students were from
Industrial Eng. in their graduating semester, a
few of them did not perform well because they
claim that the Senior Project in their
department took a lot of their time; at times
these same students could not attend the 8
o'clock class because of appointments at their
Senior Project company location.
Unfortunately, it is these students who did not
perform as well as they could have in this
course.
Manufacturing Processes
The performance of the students in this course
in overall is satisfactory. No major comments
on this class but it seems that may students
reflected to me that they do not like the
textual nature of the class as compared to
more mathematical oriented or nature of other
courses.
Mechanical Engineering
Fundamentals Laboratory
Students are weak in analyzing,
understanding, and discussing experimental
data. They are also weak in identifying the
sources of errors and reporting them in a
written manner. They are weak in writing
reports and using software. Engineers are
overloaded and return lab reports graded but
uncorrected; therefore, students are unable to
learn from their mistakes. We definitely need
more TAs.
Mechanical Vibrations
This particular class is among the weakest I
have ever taught .
0630-415
Mechanical Vibrations
This vibration class is all female class but
compared to the all female class I taught last
semester, the performance and class
interaction was much lower. The class
background in mechanics was about average.
The students did not responded well with the
pressure I used to inject the information into
their minds. I required from them to be ready
in each class for a quiz or a question on the
previous class or the current class topic. A
number of them depend on memorization of
the solution rather than a basic understanding
of the principles involved. Overall, I have
found that this class is not very responsive and
performed below average as compared with
other classes I taught over the past two years.
0630-416
Noise and Vibration Control
students loved the course content and did very
well
Heat Transfer
Overall performance of the students was good.
They just need to work hard, solving more
problem in the text book, and to read the text
book and other references.
Power Plant Engineering
This was a good elective course for the
students. However the student perfomance
didn't match expectations, except for two
students. A main reasons for that is their weak
background in thermodynamics 1 & 2. Also
they didn't work hard in solving the homework
0630-415
0630-421
0630-428
57
even-though it accounts for 10 % of the total
grade.
0630-445
The overall performance was satisfactory.
Performance in exams and quizzes are on the
average. Some of the students were eager to
learn topics related to mechanical failures. The
objective of the project was to provide an
opportunity for the students to work
independently on some major failure cases in
mechanical engineering. Examples of the
assigned failure cases are creep of steam
boiler tubes and heat exchanger tubes, and
fatigue of an engine crankshaft. Unfortunately,
many groups did not put enough effort to
produce reasonable work for a 400-level
course. The On-line Course System (OCS) was
utilized and the course website contains
lecture notes, assignments, and project
announcements.
Mechanical Properties of
Materials
Computer-Aided Design
Those students who passed the course with C
grade and above achieved most of the
outcomes. However, there were several
students who scored below C. The design
outcome, and validation part of problem
solving could have been better.
0630-459
Engineering Design
In general, the students followed the design
process taught and produced reasonably good
results. Some students lacked a solid
background on some topics in Mechanical
Design. To improve team performance, it is
suggested to have sevaral interim evaluations
during the term. Also, we should increase the
individual evaluations somewhat (e.g., weekly
evaluations of design meetings).
0630-475
Thermal Science Lab. II
Writing is relatively weak.
0630-455
0630-476
Control of Mechanical Systems
Lab.
This term we had a small class which allowed
smaller teams (three to four students each) to
conduct experiments. The main problem is to
syncronizing the experiments with the control
class. We should encourage taking this lab
after ME-417.
Summer semester
U
Instructors: 11
Courses:
15
RELEVANCE
Course
Number
Course Name
a
b
c
0630-241
Materials Science and Metallurgy
3
1
0630-311
Theory of Machines
0630-331
Fluid Mechanics I
0630-351
Mechanical Design I
0630-353
Manufacturing Processes
0630-373
Mechanical Engineering
Fundamentals Laboratory
0630-395
Industrial Training
0630-395
Industrial Training
0630-415
Mechanical Vibrations
e
f
1
2
1
3
2
3
3
1
3
3
3
58
2
d
2
g
h
i
j
k
2
2
2
1
1
2
2
1
1
1
1
3
3
2
3
2
3
1
1
2
1
1
l
2
2
2
0630-424
Air conditioning and Refrigeration
2
3
2
1
1
2
0630-474
Dynamics of Machines and
Mechanical Vibrations Lab.
2
3
2
2
3
2
3
0630-474
Dynamics of Machines and
Mechanical Vibrations Lab.
2
3
2
2
3
1
3
d
e
f
2
1
2
2
3
3
3
3
PERFORMANCE
Course
Number
0630-241
Course Name
a
Materials Science and
Metallurgy
2
b
3
c
2
4
2
Theory of Machines
3
3
3
0630-331
Fluid Mechanics I
4
4
4
0630-351
Mechanical Design I
3
3
3
4
0630-353
Manufacturing Processes
4
4
3
0630-373
Mechanical Engineering
Fundamentals Laboratory
2
3
4
2
h
3
0630-311
3
g
3
4
i
3
j
3
4
3
3
4
4
3
4
3
k
3
3
3
4
2
3
3
0630-395
Industrial Training
4
4
3
4
3
3
3
0630-395
Industrial Training
4
4
3
4
3
3
3
0630-415
Mechanical Vibrations
4
4
3
4
5
3
0630-424
Air conditioning and
Refrigeration
3
3
3
4
4
4
0630-474
Dynamics of Machines and
Mechanical Vibrations Lab.
3
2
3
4
2
0630-474
Dynamics of Machines and
Mechanical Vibrations Lab.
3
3
3
3
3
2
3
3
3
4
4
5
5
3
4
3
l
4
3
Weighted Average 3.1 2.6 3.4 3.7 3.1 2.8 3.5 3 3.7 3.9 3.7 3.6
The weighted average for an outcome is calculated by
∑ ( performance × relevance)
∑ relevance
Remarks and Suggestions
Course
Number
0630-241
0630-311
0630-331
Course Name
Materials Science and
Metallurgy
Remarks and Suggestions
The performance of the students was average. They
had the usual problems with fundamentals, English,
and in getting correct answers to simple problems.
This semester, in the two term exams I gave one
problem requiring correct-only solutions. In the 1st
exam 6 out of 24, and in the 2nd exam 7 out of 22
got the answers correct. In the HW, as usual they do
very well, in the exams however, in similar problems
they do average. Of course even though the problem
is known, students copying HW, we must insist on
giving HW for the sake of the few good students who
benefit. Finally, the students have poor English skills
with the consequence that they are not able to
benefit from the wealth of information in the
textbook. Their performance on the true-false
questions was average mostly because of their low
English reading and comprehension skills.
Theory of Machines
Very weak in performing correct basic mathematical
calculations by calculator. Only 43% of the nopartial credit questions were solved completely
correct.
Fluid Mechanics I
1- I found that using PowerPoint presentation was
very helpful, it saved time for solving problems
using the traditional black board method. 2- Also I
used the online course system (OCS) to post my
HWs, Quizes, PowerPoint slides and announcements.
I forced my students to post their question on the
59
teacher forum so every one can benefit from my
response. 3- Although I emphasis on explaining the
fluid phenomena and behavior in my lecture, I notice
that the students are still focusing on problem
solving without showing much of interest on physics.
This was concluded based on tests; student might
do well in exam on problem solving but when it
comes to concept question they answer it poorly or
do not answer at all.
0630-353
Manufacturing Processes
Luckily, I had an exceptional group of students,
particularly classes of 2008 and 2009, who were
eager to learn and participate effectively in class and
assignments. In general, most students showed
good performance in exams and quizzes. Few
students did poor in exams and quizzes. The
assignments had focused on long-life learning and
communication skills related to manufacturing
processes and product making (see reports,
presentations and posters). Seven field trips were
made during the summer course. Also, additional
visit was made to the local mechanical workshop in
the College of Engineering and Petroleum. Finally,
the instructor utilized OCS to provide lecture notes,
assignments, practice problems, and tens of movies
on different manufacturing processes.
Students are weak in analyzing, understanding, and
discussing experimental data. They are also weak in
identifying the sources of errors and reporting them
Mechanical Engineering
in a written manner. They are weak in writing
0630-373
Fundamentals Laboratory reports and using software. Engineers are
overloaded and return lab reports graded but
uncorrected; therefore, students are unable to learn
from their mistakes. We definitely need more TAs.
