Abet Self-Study Questionnaire: Template For A Self-Study Report

ABET SELF-STUDY
QUESTIONNAIRE:
TEMPLATE FOR A
SELF-STUDY REPORT
2020-2021 Review Cycle
ENGINEERING ACCREDITATION COMMISSION
ABET
415 N. Charles St.
Baltimore, MD 21201
Phone: 410-347-7700
E-mail: eac@abet.org
Website: http://www.abet.org
E002 2020-2021 Self-Study Questionnaire

TABLE OF CONTENTS
Introduction..........................................................................................................................3
Requirements and Preparation.............................................................................................3
Supplemental Materials.......................................................................................................4
Submission and Distribution of Self-Study Report.............................................................4
Confidentiality.....................................................................................................................5
Template..............................................................................................................................5
BACKGROUND INFORMATION........................................................................7
GENERAL CRITERIA.........................................................................................10
CRITERION 1. STUDENTS................................................................................10
CRITERION 2. PROGRAM EDUCATIONAL OBJECTIVES..........................20
CRITERION 3. STUDENT OUTCOMES...........................................................25
CRITERION 4. CONTINUOUS IMPROVEMENT............................................32
CRITERION 5. CURRICULUM.........................................................................83
CRITERION 6. FACULTY.................................................................................102
CRITERION 7. FACILITIES.............................................................................114
CRITERION 8. INSTITUTIONAL SUPPORT.................................................119
PROGRAM CRITERIA......................................................................................122
Appendix A – Course Syllabi..............................................................................126
Appendix B – Faculty Vitae................................................................................173
Appendix C – Equipment....................................................................................213
Appendix D – Institutional Summary..................................................................219
Submission Attesting to Compliance...............................................................................225

INTRODUCTION
The Self-Study Report is expected to be a quantitative and qualitative assessment of the
strengths and limitations of the program being submitted for review.
The Self-Study Report will provide information critical to a thorough on-site review of
the program. Therefore, the Report will address the extent to which the program meets
applicable ABET Criteria and policies. In so doing, it is necessary that the Report
address all methods of instructional delivery used for the program, all possible paths that
students may take to completion of the degree, and all remote offerings available to
students in the program.
Each Commission of ABET provides a Self-Study Questionnaire to assist the program in

completing the Self-Study Report.
REQUIREMENTS AND PREPARATION

The program name used on the cover of the Self-Study Report must be identical to that
used in the institutional publications, on the ABET Request for Evaluation (RFE), and on
the transcripts of graduates. This will ensure that the program is correctly identified in
ABET records and that graduates can be correctly identified as graduating from an
accredited program.
Normally, each program requires a Self-Study Report.
While the Questionnaire focuses primarily on accreditation criteria, it also includes

questions related to certain sections of the ABET Accreditation Policy and Procedure
Manual (APPM).
While it is important that the overall structure in the Questionnaire be retained, it is not
necessary to preserve notes or pages of instructions about preparing the Self-Study
Report.
A program may use terminology different from that used in the Questionnaire. If
different terminology is used, it is important that the Self-Study Report provide notes of
explanation to clearly link the terminology in the Report to terminology used in the
Questionnaire.
Tables in the Questionnaire may be modified in format to more clearly present the
information for the program. When this is done, it is suggested that a brief explanatory
footnote be included about why the table was modified. Rows may be added to or
deleted from tables to better accommodate program information.
The educational unit is the administrative unit having academic responsibility for the
program(s) being reviewed by a given Commission of ABET. For example, if a single
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program is being reviewed, the educational unit may be the department. If more than one
program is being reviewed, the educational unit is the administrative unit responsible for
the collective group of programs being reviewed by that Commission. For example, if
multiple programs are reviewed, the educational unit may be the college.
SUPPLEMENTAL MATERIALS
The following materials are to be supplied in addition to the Self-Study Report:
 The general institution catalog covering course details and other institutional
information applicable at the time of the review.
 Promotional brochures or literature describing program offerings of the institution.
 Official academic transcripts of recent graduates. The official academic transcript
contains a listing of all the courses taken by a graduate, year/semester courses were
taken, the grades earned, and degree(s) earned. The Team Chair will request a
specific sampling size of transcripts for each program and will provide a timeframe in
which they should be provided to program evaluators. Each academic transcript is to
be accompanied by the program requirements for the graduate and by worksheets that
the program uses to show how the graduate has fulfilled program requirements. It is
not required to remove names and other personal identifying information from
transcripts and associated student records before providing them to the Evaluation
Team. However, if desired, personal identifying information may be replaced with a
simple alphanumeric code by which the documents may be referred to during the
evaluation.
SUBMISSION AND DISTRIBUTION OF SELF-STUDY REPORT

NOTE: No email submission is permitted. No hard copy submission will be
accepted. No submission on a data stick is permitted. The submission cannot be a
combination of hard copy and electronic file.
The Self-Study Report and Supplemental Material should be uploaded section by section
or as a single upload option as pdf files on your institution’s page in the ABET
Administration Management System.
Catalogs that are available only electronically must be submitted in a pdf format. The
catalog must be the version available at the time the Self-Study Report is prepared. Web-
based versions may not be submitted.
 To ABET Headquarters via upload by July 1 of the calendar year of the review:
o Upload one Self-Study Report section by section or as a single

document upload option, including all appendices for each program
o Upload one set of the supplemental materials (without the academic
transcripts):
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 The Team Chair and Program Evaluators will be able to access the Self-Study Report
through the ABET Accreditation Management System. There will be no need to
transmit these materials to the team.
 The institution’s primary contact will need to coordinate with the Team Chair to
confirm where to send a set of transcripts for each program.
 Please send an e-mail to accreditation@abet.org if there are any questions.
CONFIDENTIALITY
All information supplied is for the confidential use of ABET and its authorized agents. It
will not be disclosed without authorization of the institution concerned, except for
summary data not identifiable to a specific institution or documents in the public domain.
TEMPLATE
The template for the Self-Study Report begins on the next page.
5
ABET
Self-Study Report
for the
< Bachelor of Sciences in Civil Engineering>

at
<University of Hail>
< Hail, Kingdom of Saudi Arabia >
<July 1, 2021>
CONFIDENTIAL
The information supplied in this Self-Study Report is for the confidential use of ABET
and its authorized agents and will not be disclosed without authorization of the institution
concerned, except for summary data not identifiable to a specific institution.
6
ABET Self-Study Report Civil Engineering Program
Program Self-Study Report

for
EAC of ABET
Accreditation or Reaccreditation
BACKGROUND INFORMATION
A. Contact Information
Dr. Abdulaziz Salem Alghamdi, College Dean.
Office #015, Building #14, College of Engineering, University of Hail,
P.O. Box 2440, Hail, Kingdom of Saudi Arabia (KSA)
Telephone (+966) 16535-8314
Cell.: + 966-505777404
Email: a.alghamdi@uoh.edu.sa
Belkacem Mohamed Achour, Ph.D.

Associate Professor and Chair,
Office #090, Building #14, Civil Engineering Department, College of Engineering, University of
Hail,
P.O. Box 2440, Hail, Kingdom of Saudi Arabia (KSA). Telephone (+966) 16535-1382
Cell.: +966 535319275
Email: b.achour@uoh.edu.sa
B. Program History
The Civil Engineering (CE) Department was established in 2008 G within the College of
Engineering (CoE). The CE department used to run under the auspices of King Fahd University
of Petroleum & Minerals (KFUPM), Kingdom of Saudi Arabia (KSA). The CE department
continued to offer the same civil engineering program as KFUPM, which is ABET accredited,
the department was established primarily to cater for the needs of the local demand for highly
skilled engineers in the various sectors of Civil Engineering.
The CE curriculum is designed and periodically reviewed to ensure that the students receive, in
depth civil engineering knowledge and practical experience in the core civil engineering
subjects. In addition, the students are required to study courses in mathematics, physical
sciences, English language and humanities. Furthermore, the curriculum offers a broad
undergraduate education to develop analytical skills and practical design knowledge that ensures
long-term career flexibility. Throughout its duration, the program delivers design and laboratory
experience as well as it enhances teamwork and communication skills.
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The demand for highly competent civil engineering graduates is steadily increasing in the
industry as well as in academia. One of the best opportunities available to our graduates is the
possibility of continuing their graduate studies either as a full-time or part-time graduate student.
Our graduates get admission to graduate programs at top ranking universities in the kingdom and
abroad. The CE program has currently six (06) graduates who have been admitted to graduate
studies at prestigious institutions in countries such as USA, UK, and Australia. This Self Study
has not undergone a previous general review.
C. Options
There are no major tracks in the CE program. During the senior year, students have to enroll in
two selected elective (SE) courses from the following three options: Option1 (Structures,
materials and construction), Option 2 (Transportation and geotechnical engineering) and
option3(Water resources and environmental engineering).
D. Program Delivery Modes

The Program provides traditional lecture/laboratory sessions in only one location at the College
of Engineering building. All classes are provided during day time. There are no weekend classes,
but due the Covib-19, distance learning or web-based education is provided for theoretical
courses. However, students attend laboratory classes in small groups. Classes run on a full-time
basis from Sunday through Thursday. Students begin with interesting and challenging core
courses in statics, surveying, technical drawing, fluid mechanics, structural mechanics, structural
materials, structural analysis, reinforced concrete I, numerical methods, geotechnical engineering
and environmental engineering. After completing the core courses, students start cooperative
training at an appropriate company in order to acquire valuable industrial experience, and
develop professional skills. After completing the cooperative training program, students can
select more advanced courses in three major areas. The first in (Structures, materials and
construction), second in (Transportation and geotechnical engineering) and third in (Water
resources and environmental engineering). They also have to take a senior design project during
this last term in order to apply all of the knowledge and skills they have acquired earlier.
E. Program Locations
All CE courses are delivered in the College of Engineering building. Other required general
courses are delivered in other buildings.
F. Public Disclosure
All information related to Program Education Objectives (PEOs), Student Outcomes (SOs), pre-
requisite flow chart, CE organizational chart, annual enrollment and graduation instructions are
available in the CE program students guide, posted at the entrance of Civil Engineering
Department and distributed in brochures and pamphlets to students, as well as at the civil
engineering department website:
http://www.uoh.edu.sa/en/Subgates/Faculties/CM/Departments/Civil/Pages/Default.aspx
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G. Deficiencies, Weaknesses or Concerns from Previous Evaluation(s)

and the Actions Taken to Address Them
This section is not applicable since this is only the program’s first attempt to obtain accreditation
review.
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GENERAL CRITERIA
CRITERION 1. STUDENTS
For the sections below, attach any written policies that apply.
A. Student Admissions
The Deanship of Admission & Registration and the colleges in the University coordinate with
each other in the matter of determining the majors of the students who are expected to complete
the preparatory year program. The major for these students will be determined according to their
own choice.
An applicant for admission to an undergraduate program at Hail University must satisfy the
following minimum requirements:
1. He should have the secondary school certificate or equivalent, from inside or outside
the KSA.
2. He should have obtained the secondary school certificate in a period of less than 5
years prior to the date of application.
3. He must have a record of good conduct.
4. He must be physically fit and healthy.
5. He must successfully pass any examination or personal interviews as determined by
the University Council.
6. He must satisfy any other conditions the University Council may deem necessary at
the time of application.
Admission to the Preparatory Year Program: All newly admitted students are required to
complete the Preparatory Year Program before starting their undergraduate study. Students may
be exempted from part of this entire program according to the implementations rules of the
promotion exam.
The preparatory year program aims at preparing the newly admitted students for undergraduate
study and university life to achieve the following goals:
a) Improve the proficiency of students in English before they undertake undergraduate
study.
b) Develop and improve the students' knowledge of mathematical and analytic
techniques through the medium English.
c) To introduce students to new subject areas and techniques such as workshop and
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graphics, thus improving their mental and manual skills.

d) Familiarize students with the various major available at the University.
e) Improve the students' physical well-being through Physical Education courses.
f) Familiarize the students with the rigors of the demanding academic work of a
technical university including all requisite study skills.
The duration of the Preparatory Year Program is one year, divided into two regular semesters
and a summer session, if necessary. The preparatory year represents the first and second
academic levels of all the undergraduate programs. The following courses are offered during the
preparatory years:
1. English
2. Mathematics
3. Preparatory physical sciences
4. Preparatory computer sciences
5. Preparatory engineering technology
6. University study skills
7. Physical education/Public health care
The grades earned by the student in the preparatory year courses are recorded in his transcript
together with the semester GPA and his cumulative GPA. However, these grades are not
considered in the calculation of the cumulative GPA for the undergraduate program.
A student may be exempted from the Preparatory Year Program if he proves his proficiency in
English and mathematics in the promotion examinations or by the credentials he has submitted.
Students are placed at the appropriate levels of the program as they advance through the first
year's courses and they are required to pass each level of courses in the curriculum.
Promotion to Freshman Level: A student who has a minimum GPA 3 in all preparatory year, is
eligible for promotion to the freshman level.
A student seeking transfer to an engineering department from a non-engineering department at

UOH must have the approval of both departments. All courses required by the department to
which the student is transferring and which the student has successfully passed are transferable.
Article 2 – 5 of Supplement A provides the requirements and process for accepting new students
into the program.
The undergraduate student enrollment of the last five years is shown in Table 1.1.
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Table 1.1 Admission history (excluding transfer students)

Year CE Program
2016-2017 34
2017 - 2018 28
2018 - 2019 31
2019 - 2020 31
2020 - 2021 22
B. Evaluating Student Performance

The evaluation and assessment processes differ according to the course objectives. Instructors
are required to clearly explain the assessment and grading policy of their courses at the first
meeting with students. During the first week of every term, instructors provide students with a
syllabus for the course which serves as a work plan for the course. The syllabus includes the
means by which the instructor will compute the course grade. Courses culminate with a final
exam which is held at the end of each semester.
As per UOH academic rules and regulations, final exams should not count for more than 40% of
the course grade and at least two other tests and/or graded projects should account for the
remaining percentage of the course grade. Courses associated with labs would also have
practical (in-lab) exams. Course projects, when applicable, are also a measurement of assessment
which counts toward final assessment.
Final examinations are usually arranged during the final week of each semester and in
coordination with the Deanship of Admission & Registration. Students who failed to attend a
minimum of 75% of their classes are automatically awarded a "DN" (Denial) grade and the
students are not allowed to take the final exam. This is subsequent upon two written warnings for
their absences.
In case of a course requiring a prerequisite course, students must pass the pre-requisite course
with at least a grade "D", otherwise they are not allowed to register for such courses. If a student
wants to register for a course without meeting the prerequisite(s) the online registration system
will prevent him from doing so.
The student's performance is determined through the process of assignment of academic status.
A student’s academic status will be determined at the end of each semester and will appear on
the transcript that shows his achievements throughout his undergraduate study.
The Grade Point Average (GPA) is computed based on the scale of 4.0. Table 1.2 shows the
grading system that is used in all the programs of the College of Engineering.
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Table 1.2: Grades earned by students in each course

GPA
Range of Marks Grade Grade code
(out of 4.0)
95 – 100 Exceptional A+ 4.00
90 – 94 Excellent A 3.75
85 – 89 Superior B+ 3.50
80 – 84 Very Good B 3.00
75 – 79 Above Average C+ 2.50
70 – 74 Good C 2.00
65 – 69 High Pass D+ 1.50
60 – 64 Pass D 1.00
Less than 60 Fail F 0.00
Upon the instructor's recommendation, the council of the department, which teach as the course,
may allow the student to complete the requirements of any courses during the next term. The
grade "IC" will be recorded for the student in the academic record. "IC" grades are not included
in the calculation of the semester and cumulative GPA until the student obtains his final grade in
the course by completing all the requirements. If no change has been made in the "IC" grade
after the lapse of one semester, the "IC" will be changed to an "F" grade.
If any course of a research nature requires more than one semester for its completion, the student
will be assigned an “IP” grade, and after the completion of the course, the student will be given
the grade he has earned. However, if he fails to complete the course on time, the department
council teaching the course may approve the assignment of an “IC” grade for this course in his
record.
If a student is registered in the Cooperative Program in summer semester and is assigned an IP

grade in it, the “IP” grade will be changed to:
a) “No Grade-Pass (NP)” if the student passes the Cooperative Program.
b) “F” grade if the student fails the Cooperative Program.
The Banner system automatically checks prerequisites and guides the student's registration
according to his program's curriculum. By the end of each semester, the student's transcript is
automatically updated by the Banner system. Before the beginning of each semester, the banner
system allows students to register courses via the internet on the University website.
Articles 22 – 41 of Supplement A provide student performance evaluation procedure.
C. Transfer Students and Transfer Courses

Transfer students are categorized as follows:
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Transfer from other universities to UOH
The college council reviews the course taken by the student from another university based on the
recommendations of the department which offers equivalent courses. The courses which are
evaluated as equivalent are transferred to the student's record but will not be included in the
calculation of his cumulative GPA.
In order to get transfer or credit for any course taken outside the university, the student should
meet the following criteria:
a) The final course(s) grade must be a minimum of “C” or equivalent grade.

b) Should have taken the course at a recognized college or university.
c) The grade will not be included in the calculation of his cumulative GPA.
Transfer from another college of UOH to the College of Engineering
A student may be transferred from college to another inside the UOH in accordance with
University Council rules:
a) A student may transfer from one college to another college within the University
before he completes the sixth academic level.
b) The student should continue to study all the courses registered for at level preceding
the transfer, in compliance with the adding and dropping rules.
c) The transfer from one college to another will be recorded in the academic record of
the student the term following his transfer.
d) A student is allowed a maximum of two transfers from one college to another.
The academic record of a student transferred from one college to another includes all the courses
he has studied together with the grades and the semester and cumulative GPA’s obtained
throughout his period of study at the university.
Transfer from one major to another within the College of Engineering
With the approval of the Dean of the college of engineering, a student may transfer from one
major to another within the same college according to the rules established by the University
council.
a) A student may transfer from one major to another within his college at any time
before he completes the sixth academic level. The college council may consider
exceptional cases where students have already completed the sixth level.
b) The transfer will be recorded in the academic record at the beginning of the student
the term following his transfer
c) A student is allowed a maximum of two transfers from one major to another. The
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college council may consider exceptional cases.
The requirements and process for accepting new students into the program are explained in
Article 42 – 49 of Supplement A.
Table 1.3 shows the number transfer students to the CE program over the past five years.
Table 1.3: Transfer Students for Past Five Academic Years

Year Number of Transfer Students
2016-2017 3
2017 - 2018 1
2018 - 2019 2
2019 - 2020 1
2020 - 2021 0
D. Advising and Career Guidance

The following arrangements are made for student support, academic and non- academic advice
and counseling:
a) During each semester students are allocated with academic advisors from the faculty
members. These advisors guide students about the choice of courses, advice to set
career direction and other academic related matters. Around 20 students are assigned
to each faculty member as shown in the Table 1.4. The faculty advisor is available to
solve any problem that might arise during the student program. He is expected to
advise students in planning their academic programs during early registration,
registration and throughout the academic year whenever a student seeks his advisor's
input in academic matters. The faculty advisor has four major roles: - advise and help
students in early registration and registration formalities. - provide guidance in
dropping and adding courses and in improving academic performance. - ensure that
the students understand the academic regulations and follow their academic programs
in a sequential order- follow-up the students' academic progress, especially those who
are not in good academic standing (Table 1.5). The students advising process is
performed via the “Electronic academic guidance program” platform.
b) For the students with cumulative GPA less than 1.5, the advisors must, to
be effective, must recognize that each student has different abilities,
interests, needs, and problems so their approach in dealing with students
can be different from one to the other. In this regard, the Student Guidance
center at Hail University is concerned with providing, for both outstanding
and talented students, everything that will enhance their abilities and
support their creativity in cooperation with the university's stakeholders.
The student can benefit from the services of the Student Guidance and
Guidance Center at Hail University, using the website bellow within 24
hours.
15
http://ultimus.uoh.edu.sa/SPAUOH/Default.aspx
c) The departmental academic registration and student advisory committee includes the
departmental registrar and head of the department. This committee cooperates with
the college academic committee to advise students on course selection at the
beginning of each academic semester.
d) At least 6 office hours a week are scheduled by each faculty member to provide
academic support to students.
e) All students are made aware of any important information, dates and deadlines via
Blackboard System, information and notice boards.
f) Career and non-academic counseling are also available from the UOH Deanship of
Student Affairs
g) Advisory Board for CE students has been constituted to convey student requirements
to the CE Council.
Table 1.4: Ratios (Number of students for each faculty member) for Past Five Academic Years
Year CE Program
2016-2017 20
2017 - 2018 20
2018 - 2019 23
2019 - 2020 18
2020 - 2021 16
Table 1.5 Students with cumulative GPA less than 1

Year CE Program
2017 - 2018 3
2018 - 2019 2
2019 - 2020 3
2020 - 2021 0
Counseling
The Deanship of Student Affairs has established a counseling center. Faculty members are
available to help if needed. The medical center in the University provides professional
counseling when necessary through a psychiatric physician. It also provides transport to nearby
hospitals.
Training
The training department under the Deanship of Student Affairs is the organization that monitors
the programs of cooperative training. It contacts various companies to provide training
opportunities, and then nominates students for training in these companies, each according to his
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field. It also follows up on their training tracks until the end of the training period. The prime aim
of the department is to form a link between students, training companies and academic
departments.
Career Guidance
This is a specialized department under the Deanship of Student Affairs. Its role is to serve
students by helping them choose the best-fit major based on accurate information, the students’
inclinations, attitudes, and abilities by means of various activities and events including the use of
the career program. The department informs the students about the current requirements of the
job market and prepares them to apply for the most suitable job through recruitment events
organized by the University, such as Open Day (during the first semester of the academic year),
Career Day (during the second semester), and Specialty Day for preparatory year students.
Alumni Support
There are several tasks performed and services provided by the Alumni Department under the
deanship of student affairs. These include the following: reviewing the graduation documents,
getting them signed by the concerned officials in the University, and then delivering them to
graduates;
a) Issuing certificates of good behavior;
b) Ratifying the document copies;
c) preparing the final graduation certificate to be signed by concerned officials and
delivering them to graduates.
Professional Clubs
The CE students are encouraged to subscribe to the Saudi Council of Engineers and other
professional societies. In addition, the CE club actively arranges some public lectures and field
trips for students.
E. Work in Lieu of Courses

No work in lieu of courses scheme is applicable.
F. Graduation Requirements
A student graduates after successfully completing the graduation requirements accordingly to the
degree plan, provided his cumulative GPA not less than "Pass". Following the recommendation
of the department council, the College Council may determine certain additional courses the
student should take to improve his cumulative GPA if he has passed the required courses, but
with low GPA.
1. The student required to pursue his major degree plan and complete all requirements
before graduation.
17
2. The deanship of Admissions & Registration will provide the relevant departments
with copies of the academic records of all candidates for graduation. The department
will then review these records to ensure that the student have satisfied all graduation
requirements and will provide the Deanship Admissions & Registrations with a list of
the students who qualify for graduation.
3. A student must attain a cumulative GPA and major GPA of 1.00 or above to graduate.
4. To obtain any degree from UOH, the student must have studied at UOH a minimum
of 36 credit-hours, including at least 18 credit hours in his major field.
5. The Deanship of Admissions & Registration prepares and issues the official
graduation certificates and degrees and maintains copies of these documents.
See Article 19 of Supplement A.
G. Transcripts of Recent Graduates