0630-415
0630-424
Mechanical Vibrations
Air conditioning and
Refrigeration
The students are weak in diff. equations, system
dynamics and MATLAB programming. The materials
that they should know from previous courses are
explained in this course since they don't know it.
This will make it hard to finish all the material
needed and will make the course condense. I
recommend to increase the use of MATLAB in
system dynamics. It is very important in both
vibration and control.
The latest Living Planet Report (WWF) was discussed
at some length. Also, the book "Sustainable Energy:
Without the Hot Air" by D. MacKay was discussed
superficially. As always, students were very
motivated to learn about extra-curricular
topics/problems once they saw the immediate
impact the designs they might eventually do have on
the environment. Issues like global warming,
sustainability and conservation have to be
incorporated more formally in this type of courses.
Student performance in this section of the laboratory
course 0630-474-01A: Machine and Mechanical
Vibrations Laboratory is similar to the performance
of other sections I taught during the last two years.
Student performance improved after I discussed
Dynamics of Machines
with each one of them the first report in my office
0630-474 and Mechanical Vibrations highlighting the weak points in the report and ways
Lab.
to improve it, particularly, the discussion and the
conclusion sections. The level of improvement
depends on student attitudes toward the course.
Some will settle for the minimum passing grade and
the report of those students improved a little in later
reports. I think that once students are aware of my
60
expectations from them in the reports, then their
reports are improved. Also, since they know that
they will present one of the reports that I choose
afterwards in front of the class, they will put good
efforts to produce good reports.
61
Petroleum Engineering Program
Fall semester
U
Instructors: 13
Courses:
31
RELEVANCE
Course
Number
0650-101
Course Name
a
b
c
d
e
f
g
h
i
j
k
Petroleum Basics
0650-210
Introduction to Petroleum
Engineering
1
1
1
0650-210
Introduction to Petroleum
Engineering
1
1
1
0650-210
Introduction to Petroleum
Engineering
1
1
1
0650-221
Reservoir Rock Properties
2
0650-221
Reservoir Rock Properties
2
0650-241
Fluid Mechanics
3
3
1
1
1
1
0650-241
Fluid Mechanics
3
3
1
1
1
1
0650-241
Fluid Mechanics
3
3
1
1
1
1
0650-241
Fluid Mechanics
3
3
1
1
1
1
0650-251
Introduction to Design
3
3
3
2
3
2
0650-251
Introduction to Design
3
3
3
2
3
2
0650-301
Fundamentals of Petroleum
Engineering
0650-322
Reservoir Rock Laboratory
1
3
2
2
3
0650-322
Reservoir Rock Laboratory
1
3
2
2
3
0650-322
Reservoir Rock Laboratory
1
3
2
2
3
0650-323
Phase Behavior of Reservoir Fluids
1
0650-324
Reservoir Engineering
3
0650-333
PVT Laboratory
1
3
2
2
3
0650-333
PVT Laboratory
1
3
2
2
3
0650-341
Oil Well Drilling and Completion
2
0650-354
Well Logging
2
0650-355
Well Logging Laboratory
1
1
2
2
3
0650-355
Well Logging Laboratory
1
1
2
2
3
0650-411
Petroleum Production Engineering
3
0650-424
Reservoir Engineering II
0650-425
Natural Gas Reservoir Engineering
3
0650-432
Well Testing
3
0650-435
Production Equipment Design
3
0650-449
Petroleum Economics
0650-449
Petroleum Economics
0650-475
Well Stimulation
2
1
2
2
2
2
2
3
2
2
3
3
2
1
1
2
2
3
1
1
3
2
2
2
2
3
3
1
3
2
2
2
1
1
3
PERFORMANCE
Course
Number
0650-101
Course Name
Petroleum Basics
0650-210
Introduction to Petroleum
Engineering
0650-210
Introduction to Petroleum
a
b
c
d
e
4
5
3
62
4
4
4
f
g
h
i
j
k
5
5
5
5
4
4
3
4
4
3
3
4
3
3
Engineering
0650-210
Introduction to Petroleum
Engineering
5
0650-221
Reservoir Rock Properties
5
0650-221
Reservoir Rock Properties
3
0650-241
Fluid Mechanics
3
3
0650-241
Fluid Mechanics
2
0650-241
Fluid Mechanics
2
0650-241
Fluid Mechanics
2
5
5
3
3
3
3
3
3
2
3
3
3
3
3
2
3
3
3
3
3
2
3
3
3
3
0650-251
Introduction to Design
5
5
5
5
5
5
0650-251
Introduction to Design
5
5
5
5
5
5
5
4
0650-301
Fundamentals of Petroleum
Engineering
5
0650-322
Reservoir Rock Laboratory
3
4
4
4
3
0650-322
Reservoir Rock Laboratory
3
4
4
4
3
0650-322
Reservoir Rock Laboratory
3
4
4
4
3
0650-323
Phase Behavior of Reservoir
Fluids
3
4
4
4
0650-324
Reservoir Engineering
3
4
0650-333
PVT Laboratory
4
4
4
4
5
0650-333
PVT Laboratory
5
4
5
4
5
0650-341
Oil Well Drilling and
Completion
5
4
4
4
4
4
4
4
4
0650-354
Well Logging
3
0650-355
Well Logging Laboratory
3
3
3
3
3
0650-355
Well Logging Laboratory
4
4
4
4
4
0650-411
0650-424
0650-425
Petroleum Production
Engineering
4
Natural Gas Reservoir
Engineering
5
2
4
3
4
4
4
3
3
Reservoir Engineering II
3
5
4
4
3
5
5
4
4
4
3
4
4
5
3
3
3
3
4
4
4
3
3
3
5
4
4
0650-432
Well Testing
4
0650-435
Production Equipment Design
3
3
3
3
3
3
4
0650-449
Petroleum Economics
4
5
4
5
4
4
5
4
4
5
5
0650-449
Petroleum Economics
4
5
4
5
4
4
5
4
4
5
5
0650-475
Well Stimulation
4
3
3
3
4
3
4
Weighted Average 3.3 4.2 4.4 4.2 3 3.9 3.5 3.6 3.3 3 4.1
The weighted average for an outcome is calculated by
∑ ( performance × relevance)
∑ relevance
Remarks and Suggestions
Course
Number
0650-101
Course Name
Petroleum Basics
Remarks and Suggestions
This course is designed for Non-Engg.
Students
0650-210
Introduction to Petroleum
Engineering
0650-221
Reservoir Rock Properties
students are talking the class without the lab,
they register then drop the lab. Students need
more exposure to units conversion.
0650-221
Reservoir Rock Properties
students are talking the class without the lab,
they register then drop the lab. Students need
more exposure to units conversion. the use of
field units must be coverd during the
introduction to petroleum course PE210.
0650-301
Fundamentals of Petroleum
This course is an elective course for non-
Oil Field Visit is recommended.
63
Engineering
petroleum engineering students. The course
exposes the students to various aspects of the
petroleum industry. Usually, those who take
the course enjoy it because it gives them an
overview about the oil industry in Kuwait and
internationally.
1) The class size was large 2) The Quizzes
were very useful in keeping the student aware
of the course development 3) The SPE series
book suggested for this course was very clear
and easy for student to follow.
0650-324
Reservoir Engineering
0650-341
Oil field visit is recommended. Using Drilling
Oil Well Drilling and Completion Simulator Lab to understand and practice the
drilling operation and well control problems.
0650-432
0650-449
0650-449
Well Testing
Students have to be more efficient in using
Excell as a simple plotting and computation
computer routine. Also, they should spend
more time practicing well testing sotwares.
Two types of commonly used well testing
softwares, PannSystem and Saphire, are
available in the department for students
usage.
Petroleum Economics
This course needs understanding of probability
and statistics concept. I suggest that
Probability (600- 304) course should be a prerequisite to petroleum economics PE449.
Petroleum Economics
This course needs understanding of probability
and statistics concept. I suggest that
Probability (600- 304) course should be a prerequisite to petroleum economics PE449.
Spring semester
U
Instructors: 14
Courses:
33
RELEVANCE
Course
Number
Course Name
0650-101
Petroleum Basics
0650-101
Petroleum Basics
0650-101
Petroleum Basics
0650-210
Introduction to Petroleum
Engineering
1
1
1
0650-210
Introduction to Petroleum
Engineering
1
1
1
0650-221
Reservoir Rock Properties
2
0650-241
Fluid Mechanics
3
1
3
0650-241
Fluid Mechanics
3
1
3
0650-301
Fundamentals of Petroleum
Engineering
0650-322
a
Reservoir Rock Laboratory
1
0650-323
Phase Behavior of Reservoir Fluids 3
0650-323
Phase Behavior of Reservoir Fluids 1
0650-323
Phase Behavior of Reservoir Fluids 1
b
c
d
e
f
g
2
3
2
1
i
j
k
1
1
2
2
1
2
2
1
2
3
2
3
1
3
1
0650-324
Reservoir Engineering
3
0650-333
PVT Laboratory
1
3
2
2
3
0650-333
PVT Laboratory
1
3
2
2
3
64
h
2
2
2
0650-333
PVT Laboratory
1
3
2
0650-354
Well Logging
2
1
1
1
0650-355
Well Logging Laboratory
1
1
2
2
0650-355
Well Logging Laboratory
1
1
2
2
0650-432
Well Testing
3
0650-435
Production Equipment Design
3
0650-464
Horizontal Well Technology
0650-496
Well Design
2
3
2
1
1
3
2
2
2
3
2
1
2
2
3
2
1
2
2
3
3
3
2
3
3
3
3
3
3
b
c
d
3
2
3
2
2
1
3
2
3
3
3
3
i
j
k
PERFORMANCE
Course
Number
Course Name
a
e
f
g
h
0650-101
Petroleum Basics
0650-101
Petroleum Basics
4
5
5
5
5
5
5
4
4
0650-101
Petroleum Basics
5
5
5
4
4
4
5
0650-210
Introduction to Petroleum
Engineering
3
3
4
0650-210
Introduction to Petroleum
Engineering
3
3
3
0650-221
Reservoir Rock Properties
5
0650-241
Fluid Mechanics
4
3
3
4
3
3
3
3
3
0650-241
Fluid Mechanics
3
3
3
3
3
3
3
3
3
4
4
5
3
4
4
4
4
4
4
3
0650-301
Fundamentals of Petroleum
Engineering
4
0650-322
Reservoir Rock Laboratory
3
0650-323
Phase Behavior of Reservoir
Fluids
2
0650-323
Phase Behavior of Reservoir
Fluids
2
0650-323
Phase Behavior of Reservoir
Fluids
4
3
4
4
2
2
2
2
2
3
4
2
2
0650-324
Reservoir Engineering
2
0650-333
PVT Laboratory
3
4
5
4
4
3
3
0650-333
PVT Laboratory
4
4
4
4
3
5
0650-333
PVT Laboratory
4
4
4
4
4
5
0650-354
Well Logging
3
0650-355
Well Logging Laboratory
4
4
4
4
4
0650-355
Well Logging Laboratory
4
4
4
4
4
0650-432
Well Testing
4
0650-435
Production Equipment Design
3
0650-464
Horizontal Well Technology
5
0650-496
Well Design
4
3
5
4
3
3
4
4
4
2
4
3
2
5
5
5
5
4
4
4
4
4
5
4
5
4
5
3
5
4
5
5
Weighted Average 3.3 4.2 3.8 4.2 3 3.7 3.6 3.9 2.9 5 3.8
The weighted average for an outcome is calculated by
65
∑ ( performance × relevance)
∑ relevance
Remarks and Suggestions
Course
Number
Course Name
Remarks and Suggestions
0650-101
Petroleum Basics
This course is designed for Non-Engg.
Students
0650-101
Petroleum Basics
This course is designed for Non-Engg.
Students
Introduction to Petroleum
0650-210
Engineering
Improve the department video library. Student
enjoyed the field trip to a drilling rig. the trip
was helpful to the students. All sections of
(PE210) should coordinate the visit.
0650-221
Reservoir Rock Properties
students are talking the class without the lab,
they register then drop the lab. Students need
more exposure to units conversion.
0650-301
Fundamentals of Petroleum
Engineering
- Students must attend seminars related to oil
industry. - KOC site visit is a must.
0650-323
Phase Behavior of Reservoir
Fluids
I have taugh this course many times in the
years 92-97. This is the first time I saw this
weakness in basic math and science.
0650-324
0650-432
0650-435
0650-464
Reservoir Engineering
This course is the only required reservoir
engineering course. The students should exert
a lot of effort to comprehend the course and
carry the acquired material through their
academic career and to the workplace. The
prerequisites of this course are very important.
To make most benefit of this class, students
should have excellent understanding of rock
properties and phase behavior of petroleum
fluids.
Well Testing
It was notice that some students registered in
well testing (432) before taking production
(411) and natural gas (425). Those students
had some problems. As a result five students
withdraw and others continue struggling. The
pre-requisite must be changed to fix this
problem.
Production Equipment Design
Our student are in general very good with
some variation of abilities and performance,
i.e. you find stronge and very weak students.
This course prepare the student to think and
do design and teach them the nessesary
thinking and doing skills and provide them
with the tools such as software packages.
Horizontal Well Technology
- Corporation with Kuwait Oil Company is
recommended to discuss and analyze practical
cases. - Teach the students how to use the
SPE e-library to search for SPE technical
papers. - Encourage students to attend SPE
Seminars related to Horizontal wells.
66
Summer semester
U
Instructors: 11
12
Courses:
RELEVANCE
Course
Number
Course Name
a
b
c
d
e
f
g
h
i
j
k
0650-101
Petroleum Basics
0650-101
Petroleum Basics
0650-333
PVT Laboratory
1
2
3
0650-411
Petroleum Production Engineering
3
3
2
3
1
3
2
1
1
3
0650-411
Petroleum Production Engineering
3
3
2
3
1
3
2
1
1
3
0650-425
Natural Gas Reservoir Engineering 3
3
1
1
h
i
0650-442
Industrial Safety for Oil Field
Operations
0650-442
Industrial Safety for Oil Field
Operations
3
2
2
3
PERFORMANCE
Course
Number
Course Name
a
0650-101
Petroleum Basics
0650-101
Petroleum Basics
4
0650-333
PVT Laboratory
4
b
c
d
e
4
4
4
f
g
5
3
5
5
4
4
j
k
3
5
5
4
4
5
0650-411
Petroleum Production
Engineering
3
4
3
3
4
3
3
3
4
3
0650-411
Petroleum Production
Engineering
4
4
4
4
3
3
4
4
4
4
0650-425
Natural Gas Reservoir
Engineering
4
3
3
3
0650-442
Industrial Safety for Oil Field
Operations
5
5
5
5
5
4
5
5
0650-442
Industrial Safety for Oil Field
Operations
5
5
5
5
4
4
5
4
4
Weighted Average 3.7 4
3
4 3.7 3.6 3.8 3.3 3.4 3.3 4 3.3
The weighted average for an outcome is calculated by
∑ ( performance × relevance)
∑ relevance
Remarks and Suggestions
Course
Number
0650-101
0650-411
Course Name
Petroleum Basics
Petroleum Production
Engineering
Remarks and Suggestions
This course is designed for Non-Engg.
Students
Students used Pipesim software in this course.