At the end of each academic term, a copy of the student’s academic record (The Transcript) is
made available for him. No copy of the transcript is issued, given or sent to any outside agency
or any other person without a written authorization by the student. No partial records are issued.
The transcript must comprise the complete academic record of the student from the date of
admission to the issue date.
For each semester the transcript shows the following information:
a) Department offering the course

b) Course number
c) Course description or title
d) Credit Units attempted
e) Credit Units earned
f) Marks
g) Quality points (*)
h) Letter Grade (according to the grading scale presented in the Table 1.2)
For transfer credit units from other universities or colleges outside UOH, the letter grade is
shown as "TR".
Withdrawals are noted as "W" if the course is dropped between the 5th and 10 th week of the
semester.
After the list of enrolled courses for each semester, there are the term total credits attempted,
term total credits earned and term grade point average (GPA). Following the GPA are the
cumulative credits attempted, cumulative credits earned and cumulative grade point average.
18
If a student has completed all requirements of the CE program, the degree awarded, the college,
the Civil Engineering major, the cumulative GPA and the date are shown at the top of the
transcript.
Specimen copies of transcript shows all the necessary information in both hard and soft copies in
supplemental folder.
(*) Quality points: The quality points are calculated by multiplying the credit-hours by the grade
earned in each course. The current quality point is calculated by dividing the total quality points,
the student has achieved, by the credit-hours assigned for all the courses the student has taken in
any semester.
Table 1.6: CE Program Enrollment for Past Five Academic Years

Year Freshman Sophomor Junio Senior Total Total Graded
2017 - 2018 42 e
45 r
40 87 214 87
2018 - 2019 45 48 49 41 183 41
2019 - 2020 42 39 43 45 169 45
2020 - 2021 47 35 30 41 153 41
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CRITERION 2. PROGRAM EDUCATIONAL OBJECTIVES
A. Mission Statement
University of Ha’il Mission Statement

The mission statement of University of Ha’il is as follows:
“Provide academic programs to prepare qualified graduates for the labor

market and produce scientific research that serves the community by applying
the highest quality standards and utilize the university's human and technical
resources to reach the society of knowledge.”
The mission statement of University of Ha’il is also published on the University website at:
http://www.uoh.edu.sa/en/AboutHU/Pages/VisionAndMission.aspx
College of Engineering Mission Statement

The mission statement of College of Engineering is as follows:
“To create a nurturing academic environment in order to provide outstanding

educational and research programs at the hands of highly qualified scholars
and to equip graduates with all the engineering skills necessary for fulfilling
the demands of the local and national community of the engineering job
market.”
College of Engineering mission is published on the college website at:

http://www.uoh.edu.sa/en/Subgates/Faculties/CM/About/Pages/Vision.
aspx
Department of Civil Engineering Mission Statement

The mission statement of Department of Civil Engineering is as follows:
“To Provide Excellent Engineering Education that is conductive to talent and

creativity and based on scientific knowledge, state of the art research, and
expertise to serve the community in a professional and ethical manner.”
The department mission is published on the College website at the following address:
Vision and Mission (uoh.edu.sa)
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B. Program Educational Objectives

List the program educational objectives and state where they may be found by the general
public as required by APPM Section I.A.6.a.
The graduates of the Civil Engineering program are expected to attain the following program
educational objectives within a few years of graduation:
PEO # 1 (EMPLOYABILITY & RESEARCH)
Graduates will be able to practice in the field of Civil Engineering and pursue
postgraduate studies.
PEO # 2 (PROFESSIONALISM)
Graduates will be able to meaningfully contribute to the needs of various
organizations to solve real world problems economically and conduct
themselves in an ethical manner
PEO # 3 (LEADERSHIP)
Graduates will be able to function in team-oriented, open-ended engineering
activities and attain leadership careers in engineering practice.
PEO # 4 (LIFELONG LEARNING)
Graduates will be able to continue learning through graduate or other
professional education and obtain licensure where appropriate.
Program Educational Objectives are published in the departmental website:
Program's Educational Objectives (uoh.edu.sa)
C. Consistency of the Program Educational Objectives with the

Mission of the Institution
The mission statement of University of Ha’il targets three aspects:
1. Preparing qualified graduates for the labor market;

2. Producing scientific research to serve community; and
3. Utilization of University resources to reach society of knowledge.
Table 2-1 shows the relationship that provides the evidence of consistency of PEOs with the institutional mission. It
can be seen that the PEOs of CE program are consistent with the Institutional mission.
21
Table 2-1: Consistency of PEOs with institution mission

Program Educational
Objectives
& ResearchEmployabilityPEO # 1 –
Lifelong LearningPEO # 4 –
ProfessionalismPEO # 2 –
LeadershipPEO # 3 –
Institutional Mission Components
Prepare qualified graduates for the labor market    

Produce scientific research to serve community   
Utilization of University resources to reach society of knowledge 
Table 2-2 and Table 2-3 outlines the mapping of CE program PEOs with College and
Departmental missions respectively. The program PEOs are consistent with the College and
Departmental missions.
Table 2-2: Relationship between the College Mission and the PEOs of the CE Program
Program Educational
Objectives
Lifelong LearningPEO # 4 –
College of Engineering Mission Components
To create a nurturing academic environment in order to provide

outstanding educational and research programs at the hands of   
highly qualified scholars
To equip graduates with all the engineering skills necessary for

fulfilling the demands of the local and national community of the    
engineering job market
22
Table 2-3: Relationship between the Department Mission and the PEOs of the CE Program
Program Educational
Objectives
PEO # 4 –
Department Mission Components
Lifelon
g
Learni
ng
The Civil Engineering Department is committed to the

preparation of distinct civil engineers in the fields of Civil
Engineering and its applications in accordance with international   
standards to meet the needs of industry, government and the
private sector.
It is also keen that the graduates are fully aware of the ethics of
 
the profession and the requirements of environmental protection.
Furthermore, the graduates are encouraged to contribute to the

development of Civil Engineering fields by carrying out research  
projects.
D. Program Constituencies
Program Educational Objectives are broad statements that describe what graduates are
expected to attain within a few years of graduation. Therefore, we concentrated on the
professional activities of the students after graduation and sought to engage groups that work
with students at and after the time of graduation.
Following are the program constituencies:
a. Students – this represents the current students in the program. These students
contribute to the assessment process through the use of data generated from Student
Exit Surveys.
23
b. Program Faculty – the current program faculty play an important part in ensuring
the success of the undergraduate program and play a major role in achieving
program objectives through effective teaching methodologies.
c. Program Alumni – this group consists of graduates of the Civil Engineering
program. Our graduates are currently working in public and private sector
organizations and few of them are also pursuing postgraduate studies abroad.
Alumni acts as a channel between the community and the department to fulfil the
PEOs.
d. Employers – this group includes both public and private sector organizations where
our graduates are working. This group has a direct impact on the PEOs as ultimately
our graduates are working in these organizations.
e. Industrial Advisory Board – this group consists of alumni, members of local
industry and potential employers. The major role of this group is to advise, develop
and improve the program to meet the current or future requirements of the ever-
changing world.
The strategic plan of the Civil Engineering program has been drafted to focus on three main
objectives of the institutional mission statement:
a. Qualified civil Engineers to meet the needs of industry, government and the private
sector.
b. Student awareness of ethical & professional responsibilities.
c. Active involvement is research to contribute to the development of Civil
Engineering fields.
All the constituencies of the program take part in this strategic plan to achieve the objectives of
the program. Furthermore, various departmental committees formed focus on improving the
following: education in the program, quality assurance practices and research activities with
industry, service to the community, education tools and assistance to students, and program
development and evaluation.
Table 2-4 gives a summary of constituent input to the PEOs. Data is collected from the
constituencies through surveys according to the frequency given in Table 2-4. The purpose of
the whole process is to keep the PEOs consistent with the mission of the institution according
to the need of the constituencies.
Table 2-4: Summary of Constituent Input to PEOs

Input Method Frequency Constituent
Advisory Board Survey Collected every three years Industrial Advisory Board
Alumni survey Collected annually Alumni 2-5 years
Employer Survey Collected annually Employers
Senior Exit Survey Every graduation semester Students
Departmental Council Discussions Available as frequently as needed Faculty
24
E. Process for Review of the Program Educational Objectives

The PEOs of the department are reviewed so that they must remain consistent with the
University’s Mission, constituents’ needs, and the ABET criteria. However, if the consistency
of PEOs with these criteria has not changed for five years, we will review and improve the
PEOs accordingly.
The program educational objectives (PEOs) have been approved by the Civil Engineering
Department Council. These PEOs are periodically reviewed based upon alumni, faculty and
employer surveys which are carried out to consult the stakeholders about the program mission
and objectives. The necessary adjustments are discussed in the department council for approval
and incorporation accordingly. It has been planned that the mission and objectives should be
reviewed on a regular basis annually.
In order to review these PEOs, specific questionnaires are distributed to constituencies of the
Civil Engineering program and feedback is received and data is analyzed. Frequency of input
from constituencies is given in Table 2-4. Accordingly, recommendations for modifications in
the PEOs, if any, are made by the Department Accreditation Committee and forwarded to
Department Council for their input / approval.
Figure 2-1 shows the process for establishment and periodic review of the PEOs.
Figure 2-1: Process for establishment and periodic review of PEOs
In summary, the Department Accreditation Committee reviews the PEOs and suggests a draft
of revised PEOs under the following circumstances:
a. A change in the university mission.
b. A request of change is coming from one or more of the program’s main
constituencies.
c. Any ABET criteria or outcome change that can affect the PEOs.
25
d. A change in the vision of national and international professional societies regarding

engineering practice.
e. After five years if the above circumstances are not changed.
CRITERION 3. STUDENT OUTCOMES
A. Student Outcomes
The Student Outcomes (SOs) for CE are identical to the ABET SOs. They may be found at:
http://www.uoh.edu.sa/en/Subgates/Faculties/CM/Departments/Civil/ABET
%20Accreditation/Pages/CE-STUDENT-OUTCOMES.aspx
From Fall 2020 semester (Sem 201), CE program has adopted the following Student Outcomes:
1. An ability to identify, formulate, and solve complex engineering problems by applying
principles of engineering, science, and mathematics.
2. An ability to apply engineering design to produce solutions that meet specified needs with
consideration of public health, safety, and welfare, as well as global, cultural, social,
environmental, and economic factors.
3. An ability to communicate effectively with a range of audiences.
4. An ability to recognize ethical and professional responsibilities in engineering situations
and make informed judgments, which must consider the impact of engineering solutions
in global, economic, environmental, and societal contexts.
5. An ability to function effectively on a team whose members together provide leadership,
create a collaborative and inclusive environment, establish goals, plan tasks, and meet
objectives.
6. An ability to develop and conduct appropriate experimentation, analyze and interpret data,
and use engineering judgment to draw conclusions.
26
7. An ability to acquire and apply new knowledge as needed, using appropriate learning
strategies.
Prior to Fall 2020 (Sem 201), B.Sc. Civil Engineering Program Outcomes were based on the
guidelines from National Commission for Academic Accreditation and Assessment (NCAAA) of
university program in the Kingdom of Saudi Arabia. The Program Learning Outcomes (PLOs) of
this National Qualification Framework (NQF) have direct relationship to the Student Outcomes
(SOs) according to ABET criteria. The domains used in the higher education component of the
NQF for Saudi Arabia are:
1. Knowledge – the ability to recall and present information
2. Cognitive Skills – the ability to apply concepts and principles in thinking and problem
solving
3. Interpersonal Skills and Responsibility – the ability to work effectively in groups,
exercise leadership, and take responsibility for their own independent learning, and the
ethical and moral development that is associated with these abilities.
4. Communication Information Technology and Numerical Skills – that includes basic
mathematical and communication skills and ability to use communication technology
5. Psychomotor skills – are important in some fields of study and considered as an
additional domain where relevant to the program concerned.
Engineering programs of the College of Engineering at University of Hail provide students

with a learning experience that permit them to build up the skills and abilities according to the
above five categories of outcomes. The educational administration in the College of
Engineering develops an assessment and evaluation process that periodically documents and
demonstrates the degree to which student outcomes are attained. Prior to Semester 201, the
Course learning outcomes (CLOs) were mapped to NCAAA framework PLOs which in turn
were mapped with ABET SOs. Therefore, for any analysis, prior to Fall 2020 (Sem 201), the
ABET SOs have been mapped with respect to PLOs as defined by NCAAA framework.
However, to make procedures simpler for all faculty members, from Fall 2020 (Sem 201), the
CLOs for all courses have been mapped directly with the ABET SOs. All course syllabi in
Appendix A now have respective SO addressed for each CLO mentioned along with it.
Subsequent paragraphs delve upon the NCAAA framework PLOs earlier followed by CE
program and their mapping with ABET SOs. Outcomes of the B.Sc. CE Program under the five
domains of NQF are as follows:
27
1. Knowledge
The graduates of the CE program will be able to:
1.1 Understand the principles of physics, chemistry, mathematics, and computer science.
1.2 Recognize the basics of statistics, mathematics and engineering to analyze and design
complex systems.
1.3 Recognize the principles and concepts of civil engineering drawings, mechanics.
1.4 Recognize the principles and concepts of structural mechanics-statics and dynamics,
and soil mechanics.
1.5 Understand the principles of transportation and traffic engineering.
1.6 Understand the principles of hydrology, hydraulics, construction and environmental
management.
1.7 Describe the concepts of civil engineering experiments and field tests and how to
present the results.
1.8 Acquire learning skills and techniques for effective communication and being effective
team member
1.9 Understand the social, economic, environmental and ethical responsibilities in civil
engineering practice.
1.10 Recognize the legal requirements of safe design, risk management and operation.
2. Cognitive Skills
2.1 Analyze the collected data and interpret the results.
2.2 Plan the civil engineering problems in-depth and find alternative solutions based on
feasibility.
2.3 Evaluate alternative design-solutions with an understanding of their impact.
2.4 Recognize the solutions for complex engineering problems using background science
and new research methods.
2.5 Design specific systems or processes by considering functionality, public health and
safety, economy, societal, and environmental issues.
2.6 Apply the modern engineering techniques, resources and computing tools with an
understanding of the limitations.
28
2.7 Understand and apply the engineering management principles in the civil engineering
field.
2.8 Prepare, as a member or team leader in a group, to perform in specific areas of activity
or in multi-disciplinary environments.
3. Interpersonal Skills and Responsibility

3.1 Show the responsibility for their self-learning, which requires the use of the tools of
search for new information
3.2 Appraise the Ethical and professional issues with moral judgments
3.3 Illustrate the need for independent and life-long learning in the wider context of
technological change.
3.4 Evaluate the team work and leadership qualities- critical thinking, listening effectively,
and motivating others.
3.5 Use effective presentation skills in terms of being mentally prepared, well organised by
choosing the required materials, the language to be used and to be prepared for facing
eventual disturbing questions from the audience.
3.6 Show the creativity to find new ways to solve problems as a team
4. Communication, Information Technology and Numerical Skills

CE Graduates will have an educated view of the world including:
4.1 Communicate effectively, both oral and written form using appropriate media, with the
engineering community and society at a larger scale.
4.2 Use modern mathematical, statistical techniques and use computers to model problems
and interpret results.
4.3 Evaluate effective reports and design documentation, and appraise effective
presentations to different kinds of audiences.
4.4 Assess the information technology through computer-based programming.
5. Psychomotor Skills
29
5.1 Perform laboratory experiments and field tests in civil engineering.

5.2 Operate specific equipment(s) and tools in workplaces.
5.3 Recognize the mistakes and Develop the corrective actions
The PLOs correspond to SOs as described in Table 3-1.
30
Table 3-1: PLO – SO mapping with outcome statements

ABET SO
Domain PLO
1 2 3 4 5 6 7
1.1 √
1.2 √
1.3 √
1.4 √
1.5 √ √ √
Knowledge
1.6 √ √ √
1.7 √ √ √
1.8 √ √
1.9 √ √
1.10 √
2.1 √
2.2 √ √
2.3 √ √
2.4 √
Cognitive Skills
2.5 √
2.6 √
2.7 √
2.8 √
3.1 √
3.2 √
Interpersonal Skills and 3.3 √
Responsibility 3.4 √
3.5 √
3.6 √
4.1 √
Communication, 4.2 √
Information Technology,
Numerical Skills 4.3 √
4.4 √
5.1 √
Psychomotor Skills 5.2 √
5.3 √
B. Relationship of Student Outcomes to Program Educational

Objectives
Student Outcomes, which can be measured at the time of graduation, are the way by which the
program prepares its graduates to achieve their professional and career accomplishments. Each
of the PEOs is supported by a number of SOs. The relationship between the Civil Engineering
PEOs and SOs is shown in Table 3-2.
31
Table 3-2: Mapping of Student Outcomes to PEOs

Program Educational Objectives
1 2 3 4
Graduates will be able to
Graduates will be able Graduates will be able
meaningfully contribute
Graduates will be able to function in team- to continue learning
SO to the needs of various
to practice in the field oriented, open-ended through graduate or
organizations to solve
of Civil Engineering engineering activities other professional
real world problems
and pursue and attain leadership education and obtain
economically and
postgraduate studies. careers in engineering licensure where
conduct themselves in an
practice. appropriate.
ethical manner
SO # 1 √
SO # 2 √ √
SO # 3 √
SO # 4 √
SO # 5 √
SO # 6 √
SO # 7 √ √
32
CRITERION 4. CONTINUOUS IMPROVEMENT

This section of your Self-Study Report should document your processes for regularly assessing
and evaluating the extent to which the student outcomes are being attained. This section should
also document the extent to which the student outcomes are being attained and describe how the
results of these processes are utilized to affect continuous improvement of the program. Each
program must independently assess all student outcomes; when programs share courses,
assessment data must be disaggregated by program in order to ensure the individual program’s
outcomes are being independently assessed.
Assessment is defined as one or more processes that identify, collect, and prepare the data
necessary for evaluation. Evaluation is defined as one or more processes for interpreting the data
acquired though the assessment processes in order to determine how well the student outcomes
are being attained.
Although the program can report its processes as it chooses, the following is presented as a guide
to help you organize your Self-Study Report.
Overview
The academic semesters in the subsequent pages will be identified with codes as mentioned in
Table 4-1.
Table 4-1: Identification Code for Semesters

Semester Code
Fall 2018 S-181
Spring 2019 S-182
Fall 2019 S-191
Spring 2020 S-192
Fall 2020 S-201
Spring 2021 S-202
The Department of Civil Engineering emphasizes and concentrates on continuous improvement

of undergraduate education. This is achieved by using a variety of methods to measure student
outcomes and program education outcomes. These methods include direct and indirect methods
of measurement.
A. Student Outcomes
It is recommended that this section include the following (a table may be used to present this
information):
1. A listing and description of the assessment processes used to gather the data upon which
the evaluation of each student outcome is based. Examples of data collection processes
33
may include, but are not limited to, specific exam questions, student portfolios, internally
developed assessment exams, senior project presentations, nationally-normed exams, oral
exams, focus groups, industrial advisory committee meetings, or other processes that are
relevant and appropriate to the program.
2. The frequency with which these assessment processes are carried out.
3. The expected level of attainment for each of the student outcomes.
4. Summaries of the results of the evaluation process and an analysis illustrating the extent
to which each of the student outcomes is being attained.
5. How the results are documented and maintained?
The program has been operating under the surveillance of NCAAA since 2013. Practices of
quality assurance have helped the program to improve continuously. With the introduction of the
ABET to this program a number of practices already in force have been found adequate to fit in.
Nevertheless, a good number of practices were needed to be revised to bring then in line to the
ABET criteria. The student outcomes (SOs) are considered as a basic structure block of the
program.
The current PLOs were adopted by the Civil Engineering program in semester 182. At that time
the program was using the Program Learning Outcomes (PLOs) from NCAAA. The NCAAA
PLOs were then replaced by ABET SOs from semester 201. For the purpose of data analysis and
continuous improvement, NCAAA PLOs were mapped to ABET SOs Due to some discrepancies
in NCAAA PLOs the data generated from mapping of NCAAA PLOs with ABET SOs had some
problems.
From semester 191, the Course Learning Outcomes (CLOs) were mapped directly with ABET
SOs to assess SO attainment. However, from semester 202 a Microsoft EXCEL based tool has
been developed that measures the SOs with regards to Key Performance Indicators (KPIs) and
rubrics.
A.1 Listing and Description of Assessment Processes

Various tools and processes are used to regularly assess and evaluate the extent to which Student
Outcomes (SOs) are being attained. Presently, the SO’s addressed by the program are the same
as described by EAC of ABET and mentioned in Criterion 3 of this document. Various
assessment methods used by the program are:
a) Direct Assessment
b) Indirect Assessment
A.1.1 Direct Assessment

Direct assessment method primarily relies upon possible components as described in Table 4-2.
In these components the student’s performance is tied directly to the SOs.
Table 4-2: List of Possible Assessment Components

S. N. Possible Assessment Component
1 Quizzes
34
S. N. Possible Assessment Component

2 Major Exams
3 Mid Term Exam
4 Final Exam
5 Homeworks / Assignments
6 Presentations
7 Project
8 Lab Assessments (only in courses with Lab component)
9 Reports
Quizzes
Quizzes are compulsory component of assessment in all courses. Generally minimum of TWO
quizzes are mandatorily required to be taken in every course. A quiz is generally associated with
an appropriate CLO and covers the syllabus immediately preceding the quiz. The quizzes
generally carry 10 – 15% of the total marks.
Major Examinations
Each course can have TWO major exams: Major 1 & Major 2. These exams are generally
conducted in the 6th and 12th week of the semester. Major exam is of ONE-hour duration. Each
major exam generally carries 20% of the total marks. Each exam is signed by the instructor who
has setup the exam and another faculty member who acts as a checker. The role of the checker is
to see if the exam covers all aspects of the syllabus covered so far and appropriate difficulty level
is being maintained.
Mid Term Exam

In certain instances, the TWO major exams are substituted by ONE Mid Term Exam. In this case
the Mid Term Exam is of ONE to TWO hours’ duration and generally carries 20 – 35% of the
total marks.
Final Examination
Final Examination is conducted in the 16th week of the semester. The final exam is a
comprehensive exam that covers all the material covered in the course. The final exam is of
TWO hours duration. The final exam generally carries 40 – 45% of the total marks. The final
exam is also required to be signed by the instructor as well as the checker.
Homeworks / Assignments
A course may have series of take-home assignments. The weightage of such assignments may
be up to 15% of the total marks. It is the discretion of the faculty member to decide upon the
number of homework assignments that he may give.
Presentations / Project / Reports
35
A faculty member may employ presentations, project or reports as part of evaluation component
in his respective course.
Lab Assessments
Courses having lab component have separate assessment for the lab part of the course. These
assessments may be in the form of lab reports submitted for each experiment and / or oral exam
from the syllabus covered in the lab experiments.
A.1.2 Indirect Assessment