67
Core Engineering Courses
Fall semester
U
RELEVANCE
Course
Number
Course Name
a
b
c
d
e
f
g
h
i
j
k
0600-102
Workshop
1
3
3
2
1
2
0600-102
Workshop
1
3
3
2
1
2
0600-102
Workshop
1
3
3
2
1
2
0600-102
Workshop
1
3
2
1
2
0600-104
Engineering Graphics
1
1
3
3
0600-104
Engineering Graphics
1
1
3
3
0600-104
Engineering Graphics
1
1
3
3
0600-104
Engineering Graphics
1
1
3
3
0600-104
Engineering Graphics
1
1
3
3
0600-104
Engineering Graphics
1
1
3
3
0600-104
Engineering Graphics
1
1
3
3
3
0600-200
Computer Programming for
Engineers
2
2
2
0600-200
Computer Programming for
Engineers
2
2
2
0600-200
Computer Programming for
Engineers
2
2
2
0600-202
Statics
2
2
2
2
0600-202
Statics
2
2
2
2
0600-202
Statics
2
2
2
2
0600-202
Statics
2
2
2
2
0600-202
Statics
2
2
2
2
0600-202
Statics
2
2
2
2
0600-203
Dynamics
3
3
0600-203
Dynamics
3
3
0600-203
Dynamics
3
0600-204
Strength of Materials
3
2
2
1
1
0600-204
Strength of Materials
3
2
2
1
1
0600-204
Strength of Materials
3
2
2
1
1
0600-204
Strength of Materials
3
2
2
1
1
0600-204
Strength of Materials
3
2
2
1
1
0600-204
Strength of Materials
3
2
2
1
1
0600-204
Strength of Materials
3
2
2
1
1
0600-205
Electrical Engineering Fundamentals
3
3
0600-205
Electrical Engineering Fundamentals
3
3
0600-205
Electrical Engineering Fundamentals
3
3
0600-207
Electrical Engineering Fundamentals
Laboratory
3
3
3
0600-207
Electrical Engineering Fundamentals
Laboratory
3
3
3
0600-207
Electrical Engineering Fundamentals
Laboratory
3
3
3
0600-207
Electrical Engineering Fundamentals
Laboratory
3
3
3
0600-207
Electrical Engineering Fundamentals
Laboratory
3
3
3
0600-208
Engineering Thermodynamics
3
68
3
3
1
2
1
0600-208
Engineering Thermodynamics
3
3
1
2
1
0600-208
Engineering Thermodynamics
3
3
1
2
1
0600-208
Engineering Thermodynamics
3
3
1
2
1
0600-208
Engineering Thermodynamics
3
3
1
2
0600-209
Engineering Economy
2
2
2
3
2
3
2
0600-209
Engineering Economy
2
2
2
3
2
3
2
0600-209
Engineering Economy
2
2
2
3
2
3
2
0600-209
Engineering Economy
2
2
2
3
2
3
2
0600-209
Engineering Economy
2
2
2
3
2
3
2
0600-209
Engineering Economy
2
2
2
3
2
3
2
2
2
2
2
0600-304
Engineering Probability and
Statistics
2
2
0600-304
Engineering Probability and
Statistics
2
2
0600-304
Engineering Probability and
Statistics
2
2
0600-304
Engineering Probability and
Statistics
2
2
0600-304
Engineering Probability and
Statistics
2
2
0600-304
Engineering Probability and
Statistics
3
3
1
0600-308
Numerical Methods in Engineering
3
2
3
0600-308
Numerical Methods in Engineering
3
2
3
0600-308
Numerical Methods in Engineering
3
3
3
0600-308
Numerical Methods in Engineering
3
2
3
0600-308
Numerical Methods in Engineering
3
2
3
0600-308
Numerical Methods in Engineering
3
2
3
PERFORMANCE
Course
Number
Course Name
0600-102
Workshop
0600-102
Workshop
0600-102
Workshop
0600-102
Workshop
a
4
b
c
d
e
4
f
g
3
h
3
i
j
3
k
3
0600-104
Engineering Graphics
3
3
3
4
0600-104
Engineering Graphics
4
3
4
4
0600-104
Engineering Graphics
4
4
4
4
0600-104
Engineering Graphics
4
4
4
4
0600-104
Engineering Graphics
3
3
4
4
0600-104
Engineering Graphics
3
3
3
0600-104
Engineering Graphics
3
3
4
0600-200
Computer Programming for
Engineers
0600-200
Computer Programming for
Engineers
0600-200
3
4
4
2
3
3
Computer Programming for
Engineers
3
3
3
0600-200
Computer Programming for
Engineers
4
4
4
0600-200
Computer Programming for
Engineers
4
4
0600-200
Computer Programming for
Engineers
69
0600-200
Computer Programming for
Engineers
0600-200
Computer Programming for
Engineers
0600-200
Computer Programming for
Engineers
0600-200
Computer Programming for
Engineers
0600-200
Computer Programming for
Engineers
4
4
3
3
0600-202
Statics
5
5
3
3
0600-202
Statics
4
4
3
4
0600-202
Statics
4
3
3
4
0600-202
Statics
4
2
3
2
0600-202
Statics
5
5
4
4
0600-202
Statics
5
5
3
3
0600-203
Dynamics
3
3
0600-203
Dynamics
1
1
0600-203
Dynamics
2
0600-204
Strength of Materials
4
4
4
2
3
0600-204
Strength of Materials
2
2
2
3
3
0600-204
Strength of Materials
3
4
4
3
4
0600-204
Strength of Materials
5
4
4
3
3
0600-204
Strength of Materials
5
3
5
4
4
0600-204
Strength of Materials
4
3
3
3
3
0600-204
Strength of Materials
3
2
2
2
3
0600-205
Electrical Engineering
Fundamentals
4
4
0600-205
Electrical Engineering
Fundamentals
2
2
0600-205
Electrical Engineering
Fundamentals
4
4
0600-207
Electrical Engineering
Fundamentals Laboratory
3
3
3
0600-207
Electrical Engineering
Fundamentals Laboratory
4
4
4
0600-207
Electrical Engineering
Fundamentals Laboratory
3
4
3
0600-207
Electrical Engineering
Fundamentals Laboratory
4
4
5
0600-207
Electrical Engineering
Fundamentals Laboratory
4
4
4
0600-207
Electrical Engineering
Fundamentals Laboratory
4
4
4
3
3
2
3
0600-208
Engineering Thermodynamics
2
2
2
3
0600-208
Engineering Thermodynamics
3
3
4
4
2
0600-208
Engineering Thermodynamics
3
2
4
4
1
0600-208
Engineering Thermodynamics
3
3
3
3
3
0600-208
Engineering Thermodynamics
1
1
3
3
4
0600-208
Engineering Thermodynamics
2
3
3
3
2
0600-209
Engineering Economy
5
1
4
3
1
0600-209
Engineering Economy
3
2
3
3
3
2
3
3
0600-209
Engineering Economy
5
4
4
5
4
5
5
0600-209
Engineering Economy
4
4
4
4
4
3
0600-209
Engineering Economy
5
4
4
5
2
0600-209
Engineering Economy
5
1
4
3
1
70
3
4
3
5
4
3
0600-209
Engineering Economy
3
0600-209
Engineering Economy
2
0600-209
Engineering Economy
4
3
4
3
3
3
4
2
4
4
4
4
3
3
0600-304
Engineering Probability and
Statistics
4
3
3
4
4
3
4
4
4
3
4
0600-304
Engineering Probability and
Statistics
4
3
3
4
4
3
4
4
4
3
4
0600-304
Engineering Probability and
Statistics
3
3
0600-304
Engineering Probability and
Statistics
4
4
0600-304
Engineering Probability and
Statistics
3
3
0600-304
Engineering Probability and
Statistics
4
3
4
3
3
4
0600-304
Engineering Probability and
Statistics
3
3
0600-308
Numerical Methods in
Engineering
4
3
4
0600-308
Numerical Methods in
Engineering
4
3
4
0600-308
Numerical Methods in
Engineering
5
5
5
0600-308
Numerical Methods in
Engineering
5
0600-308
Numerical Methods in
Engineering
3
3
3
0600-308
Numerical Methods in
Engineering
3
3
4
Weighted Average
3.5 3.7 2.9 0
3.3 3.1 3.5 3.3 2.7 3.8 3.7
4
4
3
3
The weighted average for an outcome is calculated by
Remarks and Suggestions
Course
Course Name
Number
0600-102
0600-104
0600-104
4
4
3
3
4
4
5
∑ ( performance × relevance)
∑ relevance
Remarks and Suggestions
Workshop
In average, the students did very well.
Engineering Graphics
Most important objectives of this course are
the student abilities to understand and
perform freehand and AutoCAD engineering
drawings, which I think most of the students
did satisfy achieving by looking at their
performance mainly in both classwork and the
two exams. Some students do have a problem
in imagination which i think we need to utilize
more 3D objects (i.e., real objects or solid
models) in course delivery.
Engineering Graphics
Most important objectives of this course are
the student abilities to understand and
perform freehand and AutoCAD engineering
drawings, which I think most of the students
did satisfy achieving by looking at their
performance mainly in both classwork and the
two exams. This class struggled mainly in
understanding missing views concept which I
think due to not understanding the techniques
71
presented especially the projection lines from
one view to another.
0600-104
0600-104
0600-200
0600-202
Engineering Graphics
In general, student's performances were good
in representing the geometry of mechanical
objects in simple drawings. Most of students
were very good in visualization and had a good
computer skills, which reflect on their
performance and grades in this class.
Engineering Graphics
1) Some students are very weak in
imagination and Math. They don't take the
course seriously and they wanna have high
grade with no efforts. They don't even realize
that it is course and load for them. 2) Need to
show the importance of this course to all
engineering discipline.
Computer Programming for
Engineers
Students are not taking this course seriously
Statics
students need weekly or biweekly tutorials.
Statics
1. We have the problem of limited quastions in
the homeworks wich leads to have the
problem of copying the HWS of other students
at other sections. 2. No. of students is larger
than the ability of yhe class
0600-202
Statics
1. Students are highly motivated to learn,
especially when they understand the value of
this course as an important pre-requisite for
many high level engineering courses that they
will eventually encounter. 2. Problem sets
were not too many. They were limited and not
too lengthy to keep the interest level of the
students high and prevent them from copying
other student's solutions. Moreover, HWs
emphasized the desired outcomes of this
class; outcomes that will carry them through
in their later courses. 3. Overall most students
achieved the desired outcomes.
0600-202
Statics
Overall, most students show good
understanding of the material concepts.
0600-202
Statics
Must - Must- devote time for weekly or
biweekly tutorial
Dynamics
In general, they did well. They were interested
in the subject and have the desire to learn.
They have a good background in physics and
since in general. However, they were weak in
performing correct and complete calculations.
Only 64% of the no-partial credits questions
were solved correctly.
Dynamics
The overall performance of this class was very
weak. 75 % of the students were taking this
course for the second or third time. They failed
in getting the passing grades in any of the
midterms and the final exam. The students
could not even solve the examples explained
in the class or in the book that were repeated
in the exams. All the students in this class are
mechanical engineering students and most of
them were in their third and fourth year and
still struggling with the dynamics course !
Dynamics
In this course, the performance of the
students in quizzes and exams was below my
expectations. The main concern is that the
students do not read the textbook in due time.
They only focus on scanning the solutions to
problems assigned for the homework sets. I
0600-202
0600-203
0600-203
0600-203
72
found out that all the students in the class
have the solutions manual and they believe
that it is alright to use it freely!. A number of
them just want to pass the course (with a D). I
would recommend that the ME department
imposes the C-rule for this course to
encourage students to pay more attention to
it.
Strength of Materials
Need of tuturial in the department and not
from outside the university.
Strength of Materials
More emphasis must be given to encourage or
enforce tutorial sessions by teaching
assistants. Also, conformity amongst different
assessments and grading method between
faculty members teaching the same course
must be observed.
0600-204
Strength of Materials
This evaluation is made for two sections
(section 04 & section EG-04) combined at the
same time. This is a difficult course to teach.
However the batch of students was upto the
challenge.
0600-204
Strength of Materials
Overall, most students show good
understanding of the material concepts.
Strength of Materials
Class performance was not very satisfactory.
This is because students did not solve enough
problems and some of them did not submit all
the homeworks required. Additional problem
solving sessios are needed. However, this
requires one additonal tutorial hour per week
to be fixed in the student schedule, preferably
in the afternoon.
Strength of Materials
Classes with small number of students are
easy to control and students pay attention to
the lectures. Scheduled tutorial must be done
in this course
0600-204
0600-204
0600-204
0600-204
0600-205
Electrical Engineering
Fundamentals
The number of students enrolled in each
section should not exceed the instructor-tostudent ratio (i.e., 25 to 30 students/class).
This is to enssure and improve the
communication skills between the instructor
and the students as well as to meet the
requirements assigned by the ABET.
0600-205
Electrical Engineering
Fundamentals
These results are for all sections of ENGR205
Electrical Engineering
Fundamentals Laboratory
Working as a team and the ability to
communicate effectively should be considered.
Knowledge of advanced mathematics such as
differential equations, linear algebra, and the
ability to design electrical system need to be
improved.
Electrical Engineering
Fundamentals Laboratory
Working as a team and the ability to
communicate effectively should be considered.
Knowledge of advanced mathematics such as
differential equations, linear algebra, and the
ability to design electrical system need to be
improved.
0600-207
0600-207
0600-208
0600-208
Engineering Thermodynamics
They are weak in reading their text books,
Weak in Physics background, in addition to
Math.
Engineering Thermodynamics
Suggested problems list was provided for the
students instead of the homework
assignments to give them a chance to practice
problem solving. Only few students solved
73
these practice problems and this reflect
positively on their performance in the class. In
general, students need to work more in this
class in addition to attending each class and
solving the suggested problems to be prepared
for the exam. The lack in their performance
was shown in their midterm exams and
quizzes. However, by motivating them, the did
quit better in the final exam.
0600-208
Engineering Thermodynamics
Suggested problems list was provided for the
students instead of the homework
assignments to give them a chance to practice
problem solving. Only few students solved
these practice problems and this reflect
positively on their performance in the class. In
general, students need to work more in this
class in addition to attending each class and
solving the suggested problems to be prepared
for the exam. The lack in their performance
was shown in their midterm exams and
quizzes. However, by motivating them, the did
quit better in the final exam.
0600-208
Engineering Thermodynamics
Students are weak in English, physics and
math
Engineering Thermodynamics
Many students should not be in this college.
They are sleep-walking though lectures. On
any given moment, most of them have no idea
whatsoever what has been said 30 seconds
ago, much less where the lecture it going. The
above comments from last year still stand.
This assessment is for all common sections. All
have the same comments and similar
statistics.
Engineering Economy
1) This is probably first engineering course in
curricula that deals directly with tangible real
life situations 2) Female students are more
studious in general than male cohorts 3) If
problems are related to real life students do
better
Engineering Economy
Not all faculty members teaching EE are using
the same text book No time to give a project,
though it is good to assign one during the
semester
Engineering Economy
1) This is probably first engineering course in
curricula that deals directly with tangible real
life situations 2) Female students are more
studious in general than male cohorts 3) If
problems are related to real life students do
better
0600-208
0600-209
0600-209
0600-209
0600-304
0600-304
Engineering Probability and
Statistics
Students are good in using specialized
software and engineering tools related to the
course; but, in general, they are weak in
English. This skill is very important in this
course to interpret, formulate, and solve
problems. Class attendance was low, which
affected the final grades of those students who
missed classes. This was also reflected on the
overall class GPA.
Engineering Probability and
Statistics
Students are good in using specialized
software and engineering tools related to the
course; but, in general, they are weak in
English, this weakness is common in all
sections I have taught. This skill is very
important in this course to interpret,
74
formulate, and solve problems.
0600-308
Numerical Methods in
Engineering
Good practical skills were picked up by using
different tools such as Excel and Matlab.
0600-308
Numerical Methods in
Engineering
Low number of students ? 15 !
Numerical Methods in
0600-308
Engineering
Student need to be given more time to learn
Matlab in order for them to be able to write
code that implements some numerical
methods.