Department of Civil Engineering uses various surveys as mentioned in Table 4-3 for indirect
measure of assessment to assess the SOs. These surveys are deployed by the University’s
Deanship of Quality and Development.
Table 4-3: List of Surveys & Frequency used as Indirect Measure of Assessment
S. N. Survey Type Frequency
1 Alumni Every 3 years
2 Employer Every 3 years
3 Faculty Every semester
4 Student Exit Every graduation semester
Direct and indirect assessments are analyzed and a comparison with pre-set values of SO
benchmark.
The complete assessment and evaluation cycle flowchart is shown in Error: Reference source not
found.
36
Figure 4-1 Flow chart of assessments
37
A.2 Mapping of Curricula to Student Outcomes
SO assessment has been a transitionary phase for the Civil Engineering program. Prior to adopting
ABET SOs, the CE program was following NCAAA guidelines for the accreditation which had 31
Program Leaning Outcomes. NCAAA system was followed till semester 192. For data analysis and
continuous improvement process the NCAAA PLOs for prior data were mapped with ABET SOs. For
S-191 and above, the course learning outcomes for each course were mapped directly with the ABET
SOs.
Course versus SO mapping is illustrated in Table 4-4. For semester 201, the mapping process can be
demonstrated by a typical example of a representative course. In this case we are going to use CE 230
Fluid Mechanics as an example. The course learning outcomes (CLOs) for the course are depicted in
Table 4-5.
Table 4-4: Program Core Courses vs. SOs Matrix

ABET Student Outcomes
Courses
1 2 3 4 5 6 7
CE-201 Statics  
CE-203 Structural Mechanics  
CE-215 Computer Graphics  
CE-230 Engineering Fluid Mechanics   
CE-261 Surveying I  
CE-303 Structural Materials  
CE-305 Structural Analysis I  
CE-312 Introduction to CE Design    
CE-315 Reinforced Concrete I   
CE-318 Numerical Analysis   
CE-330 Environmental Engineering Principles   
CE-341 Transportation Engineering   
CE-343 Transportation Engineering Lab  
CE-351 Co-op Field Work     
CE-353 Geotechnical Engineering I  
CE-408 Steel Design  
CE-413 Applied Design Project     
CE-415 Reinforced Concrete II  
CE-421 Construction Methods & Management   
CE-455 Foundation & Earth Struct Design   
CE-490 CE Seminar   
Table 4-5: CLOs for CE 230 Fluid Mechanics (an example)

# CLO
Define the fundamental knowledge of mathematics to modeling and analysis of
CLO 1
fluid flow problems in civil engineering
Recognize the theoretical and practical design concepts of pipelines, reservoirs,
CLO 2
and open channels
Describe the differential equations and linear algebra required to analyze and
design reservoirs, dams, open channels, and pipelines using Newton’s law
CLO 3
equations, Euler’s equations, Continuity equations, Momentum equations, and
Energy equations
Plan the basic concepts and skills that form the foundation for structural design
CLO 4
of dams, reservoirs, pipelines, and open channels.
Develop the memory skills to recognize the usage of Euler’s equations,
CLO 5 Continuity equations, and Momentum equations and also in Momentum
equations with energy equations.
Evaluate Teamwork Reports of Hydrostatic forces on dams, Reservoirs,
CLO 6
pipelines, and open channels
CLO 7 Show the creativity to find new ways to solve problems
CLO 8 Illustrate the ability to communicate effectively in oral and written form
CLO 9 Evaluate effective reports and design documentation
Mapping of CLOs to ABET SOs are shown in Table 4-6.
Table 4-6: Mapping of CLOs to ABET SOs for CE 230

ABET SOs
CLOs
1 2 3
CLO 1 
CLO 2 
CLO 3 
CLO 4 
CLO 5 
CLO 6 
CLO 7 
CLO 8 
CLO 9 
As mentioned earlier, from semester 202 the coursework is being assessed directly based on Key
Performance Indicators (KPIs) and rubrics relevant to each SO.
A.3 Expected Level of Attainment for Each SO

Following are the expected level of attainment for each SO:
(a) Prior to Semester 202 – 70% of the students securing 70% or more marks for each SO.
(b) Semester 202 and onwards – 70% of passing students must get satisfactory or above for each
key performance indicator.
A.4 Summaries of Results of the Evaluation Process & Extent to which
SOs are Attained
A.4.1 Direct Assessment Results

The data demonstrated in subsequent paragraphs has been presented to show that the CE program has
been measuring attainment of student outcomes before the adoption of ABET SOs.
Direct assessment results for program achievement of SO’s ‘1’ through ‘7’ for S-181:
Table 4-7 and Figure 4-2 shows SO achievement for S-181 semester. These courses included lectures
only, lectures & laboratory and cooperative training courses and senior year project.
In Semester 181(S-181) the Civil Engineering program had not adopted the current ABET SO. The
student outcomes of program learning outcomes of NCAAA were being measured. Therefore, ABET
SOs were later mapped with CLOs to evaluate the attainment of ABET SOs.
Overall program SO attainment is as shown in a table 4-7 and Error: Reference source not found. The
minimum value for the SO attainment for both the cases was set as 70%.
No corrective action is suggested at this stage as the semester had already passed more than 1.5 years
and was being assessed as part of NCAAA accreditation.
Table 4-7: Program Achievement for all courses S-181

Courses SO # 1 SO # 2 SO # 3 SO # 4 SO # 5 SO # 6 SO # 7
CE 201 63 58
CE 203 70 74
CE 215 91 87
CE 230 59 63 58
CE 261 64 83 83
CE 303 77 78 90
CE 305 52 51
CE 312 62 71 57 67
CE 315 83 84 87
CE 318 70 72 73
CE 330 74 61 63
CE 341 80 78 73
CE 343 73 82 80
CE 351 76 84 97 97 76
CE 353 76 76 88
CE 408 57 57
CE 413 75 78 75 75 76
CE 415 62 64 71
CE 421 71 70 69
CE 455 72 70 66
CE 490 87 79 74
Average 69 70 75 71 80 81 76
Benchmark 70 70 70 70 70 70 70
SO # 1
100
SO # 7 SO # 2
80
60
SO # 6 SO # 3
SO # 5 SO # 4
SO achievement S-181 Benchmark
Figure 4-2: Program Achievement for All SO's S-181
Overall Assessment report for the achievement of SO’s for S-181: Table 4-7 and Figure 4-2 show
that CE program met most of its common performance target for the SOs ‘1’ to ‘7’ which is
attainment of a grade of 70 or above by 70% of passing students except SO#1 which is slightly below
target (69%). There are few courses which are identified as not fulfilling the target however no
corrective action is suggested at this stage as the semester had already passed more than 1.5 years and
was being assessed as part of NCAAA accreditation.
Direct assessment results for program achievement of SO’s ‘1’ through ‘7’ for S-182: Table 4-8
and Figure 4-3 shows SO achievement for S-182 semester.
Table 4-8 Program Achievement for all courses S-182

CE 201 60 52
CE 203 68 68
CE 215 70 68
CE 230 70 73 75
CE 261 65 88 88
CE 303 78 81 91
CE 305 65 67
CE 312 73 72 74 73
CE 315 82 82 88
CE 318 69 67 67
CE 330 74 62 56
CE 341 82 77 73
CE 343 77 75 81
CE 351 76 84 97 97 76
CE 353 77 77 91
CE 408 72 68
CE 413 71 68 62 75 66
CE 415 75 71 72
CE 421 71 70 69
CE 455 84 79 76
CE 490 80 58 81
Average 73 71 72 68 81 82 71
Benchmark 70 70 70 70 70 70 70
SO # 1
100
SO # 7 SO # 2
50
SO # 6 SO # 3
SO # 5 SO # 4
Overall Assessment report For the achievement of SO’s for S-182: Table 4.3 and Figure 4.3 show
attainment of a grade of 70 or above by 70% of passing students except SO#4 which was slightly
below target (68%). Although there are few courses which are identified as not fulfilling the target
however no corrective action is suggested at this stage as the semester had already passed more than
1.5 years and was being assessed as part of NCAAA accreditation.
Direct assessment results for program achievement of SO’s ‘1’ through ‘7’ for S-191: Table 4-9
and Figure 4-3 shows SO achievement for S-191 semester. These courses included lectures only,
lectures & laboratory and cooperative training courses and senior year project.
Table 4-9: Program Achievement for all courses S-191

CE 201 63 57
CE 203 71 79
CE 215 70 71
CE 230 77 75 79
CE 261 61 91 91
CE 303 80 82 83
CE 305 72 69
CE 312 68 75 74 71
CE 315 82 84 85
CE 318 73 71 72
CE 330 76 53 58
CE 341 78 75 77
CE 343 82 81 85
CE 351 87 87 97 77 97
CE 353 79 78 83
CE 408 76 70
CE 413 73 69 69 68 67 64
CE 415 62 54 NM
CE 421 86 79 75
CE 455 70 67 68
CE 490 83 75 76
Average 74 71 77 73 81 79 81
Benchmar
70 70 70 70 70 70 70
k
SO # 1
100
SO # 7 SO # 2
80
60
SO # 6 SO # 3
SO # 5 SO # 4
Overall Assessment Report for the achievement of SO’s for S-191: Table 4-9 and Figure 4-4 show
attainment of a grade of 70 or above by 70% of passing students. Although there are few courses
which are identified as not fulfilling the target for which detailed reports are collected from teaching
faculty along with the suggestions for improvements. The course improvement reports are
documented in course binders and SO binders and are available in the department documentation
room. Each outcome will be discussed in detail in the following pages and their summaries of
assessment and evaluation results are given with the analysis.
Direct assessment results for program achievement of SO’s ‘1’ through ‘7’ for S-192: Table 4.5 and
Figure 4.5 shows SO achievement for S-192 semester.

CE 201 57 56
CE 203 71 81
CE 215
CE 230 67 74 67
CE 261 74 86 86
CE 303 77 81 83
CE 305 83 73
CE 312 67 72 70 70
CE 315 84 86 88
CE 318 65 73 65 75
CE 330 74 44 58
CE 341 79 80 80
CE 343 82 82 82
CE 351 87 87 97 77 97
CE 353 78 78 83
CE 408 82 73
CE 413 72 72 74 72 69 72
CE 415 70 65 NM
CE 421 73 73 73
CE 455 80 85 83
CE 473 56 56 100
CE 490 87 75 88
Average 74 72 78 73 83 81 85
Benchmark 70 70 70 70 70 70 70
SO # 1
100
SO # 7 SO # 2
50
SO # 6 SO # 3
SO # 5 SO # 4
Overall Assessment report For the achievement of SO’s for S-192: Table 4.3 and Figure 4.3 show
attainment of a grade of 70 or above by 70% of passing students. Although there are few courses
which are identified as not fulfilling the target for which detailed reports are collected from teaching
faculty along with the suggestions for improvements. The course improvement reports are
documented in course binders and SO binders and are available in the department documentation
room. Each outcome will be discussed in detail in the following pages and their summaries of
assessment and evaluation results are given with the analysis.
Direct assessment results for program achievement of SO’s ‘1’ through ‘7’ for S-201: Table 4.6
and Figure 4.6 shows SO achievement for S-201 semester.

CE 201 51 41
CE 203 65 67
CE 215 73 74
CE 230 51 56 89
CE 261 63 85 85
CE 303 78 79 81
CE 305 72 68
CE 312 74 70 72 71
CE 315 82 83 85
CE 318 79 71 67
CE 330 61 50 47
CE 341 75 77 72
CE 343 82 74 74
CE 351 60 67 80 75 60
CE 353 78 78 89
CE 408 72 68
CE 413 86 69 72 70 74
CE 415 73 67 61
CE 421 75 70 77
CE 455 70 77 76
CE 473
CE 490 95 48 93
Average 71 69 77 58 79 76 67
Benchmark 70 70 70 70 70 70 70
SO # 1
100
SO # 7 SO # 2
50
SO # 6 SO # 3
SO # 5 SO # 4
Overall Assessment report For the achievement of SO’s for S-201: Table 44 and Figure 4.4 show
attainment of a grade of 70 or above by 70% of passing students except SO#2(69%), SO#4(58%) and
SO#7(67%). There are few courses which are identified as not fulfilling the target for which detailed
reports are collected from teaching faculty along with the suggestions for improvements. The course
improvement reports are documented in course binders and SO binders and are available in the
department documentation room. Each outcome will be discussed in detail in the following pages and
their summaries of assessment and evaluation results are given with the analysis.
Direct assessment results for program achievement of SO’s ‘1’ through ‘7’ for S-202: As has
been mentioned in the preceding paragraphs that NCAAA mapping with ABET SO had certain
inconsistencies, therefore, for semester 202 an EXCEL based application was developed inhouse to
measure SO attainment based on KPIs and Rubrics. In this regard, KPIs were developed as
mentioned in Table. Four levels of rubrics were developed for each KPI. KPIs for each SO are given
in Table 4-1 to Table 4-18.
For semester 202 and onwards, the expected level of attainment has been set as 70% of passing
students must get satisfactory or above for each key performance indicator.
Table 4-12: KPIs & Rubrics for SO 1
SO # 1: An ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics
# KPI Excellent (4) Good (3) Satisfactory (2) Unsatisfactory (1)

Comprehensively Able to understand the Incompletely stated
Recognize & identify the Poorly stated problem and
1.1 understand the problem and problem and identify some problem with missing
problem parameters
identify all parameters parameters parameters
Develop mathematical Develop a model for the Develop a model for the Develop a model for the Develop a model for the
1.2 relationship / formulate the problem while considering problem while considering problem missing some problem with missing
Problem all essential elements some essential elements essential elements essential elements
Poorly thought out methods
Well thought out methods Reasonably thought out Weakly thought out
Solve the problem to arrive and unable to solve and
1.3 to solve the problem methods to solve the methods to solve the
at an engineering solution produce correct answers to
correctly problem appropriately problem.
the problem

SO # 2: An ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as
global, cultural, social, environmental, and economic factors

Formulates the problem and Formulates the problem and Partial formulation by
Poorly formulate the
Identify & define the analyzes all relevant use some constraints in missing some key
2.1 problem and not understand
problem constraints and find the best formulation. Unable to constraints but unable to
the concept of constraints
formulation most efficient formulation formulate the problem
Finds alternative solutions Finds multiple solutions
Evaluate alternative
and perform proper with some weaknesses in Finds a solution but not the Unable to find required
2.2 solutions & select best
evaluation to select best the evaluation of alternative alternative solutions solution
alternative solution
solution solutions
Carry out detailed iterative Carry out reasonable
Validate the design through Weak iterative analysis of Unable to carry out iterative
analysis of the selected iterative analysis of the
2.3 analysis, computer the selected solution and no analysis and no desired
solution to achieve potential selected solution to achieve
simulation etc. improvements improvements
improvements some improvements
SO # 3: An ability to communicate effectively with a range of audiences

Ideas presented in an Ideas presented in a poor
Ideas presented in a well- Ideas presented in a weak
Write effectively on various adequate manner supported manner and unable to
3.1 organized manner supported manner supported by very
topics for diverse readers by some credible cited support the idea with cited
by correctly cited sources few credible cited sources
sources sources
Ideas presented in an
Ideas presented in a well- Ideas presented in a weak Ideas presented in a poor
adequate manner within
organized manner within manner within the time manner within time limits
time limits and adequate
Speak effectively on various time limits and excellent limits and weak oral and poor oral
3.2 oral communication.
topics to diverse audiences oral communication. communication. Responds communication. Unable to
Responds to most of the
Responds to all questions to few questions from the respond to questions from
questions from the
from the audiences audiences audiences
audiences

SO # 4: An ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the
impact of engineering solutions in global, economic, environmental, and societal contexts
Recognize, appreciate, and
Excellent knowledge of Adequate knowledge of Inadequate knowledge of Irrelevant knowledge of
articulate the ethical,
professional code of ethics professional code of ethics professional code of ethics professional code of ethics
professional, economic,
4.1 with excellent judgements with proper judgements with improper judgements with poor judgements based
environmental, and societal
based on relevant ethical based on relevant ethical based on relevant ethical on relevant ethical and
issues in engineering design
and professional principles and professional principles and professional principles professional principles
and analysis
SO # 5: An ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish
goals, plan tasks, and meet objectives
Accept all tasks based on Accept many tasks based on Accept few tasks based on Accept rare tasks based on
Work effectively in a team fair distribution. Perform all fair distribution. Perform fair distribution. Perform fair distribution. Perform
5.1 including contributing assigned tasks within time some assigned tasks within few assigned tasks within poorly the assigned tasks
leadership as needed and share with team. time and share with team. time and share with team. within time and share with
Provide excellent leadership Provide adequate leadership Provide some leadership team. Provide no leadership
Well defined project Adequately defined project Weakly defined project Poorly defined project
Create project objectives
objectives and effective use objectives and adequate use objectives and weak use of objectives and poor use of
5.2 along with the tasks and
of project management of project management project management project management
milestones for completion
techniques techniques techniques techniques

SO # 6: An ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions

Able to conduct experiment Able to conduct experiment Able to conduct experiment
Able to conduct experiment
in an excellent manner with in an adequate manner with in a weak manner with
Conduct the experiment or in a poor manner with poor
excellent experimental adequate experimental weak experimental setup.
6.1 identify variables and experimental setup. Poorly
setup. Well identified setup. Adequately identified Weakly identified variables
parameters for the problem identified variables and
variables and parameters for variables and parameters for and parameters for the
parameters for the problem
the problem the problem problem
Poorly find relationship
Finds excellent relationship Finds adequate relationship Finds weak relationship
Analyze and interpret the between variables and
between variables and between variables and between variables and
data and communicate the parameters, unable to
6.2 parameters, excellently parameters, adequately parameters, weakly
results with accuracy and compare the results and
compare the results and compare the results and compare the results and
integrity unable to draw weak
draw excellent conclusions draw adequate conclusions draw weak conclusions
conclusions
Apply engineering Able to draw desired Able to draw adequate Able to draw some Able to draw vague
6.3 judgment to draw conclusions conclusions conclusions conclusions
conclusions
SO # 7: An ability to acquire and apply new knowledge as needed, using appropriate learning strategies
Effectively identify new Poorly identified new

Adequately identify new Weakly identified new
knowledge by choosing knowledge by poorly
Acquire new knowledge for knowledge by choosing knowledge by weak choice
7.1 appropriate learning choosing appropriate
a given situation adequate learning strategies of learning strategies to
strategies to acquire new learning strategies to
to acquire new knowledge acquire new knowledge
knowledge acquire new knowledge
Effectively applied new Adequately applied new Weakly applied new Poorly applied new
Apply the new knowledge
7.2 knowledge to the given knowledge to the given knowledge to the given knowledge to the given
to the given situation
situation situation situation situation
A4 Summaries of Results
Figure 4.7 shows comparison of SO achievement for S-181, S-182, S-191,S-192 & S-201 semester.
SO achievement
90
80
70
60
50
40
30
20
10
0
SO # 1 SO # 2 SO # 3 SO # 4 SO # 5 SO # 6 SO # 7
S-181 S-182 S-191 S-192

S-201 Benchmark Linear (Benchmark)
Figure 4-7: Comparison of Program Achievement for all SO's for S-181, S-182, S-191, S-192 & S-201
As it is clear from figure 4-7 that the target benchmark is achieved for most SO’s though there has been an overall decrease in SO’s
achievement for SO#4 and 7 due to current COVID situation in country.
Direct Assessment for Outcome ‘1’: An ability to identify, formulate, and solve complex engineering problems by applying principles of
engineering, science, and mathematics.
100
Assessment result for SO#1
90
80
70
60
50
40
30
20
10
0
CE CE CE CE CE CE CE CE CE CE CE CE CE CE CE CE CE
201 203 230 261 303 305 315 318 330 341 343 353 408 413 415 421 455
S-181 S-182 S-191 S-192
S-201 TARGET Linear (TARGET)
Figure 4-8: Comparison of Program Achievement for SO ‘1’
Assessment data was collected for the SO ‘1’. It was observed that the program achieved its performance target of 70 % for SO ‘1’on average
(71%). The assessment data shows that following courses were below the target on average
CE 201(58%)
CE 203(69%)
CE 230(65%)
CE 261(65%)
CE 305(69%)
CE 415(68%)
CE 473(56%)
The assessment results were communicated to the respective course coordinator for feedback and improvement actions.
Assessment Results S-191: Assessment data was collected for the SO ‘1’. It was observed from Table 4-6 that the program was steadily
improving for SO ‘1’ (73%). The assessment data shows that some courses were below the target. The assessment results were communicated
by the departmental committee to the respective course coordinator for feedback and improvement actions.
Evaluation and Actions S-191: The results were evaluated by departmental committee in a meeting held in Jan 2020. Based on the analysis
of the results recommended actions for each course were implemented as given in table 4.16
For CE 201 it was decided to continue with more class exercises and assignments related to course topics. It was also noted that since CE 201
is an essential yet difficult course in civil engineering and is the pre-requisite for most of other advanced courses hence a firm grasp of basic
concepts in this course is essential. Also, background of most of the students entering in civil engineering is weak in basic mathematics and
physics so they have hard time understanding the fundamentals of this course. Hence overall low performance in this course is
understandable. In CE 261 it was decided to give more help sessions on problem solving. In CE415 it was decided to give additional practice
of problem-solving exercises.
Assessment Results S-192: Assessment data was collected for the SO ‘1’. It was observed from Table 4-6 that the program performance
remained constant for SO ‘1’ (73%). The assessment data shows that some courses were below the target. The assessment results were
communicated by the departmental committee to the respective course coordinator for feedback and improvement actions. It was noted that
since in S-192, daily activities were suspended due to COVID19 hence classes and exams were conducted online which affected the overall
progress of SO achievement.
Evaluation and Actions S-192: The results were evaluated by departmental committee in a meeting held in May 2020. Based on the analysis
For CE 201 and CE 230 it was decided to continue with additional class exercises and assignments related to course topics. In CE 318 and
CE473 it was decided to give more help sessions on problem-solving exercises.
Assessment Results S-201: Assessment data was collected for the SO ‘1’. It was observed from Table 4-6 that the program progress
decreased slightly for SO ‘1’ (71%). The assessment data shows that some courses were below the target. The assessment results were
communicated by the departmental committee to the respective course coordinator for feedback and improvement actions. It was noted that in
S-201 online classes were conducted whole semester due to COVID 19 while exams were conducted physically in examination hall. Since
online student feedback is limited hence overall there was some reduction in SO achievement.
For CE 201 SO ‘1 remained low however it was decided to continue with more class exercises and assignments related to course topics. Also,
students were encouraged to solve extra problems by giving them bonus marks. In CE 261 it was decided to continue giving more help
sessions on problem solving. In CE 203, CE 230 and CE 330 it was decided to give additional practice of problem-solving exercises.
Direct Assessment for Outcome ‘2’: An ability to apply engineering design to produce solutions that meet specified needs with
consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors.
100
90
80
70
60
50
40
30
20
10
0
CE CE CE CE CE CE CE CE CE CE CE CE CE CE CE CE CE
201 203 215 230 303 305 312 315 318 330 341 353 408 413 415 421 455
S-181 S-182 S-191 S-192