75
Spring semester
U
RELEVANCE
Course
Number
Course Name
a
b
c
d
e
f
g
h
i
j
k
0600-102
Workshop
1
3
3
2
1
2
0600-102
Workshop
1
3
3
2
1
2
0600-102
Workshop
1
3
3
2
1
2
0600-104
Engineering Graphics
1
1
3
3
0600-104
Engineering Graphics
1
1
3
3
0600-104
Engineering Graphics
1
1
3
3
0600-104
Engineering Graphics
1
1
3
3
0600-104
Engineering Graphics
1
1
3
3
0600-200
Computer Programming for
Engineers
2
1
3
0600-200
Computer Programming for
Engineers
2
2
2
0600-200
Computer Programming for
Engineers
2
1
3
0600-200
Computer Programming for
Engineers
2
2
2
0600-200
Computer Programming for
Engineers
3
3
0600-202
Statics
2
2
2
2
0600-202
Statics
2
2
2
2
0600-202
Statics
2
2
2
2
0600-202
Statics
2
2
2
2
0600-203
Dynamics
3
3
0600-203
Dynamics
3
3
0600-204
Strength of Materials
3
2
2
1
1
0600-204
Strength of Materials
3
2
2
1
1
0600-204
Strength of Materials
3
2
2
1
1
0600-204
Strength of Materials
3
2
2
1
1
0600-204
Strength of Materials
3
2
2
1
1
0600-205
Electrical Engineering Fundamentals
3
0600-207
Electrical Engineering Fundamentals
Laboratory
3
3
3
0600-207
Electrical Engineering Fundamentals
Laboratory
3
3
3
0600-208
3
Engineering Thermodynamics
3
3
1
2
1
0600-208
Engineering Thermodynamics
3
3
1
2
1
0600-208
Engineering Thermodynamics
3
3
1
2
1
0600-208
Engineering Thermodynamics
3
3
1
2
1
0600-208
Engineering Thermodynamics
3
3
1
2
1
0600-209
Engineering Economy
0600-209
Engineering Economy
2
0600-209
Engineering Economy
0600-209
Engineering Economy
0600-209
Engineering Economy
2
2
2
3
2
2
3
3
2
2
3
3
2
3
2
3
2
2
2
2
0600-304
Engineering Probability and
Statistics
3
3
0600-304
Engineering Probability and
Statistics
2
2
0600-304
Engineering Probability and
Statistics
2
2
76
2
3
2
2
0600-304
Engineering Probability and
Statistics
2
2
0600-304
Engineering Probability and
Statistics
2
2
0600-304
Engineering Probability and
Statistics
3
3
2
2
2
2
0600-308
Numerical Methods in Engineering
3
2
3
0600-308
Numerical Methods in Engineering
3
2
3
0600-308
Numerical Methods in Engineering
3
2
3
PERFORMANCE
Course
Number
Course Name
a
4
b
c
0600-102
Workshop
0600-102
Workshop
0600-102
Workshop
0600-104
Engineering Graphics
2
0600-104
Engineering Graphics
3
0600-104
Engineering Graphics
3
3
0600-104
Engineering Graphics
4
3
0600-104
Engineering Graphics
5
4
d
e
4
f
g
3
3
5
h
i
3
j
3
k
3
2
3
3
3
2
2
4
4
4
4
0600-200
Computer Programming for
Engineers
4
3
5
0600-200
Computer Programming for
Engineers
2
3
3
0600-200
Computer Programming for
Engineers
3
2
3
0600-200
Computer Programming for
Engineers
4
4
4
0600-200
Computer Programming for
Engineers
3
3
0600-202
Statics
4
4
3
3
0600-202
Statics
2
2
3
3
0600-202
Statics
3
4
2
2
0600-202
Statics
3
4
2
2
0600-203
Dynamics
2
2
0600-203
Dynamics
2
0600-204
Strength of Materials
2
3
3
4
2
0600-204
Strength of Materials
3
2
2
2
3
0600-204
Strength of Materials
2
3
2
3
3
0600-204
Strength of Materials
2
3
3
3
3
0600-204
Strength of Materials
4
4
4
2
3
0600-205
Electrical Engineering
Fundamentals
4
0600-207
Electrical Engineering
Fundamentals Laboratory
3
4
3
0600-207
Electrical Engineering
Fundamentals Laboratory
3
4
3
0600-208
2
4
4
Engineering Thermodynamics
3
2
3
3
3
0600-208
Engineering Thermodynamics
3
2
2
3
3
0600-208
Engineering Thermodynamics
2
3
4
4
2
0600-208
Engineering Thermodynamics
2
3
4
4
1
0600-208
Engineering Thermodynamics
1
1
3
3
4
0600-209
Engineering Economy
5
5
2
77
1
3
3
4
2
5
5
4
0600-209
Engineering Economy
4
4
4
4
0600-209
Engineering Economy
4
5
4
5
0600-209
Engineering Economy
4
4
4
4
0600-209
Engineering Economy
5
4
3
1
4
4
4
4
4
4
4
3
4
3
4
3
3
4
4
4
4
4
1
4
3
0600-304
Engineering Probability and
Statistics
4
0600-304
Engineering Probability and
Statistics
4
0600-304
Engineering Probability and
Statistics
4
4
0600-304
Engineering Probability and
Statistics
3
3
0600-304
Engineering Probability and
Statistics
4
4
0600-304
Engineering Probability and
Statistics
4
0600-308
Numerical Methods in
Engineering
4
4
0600-308
Numerical Methods in
Engineering
4
3
4
0600-308
Numerical Methods in
Engineering
4
4
4
Weighted Average
3.2 3.3 2.8 0
3.2 3.1 3
3
4
3
4
3
The weighted average for an outcome is calculated by
4
4
3
3.3 2.7 4
∑ ( performance × relevance)
∑ relevance
3.4
Remarks and Suggestions
Course
Number
0600-102
Course Name
Remarks and Suggestions
Workshop
In average, the students did very well.
Engineering Graphics
Most important objectives of this course are
the student abilities to understand and
perform freehand and AutoCAD engineering
drawings, which I think most of the students
were weak in achieving such objective. This
class performance was only satisfactory in
AutoCAD which matches their computer
abilities and skills. The main weakness was
reflected in their freehand sketching and
answering theoretical questions from the
lecture notes. This is due to the lack of
concentration from the student during lecture
time and CW practices.
0600-104
Engineering Graphics
the student were very weak in freehand sketch
and in some auto-cad commands. 8 students
were got zero in the homework weight due to
copying from other student.
0600-104
Engineering Graphics
This class is the worst class I ever taught. The
student are becoming more careless.
0600-104
Engineering Graphics
In general, student's performances were good
in representing the geometry of mechanical
objects in simple drawings. Most of students
were very good in visualization and had a good
computer skills, which reflect on their
performance and grades in this class.
0600-104
Engineering Graphics
Effort put forth by TA's is much appreciated.
0600-104
0600-200
Computer Programming for
Engineers
Students are not taking this course seriously
0600-200
Computer Programming for
Engineers
The students lacked some basic knowledge of
mathematics, science, and engineering. In
78
general, they were able to understand and
efficiently use the different data and control
structures learned in the class, but had difficult
time implementing them. Some of the
students lacked in practising coding, they had
a hard time implementing what they have
learned in writing actual programs. The
students’ goal was just to pass the class, and
the majority of the students are reluctant to
submit the programming assignments. They
were ready to sacrifice the grades assigned for
the assignments and not waste their time
doing the coding. More real engineering
problems and games coding should be
introduced as programming assignments. More
emphasis should be placed on object oriented
programming. Few students were able to go
through the full design process for writing an
actual program, and some were able to learn
advanced structures (e.g., operator
overloading) and commands on their own from
the Internet and reading extra material from
the book.
Statics
Must - Must- devote time for weekly or
biweekly tutorials
0600-202
Statics
Level of students is weaker than ever. More
emphasis and weight should be placed on
quizzes. Grade inflation and non-uniformitty of
grading in department further sophisticates
the issue.
0600-202
Statics
weak in english,and need more english and
math. lessons.
0600-202
Statics
Need more english and math sessions.
Dynamics
Student had a serious problem with the
pervious pre-requisite of this course. The
student were very weak in math, they don't
know the basic derivation and integration
problem. the student were not discipline in
attending the class. eight students only were
submitted the homework. this course should
be considered as the pre-requisite for the fluid
dynamics class for the civil engineering
student. most of the student in the civil
department are taking this course in last
semester of their graduation, which do not a
minimum efforts to pass the course. Sample of
homework, quizzes and exam are given.
0600-203
Dynamics
This class performance was weak in overall
subjects. Many students fluctuated in their
performance from one exam to other. Most
students did not do well in the final exam
which was focused on Rigid-Body motion. Most
students when asked that they did not have
time to solve problems at the end of the
semester due the number of exams that they
need to prepare for. One idea to enhance the
student performance in Dynamics, is to have
an official tutorial (i.e., problem solving)
sessions conducted by qualified TA’s on a
weekly basis.
0600-204
Strength of Materials
Most students lacked the incentive of learning.
Majority of them were just interested in
getting good grades.
0600-204
Strength of Materials
Scheduled tutorial must be done for this
0600-202
0600-203
79
course
0600-204
Strength of Materials
The background of the class was rather weak.
Students submitted their homeworks on time.
Their performance in the tests was below
expectations. The students participated in the
discussions. This was a girls' section and the
attendance was good.
0600-204
Strength of Materials
Students had an obvious difficulties with
concept they should have learned in 0600-202
(Statics). This was an below-average class.
0600-204
Strength of Materials
need tutorial sessions, and more english
language sessions.
0600-205
Electrical Engineering
Fundamentals
The number of students enrolled in each
section should not exceed the instructor-tostudent ratio (i.e., 25 to 30 students/class).
This is to enssure and improve the
communication skills between the instructor
and the students as well as to meet the
requirements assigned by the ABET.
0600-208
Engineering Thermodynamics
Most of the students do not buy the textbook,
they have only a copy of the thermodynamics
tables. The solution manual of the text book is
online, and I could not give a home work from
it. above two facts singificantly affact the
outcome of the course.
0600-208
Engineering Thermodynamics
They are weak in reading their text books,
Weak in Physics background, in addition to
Math.
Engineering Thermodynamics
Suggested problems list was provided for the
students instead of the homework
assignments to give them a chance to practice
problem solving. Only few students solved
these practice problems and this reflect
positively on their performance in the class. In
general, students need to work more in this
class in addition to attending each class and
solving the suggested problems to be prepared
for the exam. The lack in their performance
was shown in their midterm exams and
quizzes. However, by motivating them, the did
quit better in the final exam.
Engineering Thermodynamics
Suggested problems list was provided for the
students instead of the homework
assignments to give them a chance to practice
problem solving. Only few students solved
these practice problems and this reflect
positively on their performance in the class. In
general, students need to work more in this
class in addition to attending each class and
solving the suggested problems to be prepared
for the exam. The lack in their performance
was shown in their midterm exams and
quizzes. However, by motivating them, the did
quit better in the final exam.
Engineering Thermodynamics
Many students should not be in this college.
They are sleep-walking though lectures. On
any given moment, most of them have no idea
whatsoever what has been said 30 seconds
ago, much less where the lecture it going. The
above comments from last year still stand,
although a few bright spots exist in every
class--like they always do. Many others want
to do good but are constantly distracted. They
lack discipline, i think, as well as solid
0600-208
0600-208
0600-208
80
foundation. This assessment is for all common
sections. All have the same comments and
similar statistics.
0600-209
Engineering Economy
student class attendence was low compared to
previous semesters which resulted in more "D"
grade than previous
0600-209
Engineering Economy
Text book availability is an issue to be
addressed, also number of student per class
0600-304
0600-304
0600-304
0600-308
Engineering Probability and
Statistics
The number of students enrolled in each
section should not exceed the instructor-tostudent ratio (i.e., 25 to 30 students/class).
This is to enssure and improve the
communication skills between the instructor
and the students as well as to meet the
requirements assigned by the ABET.
Engineering Probability and
Statistics
Students are very good in using specialized
software and engineering tools related to the
course; but, in general, they are weak in
English communication skill. This skill is very
important in this course to interpret,
formulate, and solve problems. Students'
performance could have been better if they
were better in English communication.
Engineering Probability and
Statistics
Students are good in using specialized
software and engineering tools related to the
course; but, in general, they are weak in
English. This skill is very important in this
course to interpret, formulate, and solve
problems.
Numerical Methods in
Engineering
The number of students enrolled in each
section should not exceed the instructor-tostudent ratio (i.e., 25 to 30 students/class).
This is to enssure and improve the
communication skills between the instructor
and the students as well as to meet the
requirements assigned by the ABET.
Summer semester
U
RELEVANCE
Course
Number
0600-102
Course Name
a
b
c
d
e
f
g
i
j
k
Workshop
1
3
0600-102
Workshop
1
3
0600-104
Engineering Graphics
1
1
3
3
0600-104
Engineering Graphics
1
1
3
3
0600-104
Engineering Graphics
1
1
3
3
0600-104
Engineering Graphics
1
1
3
3
0600-104
Engineering Graphics
1
1
3
3
0600-202
Statics
2
2
0600-203
Dynamics
3
3
0600-203
Dynamics
3
3
0600-203
Dynamics
3
3
0600-204
Strength of Materials
3
0600-205
Electrical Engineering
Fundamentals
3
0600-209
Engineering Economy
2
0600-209
Engineering Economy
2
81
3
h
3
2
2
2
1
2
2
1
2
2
2
1
1
3
2
2
3
2
3
2
3
3
2
0600-209
Engineering Economy
2
2
2
3
2
3
2
2
2
2
2
2
2
0600-304
Engineering Probability and
Statistics
2
2
0600-304
Engineering Probability and
Statistics
2
2
0600-304
Engineering Probability and
Statistics
3
3
0600-304
Engineering Probability and
Statistics
2
2
0600-304
Engineering Probability and
Statistics
2
2
0600-304
Engineering Probability and
Statistics
3
3
0600-308
Numerical Methods in Engineering
3
2
3
0600-308
Numerical Methods in Engineering
3
2
3
2
PERFORMANCE
Course
Number
Course Name
a
b
c
d
e
f
g
h
i
j
k
0600-102
Workshop
0600-102
Workshop
0600-104
Engineering Graphics
4
3
4
4
0600-104
Engineering Graphics
3
2
4
4
0600-104
Engineering Graphics
4
3
4
0600-104
Engineering Graphics
4
3
4
4
0600-104
Engineering Graphics
4
3
0600-202
Statics
4
4
0600-203
Dynamics
2
2
0600-203
Dynamics
2
2
0600-203
Dynamics
3
0600-204
Strength of Materials
3
0600-205
Electrical Engineering
Fundamentals
2
2
0600-209
Engineering Economy
4
4
4
0600-209
Engineering Economy
3
4
4
0600-209
Engineering Economy
3
4
5
2
4
4
4
4
4
3
3
4
4
4
4
4
4
4
3
4
2
2
2
3
1
2
0600-304
Engineering Probability and
Statistics
3
3
0600-304
Engineering Probability and
Statistics
4
3
0600-304
Engineering Probability and
Statistics
4
4
0600-304
Engineering Probability and
Statistics
4
4
0600-304
Engineering Probability and
Statistics
4
4
0600-304
Engineering Probability and
Statistics
4
0600-308
Numerical Methods in
Engineering
4
4
0600-308
Numerical Methods in
Engineering
4
4
4
3
4
3
4
4
4
3
4
Weighted Average 3.4 0 2.4 0 3.2 0 3.6 4.1 3 3.8 3.9
82
Remarks and Suggestions
Course
Course Name
Number
Remarks and Suggestions
Engineering Graphics
1) Some students take this course in their 4th
year od study. 2) Some students do not read
the problems statements.
0600-104
Engineering Graphics
Overall, the class performance was good. Most
students did spend enough effort to succeed in
the girls section. This was not the case with
the boys section. Their English Language
proficiency was not satisfactory to fully benefit
from the lectures. The design outcome is
measured through the first exam, and product
development project. The other outcomes are
measured by Homework, Classwork and
exams. Sample exams are available as
evidence.
0600-104
Engineering Graphics
this assessment belong to two classes together
(boys and girls). the overall classes were very
good especially the girl class.
Engineering Graphics
In general, student's performances were good
in representing the geometry of mechanical
objects in simple drawings. Most of students
were very good in visualization and had a good
computer skills, which reflect on their
performance and grades in this class.
Engineering Graphics
In general, student's performances were good
in representing the geometry of mechanical
objects in simple drawings. Most of students
were very good in visualization and had a good
computer skills, which reflect on their
performance and grades in this class.
Statics
1. Students are highly motivated to learn,
especially when they understand the value of
this course as an important pre-requisite for
many high level engineering courses that they
will eventually encounter. 2. Problem sets
were not too many. They were limited and not
too lengthy to keep the interest level of the
students high and prevent them from copying
other student's solutions. Moreover, HWs
emphasized the desired outcomes of this
class; outcomes that will carry them through
in their later courses. 3. Overall most students
achieved the desired outcomes. 4. An
advantage was gained in this class due to its
timing that the class was from 2:40 - 3:40
pm. The students were kept for atleast an
extra time of half an hour for tutorial and
revision purposes. This was possible because
there were no further classes for the students
after this time slot.
Dynamics
The performance of this class is overall weak.
The student clearly did not spend enough
effort to solve problems in Dynamics. I tried to
give identical problems to the problems sets
assigned and still the average quiz score is
less than 6 out of 10. Also, one question out of
4 questions given in each exam was identical
to a problem in the assigned set of problems
and the performance was weak. I truly
recommend having official tutorial sessions by
TA's once or twice a week to make sure that
0600-104
0600-104
0600-104
0600-202
0600-203
83
all students in Dynamics do solve and practice
problem solving. Also, most of D's students
(14 students out of 32) did not understand
many conceptual dynamics subjects whom I
think is very important for future mechanical
Eng. courses. Therefore, we need to think
seriously to set the passing grade in this
course to C grade for at least the ME students.