Assessment data was collected for the SO ‘2’. It was observed that the program achieved its performance target of 70 % for SO ‘2’on average
(70%). The assessment data shows that following courses were below the target on average
CE 201(53%)
CE 215(61%)
CE 230(68%)
CE 305(66%)
CE 312 (69%)
CE 330(54%)
CE 408(67%)
CE 415(64%)
CE 473(56%)
remained steady for SO ‘2’ (71%). The assessment data shows that some courses were below the target. The assessment results were
communicated by the departmental committee to the respective course coordinator for feedback and improvement actions.
For CE 201 & CE 330 it was decided to provide more help sessions related to course topics. It was also noted that since CE 201 is an essential
yet difficult course in civil engineering and is the pre-requisite for most of other advanced courses hence a firm grasp of basic concepts in this
course is essential. Also, background of most of the students entering in civil engineering is weak in basic mathematics and physics so they
have hard time understanding the fundamentals of this course. Hence overall low performance in this course is understandable. In CE 305 and
CE415 it was decided to give additional practice of design problems. In CE 413 and CE 455 it was decide to put more emphasis on design
and constraint details.
improved slightly for SO ‘2’ (72%). The assessment data shows that some courses were below the target. The assessment results were
since in S-192 daily activities were suspended due to COVID19 hence online classes and exams were conducted which affected the overall
For CE 201 & CE 330 it was decided to continue providing more help sessions related to course topics. In CE 312, CE415 and CE 473 it was
decided to give additional practice of design problems. With constraints.
In addition, it was also noted that since in S-192 daily activities were suspended due to COVID19 hence online classes and exams were
conducted which affected the overall progress of SO achievement.
For CE 201 & CE 330 it was decided to continue providing more help sessions related to course topics. In CE 203, CE 230, CE 305 and
CE408 it was decided to give additional practice of solving more engineering and practical problems. In CE 413 and CE 415 it was decide to
put more emphasis on design and constraint details.
Direct Assessment for Outcome ‘3’: An ability to communicate effectively with a range of audiences.
100
90
80
70
60
50
40
30
20
10
0
CE 215 CE 230 CE 312 CE 351 CE 413 CE 421 CE 490
S-181 S-182 S-191 S-192

Assessment data was collected for the SO ‘3’. It was observed that the program performance was above target of 70 % for SO ‘3’on average
(76%). The assessment data shows that following course was slightly below the target on average
CE 215(60%)
CE 318(65%)
improving for SO ‘3’ (78%). The assessment data shows that CE 413 was slightly below the target. The assessment results were
of the results it was decided to continue putting more emphasis on practicing before final presentation.
remained constant for SO ‘3’ (78%). The assessment data shows that some courses were below the target. The assessment results were
For CE 330 & CE 381 it was decided that extra guidance on report preparation will be given to students.
In addition, it was also noted that since in S-192 daily activities were suspended due to COVID19 hence online classes and exams were
conducted which affected the overall progress of SO achievement.
decreased slightly for SO ‘3’ (77 %). The assessment data shows that CE 351 was slightly below the target. The assessment results were
of the results in CE 351 it was decided to give extra guidance on reports and presentation.
Direct Assessment for Outcome ‘4’: An ability to recognize ethical and professional responsibilities in engineering situations and
make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal
contexts.
100
90
80
70
60
50
40
30
20
10
0 S-191 S-181 S-182 S-192 S-201 TARGET Linear (TARGET)

CE 312 CE 330 CE 351 CE 490
Assessment data was collected for the SO ‘4’. It was observed that the program performance was slightly below target of 70 % for SO ‘4’on
average (69%). The assessment data shows that following courses were below the target on average
CE 312(69%)
CE 330(56%)
CE 490(67%)
improving for SO ‘4’ (73%). The assessment data shows that CE 330 was below the target. The assessment results were communicated by the
departmental committee to the respective course coordinator for feedback and improvement actions.
of the results for CE 330 it was decided to encourage students to read engineering code of ethics.
remained constant for SO ‘4’ (73%). The assessment data shows that CE 330 was below the target. The assessment results were
For CE 330 it was decided to give more help sessions on problem-solving exercises. Further, students were encouraged to solve extra
problems and get a bonus. In addition, it was also noted that since in S-192 daily activities were suspended due to COVID19 hence online
classes and exams were conducted which affected the overall progress of SO achievement.
decreased sharply for SO ‘4’ (58%). The assessment data shows that most courses were below the target. The assessment results were
For CE 330 and CE 490 it was decided to continue with more class exercises and assignments related to course topics. In CE 351 it was
decided to give additional practice of encouraging students to read engineering code of ethics.
Direct Assessment for Outcome ‘5’: An ability to function effectively on a team whose members together provide leadership, create a
collaborative and inclusive environment, establish goals, plan tasks, and meet objectives.
120
100
80
60
40
20
0
CE 261 CE 312 CE 343 CE 351 CE 413 CE 490
S-181 S-182 S-191 S-192

Assessment data was collected for the SO ‘5’. It was observed that the program performance was well above target of 70 % for SO ‘5’on
average (81 %). The assessment data shows that all relevant courses satisfied the target benchmark on average.
improving for SO ‘5’ (81%). The assessment data shows that CE 413(68%) was slightly below the target. The assessment results were
Evaluation and Actions S-191: The results were evaluated by departmental committee in a meeting held in Jan 2020. For CE 413 it was
decided to encourage students to work in a group
remained constant for SO ‘5’ (83%). The assessment data shows that all courses were above the target. It was noted that since in S-192 daily
activities were suspended due to COVID19 hence online classes and exams were conducted which affected the overall progress of SO
achievement.
of the results it was decided to maintain the current outcome achievement.
decreased slightly for SO ‘5’ (79%). The assessment data shows that all courses were above the target. It was noted that in S-201 online
classes were conducted whole semester due to COVID 19 while exams were conducted physically in examination hall. Since online student
feedback is limited hence overall there was some reduction in SO achievement.
Direct Assessment for Outcome ‘6’: An ability to develop and conduct appropriate experimentation, analyze and interpret data, and
use engineering judgment to draw conclusions.

120
100
80
60
40
20
0
CE 261 CE 303 CE 315 CE 318 CE 341 CE 343 CE 351 CE 353 CE 415 CE 455
S-181 S-182 S-191 S-192

average (80%). The assessment data shows that following courses were below the target on average
CE 413(68%)
CE 415(68%)
of the results recommended actions for each course were implemented as given in table 4.16. For CE 413 & CE 455 it was decided to
continue with more class exercises and assignments related to course topics.
increased slightly for SO ‘6’ (81%). The assessment data shows that CE 413 was below the target. The assessment results were
of the results recommended actions for each course were implemented as given in table 4.16. For CE 413 it was decided to continue with
additional class exercises and assignments related to course topics.
decreased for SO ‘6’ (76%). The assessment data shows that CE 318(67%) & CE 415 (61%) was below the target. The assessment results
were communicated by the departmental committee to the respective course coordinator for feedback and improvement actions. It was noted
that in S-201 online classes were conducted whole semester due to COVID 19 while exams were conducted physically in examination hall.
Since online student feedback is limited hence overall there was some reduction in SO achievement.
of the results recommended actions for each course were implemented as given in table 4.16. For CE 318 SO ‘6 improved slightly so it was
decided to continue with more class exercises and assignments related to course topics. In CE 415 it was decided to continue giving more help
sessions on problem solving.
Direct Assessment for Outcome ‘7’: An ability to acquire and apply new knowledge as needed, using appropriate learning strategies.
120
100
80
60
40
20
S-181 S-182 S-191 S-192

0
S-201
CE 351 TARGET Linear (TARGET) Linear
CE (TARGET)
413
average (77%). The assessment data shows that all relevant courses satisfied the target benchmark on average.
Assessment Results S-191: Assessment data was collected for the SO ‘7’. It was observed from Table 4-6 that the program improved
significantly for SO ‘7’ (83%). The assessment data shows that CE 413 was below the target. The assessment results were communicated by
the departmental committee to the respective course coordinator for feedback and improvement actions.
For CE 413 it was decided to continue encouraging students to acquire new knowledge and skills as needed for respective engineering fields.
improved for SO ‘7’ (86%). The assessment data shows that some oth courses were above the target. It was noted that since in S-192 daily
activities were suspended due to COVID19 hence online classes and exams were conducted which affected the overall progress of SO
achievement.
decreased sharply for SO ‘7’ (67%). The assessment data shows that CE 351(COOP work) was below the target. The assessment results were
S-201 daily activities of most companies in which students were doing COOP remained discontinuous which affected overall performance of
SO achievement in CE 351. Also some changes were made in the assessment by adding proposal of senior design project in this course so the
students did not have enough time to comprehend its significance
of the results recommended actions for each course were implemented as given in table 4.16. For CE 351 SO ‘7’ decreased sharply due to
discontinuous activities in most companies and change in assessment methods hence it was decided to guide the students further by
explaining assessment tool properly in online sessions.
A.4.2 Indirect Assessment Results

From Semester 201, the ABET SOs were formally adopted by the Civil Engineering program. A fresh survey was then conducted to assess
the student outcomes. Performance threshold for the semesters was set as 70%.
The result for Semesters 201 is as shown in Error: Reference source not found.
SO Attainment
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
SO # 1 SO # 2 SO # 3 SO # 4 SO # 5 SO # 6 SO # 7
Employer Alumni Faculty Exit Benchmark

Fig 4-15: Indirect assessment of SO attainment
As shown in the above pasted flow chart a number of indirect methods are also used to assess the CLOs, these include Course Evaluation
Survey, Student Exit survey, Program Evaluation Survey, Faculty Survey and Aptitude Test. In order to measure student outcome using
indirect methods a number of surveys have been designed and conducted by the department. These include Course Evaluation Survey
(CES) and Student Exit Survey (SES). Each of this survey in conducted every semester.
Employer Survey
The employer Survey is conducted every 3 years. A standard template for the survey is used. The survey contains 37 questions which cover
general and academic areas. Each question is measured at a scale of 5 from strongly agree to strongly disagree.
Part A is personal information. Part B is company/organization information consisting of 8 questions. Part C is related to consistency of
department Vision & Mission with the company requirements consisting of 2 questions. Part D is related to consistency and attainment of
PEOs to the organization concerned. Part E is attainment of SOs by UoH graduates according to employer consisting of 7 questions directly
related to ABET 7 outcomes. Part F relates to general comments about graduates.
A detailed Employer’s Survey Report is attached as Supplement to this SSR. The survey has been helpful to determine the parameters such
as ALV of PEO and ALV of Student Outcomes as explained earlier in criterion 3.
Table 4-19: Employer assessment of SO attainment

Average
S No Engineering Education, Skills & Competencies %age
ALV
Able to identify, formulate, and solve complex engineering problems
1 3.16 63%
by applying principles of engineering, science, and mathematics
Average
S No Engineering Education, Skills & Competencies %age
ALV
Able to apply engineering design to produce solutions that meet
specified needs with consideration of public health, safety, and
2 3.42 68%
welfare, as well as global, cultural, social, environmental, and
economic factors
3 Able to communicate effectively with a range of audiences 3.68 74%
Able to recognize ethical and professional responsibilities in

engineering situations and make informed judgments, which must
4 3.26 65%
consider the impact of engineering solutions in global, economic,
environmental, and societal contexts
Able to function effectively on a team whose members together
5 provide leadership, create a collaborative and inclusive environment, 3.58 72%
establish goals, plan tasks, and meet objectives
Able to develop and conduct appropriate experimentation, analyze and
6 3.42 68%
interpret data, and use engineering judgment to draw conclusions
Able to acquire and apply new knowledge as needed, using
7 3.32 66%
appropriate learning strategies
The survey was conducted during the semesters 201, a total of 21 employers participated in the survey. Results for each question remained
close to 70%, whereas, the overall outcome of the survey was 68% which shows that there is need to improve most SO’s slightly.
Stacked column chart presented below gives various categories varying from outstanding, above average to poor in Figure 4.13.
Employer Assessment of SO Attainment
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
SO # 1 SO # 2 SO # 3 SO # 4 SO # 5 SO # 6 SO # 7
Outstanding Above Avg Average

Below Avg Poor Benchmark
Figure 4-16 SO attainment of course employer survey
Corrective Action: Improve.
Faculty Survey
The Faculty survey is conducted at the end of each semester. The survey consists of 22 questions. Each question is measured at a scale of 5; the survey consists of 9
questions which are directly related to Student Outcomes (SOs). The benchmark for each of the question is set as 70%.
A detailed Faculty Survey Report is attached as Supplement to this SSR. The survey has been helpful to determine the parameters such as ALV of
PEO and ALV of Student Outcomes as explained earlier in criterion 3.
Table 4-20: Faculty assessment of SO attainment

S No Desired Abilities Average %age

1 3.73 75%
2 3.64 73%
economic factors
4 3.64 73%
Able to develop and conduct appropriate experimentation, analyze
6 3.55 71%
and interpret data, and use engineering judgment to draw conclusions
7 3.64 73%
Faculty Assessment of SO Attainment
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
SO # 1 SO # 2 SO # 3 SO # 4 SO # 5 SO # 6 SO # 7

Figure 4-17 SO attainment of course faculty survey
The survey was conducted during the semesters 201, a total of 11 faculty members participated in the survey and results for each question
remained above 70%, whereas, the overall outcome of the survey was 74%. which shows that there is need to maintain SO’s performance.
Corrective Action: Maintain.
Although most of the faculty were of the opinion that the Civil Engineering program satisfies all ABET SO’s nevertheless, from the surveys
conducted in S-201, following weakness were highlighted by some of the faculty members:
a) Lack of Lab staff.
b) lack of administrative and technical staff i
c) lack of training in computer software
d) Lacking MSc, PhD program
e) Most Students enrolled in the CE program do not have the necessary English language skills.
Student Exit Survey

The Student Exit Survey is conducted every year. A standard template for the survey is used. The survey contains 37 questions which cover general and
academic areas. Each question is measured at a scale of 5 from strongly agree to strongly disagree.
Part A is personal information. Part B is about undergraduate engineering experience consisting of 7 questions directly related to ABET 7 outcomes.
Part C relates to learning environment consisting of 23 questions. Rest of survey is mostly critical comments about program.
A detailed Student Exit Survey Report is attached as Supplement to this SSR. The survey has been helpful to determine the parameters such as ALV of
PEO and ALV of Student Outcomes as explained earlier in criterion 3.
Table 4-21: Student Exit assessment of SO attainment

S No Student Outcomes Average %age
The CE program prepared me to identify, formulate, and solve

1 complex engineering problems by applying principles of engineering, 3.75 75%
science CE, and mathematics
The CE program prepared me to apply engineering design to produce
solutions that meet specific , needs with consideration of public
2 3.58 72%
health, safety, and welfare, as well as global, cultural, social,
environmental, and economic factors
The CE program prepared me to communicate effectively with a
3 3.75 75%
range of audiences
The CE program prepared me to recognize ethical and professional
responsibility CEs in engineering situations and make informed
4 3.75 75%
judgments, which must consider the impact of engineering solutions
in global, economic, environmental, and societal contexts
The CE program prepared me to function effectively on a team whose
members together provide leadership, create a collaborative and
5 4.08 82%
inclusive environment, establish goals, plan tasks, and meet
objectives
The CE program prepared me to develop and conduct appropriate
6 experimentation, analyze and interpret data, and use engineering 3.75 75%
judgment to draw conclusions
The CE program prepared me to acquire and apply new knowledge as
7 3.92 78%
needed, using appropriate learning strategies
The survey was conducted during the semesters 201, a total of 12 students participated in the survey and results for each question remained
more than 70%, whereas, the overall outcome of the survey was 76%. which shows that there is need to maintain SO’s performance.
Stacked column chart presented below gives various categories varying from outstanding, above average to poor in Figure 4.4.
Exit Student Assessment of SO Attainment
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
SO # 1 SO # 2 SO # 3 SO # 4 SO # 5 SO # 6 SO # 7

Figure 4-18 SO attainment from student exit survey
Alumni Survey
The Student Exit Survey is conducted every 3 years. Hail University CE department Alumni who graduated between 2012 and 2020 were
asked to participate in an anonymous survey. The survey included questions about the student experience at College of Engineering,
satisfaction with education, and post-graduation employment. Alumni were also asked to provide feedback on the most important
advantages and disadvantages of attending CE program. A total of 33 completed surveys were received from a total of 200 surveys emailed
to graduates.
Table 4-22: Alumni assessment of SO attainment
S No Student Outcomes Average %age

1 3.63 73%
2 3.53 71%
economic factors

4 3.40 68%
Able to develop and conduct appropriate experimentation, analyze and
6 3.60 72%
interpret data, and use engineering judgment to draw conclusions
7 3.57 71%
The survey was conducted during the semesters 201, a total of 33 alumni participated in the survey and results for each question remained
more than 70%, whereas, the overall outcome of the survey was 73%. which shows that there is need to maintain SO’s performance.
Alumni Assessment of SO Attainment
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
SO # 1 SO # 2 SO # 3 SO # 4 SO # 5 SO # 6 SO # 7

Figure 4-19 SO attainment from alumni survey
Although most of the alumni were of the opinion that the Civil Engineering program is well structured, and they did not have any problem
with the understanding of the courses and communicating with the faculty. Nevertheless, from the surveys conducted in S-201, following
weakness were highlighted by some of the Alumni:
a) Lack of Lab staff.
b) More space for the labs
c) Lack of computer skills
d) More courses in structures to be added
e) No arrangement for jobs for the graduating students.
f) Weakness in Coop program.
The alumni provided following recommendations for the improvement of the program:
a) Increase specialization subjects
b) Providing computer labs with professional design software
c) Providing companies to receive students in cooperative training
d) Increase instructors in order to allow students to choose elective courses which they are interested.
e) Open new civil engineering divisions such as transportation division, material division etc
f) More practical oriented projects should be given.
g) Open exchange program with other universities whether in KSA or abroad.
h) Arrange jobs for the graduated students.
These weaknesses and recommendations were presented in the Departmental Council meeting and all faculty members were asked to actively
pursue strategies to address the weaknesses highlighted by the students. It was decided that the performance will be monitored closely in the
forthcoming semesters.
Some of the points mentioned above will be addressed in the Continuous Improvement section.
Combined Assessment and Evaluations of Students Outcomes (SOs)

SO Attainment
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
SO # 1 SO # 2 SO # 3 SO # 4 SO # 5 SO # 6 SO # 7
Employer Alumni Faculty Exit Benchmark
Figure 4-20 SO attainment from combined indirect assessment of student outcomes
In Figure 4-20, several indirect assessment methods are combined to evaluate the CE student outcomes achievement. Based on the results of
Figure 4.17, the following observations and accordingly the corrective actions are proposed.
Observation 1: student outcomes (1-7) have been achieved according to all assessment methods except employer assessment.
Corrective action 1: Better link between university and employer is required to improve SO achievement.
A.4.2 Comparison of direct and indirect Assessment and Evaluations of Students Outcomes (SOs)
Direct & Indirect result for SO

Employer survey Alumni survey Faculty survey
Exit survey Direct assessment Benchmark
SO # 1
100%
SO # 7 SO # 2
50%
0%
SO # 6 SO # 3
SO # 5 SO # 4
Figure 4-21 SO attainment from direct & indirect assessment of student outcomes
Direct & indirect assessment (Average)
Indirect assessment Direct assessment Benchmark
SO # 1
100
SO # 7 SO # 2
80
60
SO # 6 SO # 3
SO # 5 SO # 4
Figure 4-22 SO attainment from direct & indirect assessment(average) of student outcomes
Figure 4-21 is a comparison of various indirect assessment methods and average value of all direct assessments done since S-181. Figure 4-22
is a comparison of average of all indirect assessment methods and average value of all direct assessments done since S-181.It is clear from
both figures that indirect assessment methods support the direct assessment methods in general.
A.5 Documentation & Maintenance of Results

At the end of each semester, faculty members are required to prepare course portfolio. The portfolio contains course description, course
report, key and sample solutions of all assessment tools, assessment results and grades. After the end of each semester, only the course
specifications and course report from the previous semesters are retained in the portfolio, while rest of the items are archived. All course
portfolios are stored in the Departmental Quality Room.
B. Continuous Improvement
Describe how the results of evaluation processes for the student outcomes and any other available information have been systematically used
as input in the continuous improvement of the program. Describe the results of any changes (whether or not effective) in those cases where
re-assessment of the results has been completed. Indicate any significant future program improvement plans based upon recent evaluations.
Provide a brief rationale for each of these planned changes.
Continuous improvement of CE program is driven by direct as well as indirect instruments. The relationship of SOs and the courses have
already been explained in Table 4-2 above. It is evident from Table 4-2 that each student outcome is addressed by more than one course.
Information on how the results of evaluation processes for the SOs have been systematically used. Accordingly, input for the continuous
improvement process is partially included in section 4.A. In addition, feedback from the program constituencies, has also been systematically
used for continuous improvement.
Results of S-181, S-182, S-191, S-192 & S-201 indicate that, at program level, Civil engineering program is meeting the target set as shown
in section 4. A.3. Recommended actions for continuous improvement for the courses which are not meeting the performance target are
summarized in Table 4-23, to Table 4-26.
Table 4.23: Courses not meeting the performance target S-191

SO Course S-191 Action/recommendations
CE 261(61%) More help sessions on problem solving
Help sessions in the articles related to the course topics should be provided.
1 CE 201(63%) Further, students could be encouraged to prepare some reports about the
course topics.
CE 415(62%) Encourage students to solve more engineering problems
CE 201(57%) Further, students could be encouraged to prepare some reports about the
course topics
CE 305(69%) Encourage students to solve more engineering problems.
CE 312(68%) More design examples should be given.
2 Help sessions in the articles related to the course topics should be provided.
CE 330(53%) Further, students could be encouraged to prepare some reports about the
course topics.
CE413(69%) More emphasis should be given on design and constraint details
CE455(67%) More emphasis should be given on design and constraint details
More emphasis should be given on practicing presentation before Final
3 CE 413(69%)
presentation
4 CE 330(58%) Further, students could be encouraged to prepare some reports about the
course topics.
More emphasis should be given on encouraging students to work in a
5 CE413(68%)
group
6 CE413(67%) More in class exercises and assignments should be arranged
CE455(68%) More in class exercises and assignments should be arranged
More emphasis should be given on encouraging students to acquire new
7 CE413(64%)
knowledge and skills as needed for respective engineering fields.