Dynamics
Students are weak in applying mathematics
and general physics. Unfortunately, they do
not read/study required material and always
depend on external resources; paid private
tutors!. Some students are not serious and
have ethical issues; they copy Home-Exam
(HE) problems from solution manuals or other
classmates. TAs are not efficient in returning
the HE to students on time nor have enough
time for questions because they are
overloaded with many courses. We need more
TAs and they should be assigned less number
of courses.
Dynamics
In this class of 18 students, their performance
was below average compared with students in
the same course I taught previously. However,
I expected them to perform better for two
reasons: the greater interaction during the
class due to small class size and the high
frequency of class meetings as we meet
everyday in the summer session. I think that
the reason for their weak performance is that
most of them are taking three courses which is
beyond their capabilities during the summer
semester. During the first lecture, I spelled out
my expectations from them in this course and
posted it on the OCS page. About half of the
students in the class were not able to draw
good free-body diagrams, although about onethird of them are repeating the course. From
my discussion with the students, it was clear
that most of them do not read the textbook
although I emphasized almost in every lecture
the importance of reading and understanding
the material in the textbook. Instead, they
depend on summaries and notes from others
and seek outside tutoring and problem
solving!! They also do not attempt to solve the
homework problems as they already have the
solutions!! I believe that the department
should maintain a standard on this course so
that students know that they must study
thoroughly to pass the course and that
mechanical engineering students must pass
with a minimum grade of C.
0600-204
Strength of Materials
This evaluation combines sections 01 and 01-.
We suffer from grade inflation, and enforcing
conformity amongst different assessments and
grading method between faculty members
teaching should curb this phenomenon and
encourage students to study for their courses
instead of relying on easy grading faculties.
0600-205
Electrical Engineering
Fundamentals
0600-209
Engineering Economy
0600-203
0600-203
The students had a major deficiency in
mathematics and ability to analyze
engineering problems.
there was big contrast between stuednts
grades; may were in A level and many in D
84
levels. on one side some students had high
GPA and were able to register in this section
early and on the other side the low GPA
students who entered the class last on waiting
list.
0600-209
Engineering Economy
Text book availability is an issue to be
addressed.
0600-209
Engineering Economy
I didn't like the new textbook. I believe that
the old textbook was better for the students.
0600-304
0600-304
0600-304
0600-308
Engineering Probability and
Statistics
Students are good in using specialized
software and engineering tools related to the
course; but, in general, they are weak in
English. This skill is very important in this
course to interpret, formulate, and solve
problems.
Engineering Probability and
Statistics
Students are very good in using specialized
software and engineering tools related to the
course; but, in general, their interpretation of
the problems is not very good. This is mainly
due to their weakness in English. This skill is
very important in this course to interpret,
formulate, and solve problems.
Engineering Probability and
Statistics
The number of students enrolled in each
section should not exceed the instructor-tostudent ratio (i.e., 25 to 30 students/class).
This is to enssure and improve the
communication skills between the instructor
and the students as well as to meet the
requirements assigned by the ABET.
Numerical Methods in
Engineering
The number of students enrolled in each
section should not exceed the instructor-tostudent ratio (i.e., 25 to 30 students/class).
This is to enssure and improve the
communication skills between the instructor
and the students as well as to meet the
requirements assigned by the ABET.
85
Appendix A
Instructor Class Evaluation Form
86
Kuwait University
College of Engineering & Petroleum
Instructor Class Evaluation Form
U
Course Number and Title:
Instructor:
Semester:
Number of times that you taught this course at KU:
EVALUATION
METHOD
GRADING
SYSTEM
_____________
_______
_____________
_______
_____________
_______
_____________
_______
_____________
_______
TOTAL
100 %
GRADE DISTRIBUTION
Weight (W)
A
A–
B+
B
B–
C+
C
C–
D+
D
4.0
3.6
3.3
3.0
2.6
2.3
2.0
1.6
1.3
1.0
No. of Students
F or
FA
Sum
I
W
–
–
–
0.0
ΣN =
(N)
Σ(W*N) =
N*W
CLASS GPA = Σ (W* N) / Σ N = ________
CLASS GPA without (F or FA) = ________
87
Performance
Interpretation &
Evidence
Excellent
Very Good
Satisfactory
Weak
Explanation
Activities and Practices
Very Weak
High Relevant
Moderately Relevant
Not Relevant
Program Outcomes
Somewhat Relevant
Relevance
1. Apply mathematics, science,
and engineering
2. Design and conduct
experiments and analyze and
interpret data
3. Design a system, a
component or a process
4. Function as an effective team
member
5. Identify, formulate, and solve
engineering problems
6. Understand professional &
ethical responsibilities
7. Communicate effectively
8. Understand the impact of
engineering solutions
9. Recognize the need for lifelong learning
10. Know the contemporary
issues
11. Use the techniques, skills
and modern engineering
tools for engineering
practice
12. An ability to assume
responsibility at the entry
level in the areas of
specialization that are
important to Kuwait and the
region
Remarks and Suggestions:
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
88
Appendix B
Instructions for the Courses Assessment
89
Kuwait University
College of Engineering and petroleum
Office of Academic Assessment
Instructions for the Course Assessment
Introduction
All instructors at the college should carry out course assessment and submit a course
assessment file to the departmental assessment coordinators at the end of the term. In the
following some guidelines on how to prepare an assessment file are given:
Objectives of Course Assessment




To
To
To
To
obtain direct measurements of student performance
assure that students are acquiring the required outcomes
assure that learning experiences are consistent with the outcomes
establish the required feedback loops
The items to be included in the course assessment file








A hardcopy of completed instructor class evaluation form (ICEF) submitted online.
A copy of the list of final grades
Course syllabus including the following information as a minimum
 Instructor contact details and office hours
 Textbook and references
 Tentative course outline
 Dates of mid-term and final exams
 Grading policy
A list of course outcomes and their relationship with the college or program outcomes
(Course description and classification)
A copy of final exam and major term project(s)
Summary data and analysis from various assessment tools (e.g., oral and written report
evaluation, teamwork, self evaluations)
Samples of student works supporting the ICEF (e.g., key assignments, homework,
exams, project reports, essays etc)
Any other supporting material demonstrating student achievement (e.g., sample class
portfolios, video recordings, etc.)
Instructor Class Evaluation Form
The main assessment tool used for the course assessment is the Instructor Class Evaluation
Form. This form reports the grade distribution as well as the assessment of Program outcomes
served by the course. First, the instructors are asked to indicate the level of importance of each
outcome as it relates to the course. Normally, this rating should have been already assigned by
the Teaching Area Group using the following guidelines:
H (highly relevant): Demonstrating this outcome is critical for the students to perform
successfully; or the students may benefit significantly from this course toward the outcome
(formal instruction, practice, assessment).
M (Moderately relevant): Demonstrating this outcome has considerable impact on the overall
performance of the student, or the students may benefit moderately from this course toward the
outcome (informal instruction, practice, and assessment).
90
L (Somewhat relevant): Demonstrating this outcome has only minor impact on the overall
performance of the student. However, there are opportunities to observe this outcome (practice
and assessment).
The instructors then evaluate student performance relative to what is normally expected from
them at their level according to the following scale:
Students’
Students’
Students’
Students’
Students’





performance
performance
performance
performance
performance
was very weak
was weak
was satisfactory
very good
excellent
The best method of evaluation of the student achievement is to assess individual students
relative to the outcomes. Then, an average rating can be obtained for the whole class. The rating
should be justified by referring to specific student works or assessment results.
The instructors are also asked to provide feedback on the course content and outcomes,
instructional and assessment methods. They also comment on the achievement of program
outcomes and indicate any deficiencies observed.
Assessment Methods
The assessment methods include but not limited to the following:
Performance Appraisals (e.g., written and oral presentations, teamwork, lab
experiments, artwork etc)
Surveys (Online tools, or custom designed forms seeking student perception of learning
gains, or their opinions on certain aspects)
Traditional assessment methods (Exams, homework, project, etc)



Assessment tools
The following is a list of available assessment instruments to be used in course assessment.
Instructors are encouraged to use standard tools as much as possible to facilitate analysis.
However, these tools can be modified to suit a specific course, or additional tools can be
adopted.






Written reports
Oral presentations
Lab reports
Teamwork
Term Project
Final Exam
2T
2T
2T
2T
2T
2T
2T
2T
2T
2T
2T
2T
The instructors encouraged to submit summary statistical data in addition to the copies of the
completed forms.
91