More help sessions in the articles related to the course topics should be
CE 201(57%) provided. Further, students could be encouraged to solve extra problems and
getting a bonus
CE 230(67%) More in class exercises and assignments should be arranged
1
More in class exercises and assignments should be arranged and it is to
CE318(65%) be noted that S-192 was a special semester where suddenly the in person
classes stopped.
CE 473(56%) More in class exercises and assignments should be arranged
getting a bonus
2 More help sessions in the articles related to the course topics should be
getting a bonus
CE473(56%) More focus on engineering design under various constraints.
CE230(67%) Extra guidance on reports preparation will be given to the students.
3
CE318(65%) Extra guidance on reports preparation will be given to the students.
4 CE330(58%) More help sessions in the articles related to the course topics should be
provided. Further, students could be encouraged to solve extra problems and
getting a bonus
6 CE 413(69%) More in class exercises and assignments should be arranged
CE 261(63%) More help sessions on problem solving
Encourage students to solve more engineering problems during tutorials and
CE 203 (65%)
home-works
1 CE 230(51%) More in class exercises and assignments should be arranged
More help sessions in the articles related to the course topics should be provided.
CE 201(51%) Further, students could be encouraged to solve extra problems and getting a
bonus
bonus
bonus
CE 203 (67%) Encourage students to solve practical problems during tutorials and home-works
Solve more engineering problems by giving more tutorials by availing the
CE 230 (56%)
online teaching strategies.
2 CE 305 (68%) Encourage students to solve more engineering problems.
bonus
CE 408(68%) Encourage students to solve more engineering problems using software.
CE 413(69%) More emphasis should be given on design and constraint details
CE 415(67%) More focus on engineering design under various constraints.
3 CE 351(60%) Extra guidance on reports and presentations will be given to students.
CE330(47%) provided. Further, students could be encouraged to solve extra problems and
getting a bonus
4
CE351(67%) Encourage students to read engineering code of ethics.
More assignment problems should be solved in the engineering ethics and
CE490(48%)
profession
5 CE318(67%) More in class exercises and assignments should be arranged
CE415(61%) More design examples and engineering problems using software should be given
6 CE351(60%) Provide more clear explanation of the assessment tool to the students.
Table 4-26: Schedule of the Continuous Improvement Processes for each Student Outcome
Assessment cycle
# SO
S-181 S-182 S-191 S-192 S-201
An ability to identify, formulate, and solve complex
1 engineering problems by applying principles of engineering, A, E A, E A, E, I A, E, I A, E, I
science, and mathematics.
An ability to apply engineering design to produce solutions that
meet specified needs with consideration of public health,
2 A, E A, E A, E, I A, E, I A, E, I
safety, and welfare, as well as global, cultural, social,
environmental, and economic factors.
3 An ability to communicate effectively with a range of A, E A, E A, E, I A, E, I A, E, I
audiences.
An ability to recognize ethical and professional responsibilities
in engineering situations and make informed judgments, which
4 A, E A, E A, E, I A, E, I A, E, I
must consider the impact of engineering solutions in global,
economic, environmental, and societal contexts.
An ability to function effectively on a team whose members
together provide leadership, create a collaborative and
5 A, E A, E A, E, I A, E, I A, E, I
inclusive environment, establish goals, plan tasks, and meet
objectives.
An ability to develop and conduct appropriate experimentation,
6 analyze and interpret data, and use engineering judgment to A, E A, E A, E, I A, E, I A, E, I
draw conclusions.
An ability to acquire and apply new knowledge as needed,
7 A, E A, E A, E, I A, E, I A, E, I
using appropriate learning strategies.
*A=Assessment, E= Evaluate, I=Improvement
C. Additional Information
Copies of any of the assessment instruments or materials referenced in 4.A and 4.B must be available for review at the time of the visit. Other
information, such as minutes from meetings where the assessment results were evaluated and where recommendations for action were made,
could also be included.
CE program has several paper-based documentations in the documentation display room. The following display materials will be available at
the time of the visit:
a. Course Folders for the most recent two semesters of course offering of each core course. Each binder contains course design data,
assessment data, SOs assessment, end of semester course assessment and improvement report for SOs, and student work samples with
attached outcome rubric, for the outcomes for which the course is considered as a key course.
b. Outcome Binders for each of the seven SOs. Each binder contains outcome definition, KPIs, performance targets, key courses,
analytic rubrics, end of semester SOs assessment and improvement reports of the key courses, annual SO assessment and
improvement report, and finally student work samples used to assess the SO evaluated using its analytic rubric.
c. Samples of Senior project reports, and posters.
d. Samples of summer training reports.
e. Samples and results of constituency’s survey.
f. Minutes of department Council meetings.
g. Minutes of Advisory board meetings
CRITERION 5. CURRICULUM
In this section, the Civil Engineering (CE) program curriculum is described, and is proven to satisfy the program's objectives and outcomes.
A. Program Curriculum
A detailed list of the courses offered in the program for the last two semesters is presented in Table 5.1. Each course is categorized as
required, elective or selected elective and the average number of students enrolled in each section is stated. There is only one curricular path
for the students. University of Hail uses semester-based system.
Table 5.1 Curriculum of the Bachelor of Science in Civil Engineering
Indicate whether Subject Area (Credit Hours) Last Two Terms the Maximum Section
Course (Department, Number, Title)
course is Required, Engineering Topics; Course was Enrollment for the
List all courses in the program by term starting with the Math &
Elective or a Check if Contains Offered: Year and, Last Two Terms the
first term of the first year and ending with the last term of Basic Other
Selected Elective by Significant Design Semester, or Course was
the final year. 1 Sciences
an R, an E or an SE. () Quarter Offered2
SEMESTER 1 – FRESHMAN FIRST SEMESTER
MATH 101 Calculus 1 R 4 191 / 192
PHYS 101 General Physics 1 R 4 191 / 192
ENGL 101 English Composition 1 R 3 191 / 192
CHEM 101 General Chemistry 1 R 4 191 / 192
ARAB 101 Arabic Language Skills R 2 191 / 192
PE 101 Physical Education 1 R 1 191 / 192
SEMESTER 2 – FRESHMAN SECOND SEMESTER
MATH 102 Calculus 2 R 4 191 / 192
PHYS 102 General Physics 2 R 4 191 / 192
ICS 103 Computer Programming in C R 3 191 / 192
ENGL 102 English Composition 2 R 3 191 / 192
IC 101 Intro to Islamic Culture R 2 191 / 192
CHEM 130 Basic for Environment Chemistry R 2
PE 102 Physical Education 2 R 1 191 / 192
SEMESTER 3 – SOPHOMORE FIRST SEMESTER
MATH 201 Calculus 3 R 3 191 / 192 24 / 12
CE 201 Statics R 3 191 / 192 85 / 35
CE 261 Surveying R 2 191 / 192 40 / 15
CE 215 Computer Graphics R 3 191 / 192 22 / --
XXX XXX Science Elective E 3 191 / 192 / --
ENGL 110 Writing Skills R 3 191 / 192
SEMESTER 4 – SOPHOMORE SECOND SEMESTER
ME 201 Dynamics R 3 191 / 192 14 / 23
CE 230 Eng. Fluid Mechanics R 3 191 / 192 24 / 41
MATH 202 Elem. Diff. Equations R 3 191 / 192
CE 203 Structural Mechanics R 3 191 / 192 52 / 56
EE 202 Fund. Of Elect. Circuit R 3 191 / 192
IC 102 Islamic and Society Building R 2 191 / 192
SEMESTER 5 – JUNIOR FIRST SEMESTER
CE 303 Structural Materials R 4 191 / 192 19 / 15
ARAB 102 Arabic Composition R 2 191 / 192 23 / 16
CE 330 Env. Eng. Principles R 3 191 / 192 30 / 17
CE 305 Structural Analysis I R 3 191 / 192 33 / 31
CE 318 Num. & Stat. Methods in CE R 3 191 / 192 15 / 15
GS XXX GS Elective R 3 191 / 192 14 / 10
SEMESTER 6 – JUNIOR SECOND SEMESTER
ISE 307 Eng. Economics R 3 191 / 192 7 / 27
CE 312 Introduction to CE Design R 1 191 / 192 7 / 20
CE 341 Transp. Engineering R 3 191 / 192 9 / 20
CE 343 Transp. Engineering LAB R 1 191 / 192 10 / 23
CE 353 Geotechnical Engineering I R 4 191 / 192 24 / 30
CE 3XX CE Elective I R 3 191 / 192 19 / 26 (CE315)
IC 103 Economic System in Islam R 2 191 / 192
SEMESTER 7 – SENIOR FIRST SEMESTER
CE 350 Cooperative Work Progress R 0 191 / 192
CE 351 Cooperative Work R 9 191 / 192 28 / 11
SEMESTER 8 – SENIOR SECOND SEMESTER
CE 421 Const. Meth. & Management R 3 191 / 192 11 / 27
CE 4XX CE Elective II E 3 191 / 192 12 / 24 (CE415)
CE 408 Steel Design R 3 191 / 192 11 / 26
CE 490 CE Seminar R 1 191 / 192 14 / 30
CE 413 Senior Design Project R 3 191 / 192 13 / 29
12 / 24 (CE455)
CE 4XX Option Elective E 3 12 192
0 / 3 (CE473)
IC 104 Basics of Political System in Islam R 2
TOTALS (in terms of semester credit hours) 34 76 23
Overall Total Credit Hours for Completion of Program 133
Percent of Total 25.56% 57.140% 17.29%
Total must satisfy Minimum Semester Credit Hours 30 Hours 45 Hours
minimum credit hours
1. Required courses are required of all students in the program, Elective courses (often referred to as open or free electives) are optional for students, and Selected
Elective courses are those for which students must take one or more courses from a specified group.
2. For courses that include multiple elements (lecture, laboratory, recitation, etc.), indicate the maximum enrollment in each element. For Selected Elective courses,
indicate the maximum enrollment for each option.
Instructional materials and student work verifying compliance with ABET criteria for the categories indicated above will be required during the campus visit.
A.1 Describe how the curriculum aligns with the program educational objectives
The Civil Engineering program at UOH College of Engineering serves society by graduating well-prepared professionals, who are provided
with an excellent education in Civil Engineering through a combination of theory and laboratory practice, and who are able to apply their
knowledge and transform their ideas into working systems. As depicted in Table 5.1, the civil engineering curriculum provides a good
balance between mathematics and basic sciences courses, civil engineering courses, and general education courses.
The civil engineering curriculum is designed to meet the ABET Accreditation requirements. It includes total of 133 credit hours (CH) and it
can be divided into four categories; mathematics & basic science courses with 34 CH which is equivalent to about 25.56 % (32 CH and 25 %
are needed), Engineering Topics with 76 CH which is equivalent to 57.14 % (48 CH and 37.5 % are needed), General Education (23 CH,
17.29 %), and college requirements courses (11 CH, 8.4 %). The goals of the CE program are achieved through a number of specific
educational objectives:
1. Graduates will be able to practice in the field of Civil Engineering and pursue postgraduate studies.
2. Graduates will be able to meaningfully contribute to the needs of various organizations to solve real world problems economically
and conduct themselves in an ethical manner.
3. Graduates will be able to function in team-oriented, open-ended engineering activities and attain leadership careers in engineering
practice.
4. Graduates will be able to continue learning through graduate or other professional education and obtain licensure where appropriate.
Table 5.2 maps CE courses to program objectives (PEOs)
Table 5.2: Program Educational Objectives

COURSES PEO1 PEO2 PEO3 PEO4
FIRST YEAR (Freshman)
MATH 101 Calculus I 
PHYS 101 General Physics I 
ENGL 101 English Composition I 
CHEM 101 General Chemistry I 
PE 101 Physical Education I 
IC 101 Intro. To Islamic Culture 
MATH 102 Calculus II 
PHYS 102 General Physics II 
ICS 103 Computer Programming in C 
ENGL 102 English Composition II 
ARAB 101 Arabic Languages Skills 
CHEM 130 Basic for Environment Chemistry 
PE 102 Physical Education II 
SECOND YEAR (Sophomore)
MATH 201 Calculus III 
CE 201Statics 
CE261 Surveying  
CE215 Computer Graphics   
GEOL 202 Applied Geoscience for Eng. (Science Elective) 
ENGL 110 Writing skills 
ME 201 Dynamics 
CE 230 Eng. Fluid Mechanics   
MATH 202 Elem. Diff. Equations 
CE 203 Structural Mechanics 
EE 202 Fund. Of Elec. Circuit 
IC 102 Islamic and Society Building 
THIRD YEAR (Junior)
CE 303 Structural Materials   
ARAB 102 Arabic Composition 
CE 330 Environmental Engineering Principles   
CE 305 Structural Analysis I 
CE 318 Num. & Stat. Methods in CE   
STAT 319 Statistics (GS Elective) 
GS 400 Energy Efficiency (GS Elective) 
ISE 307 Eng. Economics 
CE 312 Introduction To CE Design   
CE 341 Transp. Engineering   
CE 343 Transp. Engineering LAB  
CE 353 Geotechnical Engineering I   
CE 315 Reinforced Concrete I (CE Elective I)    
IC 103 Economic System in Islam 
FOURTH YEAR (Senior)
CE 350 Cooperative Work    
CE 351 Cooperative Work (Cont.)    
CE 421 Const. Meth. & Management   
CE 415 Reinforced Concrete II (CE Elective II)   
CE 408 Steel Design  
CE 490 CE Seminar   
CE 413 Senior Design Project    
CE 455 Foundation and Earth Structures Design (Option Elective)   
CE 473 Design and Operation of Water and Wastewater Treatment Plants
  
(Option Elective)
IC 104 Basics of Political System in Islam 
A.2 Describe how the curriculum and its associated prerequisite structure support the attainment of
the student outcomes
The alignment of the curriculum with the student outcomes is shown in Table 5.3 with the contribution of each program outcome towards
the outcomes (1, 2, 3, 4, 5, 6, 7). Form Table 3.1, it can be seen that all student outcomes are covered by the curriculum.
Table 5.3 Mapping of CE courses with student outcomes

ABET CE Student Outcomes Year / Semester
COURSES
1 2 3 4 5 6 7
MATH 101 (LEC) 1 1/1
COURSES
1 2 3 4 5 6 7
MATH 102 (LEC) 1 1/2
MATH 201 (LEC) 2 2/1
MATH 202 (LEC) 2 2/2
PHYS 101 (LEC+LAB) 1 1/1
PHYS 102 (LEC+LAB) 1 1/2
CHEM 101 (LEC+LAB) 1 1/1
CHEM 130 (LEC+LAB) 1 1/2
ENGL 101 (LEC) 1 1/1
ENGL 102 (LEC) 1 1/2
ENGL 110 (LEC) 2 2/1
IC 101 (LEC) 1 1/1
IC 102 (LEC) 1 2/2
IC 103 (LEC) 2 3/2
IC 104 (LEC) 2 4/2
ARAB 101 (LEC) 1 1/2
ARAB 102 (LEC) 2 3/1
PE 101 1 1/1
PE 102 1 1/2
ICS 103 (LEC+LAB) 1 1/2
ME 201 (LEC) 1 1 2/2
EE 202 (LEC+LAB) 1 1 2/2
GEOL 202 (LEC+LAB) 1 1 2 / 1 (elective)
STAT 319 (LEC+LAB) 1 1 3 / 1 (elective)
GS 400 (LEC+LAB) 1 3 / 1 (elective)
ISE 307 (LEC) 1 3/2
CE 201 (LEC) 1 1 2/1
CE261 (LEC) 1 1 1 2/1
CE215 (LEC) 1 1 2/1
CE 230 (LEC) 1 1 1 2/2
CE 203 (LEC) 1 1 2/2
CE 303 (LEC+LAB) 2 2 2 3/1
COURSES
1 2 3 4 5 6 7
CE 330 (LEC) 2 2 2 3/1
CE 305 (LEC) 2 2 3/1
CE 318 (LEC) 2 2 2 3/1
CE 312 (LEC) 2 2 2 2 3/2
CE 341 (LEC) 2 2 2 3/2
CE 343 (LAB) 2 2 2 3/2
CE 353 (LEC+LAB) 2 2 2 3/2
CE 315 (LEC+LAB) 2 2 2 3 / 2 (elective)
CE 350 Cooperative Work 3 3 3 3 3 Before 4th year
CE 351 Cooperative Work (Cont.) 3 3 3 3 3 4/1
CE 421 (LEC) 3 3 3 4/2
CE 415 (LEC+LAB) 3 3 3 4 / 2 (elective)
CE 408 (LEC+LAB) 3 3 4/2
CE 490 (LEC) 3 3 3 4/2
CE 413 Project LAB 3 3 3 3 3 3 4/2
CE 455 (LEC) 3 3 3 4 / 2 (elective)
CE 473 (LEC) 3 3 3 4 / 2 (elective)
A.3 Attach a flowchart or worksheet that illustrates the prerequisite structure of the program’s
required courses
Following is the curriculum alignment with PEOs and SOs, and the flowchart illustrating the pre-requisite structure to show the whole
program’s courses. It shows the Mathematics and Basic science prerequisite flow and the prerequisites associated with each of the courses.
Figure 5.1: CE Curriculum Alignment with PEOs
Figure 5.2: Pre-Requisite Flow Chart
A.4 Describe how your program meets the requirements in terms of

hours and depth of study for each subject area (Math and Basic
Sciences, Engineering Topics, and General Education)
specifically addressed by either the general criteria or the
program criteria
The main goal of the program is to teach students the fundamental knowledge associated with
civil engineering and provide hands-on experience that is applied to engineering design and
problem solving. This is achieved through building a sufficient knowledge base and analytical
capabilities so that graduates can continue to expand their knowledge. The core courses are
intended to provide a broad base so that graduates can continue to grow as professionals
throughout their careers. These core courses may be categorized as general civil engineering with
a code of CE. The progression in the flow of courses in which fundamental knowledge acquired
in earlier years is applied in later engineering courses ensures the achievement of these main
goals. Satisfaction of these goals also implies success in attaining the outcomes of the program.
The curriculum is designed to ensure that the students receive in depth civil engineering
knowledge and practical experience in the core civil engineering disciplines. In addition, the
students are required to study courses in mathematics, physical sciences, English language and
humanities. Furthermore, the curriculum offers a broad undergraduate education to develop
analytical skills and practical design knowledge that ensures long-term career flexibility.
Throughout its duration, the program delivers design and a laboratory experience as well as it
enhances teamwork and communication skills. Figure 5-3 shows the curriculum components of
CE program.
Figure 5-3: Curriculum Components of CE Program

A.4.1 Mathematics & Basic Sciences (34 CH)

Students in civil engineering program are required to complete extensive courses in mathematics
for graduation. Five mathematics courses, Math 101 (Calculus I, 4 CH), Math 102 (calculus II, 4
CH), Math 201 (calculus III, 3 CH), and Math 202 (Elem. differential equations, 3 CH). Students
receive many opportunities to apply mathematics throughout the curriculum, and so the required
mathematics courses should be considered foundational rather than representing students’ entire
exposure and experience with engineering mathematics.
Moreover, the required basic sciences content includes two courses in general physics (PHYS
101 with 4 CH and PHYS 102 with 4 CH), two courses in general chemistry (CHEM 101 with 4
CH and CHEM 130 with 2 CH), one course of Numerical & Statistical Methods in CE (CE 318
with 3 CH), and one science elective course of Applied Geoscience for Engineering (GEOL 202
with 3 CH).
Table 5.4 shows that basic science and math courses are pre-requisite courses for some
engineering topics.
Table 5.4: Pre-requisite mathematics & basic Sciences courses for engineering topics
Credit
Course Code Course Title Contact Hours Pre-requisites
Hours
ICS 103 Computer Programming in C 3 2Lec+3Lab MATH 101
CE 201 Statics 3 3Lec PHYS 101
CE 230 Eng. Fluid Mech. 3 3Lec MATH 102, CE 201
CE 203 Structural Mechanics 3 3Lec MATH 102, CE 201
CE 330 Environ. Eng. Principles 3 3Lec CHEM 130
CE 341 Transport Engineering 3 3Lec PHYS 101
CE 318, ENG 110 & senior
CE 351 Cooperative Work (Cont.) 9 9Lec
standing
A.4.2 Engineering Topics (76 CH)

Engineering topics consist of required, selected elective courses and senior design project (CE
413). All courses of the fourth year (Senior) are selected elective courses. Students of the fourth
year should choose two selected elective courses with total credit hours of 6 hours. Table 5.5
shows all selected elective courses of the civil engineering program.
Table 5.5: Selected elective courses

Course Credit
Course Title Contact Hours Pre-requisites
Code Hours
CE 315 Reinforced Concrete I 3 2Lec+3Lab CE 305
CE 415 Reinforced Concrete II 3 2Lec+3Lab CE 315
CE 455 Foundation and Earth Structures Design 3 3Lec CE 353
Course Credit
Course Title Contact Hours Pre-requisites
Code Hours
Design and Operation of Water and Wastewater
CE 473 3 3Lec CE 330
Treatment Plants
A.4.2.1 Cooperative work (9 CH)

All students in the CE department are required to work full-time at well established companies
for a period of 28 weeks in the first semester of the fourth year. This internship training program
provides to the students’ hands-on work experience in their field of study before taking up their
senior design project and graduating. With this internship program, students are exposed to real-
world work situations that, in addition to providing them with the necessary practical experience,
allow them to really appreciate and understand how things are done in their chosen field of
study. In order to fulfill the experiential learning objectives of the Coop program, students are
required to work full-time at an approved private/public company or establishment and are not
allowed to register any other course while in training. During this period the intern should
assume a wide range of responsibilities and tasks. Of particular importance are the following
types of learning experiences, which reflect the coop objectives:
 Industrial and Technical Skills – The intern should observe, learn and actively
participate in the planning, design, development and implementation of projects of
ample technical content. The employer should make realistic expectations as to what
the intern can and cannot do, allowing him to learn and be ready before asking him to
take charge of his own tasks.
 Administration and Management – The employer should provide the intern with
practical experience in employing routine administrative skills, techniques and
practices. Interns should gain experience in a variety of the employer’s operations,
including but not limited to: accounting, financial management, planning, program
development, public relations, research, marketing, maintenance risk management, and
human resources.
 Organization, Evaluation and Supervision – The intern should participate in
experiences that involve the organization, evaluation and supervision of programs, as
well as personnel where this is appropriate. Site Supervisors are encouraged to assign
interns to take active roles in special projects.
To register for their Coop training program, students must meet the following criteria:
1. be currently enrolled in a good standing at University of Hail.
2. have a cumulative Major GPA of 1.0 or above.
3. have completed by the end of the current semester at least 85 credit hours.
4. have completed all Freshman and Sophomore courses (1xx and 2xx).
5. have completed the department prerequisites courses.
After completing the required training duration, the students are evaluated based on their
professional, technical and communication skills competencies.
A.4.2.2 Senior Design Project (3 CH)

Students are required to function on multidisciplinary team to design a system, component, or
process to meet desired needs within realistic constraints. A standard engineering design process
is followed including the selection of a client defined problem, literature review, problem
formulation (objectives, constraints, and evaluation criteria), generation of design alternatives,
work plan, preliminary design of the selected alternative, design refinement, detailed design,
design evaluation, and documentations. Students are required to communicate, clearly and
concisely, the details of his design both orally and in writing in several stages during the design
process including a final public presentation to a jury composed of several subject-related
professionals.
 By-Laws of Senior Year Project
A senior year project by-law is a set of written rules and regulations on how to create conduct
and control activities of the Senior year project stakeholders. The by-law is written by members
of the Civil Engineering (CE) Senior Year Project Committee and approved by the CE
Departmental Council.
The Project Stakeholders are:

1. University of Hail,
2. College of Engineering,
3. Department of Civil Engineering,
4. Senior Year Project Committee Members,
5. Senior Year Project Students,
6. Faculty Senior Year Project Supervisors,
7. Members of the Project Examination
Panel. Senior Year Project Committee members are:

1. The Project Coordinator,
2. A Faculty Member,
3. A Faculty Member,
4. A Student Representative.
The committee members are proposed by the CE departmental council and approved by the
College of Engineering council.
The Project Examination Panel members are:

1. The Panel Chairman
2. A Faculty Member
3. The Project Supervisor
The panel members are proposed by the Senior Year Project Committee for each project.
Although students are free to propose their own ideas for a project and to then find a faculty
member willing and able to serve as a supervisor, students will be offered to work on projects
conceived by CE department faculty members. In either case, it is recommended that a project
proposal form be filled in and submitted to the Senior Year Project Committee coordinator by
the end of week 11 of the Spring semester, for projects to be conducted in the following Fall
semester, and by the end of week 11 of the Fall semester, for the projects to be conducted in the
following Spring semester. The proposals will be then circulated by emails among the all CE
department faculty members for duration of up to a week for their approval. Once approved, the
projects proposals will be presented by the faculty members and discussed with the students in
an open session. The projects proposals are then offered to students for up to two weeks to
express their prioritized choices. Distribution of the projects will be based on students’
prioritized choices according to their GPAs. By the end of week 15 of the current semester,
students should be informed of their assigned projects.
Final Assessment – Week 15

A student is supposed to submit written and oral reports that will include a comprehensive
description of the methods used and the integrated steps employed. With the results, discussion,
abstract, conclusion, references, tables and figures, a proper final report will normally require at
least 50 pages. Improper spelling or grammar will not be tolerated; papers with many such errors
will be returned for revisions, and result in a worse grade. The report should be in a single-
column, 1.5 spaced full-page format. It is preferred (but not requirement) that figures and similar
be interspersed in the text as in a journal article: they may also simply appear at the end. The
report should be written for an audience of other reasonably well informed senior-level civil
engineering majors. There should be enough background material for the reader to understand
where the current work fits in with the research field in general. The report should be as long as
necessary – and no longer.
A student is required to give a 20-minute Oral presentation of the project to the Project
examination panel. A final grade will be assigned by the Senior project committee after the final
report has been evaluated and the student has made an oral presentation.
All relevant senior projects documents (surveys, proposal forms, assessment sheets and project
reports; etc.) are maintained in the senior project folder at the CE quality room.
A.4.2.3 Laboratory experience

The civil engineering program contains 9 CE courses with labs which correspond to a total credit
hour of 26 CH. These courses are summarized in Table 5.6.
Table 5.6: CE courses with labs (23 CH)

Course Code Course Title Credit Hours Contact Hours
ICS 103 Computer Programming in C 3 2Lec+3Lab
CE 261 Surveying 2 1Lec+3 Lab
CE 215 Computer Graphics 3 2Lec+3Lab
CE 303 Structural Materials 4 3Lec+3Lab
CE 343 Transp. Engineering LAB 1 0Lec+3Lab
CE 353 Geotechnical Engineering I 4 3Lec+3Lab
CE 315 Reinforced Concrete I 3 2Lec+3Lab
CE 408 Steel Design 3 2Lec+3Lab
CE 415 Reinforced Concrete II 3 2Lec+3Lab
A.4.3 General education and other requirement courses (21 CH + 2

CH)
This category of courses includes the humanity and social complements the technical content of
the curriculum and are consistent with the program and institution objectives. General education
provides good opportunities for improving the writing and communication skills of the student
and also introduces the student to the set of values (social, ethical, economic, political and
physical education) that the community upholds. Civil engineering students complete 23 credit
hours of general and other requirement courses in areas of Islamic culture, Arabic,
Communication skills, and English language. Table 5.7 illustrates the general educational and
other requirement courses.
Table 5.7: General education and other requirement courses

Course Credit Contact
Course Title Pre-requisites
Code Hours Hours
General education courses (14 CH)
ENGL 101 English Composition I 3 3 -
ENGL 102 English Composition II 3 3 ENGL 101
ENGL 110 Writing skills 3 3 ENGL 102
ARAB 101 Arabic Languages Skills 2 2 -
ARAB 102 Arabic Composition 2 2 -
IC 101 Intro. To Islamic Culture 2 2 -
IC 102 Islamic and Society Building 2 2 -
IC 103 Economic System in Islam 2 2 -
IC 104 Basics of Political System in Islam 2 2 IAS 201
Other requirement courses (11 CH)
PE 101 Physical Education I 1 2 -
PE 102 Physical Education II 1 2 -
A.5 Describe the major design experience that prepares students for
engineering practice. Describe how this experience is based upon
the knowledge and skills acquired in earlier coursework, and
incorporates appropriate engineering standards and multiple
design constraints
A collective design experience is reflected at senior level in the senior design project course
CE413. The senior design project is a comprehensive course that integrates various components
of the curriculum in a comprehensive engineering design experience complied with the relevant
standards under certain design constraints. It incorporates the design or design study of a
complete project starting from specifications, drawing, hardware or software implementations, to
writing up a project report or thesis. The major intended learning outcomes are to:
1. Apply principles of engineering, science, and mathematics to perform the relevant
calculations, analysis, and implement the design (SO # 1)
2. Define the concepts of performed experiments and data analysis (SO # 6)
3. Ascertain multiple alternative designs and their impacts (SO # 2)
4. Understand problems in their area of specialization using research-based knowledge to
provide valid conclusions. (SO # 7)
5. Understand and learn the techniques and tools required to search for information and
develop the skills for lifelong learning. (SO # 7)
6. Carry out, as a team, Civil engineering design and develop leadership quality. (SO # 5)
7. Effectively present to different kinds of audiences (SO # 3)
8. Use modern mathematical and statistical techniques to analyze and interpret data (SO #
6)
In addition to the major design experience gained by the senior level students in senior projects,
the CE students are pre-prepared for such comprehensive design projects by practicing simple
design processes and subject projects as shown in the following table.
Table 5.8: Design Courses Experiences throughout the Curriculum

Course
Course Title Design Content
Code
Estimate how to locate the centroids and the moments of inertia for simple,
CE 201 Statics
composite and geometric areas.
Use of computer as a tool using AutoCAD for drawing complex engineering
CE 215 Computer Graphics
drawings, with an understanding of the limitations.
1. Design the pipe networks
CE 230 Eng. Fluid Mechanics
2. Design open channel flows
Evaluate alternative designs with an understanding of their impact on the
CE 203 Structural Mechanics
Structure elements
1. Determine the proportions of all ingredients of the concrete mixes.
CE 303 Structural Materials 2. Estimate stresses in concrete and steel due to variation in temperature and
shrinkage of concrete.
Course
Course Title Design Content
Code
Environmental Design concepts of Water treatment supply, Wastewater treatment, Coagulation

CE 330
Engineering Principles and Flocculation tanks, Sedimentation tanks, Filtration tanks.
1. Calculate the internal forces of the different types of structures.

2. Draw shear and moment diagrams for statically determinate structures of
CE 305 Structural Analysis I beams and frames.
3. Determine and draw the influence lines of statically determinate
structures.
Introduction To CE
CE 312 Design safety and economical design in civil engineering issues.
Design
1. Geometric Design of Highways.

Transportation 2. Pavement Design Procedure and Measuring Pavement Quality and
CE 341
Engineering Performance.
3. Design Traffic Volumes and Level-of-Service Determination.
Transportation Design signal timing plan for an intersection using the Time Budget
CE 343
Engineering LAB Concept.
Geotechnical Estimate stresses distribution in a soil mass and evaluate soil settlement and
CE 353
Engineering I shear strength parameters of soils.
Design of Reinforced Concrete structures (beams, one-way solid slabs, columns,
CE 315 Reinforced Concrete I
and isolated footings.
1. Design of steel tension members

2. Design of steel compression members
CE 408 Steel Design
3. Design of steel frame connections
4. Design of steel beams
CE students use knowledge gained in civil engineering design and analysis
CE 413 Senior Design Project courses to solve an open-ended problem and achieve a workable solution to
design a complete system.
Design of Reinforced Concrete structures (two-way solid slabs, flat slabs,
CE 415 Reinforced Concrete II
long columns, and combined footings
A.6 If your program allows cooperative education to satisfy curricular

requirements specifically addressed by either the general or
program criteria, describe the academic component of this
experience and how it is evaluated by the faculty
The students are enrolled in the cooperative training program before the senior semester for a
period of 28 weeks. The training is carried out either in the government or private sectors. At the
end of training, each student must prepare a detailed final report which will be orally examined
by a special committee of faculty professors. Moreover, the CE department regularly arranges
field visits to training locations during the running of the cooperative program to ensure the
students are benefiting from their training and the companies are satisfied with the progress of
the trainees and seek feedback from these companies. There is a dedicated cooperative
committee in the department dedicated to manage the CE coop program.
All relevant CE COOP programs (CE 350 & CE351) documentations such as the mechanism of
choosing and distributing the students among the companies, the monthly reports, the site-
advisor evaluation reports, the mid-point and final reports and the assessment mechanisms are
available in the CE 351course folder at the CE quality room. Key partners in the coop program
are: ARAMCO, Bin-LADEN, …, etc.
The main learning outcomes of the cooperative training program are to:
1. Define the concepts of performing site tests and laboratory experiments. (S #6)
2. Recognize the influence of social, economic, ethical and environmental issues on the civil
engineering applications. (S #4)
3. Outline the concepts and legal requirements of risk management and the safety in the
civil engineering applications. (S #4)
4. Outline the particular responsibilities as a team leader of specific areas or
multidisciplinary environments. (S #5)
5. Use effective presentation skills to present effective show of his work by using a formal
language regulation and answering questions from the audience. (S #5)
Research effectively in both orally and in written form using appropriate media, on complex
engineering activities with the engineering community and society at large. (S #7).
A.7 Describe the materials (course syllabi, textbooks, sample student

work, etc.), that will be available for review during the visit to
demonstrate achievement related to this criterion. (See the 2020-
2021 APPM Section II.G.6.b.(2) regarding display materials.)
Supporting materials to document detailed content of the curriculum will be collected and
available for review during the site visit. Physical items such as textbooks will be present in the
college library room. Samples of student works from many courses will display performance at
high, medium and low levels will be available. Student reports (for CE 413 and CE 351) will be
included. Other material of interest may be arranged by request.
B. Course Syllabi
A syllabus for each course used to satisfy the mathematics, science, and discipline-specific
requirements required by Criterion 5 is provided in Appendix A.
CRITERION 6. FACULTY
A. Faculty Qualifications
The Civil Engineering program has 12 full-time faculty members, this includes, 5 associate
professors, 6 assistant professors. All the 12 faculty members hold a PhD degree. Most of the
faculty members are graduated from well reputed international universities and registered with
international engineering bodies. The civil engineering program faculty is divided in three
options i.e. Option1 (Structures, materials and construction), Option 2 (Transportation and
geotechnical engineering) and Option 3 (Water resources and environmental engineering). The
ample research and teaching experience of the faulty members, stands out the CE program. The
vast teaching experience of the faculty members, helps to cover all the courses according to the
curriculum.
In order to fulfill the future needs, civil engineering program also have 05 Teaching assistants,
all of them are on study leave to pursue post graduate degrees including MSc and PhD.
All faculty members of CE program are also the standing members of departmental council and
variety of departmental committees. Faculty members are also actively involved in different
committees at college level. The head of department is de facto member of the college council.
Table 6.1 presents the qualification of CE program members. Detailed CVs are provided in
Appendix B.
110
Table 6-1. Faculty Qualifications Name of Program: BSc Civil Engineering

Years of Level of Activity4
Experience H, M, or L
summer work in industryConsulting/

Type of Academic Appointment2 T, TT,
Professional Registration/ Certification
Professional Organizations
Professional Development
Govt./Ind. Practice
FT or PT3
This Institution
Rank 1
Highest Degree Earned-
Faculty Name
Teaching
Field and Year
NTT
Dr. Belkacem Achour Ph.D.- CE Structural Engineering-1990 ASC NTT FT 3 29 10 AEC L H M
Dr. Mabrouk Touahmia Ph.D.- CE Geotechnical Engineering-1991 ASC NTT FT -- 30 11 AGS L M L
Dr. Mustapha Boukendakdji Ph.D. -CE Civil Engineering-1990 ASC NTT FT 1 28 11 L H L

IEB,
Dr. Enamur Latifee Ph.D.-CE-2013 ASC NTT FT 1 12 3 M H L
EIT,
PCI
Dr. Abderrahmane Ouazir Ph.D. -CE -2000 ASC NTT FT 1 15 3 -- L M L
Dr. Walid Khalifa Ph.D.- CE Water Resources -2002 AST NTT FT 1 21 11 EES M H L
Dr. Mirza Cyrus Ph.D.- CE Water Resources -2005 AST NTT FT 0 11 3 PEC M M M
Dr. Ahmed Al-Naghi Ph.D.- CE Structural Engineering-2018 AST NTT FT 5 7 2 -- M H L

ATMR
Dr. Hatem Gasmi Ph.D. -CE Geotechnical Engineering-2014 AST T FT 5 9 5 H M H
ISRM
CP
Dr. Nagui William Ph.D. – CE Structural Engineering-2004 AST NTT FT 15 7 5 M M H
Eng.
Dr. Tayyab Butt Ph.D. –CE Environmental-2010 AST NTT FT 2 10 5 PEC M M L
111
Dr. Nawaf Alnawmasi PhD. – CE Transportation AST TT FT 0 0 0 - NA NA NA
Instructions: Complete table for each member of the faculty in the program. Add additional rows or use additional sheets if necessary.
Updated information is to be provided at the time of the visit.
1. Code: P = Professor ASC = Associate Professor AST = Assistant Professor I = Instructor A = Adjunct O = Other
2. Code: TT = Tenure Track T = Tenured NTT = Non Tenure Track
3. At the institution
Professional registration/certification
AEC: Algerian Engineering Council

EES: Egyptian engineering Syndicate
PEC: Pakistan engineering Council
IEB: Institute of Engineers Bangladesh
PCI: Precast/Prestressed Concrete Institute
EIT: Engineer in Training
ISRM: Institute of strategic risk management
ATMR: ATMR: Association Tunisienne de la Mécanique des Roches
The level of activity, high, medium or low, should reflect an average over the year prior to the visit plus the two previous years.
112
B. Faculty Workload
The standard workload for faculty is 40 hours per week of teaching or equivalent service.
Equivalent service can be research, administrative duties, and service to the University,
Kingdom, community, or a professional society. In civil engineering program, on the average
teaching load pertains to two courses in addition to labs, supervising senior year projects and co-
operative work. Furthermore, approximately 15 to 20 students are assigned to each faculty
member for academic advisory.
Each faculty members must have 6 to 8 office hours in his schedule to address student queries.
The timings of the office hours are displayed on the office door. Table B-1* shows the
departmental committees.
Table B-1 Departmental Committees

No. CE Committee Faculty Members
Academic Committee (development,
1 Dr. Achour, Dr. W. Khalifa, Dr. Boukendakdji, Dr Gasmi, Dr. Touahmia
Assessment, Evaluation) - PDAEC
2 Senior project committee (Dr. Latifee) +All faculty members
3 Scientific Research Dr. Ouazir, Dr. Achour, Dr. Boukendakdji, and all faculty members.
4 Laboratories Dr. Al-Naghi, Dr. Latifee, Dr. Gasmi, Dr. Tayyab Butt, Dr. W. Khalifa
5 Examination committee (Dr. Latifee) +All faculty members
6 Website Dr. Mirza
7 Academic Registration Dr. Boukendakdji, Dr. Ouazir, Dr. Achour
Dr. Nagui William, Dr. Dr. Tayyab Butt, Dr. Gasmi, Dr. Touahmia, Dr.
8 Cooperative Training
Mirza, Dr. Belkacem Achour
9 Academic Advisory and Failing Dr. Ouazir +All faculty members
Students
10 Library, Books and IT Dr. Boukendakdji, Dr. Touahmia, Dr. W. Khalifa
11 Senior Projects (Dr. Latifee) +All faculty members
12 Alumni Students Dr. Ouazir, Dr. Nagui
13 Skills Development Unit Dr. Gasmi, Dr. Mirza
Community relationship committee
14 Dr. Nagui William, Dr. Al-Naghi
headed by a community liaison officer
Faculty Affairs Committee
15 Dr. Touahmia, Dr. Achour, Dr. Boukendakdji
(Recruitment and
promotion)
16 Student Activities Dr. Al-Naghi, Dr. Gasmi
17 Program Budget Committee Dr. Achour, Dr. W. Khalifa, Dr. Touahmia
18 Postgraduate / TA Committee NA
The advising of undergraduate students and the development of new course/laboratory materials
or offerings can also be a part of the overall workload. New faculty members are usually
assigned reduced teaching loads for first semester depending on a variety of factors. However,
many faculty members have activated research programs and other obligations such as student
113
advising, writing, committee service, and public and/or administrative service. The time that a
faculty member devotes to these activities varies from individual to individual and from one
semester to another. The final assignments that constitute a faculty member’s total load each
semester are usually the result of negotiations among the faculty member, the department chair,
and the dean (when appropriate). The standard teaching load distribution is as follows:
a) Professor: 10 credit hours.
b) Associate Professor: 12 credit hours.
c) Assistant Professor: 14 credit hours.
d) Lecturer: 16 credit hours.
114
Table 6-2. Faculty Workload Summary Name of Program: BSc Civil Engineering
Program Activity Distribution3 % of Time
Faculty PT 2 Devoted to
Classes Taught (Course No./Credit Hrs.) Term and Year Research or
Member or FT1 Teaching Other4 the
Scholarship Program5
CE-203- Lec(3Cr) [121-2020/2021], CE-413-Lab(3Cr) [142-201], CE-201-Lec(3Cr) [111-
Dr. Belkacem 40%*
FT 112], CE-318-lab(1Cr),Lec(2Cr), [112-152], CE-305(3Cr)-CE-230 (3Cr)-[173], CE-351- 35% 25% 100%
Achour (HOD)
Lab(2Cr) [132-192]
CE 201-Lec(3Cr) [111-201], CE 353-Lec(3Cr) Lab(1Cr), [113-201], ARE 212 Lec(3Cr) 30%*
Dr. Mabrouk
FT [114], QEM 518 Lec(3Cr) [162-201], QEM 602 Lec(3Cr) [162-201], QEM 517 Lec(3Cr) 40% 30% Vice- 100%
Touahmia
[191-201], CE 351-Lab(9Cr) [151-201] Dean
CE-303-Lec(3Cr), CE-303-Lab(1Cr) [121-2020/2021], CE-201-Lec(3Cr) [111-161]), CE-
Dr. Mustapha
FT 203-Lec(3Cr) [151-2020/2021], CE-305-Lec(3Cr) [141-161], CE-315-Lec(2Cr) [171- 40% 25% 35%* 100%
Boukendakdji
020/2021], CE413-Lab(3Cr) [142-2020/2021], CE351-Lab(2Cr) [132-162]
CE-318-Lec(2Cr), CE-318-Lab (1Cr), CE-215-Lab(1Cr), CE-315-Lab(1Cr),[S201, 2020-
Dr. Enamur
FT 21], CE-318-Lec (2Cr), CE-318-Lab (1Cr), CE-315-Lab(1Cr), STAT 319 Lec (2Cr), CE 35% 25% 40%* 100%
Latifee
413-SenDesign (3 Cr.) [S192, 2019-2020]
Dr.
CE-415-Lec(2Cr), CE-415-Lab (1Cr), CE-312-Lec(1Cr), CE-215-Lec(2Cr), CE-215-Lab
Abderrahmane FT 35% 25% 40%* 100%
(1Cr)
Ouazir
CE-201-Lec (3Cr) [141, 151, 152, 161, 162, 171, 172, 181, 191, 192, 201, 202]
CE-215-Lec (3Cr) [101]
CE-230-Lec (3Cr) [101, 112, 121, 122, 131, 132, 141, 142, 151, 152, 161, 162]
Dr. Walid CE-312-Lec (1Cr) [142, 171]
FT CE-330-Lec (3Cr) [111, 112, 121, 122, 131, 132, 172, 181, 182, 191, 192, 201, 202] 35% 25% 40%* 100%
Khalifa
CE-351-Lab (9 Cr) [121, 132, 141, 142, 152, 161, 172]
CE-413-Lec (3Cr) [122, 131, 132, 141, 142, 151, 152, 161, 162, 172, 181, 182]
CE-490-Lec (1Cr) [131, 132, 151, 152, 161, 171, 172, 181, 182, 191, 192, 201, 202]
Dr. Mirza CE 201 - Lec (3Cr), CE 230 - Lec (3Cr), CE 421 - Lec (3Cr), CE 351 Cooperative work (3
FT 40% 25% 35%* 100%
Cyrus Cr), [201- 2020/2021]
Dr. Ahmed Al- CE-303-Lab(1Cr), CE-353-Lab(1Cr), CE-353-Lab(1Cr), CE-413-SenDesign (3Cr) [192]
FT 35% 25% 40%* 100%
Naghi CE-303-Lab(1Cr), CE-303-Lab(1Cr), CE-353-Lab(1Cr), CE-353-Lab(1Cr)) [201]
Dr. Hatem CE 341/3, CE 343/1, CE 413/3, CE455/3 [191-2019/2020]
FT 35% 20% 45% 100%
Gasmi CE 341/3, CE 343/1, CE 351/3, CE455/3 [192-2019/2020]
115
Program Activity Distribution3 % of Time

Faculty PT 2 Devoted to
Classes Taught (Course No./Credit Hrs.) Term and Year Research or
Member or FT1 Teaching Other4 the
Scholarship Program5
Dr. Nagui CE -305- Lec(3Cr)– CE-408- Lec (3Cr) – CE408-Lab – CE 415(3Cr) – CE315 (Cr3)– CE
FT 50% 25% 25% 100%
William 351(9Cr)- CE413(3Cr)
Dr. Tayyab CE-261-Lec(1Cr), CE-261-Lab(1Cr), CE-101-Lec(1Cr), CE-101-Lab(1Cr), CE-473(3Cr)
FT [192], CE-261-Lec(1Cr), CE-261-Lab(1Cr), CE-101-Lec(1Cr), CE-101-Lab(1Cr) [192] 35% 25% 40%* 100%
Butt
Dr. Nawaf
FT Newly recruited. He hasn’t taken load yet. NA NA NA NA
Alnawmasi
*Administrative work, including departmental and college committees.

1. FT = Full Time Faculty or PT = Part Time Faculty, at the institution
2. For the academic year for which the Self-Study Report is being prepared.
3. Program activity distribution should be in percent of effort in the program and should total 100%.
4. Indicate sabbatical leave, etc., under "Other."
5. Out of the total time employed at the institution.
116
C. Faculty Size
The Civil Engineering program has 12 full time faculty members for teaching the offered
courses, this includes associate professors, assistant professors and lectures. On demand
department also ask for the teaching assistance from other engineering departments to teach
closely related courses. All faculty members are also involved in undergraduate advising and
supervision.
The program also has a position of course registration coordinator for sophomore, junior and
senior levels and a dedicated registration coordinator for freshman year. The role of these
coordinators is to facilitate the students during the course registration process and process the
students requests and complaints.
CE program also has a position of Co-operative work (COOP) coordinator. He is responsible to

interact with the industry and find the internship placements for the students who are registered
in CE-351. COOP coordinator is also responsible to track the performance of students in
industry. This is usually done by the biweekly report submitted by the student duly signed and
evaluated by the site supervisor.
Faculty members are encouraged whenever possible to attend teacher training courses and
workshops to improve their teaching skills. All teaching materials and facilities are provided to
the faculty members. Staff members are encouraged to get in contact with other academic
institutions or experts to learn about the latest developments in the field of civil engineering and
improve and update their teaching methods. The deanship of quality and development (DQD)
provides training seminars to assist improvement in teaching skills. In addition, CE department
carries out surveys to get important feedback comments from students, employers, faculty
members and external experts in the field of civil engineering. Faculty members are encouraged
to attend training courses, conferences and workshops to develop and present their research. Also
to participate in faculty supported and industry related research projects. The UOH Deanship of
Research provides funding and support for faculty research projects. EE program members have
access to highly specialized research databases (journals, periodicals, and conference
proceedings). Furthermore, opportunities have been provided for joint research work with
experts from national and international institutions.
New faculty members are given an induction session by the head of the department and provided
with the necessary guidance materials that outline all the procedures, rules and regulations that
govern academic life in the department/college/university. A department mentor (usually the
head of the department or a senior faculty member) is assigned to advise and help the new
faculty member.
In order to evaluate and improve the professional development of faculty members, well-
established evaluation procedures have been developed. An annual performance self- evaluation
form is filled in by each faculty member. This form is submitted to the departmental chairman
for evaluation. Chairman does the evaluation of each faculty member based on the following
criteria:
 Teaching Activities
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 Research and development activities

 Community service activities
The head of department uses the annual evaluation round to review the new faculty member’s
progress and sets improvement targets. This annual faculty evaluation is an important tool that
helps the faculty member as well as the upper management of the department to judge his overall
performance based on well-recognized criteria and guidelines. The faculty member is informed
about his overall performance on a periodic basis after the evaluation of his performance, in strict
confidentiality, by the department head, college dean and the Faculty Affairs Committee.
Comments and points of strength and weakness are typically recorded in the committee’s report.
D. Professional Development
All civil engineering program faculties are actively involved in research and most of them
secured several internal and external research grants. Also, CE members attend different
professional development courses offered by the DQD. CE faculties are constantly publishing
quality research papers in international journals and also participating in international
conferences. In a nutshell civil engineering department faculty members play leadership, as
Chairs, Co-Chairs, Organizers of Technical Sessions, Editor, Co-Editor of various Journals, and
Reviewer for Refereed Papers etc. roles in professional societies. Civil engineering department
faculties are very active in professional societies and are frequently called upon to give keynote
lectures and to organize technical sessions at professional society meetings. The current
achievements of distinct faculty members are summarized in the following sections.
Dr. Belkacem Mohamed Achour, currently the chairman of CE program. He is the most senior
member of CE program, having experience of nearly 30 years. He has been vigorously involved
in research and professional activities. He is deeply involved in program development and
evaluation. In the last few academic years he has conducted many workshops and seminars on
the use of software for the analysis and design of various structures as well as delivering
seminars on various topics such as the behavior of steel and concrete structures subjected to fire
loads. Furthermore, he has won five research grants in the last five years and published several
international journal papers.
Dr. Mustapha Boukendakdji is currently working as associate professor in CE program. I

earned a PhD degree and a MSc in Civil Engineering from the University of Leeds, U.K. in
1990. He is also coordinator of registration and member of academic advisory committee of CE
program. He is profoundly involved in CE program development activities. During current
academic year, he is involved in three research grants and published two international journal
papers.
Dr. Walid Khalifa, is the CE program and ABET coordinator. He is profoundly involved in CE
program development activities. He is a member of Academic Committee, and Program
Development Assessment and Evaluation committee. During current academic year he has
published six international journal papers in water quality and water resources. He has
participated in five international conference where he represented CE department and presented
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his research papers. He has been granted a teaching excellence award in 2019 from dean of
engineering college. He has participated more than forty training courses and workshops in
program quality.
Dr. Mabrouk Touahmia, is one of the distinct researchers in CE department. During the current
academic year (2019-2020) he published 8 international journal papers. He has been acting as a
Vice-Dean of the College since 2017. His academic career has revolved around experimental and
numerical aspects of soil-structure interaction and soil reinforcement, and has taught
geotechnical engineering subjects widely at both undergraduate and postgraduate levels.
Dr. Tayyab Ashfaq Butt, is an Assistant Professor in the Department of Civil Engineering at
the University of Hail (UOH), Kingdom of Saudi Arabia. He is an accomplished educator and
researcher, who has been teaching since 2010. In current academic year he has published six
international journal papers. He has 32 paper publications in total including 20 peer-reviewed
journal papers, 7 conference papers and one book.
Dr. Cyrus Raza Mirza, is the currently working as assistant professor in CE program & head of
department website committee, coordinator of freshman exams, skills development unit &
assessment unit & quality control inspector. He is an active supervisor of COOP (Co-Operative
Training) Committee. During current academic year, he has published 4 international (Q1/Q2
ranked) journal papers.
Dr. Nagui William, is an academic member of civil program and the coordinator of cooperative
training. He has published five researches in structural engineering in international journals and
holds a chartered professional registration in structural engineering in Australia. He recently
applied for promotion to the rank of associate professor.
Dr. Hatem Gasmi, is one of the prominent faculty members, with major in geotechnical
engineering. In current academic year, he has published five international journal papers. Dr.
Hatem is also director of quality unit in directorate of project and maintenance & operation of
Hail University. He has more than 15 years’ experience in Geotechnical Engineering and
scientific research and has contributed to nearly 20 projects as an engineer (Deep foundation, soil
reinforcement, Marine structures). During current academic year he has published 5 international
journal papers.
Dr. E. R. Latifee, is an Associate Professor in the Department of Civil Engineering at the

University of Ha’il (UoH), Kingdom of Saudi Arabia. He is an accomplished educator and
researcher, who taught at four universities in three different countries. He authored five books
(on materials, structural analysis, etc.). His Ph.D. research became a standard code in the
USA- AASHTO T 380-18. He has 23 paper publications including 13 peer-reviewed journal
papers and 10 conference papers.
Dr. Abderrahmane Ouazir, is Associate Professor in CE department. He has extensive

experience in teaching undergraduate and postgraduate courses in various civil engineering
subjects. He supervised more than 20 masters and PhD theses. His fields of interest are structural
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design, seismic analysis and performance of Structures., and authored numerous articles and
conference papers in these topics. Abderrahmane OUAZIR is member of scientific research
council of College of Engineering (COE) and member of COE Strategic plan 2020 committee.
He is also coordinator of alumni follow-up and academic advisory committees of CE program.
Dr. Ahmed Abdullah Alawi Al-Naghi, is currently working as assistant professor in CE

program. He is heading Laboratory Committee, Student Activity Committee and Volunteer
Committee in CE department. He is also a member of the department's Academic Accreditation
& Quality Committee and Student Advisory Committee. In current academic year, he has
published one international journal paper. He is profoundly involved in several program
evaluation and development activities.
Dr. Nawaf Alnawmasi, received his B.S. degree in Civil Engineering from University of Hail,
Hail, Saudi Arabia, in 2013. He received his M.S. degree in Civil Engineering from the
University of South Florida in 2017. Dr. Alnawmasi earned his Ph.D. degree in Civil
Engineering (Transportation) from the University of South Florida in 2020. He had been
involved in several research projects in the Department of Civil and Environmental Engineering
during his Ph.D. journey. His research goal for contributing to the transportation field is focusing
on the application of econometric and statistical methods to the analysis of highway safety and
transportation economics and safety. He has published several research papers in the peer-
reviewed journals and presented his research work in Transportation Research Board (TRB)
99th annual meeting.
The resumes in Appendix B, further describes the details of all recent professional development
activities for each faculty member.
E. Authority and Responsibility of Faculty

The CE program chairman and faculty members are responsible for program development and
quality. Also all faculty members are involved in evaluation of CE program. Any changes and
updates in the program are approved by the department council, college council and then
university academic council.
A program coordinator has been assigned for the BSc Civil Engineering, who is responsible for
all program related activities. Furthermore, each course has been assigned with a course
coordinator, who is responsible for running the course. Course coordinator is also responsible for
maintaining and updating the course file. At the end of semester, the all course files are checked
and approved. Also these course files are inspected by the deanship of Quality every semester.
By the end of the semester all courses are also evaluated by the students. The student’s feedback
is evaluated by the course coordinator and program coordinator, on the basis of student’s
evaluation necessary corrective actions are done.
The overall monitoring and improvement of the teaching quality and faculty progress is the
responsibility of department chairman. On the basis of the progress of each faculty member, the
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chairman award a grade to each faculty member at the end of each academic year. The CE
department has 17 departmental committees which are responsible performing and monitoring
tasks related to the program. The recommendation of each committee is discussed in
departmental meeting and corrective actions are performed accordingly.
On individual basis each faculty member is expected to devote time and effort to teaching
activities, such as: Periodical update of the courses and syllabi: this includes mapping the course
outcomes against the program outcomes and the corresponding assessment of achieving the
program outcomes as coordinated by the program self-assessment committee.
Development, organization, and testing of laboratories equipment and other activities associated
with courses.
 Communicating with students through Blackboard.

 Assigning HW on a regular basis.
 Posting solutions for HW, quizzes, and exams.
 Grading of the exams, quizzes, papers, and projects that are used to assess students.
 Development and updating of new laboratory experiments needed to meet new
departmental requirements or a new curriculum.
 Advising and mentoring of students.
 Supervising students during cooperative training and final year project.
CE program is running under the college of engineering, which is headed by Dean of the college.
All recommendations and decisions taken by the CE program council are further discussed in
college council. Dean of the college further approve any changes related to EE program.
Furthermore, Dean is also responsible to take administrative and academic decisions related to
CE program.
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CRITERION 7. FACILITIES1
A. Offices, Classrooms and Laboratories

The College of Engineering (COE) is located on Al Khota Road in Building 14 of the University
of Hail Main Campus. It was established in the academic year 2005/2006 and currently offers 8
undergraduate programs. The COE is a three-story building which hosts facilities for different
engineering majors. The CE department is located in a three-story building which contains the
offices for the Department Head and faculties, classrooms and laboratories.
Offices
The Head of Civil Engineering department office is located on the second floor of the COE
Building#14, room S90.
The offices of the faculty members are located on the second floor, rooms S57, S58, S59, S61,
S62, S63, S64, S65, S67, S68, S69, S70, S71, S73, S74, S75, S76, S77, S79, S80, S91, S92, S93,
S94, S96, S97, S98, S101, S102, S118, S119, S133, S134, S144, S149. In general, one faculty
member has office. The office has adequate furniture, laptop and wired/wireless internet
connection. All faculty members share a printer machine, HP LaserJet 5200 UPD PCL 6 to print
out documents. The average office size is adequate to receive students to discuss all matters.
When a need arises, there is a seminar room (S81) with a round table to hold departmental
meetings, thesis defenses and the like. Department council meetings are held in room S82 and
the files of quality and development work are kept in room S99. There is also a room (S100) for
academic advising and its files.
Classrooms
Ten Classrooms, with a capacity of 20 chairs, are located in the first floor (rooms F97, F98, F99,
F100, F101, F102, F103, F104, F105 and F106). Besides, the room F111 can accommodate up to
35 students and rooms F112, F113 and F117 can accommodate up to 45 people lecture-style
seating arrangement. These rooms are also used as conference rooms for faculty members and
students. They are equipped with a laptop, a projector, a mobile screen, two mobile microphones,
two loudspeakers and all needed equipment.
Most CE program courses are now held in the fourteen classrooms that are mediated and
equipped with white boards, multimedia projectors with a separate white screen to help faculty
members in conducting their classes and students to present their projects. Classrooms are
1
Include information concerning facilities at all sites where program courses are delivered.
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centrally air-conditioned with the ability to adjust the temperature. Thanks to the availability and
the quality of classrooms, the CE department has not faced any problems in scheduling classes at
times convenient to students. Internet access to both students, faculty members and guests is
available through a wireless LAN network covering the whole College. Classrooms location and
capacity are shown in the table below.
Table 7.1 Classrooms location and capacity.
Floor Room Capacity (Number of students) Area (m²)
97 20 38.3
98 20 36.5
99 20 40.5
100 20 40.5
101 20 40.5
102 20 40.5
103 20 40.5
First Floor (FF) 104 20 40.5
105 20 40.5
106 20 35.1
111 35 65.3
112 45 108.8
113 45 106
117 45 109.4
Laboratories
According to CE Program outcomes, students will model, analyze, design, and experimentally
evaluate components. The department has 5 laboratories used for instructional activities.
Instructional laboratories feature modern equipment and computer-aided design tools that are
more than adequate for most undergraduates. Nevertheless, many students take advantage of
state-of-the-art research facilities to support their project work.
The Civil Engineering Laboratory facilities are located on the ground floor: G73, G133, G150,
G158 and G162. These labs meet the needs of the program. They cover the topics of Structural
Materials, Geotechnical Engineering, Surveying, Highway and Airport Materials and Hydraulic
Systems Design. Further, there are two computer labs which are located on the first and ground
floors: F118 and G167. These labs serve courses that require programming software tools.
Material Lab: This lab serves the core course CE 303 (Structural Materials). It involves
determination of normal consistency and setting time of cement paste, direct compressive
strength of cement mortar, sieve analysis of fine and coarse aggregate, specific gravity and
absorption capacity of fine and coarse aggregate, unit weight and voids in aggregate, resistance
to degradation of small size coarse aggregate, slump of concrete, air content of concrete and
compressive strength of cylindrical & cube concrete specimens.
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Geotechnical Lab: This lab serves the core course CE 353 (Geotechnical Engineering I). In this
lab, students perform experiments on soil including sieve analysis, moisture content, liquid limit,
plastic limit, standard and modified Proctor compaction, specific gravity, permeability, direct
shear, unconfined compression and tri-axial compression.
Surveying Lab: This lab serves the core course CE 261 (Surveying). In this lab, the students
learn theory and practice of land surveying and develop skills to use modern survey instruments.
They learn to measure horizontal distances using tape, calculate area of a polygonal piece of
land, tape across obstacles, calculate elevation of points using various levelling techniques and
perform closed loop levelling.
Asphalt Lab: This lab serves the elective course CE 440 (Highway and Airport Materials). In
this lab, students can perform experiments on asphalt including specific gravity of semi-solid
bituminous material, loss on heating of oil and asphaltic compound, penetration of bituminous
material, softening point of bituminous material, Flash & Fire Points of Bituminous Material
(Cleveland Open Cup Method), …, etc.
Hydraulics Lab: This lab serves the elective course CE 438 (Hydraulic Systems Design). In this
lab, the students perform pressure gauge calibration, flow visualization on laminar flow table,
meta centric height determination of a floating body, Bernoulli’s theorem demonstration, flow
over notches & through flow measurement apparatus, energy losses in bends and fittings friction,
hydraulic Jump, impact of jet, Reynolds demonstration.
Computers Labs: These two labs serve courses that require programming software tools such as
CE 215 (Computer Graphics), CE 318 (Numerical & Statistical Methods), CE 315 (Reinforced
Concrete I) and CE 415 (Reinforced Concrete II). There are 20 Computers in each lab equipped
with the relevant software packages.
7.2 Laboratories size, capacity and function.

Courses Lab capacity
Lab area
No. Lab Name Location Purpose served by students/
(m²)
Lab session
Testing physical and
1 Material G 158 mechanical properties of CE 303 20
260.6
cement, concrete and
aggregates
Testing physical, mechanical
2 Geotechnical G 150 CE 353 20 260.6
properties of soil
Learning theory and practice of
3 Surveying G 162 CE 261 20 127.4
land surveying
Testing physical, mechanical
4 Asphalt G 133 CE 440 20 246.6
properties of asphalt
Learning theories and
5 Hydraulics G 073 applications of fluid & CE 438 20 382.5
hydraulics
6 Computes F 108 Learning graphics, numerical CE 215 20 87.5
and structural analysis CE 318
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CE 315
G 167 20 87.5
CE 415
For safety purposes, all labs have the following equipment installed:
1- Fire extinguisher.
2- First aid kit.
B. Computing Resources
There are two computers labs available for academic purposes. Each one has 20 PCs. Every
session has less than 20 students present, which mean the availability of at least one PC for each
student in a session. In addition, a PC is available for the lab instructor. PCs are HP with LCD
monitors, optical mouse and keyboard. Computer lab is equipped with a data show, with
software packages installed for students to use. Access to computer lab are timetabled according
to classes schedule at the beginning of each term, free time slots are left for students to come in
and work on their own projects.
Computers labs are strictly used for educational purposes and access the university ICONNECT
portal, Monday-Thursday (8:00 – 16:00), to register, send/receive emails, check their classes
and grades, join into group discussions and the like. These machines provide access to industry-
standard design software packages. College of Engineering has a wireless network that gives
students access to UNIX-based software that is maintained on university servers. Additionally,
the department has support to install, maintain, and manage departmental hardware, software,
and networks.
Software Packages (AutoCAD and many other student version software) are available on the
computers. The software is utilized in different courses such as CE215, CE318, CE315, CE415
and other classes that require general software usage such as MS Office suite.
C. Guidance
Each lab is displayed with safety instructions. Open lab sessions are supervised by instructor to
ensure proper use of equipment and that safety rules are being complied with. During lab
sessions, the instructor helps students carry out their experiments. He answers any question
students may have regarding current running experiment; he collects and grades reports
documenting students’ results and comments on each experiment. A lab instructor is always
present to provide students with equipment and/or tools they may need. Lab computers are
supervised by IT professionals, helping students using the labs with any technical issue that
might face them.
The students are guided in the following ways:
 Written instructions in the form of lab manuals
 Practical demonstrations in person
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 Extensive training
D. Maintenance and Upgrading of Facilities

Laboratory coordinator maintains laboratory equipment and supplies. Each lab is supplied by a
log book. Any faulty equipment is reported by faculty members in the log book with date name
and serial number. Once the equipment is fixed the instructor completes the log book by date
and signing the form.
E. Library Services
Following the agreement signed between the University of Hail and the Saudi Digital Library
(SDL), which is one of the most prominent forms in supporting UoH, where it provides
sophisticated information services, as well as providing digital information resources in various
forms, and making it accessible to faculty staff, researchers and students. It provides the largest
gathering of e-books in the Arab world offering more than 310.000 e- books in full text in
various scientific specializations. The faculties and students have access to the world's major
providers of scientific, technical, and medical information and online versions of many journals
of more than 300 global publishers such as Elsevier, Springer, Pearson Wiley, Taylor & Francis,
McGraw- Hill Yell University, Oxford University, Harvard University.
The UoH library website is: http://libsys.uoh.edu.sa:2048/login. The access to the different e-
facilities is free to all faculty and students. The faculty's access to e-library services is identical
to the university's e-mail access mechanism. The mechanism of entering the university students
are identical to the mechanism of access to the banner system.
F. Overall Comments on Facilities

The Instructional, Computing, Laboratory, and Library facilities are well suited to serve their
purpose. These facilities are provided to safely accomplish the program educational objectives
and provide an atmosphere conductive to learning. Excellent classrooms, laboratories and
associated equipment are available to foster faculty-student interaction and to create a climate
that encourages professional development and professional activities. Computing and
information infrastructures are in place to support the instructional and scholarly activities of
the students and faculty.
The University Office performs annual safety audits of each building. The audits include
offices, classrooms, laboratories, and building utilities (electricity, water, sewer, heat/ac, fire,
etc.). Each program must maintain records of maintenance and calibration of equipment owned
by and used by the program. This includes office equipment (copiers, fax machines, scanners,
and printers) and laboratory equipment.
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To ensure Engineering laboratories are safe, the program laboratory instructor performs random
safety audits of each laboratory throughout each semester. Reports are provided to the
responsible faculty member with a copy to the program chairperson.
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CRITERION 8. INSTITUTIONAL SUPPORT
A. Leadership
The chairman assumes a considerable managerial responsibility. Dr. Belkacem Mohamed
Achour has been serving as department chair since 2015. He reports directly to the Dean of
College Dr. Abdulaziz Alghamdi. The chairman is responsible for securing top quality resources
for the department and for creating a convenient atmosphere for making the best use of the
department resources. As a faculty member, the chairman’s responsibilities include also the same
tasks as a regular faculty member, such as teaching, research, and student advising. The
departmental council provides a forum for communications and discussions between the faculty
members.
B. Program Budget and Financial Support

UOH is a public university. The main source of funding for all aspects of the academic life is the
government of the Kingdom of Saudi Arabia. This even includes paying for students’ tuitions
and monthly allowance.
The administration collects budget requests for education, research, and other administrative
needs. The vice rector solicits budget requests from the individual departments. The departments
heads meet with the vice rector to provide input on budget requests and needs. Based on these
recommendations, allocation of funds for approval for the upcoming fiscal year is arranged by
the vice rector. The departmental budgets are in turn the fundamental units of the academic
budget of the whole institution.
The following are among the operation costs that are covered by the university’s budget and are
directly related to the department:
 Salaries, wages and benefits of all faculty and staff
 Educational Resources
 Laboratory Equipment
 Miscellaneous
Category Budget (SR) Budget (USD)

Salaries 3284431.9 875848.5
Educational Resources budget allocated from
Labs Equipment central budget on
Miscellaneous requirement basis
Total
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Laboratory budget requests are submitted by the faculty member responsible for the laboratories
on an annual basis as part of the Planning and Program Review process. The recurring budget is
for instructional (both classroom and laboratories) support and for professional development
activities.
C. Staffing
Program Staff. The Civil Engineering program has an excellent personnel support that includes
an administration director and twelve faculty members. One full-time newly graduated doctor is
responsible for maintaining the equipment in all of the common laboratories and works under the
direct supervision of the program chairperson. All staff members have opportunities to attend
and participate in several training courses, workshops each academic year.
Institution Support Staff. The Office of Information Technology (IT) supports faculty
computing needs. Staff members associated with IT department also supports program
assessment through the installation and maintenance of web-based surveys.
D. Faculty Hiring and Retention

Process for Hiring New Faculty Members
The process of hiring a new qualified faculty member in the department of CE is one of the most
important tasks and is conducted according to the Ministry of Education regulations. The
procedure is taken seriously and the main steps can be summarized as follow:
1. Based on the academic department needs, the university announces a vacancy on the
university website with detailed instructions on requirements and how applications can be
submitted.
2. All applications files are referred to the faculty affairs deanship for preparations and
arrangements.
3. Prepared files are sent to the CE department which evaluates and studies them.
4. Non suitable applicants will be emailed with a polite rejection letter whereas those
deemed suitable are called for interviews which can be either in person or video
conferencing.
5. The interview committee is composed of three members formed by the dean of the
engineering college. The committee decision will be as follows:
 If the majority of the committee members consider an applicant unsuitable for
employment, the application is returned back to the faculty affairs deanship, which
will send a polite rejection letter to the candidate.
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 If the majority of interviewers consider the applicant suitable for the job, the
committee recommendation is sent from the department to the dean for approval.
6. The file is transferred to the dean of faculty affairs and then to the Vice Rector for
recommendation with rank and salary.
7. The file with recommendations is referred to H.E. Rector of Hail University Prof. Khalil
AL-Ibrahim for a final decision which will be directed to the faculty affairs deanship for
implementation.
Strategies to Retain Current Qualified Faculty

The University believes that a faculty member is the heart of a strong undergraduate program
and seeks to retain all qualified faculty members through professional development, a transparent
tenure and promotion process, a sabbatical program, administrative support staff and student
graders, attractive facilities, and competitive benefits (health and life insurance, retirement
planning, etc.). Also, the university offers some benefits such as a tax-free salary with
transportation, accommodation allowances, medical insurance and round-trip air tickets once a
year for the employee and family members to their country of origin.
E. Support of Faculty Professional Development

University of Hail ensures that substantial resources to support the improvement of faculty
members are available. This is provided in numerous forms such as:
 The University offers all faculty members variety of free training courses. This is in order
to improve the quality of teaching and research skills. These workshops and seminars are
organized by the Development and Quality Deanship to enhance the modern educational
tools and other soft skills such as efficient communication and leadership.
 Faculty members are encouraged and financially supported to attend and participate in
professional scientific meetings such as conferences and workshops to meet different
researchers and scientists around the world.
 Grants for writing scientific books.
 Research funding by the university are available.
 External research grants are obtainable through governmental agencies such as King
Abdulaziz City for Science and Technology (KACST) and other funding organizations.
 Each faculty member has an opportunity to obtain one year-sabbatical leave after at least
five years of serving, or after a previously taken sabbatical leave. This opportunity is
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given in order to establish relations with, and conduct research at, international well-
known Universities and institutions to develop the research skills of the faculty members.
PROGRAM CRITERIA
Lead Society: American Society of Civil Engineers
These program criteria apply to engineering programs that include “civil” or similar modifiers in
their titles.
1. Curriculum
The curriculum must provide both breadth and depth across the range of engineering science,
computer science, and engineering design topics implied by the title and objectives of the
program.
The curriculum must include design, analysis, operation and improvement of integrated systems
that produce or supply products or services in an effective, efficient, sustainable and socially
responsible manner.
The curriculum must utilize real-world experiences and business perspectives.
The curriculum must include the topical areas of productivity analysis, operations research,
probability, statistics, engineering economy, and human factors.
2. Faculty
The program must demonstrate that faculty members who teach core civil engineering courses
have an understanding of professional practice and maintain currency in their respective
professional areas.
The Civil Engineering program vision and mission are consistent with both the Engineering
College and UOH mission statements. The Vision of the Civil Engineering Department is to
establish itself as a center of excellence for higher education, research and related activities in all
sub-areas of Civil Engineering, and in service to the public with emphasis on national relevance,
international recognition through innovation and creativity. The mission of the CE Department is
to provide excellent engineering education that is conductive to talent and creativity and based
on scientific knowledge, state of the art research, and expertise to serve the community in a
professional and ethical manner.
Student admissions, transfer, enrolment and re-enrolment are centralized and carried out by the
UOH Deanship of Admission and Registration according to “the undergraduate study and
examination regulations & the UOH rules for their implementations”.
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The CE Students are required to meet program requirements and follow all policies and
procedures of UOH, and the CE regulations which are published in the CE department’s website
(http://www.uoh.edu.sa/Subgates/Faculties/CM/Departments/Civil/Pages/Default.aspx), and
explained clearly during the orientation week at the beginning of each semester.
The follow up of CE students' progress can be controlled by the academic advisors. Numerous
monitoring procedures are implemented to ensure satisfactory student progress: academic
advisor reports are provided after each major exam, and academic warnings issued electronically
for defaulted students by the banner system. The suitable remedy actions are taken accordingly.
The processes for revising, updating, assessing and evaluating the Program Educational
Objectives are mainly done by the CE Program Development, Assessment and Evaluation
Committee (PDAEC), which brings input from several constituencies, including direct methods
(exams) and indirect methods such as Faculty Surveys (FS), Alumni Surveys (AS), Employer
Surveys (ES), -students’ surveys: Course Evaluation Survey (CES), Students Experience Survey
(SES) and Program Experience Survey (PES). Also, Aptitude test is carried out internally or by
external examiners each semester.
Based on the latest employers’ survey, the average weightage value given in Table 2.5 and
Figure 2-1, is 3.36 (out of 5), which represent 67% of employers’ satisfaction with the CE PEOs.
Although this level of employers’ endorsement of CE PEOs is encouraging, the CE department
would like to increase constituencies’ approval of the aforementioned PEOs.
Therefore, the department has undertaken process of reviewing the existing PEOs. The revised
PEOs are finalized (Article 4 in Criterion 2) and will be used in all the future surveys.
The PDAEC committee is empowered to make appropriate curriculum adjustments after DC
approval, and it offers suggestions to instructors for improvements. For all quantitative
assessments, the PDAEC Committee has set a score of 70% or higher as the desired passing
score for each outcome. Lower scores will warrant corrective action. Maintenance procedures are
also proposed for achieved outcomes. The SOs and PEOs assessment and evaluation methods
with the proposed continuous improved strategy are detailed in criteria 3 and 4. To update the
CE continuous improvement process, we keep getting regular feedback from faculty, PDAEC,
department council, student advisory council, external advisory board, alumni and employers.
Moreover, an annual aptitude exam is held locally as well as a national test is organized by the
KSA National Center for Engineers to assess our student outcomes. All students attend the local
aptitude exam at their senior year and most of them attend the national test. These tests prepare
the CE graduates well equipped with the skills necessary to achieve the student outcomes and
consequently the program educational objectives within a few years of graduation.
The CE curriculum is designed to have the CE engineering courses (required, elective and
selected elective CE courses) necessary to analyze and design complex civil engineering
problems as detailed in criterion 5. Beside the CE engineering courses, the CE curriculum
includes Numerical and statistical methods, appropriate to the CE program (CE 318). The CE
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curriculum also includes mathematics through differential and integral calculus (Calculus 1, 2 &
3, Elements of differential equation). Also, science subjects are included such as general physics
101 & 102 and general chemistry 101& 130.
Our program satisfies the breadth requirement by addressing the foundational areas of civil
engineering across 76 credit hours taught by department faculty that represents 57.14% of the
total (133 credits) curriculum. A strong emphasis is placed on mathematics and basic sciences
(34 credits or 25.56% of the total CE curriculum), which are foundational requirements for the
Civil Engineering discipline. Breadth is also demonstrated in the spread of CE courses observed
across our program educational objectives (PEOs) achievement matrix as seen in Table 5.2. For
depth, senior level selected electives (9 credits) are relied together with the closing senior design
project (CE 413).
In the Senior Design Project course, students design complex civil engineering structures such as
reinforced concrete and steel buildings, culverts, retaining walls, roads, etc.). Relevant standard
Software tools are often used for the design.
A sampling of recent examples of these senior projects include the following:
 Design of Reinforced Concrete Underground and Elevated Water Tanks.
 Design of a Hotel having twelve-stories and a basement using ETABS and SAFE.
 Exhibition Hall Design Project.
 Design of Reinforced concrete box culvert with two vents.
 Design of Industrial Reinforced Concrete Structure – Concrete Frames with a gantry
crane 10-ton capacity for workshop and offices with a total area of 800 Sq.m.
 Design of Commercial Steel Structure – Steel Frames and Mezzanine Floor.
To help the CE students attain the planned outcomes, the following additional practices are
adopted:
 Emphasize self-learning in certain courses (e.g., project-based learning, reading or
research assignments).
 Encourage attendance in seminars, lectures and professional; development courses.
 Implement active learning strategies in cornerstone and capstone design courses.
 Encourage involvement in professional societies (Saudi Society of Engineers).
133
ACCREDITATION POLICIES AND PROCEDURES MANUAL
Safety is of prime importance at the College of Engineering, University of Hail. Several

measures are taken to ensure that the environment in labs and workshops is safe and conducive
for the students. All labs are locked with keys to ensure that only authorized personnel can
access the laboratories.
College of Engineering building has an excellent Building Management System for HVAC &
fire systems. The building is routinely maintained by the University Maintenance Department.
Any complaints with regards to maintenance, safety etc. is lodged to the Maintenance
Department through an online portal. Upon receiving the complaint, the Maintenance
Department visits the concerned area to rectify the problem.
Signage
Appropriate signs and posters have been placed outside and inside all labs to remind the students
about the safety precautions required to be taken. Safety rules and emergency procedures have
also been placed at all appropriate places.
General Safety Rules and Precautions
At the start of each lab course, the instructor briefs the students about the safety precautions
required the course of semester for that particular lab. All lab experiments are conducted only in
the presence of the instructor. Wherever necessary the use of personal protective equipment
(PPE) such as eyewear, gloves and lab coat are must. Besides as mentioned earlier, necessary
signage has also been placed inside the labs to remind the students about the safety precautions.
These actions ensure that students are well aware of the safety rules before engaging in hands-on
lab activities.
Administration Department of the College ensures that all areas are cleaned regularly. For this
purpose, dedicated teams have been deployed.
First Aid Boxes
First aid boxes with necessary items have also been placed at all appropriate places.
134
APPENDICES
APPENDIX A – COURSE SYLLABI
Please use the following format for the course syllabi (2 pages maximum in Times New Roman
12 point font)
1. Course number and name
2. Credits, contact hours, and categorization of credits in Table 5-1 (math and basic science,
engineering topic, and/or other).
3. Instructor’s or course coordinator’s name
4. Text book, title, author, and year

a. other supplemental materials
5. Specific course information

a. brief description of the content of the course (catalog description)
b. prerequisites or co-requisites
c. indicate whether a required, elective, or selected elective (as per Table 5-1) course
in the program
6. Specific goals for the course

a. specific outcomes of instruction (e.g. The student will be able to explain the
significance of current research about a particular topic.)
b. explicitly indicate which of the student outcomes listed in Criterion 3 or any other
outcomes are addressed by the course.
7. Brief list of topics to be covered
135
APPENDIX A – COURSE SYLLABI
CE CORE COURSES
CE 201
CE 203
CE 215
CE 230
CE 261
CE 303
CE 305
CE 312
CE 318
CE 330
CE 341
CE 343
CE 351
CE 353
CE 408
CE 413
CE 421
CE 490
136
DEPARTMENT OF CIVIL ENGINEERING

COURSE SYLLABUS
CREDITS / CONTACTS
COURSE TITLE CODE
LEC LAB Total
3 0 3
STATICS CE 201
CONTACT HRS: 3
Pre-requisites: PHYS 101
Co-requisites: NIL
Course Role in Curriculum Required or Elective: Required

Math & Basic Sic /
Categorization of Credits Egg Topic
Egg Topic / Other
Catalogue Description:
Basic concepts and principles of mechanics; vector algebra; equilibrium of particles in two and
three dimensions; definition of moment and couple; reduction of systems forces; equilibrium
of rigid bodies; statically determinate structures including beams, trusses, frames, and
machines; internal forces; shear force and bending moment diagrams in beams; friction and its
applications, centroid and center of gravity of lines, areas, and volumes; moment of inertia and
radius of gyration.
Instructor’s Name & Contact Information:

Dr. Walid Khalifa
Room B14-S-068
E-mail: w.khalifa@uoh.edu.sa
Textbooks:
 Pearson Education Inc. Singapore, 14th Edition in SI Units, Engineering Mechanics:
Statics, R.C. Hibbeler, 2017.
References:
 J. L. Meriam and L. G. Kraige, ‘Engineering Mechanics: Statics (V.1), 7th edition,
Wiley 2012.
 R. C. Hibbeler, Engineering Mechanics: STATICS (SI Edition), Prentice Hall 2004.
 F. P. Beer and E. R. Johnston, ‘Vector Mechanics for Engineers: Statics (V.1), 3rd SI
edition, TMH, 1998.
Supplemental Materials:
137
Students using computer
Course Learning Outcomes:

4. Define statics problems involving concurrent and non-concurrent 2D and 3D force
systems writing the free body diagrams and using the equilibrium equations. (SO # 1)
5. Recognize mechanical structures (trusses and frames) to determine support reactions
and internal forces exerted on their structural members. (SO # 1)
6. Describe statics problems involving frictional forces using laws for dry surfaces and flat
belts. (SO # 1)
7. Memorize how to locate the centroids and the moments of inertia for simple, composite
and geometric areas. (SO # 1)
8. Plan the basic concepts and skills that form the foundation for structural and mechanical
design. (SO # 2)
9. Develop the ability to understand and analyze static forces problems on a variety of
structures and engineering applications. (SO # 2)
10. Show the fundamentals of critical thinking and evaluate students’ confidence and
competence in solving problems regardless of difficulties. (SO # 1)
11. Calculate the statics problems using the mathematical tools. (SO # 1)
Student Outcomes addressed by the course: (Put a  sign)
1 2 3 4 5 6 7
 
Brief List of Topics to be Covered:

1 General Principles
2 Force Vectors
3 Equilibrium of a Particle
4 Force System Resultants
5 Equilibrium of a Rigid Body
6 Structural Analysis
7 Internal Forces
8 Friction
9 Center of Gravity and Centroid
10 Moments of Inertia
Date of preparation: 25 August 2020

Date of review: 04 February 2021
138

COURSE SYLLABUS
CREDITS / CONTACTS
COURSE TITLE CODE
LEC LAB Total
3 0 3
STRUCTURAL MECHANICS CE 203
CONTACT HRS: 3
Pre-requisites: CE 201 (statics)
Co-requisites: NIL

Math & Basic Sic /
Egg Topic / Other
The department is committed to providing highest quality education in Civil engineering,

conducting world-class basic and applied research, addressing the evolving needs of industry
and society, and supporting the development of more competitive and new industry in the
Kingdom of Saudi Arabia.
Concepts of stress, strain, and constitutive relations; stress and deformation of axially loaded
members; thermal stresses; pressure vessels; energy concepts; torsion of circular and thin-
walled sections; shear and bending moment diagrams in beams; elastic bending and shear
stresses in beams; combined loadings; stress transformation; bending moment-curvature
equation; deflection of beams.

Dr. Belkacem Mohamed Achour
Room S-090
E-mail: b.achour@uoh.edu.sa
Textbooks:
 Mechanics of Materials, R.C. Hibbeler, 8th Ed. SI edition, Prentice Hall, 2011
. References:
 Mechanics of Materials, Ferdinand Beer, Jr., E. Russell Johnston, 7th Ed. McGraw-
Hill, 2014.
 Mechanics of Materials, James M. Gere , Barry J. Goodno., 8th Ed., CL Engineering,
2012.
Available on Blackboard
139
1. Define the principles, concepts and theories of science in civil engineering. (SO # 1)
2. Recognize the principles of structural mechanics. (SO # 1)
3. Evaluate alternative designs with an understanding of their impact on the proposed
solutions. (SO # 2)
4. Design solutions for complex engineering problems in their area of specialization using
principles of mathematics and engineering sciences. (SO # 2)
5. Show the creativity to find new ways to solve problems. (SO # 2)
1 2 3 4 5 6 7
 

Introduction to Mechanics & Definitions of Stress in Deformable Bodies / Average Normal
1
Stress / Shear Stress, factor of safety; structural design
Definition of Strains, Stress-Strain Diagrams, Hooke’s Law; Material Behaviour; Young’s
2
modulus and Poisson’s Ratio
Deformation of Axially Loaded Members, Statically Indeterminate Problems: Design
3
Applications; thermal strains and stresses
4 Circular Shafts (Deformation & Torsion Formula) / Transmission Shafts and Gears
5 Angle of Twist / Statically Indeterminate Shafts / Torsion of Solid Non-Circular Sections
Twisting of Thin-Walled Closed Sections (TWCS) / Twisting of TWCS. (cont'd); Design
6
Applications
7 Stresses in thin-walled Pressure Vessels & Combined loadings using superposition concept.
Transformation of Plane Stress & Principal Stresses / Mohr’s Circle (Plane Stress) / Mohr’s
8
Circle (cont'd); Design Applications
9 Beam Bending Deflection; Moment–Curvature Equation

140

COURSE SYLLABUS
CREDITS / CONTACTS
COURSE TITLE CODE
LEC LAB Total
2 1 3
Computer Graphics CE 215
CONTACT HRS: 5
Pre-requisites: ICS 103
Co-requisites: NIL

Math & Basic Sic /
Egg Topic / Other
Basics of Engineering Drawing, Free hand sketch, Section views, Third View Projection,
Auxiliary views, Isometric View, Reinforced Concrete elements (Beam, columns, stairs and
footings), AutoCAD drawing.

Dr. Abderrahmane Ouazir
Room B14-S134
E-mail: Ab.ouazir@uoh.edu.sa
Textbooks:
Textbook of Engineering Drawing, K. Venkata Reddy 4th Edition, 2016.
References:
 AutoCAD software
 Educational websites such as AutoCAD basics by tutorial45.com.

1. Recognize the principles of civil engineering drawings. (SO #2)
2. Outline learning skills and techniques for effective communication with peers and the
community at large and how to be an effective member of a team. (SO #2)
3. Develop the innovative ideas sketches and produce diagram from alternate options. (SO
#2)
4. Use of computer as a tool using AutoCAD for drawing complex engineering drawings,
with an understanding of the limitations. (SO #2)
5. Show the responsibility for their self-learning, which requires the use of the tools of
search for new information. (SO #2)
141
6. Assess to be able to communicate effectively in oral and written form. Illustrate the
effective presentations to different kinds of audiences for the project design. (SO #3)
1 2 3 4 5 6 7
 

1 Basics of Engineering Drawing
2 Third View Projection
3 Isometric View
4 AutoCAD 2D, Basic Commands
5 Dimensioning: principles, execution, methods of indicating dimensions
6 Basics of Engineering Drawing
7 Third View Projection
8 Isometric View
9 AutoCAD 2D, Basic Commands


COURSE SYLLABUS
142
CREDITS / CONTACTS
COURSE TITLE CODE
LEC LAB Total
3 0 3
Engineering Fluid Mechanics CE 230
CONTACT HRS: 3
Pre-requisites: MATH 102 & CE 201
Co-requisites:
Math & Basic Sic /
Course Role in Curriculum Egg Topic
Egg Topic / Other
The department is committed to providing highest quality education in Civil Engineering,

conducting world-class basic and applied research, preparing young graduates to become a
civil engineer whose role is to establish and maintain the structural and infrastructural systems
in the Kingdom of Saudi Arabia and abroad.
Furthermore, Identify and obtain values of fluid properties and relationship between them &
understand the principles of continuity, momentum, and energy as applied to fluid motions.
Recognize these principles written in form of mathematical equations & apply these equations
to analyze problems by making good assumptions and learn systematic engineering method to
solve practical fluid mechanics problems.

Dr. C. Raza Mirza
Room B14 - S-074
E-mail: cy.mirza@uoh.edu.sa
Textbooks:
 Engineering Fluid Mechanics, authored by C. Crowe, D. Elger, B. Williams, and J. Roberson
(9th Edition-2010)
References:
 Lectures will be given in power point presentations. Lecture notes will be available on
the web with enough material to cover the topics that will be given during that week.

1. define the fundamental knowledge of mathematics to modelling and analysis of fluid
flow problems in civil engineering. (SO # 1)
2. Recognize the theoretical and practical design concepts of pipelines, reservoirs, and
open channels. (SO # 1)
3. Describe the differential equations and linear algebra required to analyze and design
reservoirs, dams, open channels, and pipelines using Newton’s law equations, Euler’s
equations, Continuity equations, Momentum equations, and Energy equations. (SO # 1)
143
4. Plan the basic concepts and skills that form the foundation for structural design of dams,
reservoirs, pipelines, and open channels. (SO # 2)
5. Develop the memory skills to recognize the usage of Euler’s equations, Continuity
equations, and Momentum equations and also in Momentum equations with energy
equations. (SO # 2)
6. Evaluate Teamwork Reports of Hydrostatic forces on dams, Reservoirs, pipelines, and
open channels. (SO # 3)
7. Show the creativity to find new ways to solve problems. (SO # 2)
8. Illustrate the ability to communicate effectively in oral and written form. (SO # 1)
9. Evaluate effective reports and design documentation. (SO # 1)
1 2 3 4 5 6 7
  

1 Fluid Properties
2 Fluid Statics
3 Fluid Kinematics
4 Fluid Dynamics
5 Conservation of Momentum
6 Open Channel Flow
7 Pipe flow and friction losses
8 Flow Measurements


COURSE SYLLABUS
CREDITS / CONTACTS
COURSE TITLE CODE
LEC LAB Total
144
1 3 2
Surveying CE 261
CONTACT HRS: 4
Pre-requisites: Sophomore standing
Co-requisites: NIL

Math & Basic Sic /
Egg Topic / Other

Introduction to measuring units, significant figures, direct distance measurement with tapes, tape
corrections; levels and levelling; volume computations; the theodolite and angular measurements;
rectangular coordinates; traverse surveys and computations. Laboratory field practice.

Dr. Tayyab Ashfaq Butt
Room S-069
E-mail: ta.butt@uoh.edu.sa
Textbooks:
Engineering Surveying by W. Schofield, M. Breach (Sixth ed.)2007
References:
 Surveying and Leveling by N.N. Basak.
 SURVEYING: Problem Solving with Theory and Objective Type Questions by Dr. A
M Chandra.

1. Outline surveying instruments and methods. (SO #1)
2. Calculate distances, angles, coordinates, area and volume of earthworks. (SO #1)
3. Demonstrate effective communication through group works. (SO #5)
4. demonstrate effective communications through lab and presentation. (SO #5)
5. Operate and develop the student skills for using instruments. (SO #6)
145
1 2 3 4 5 6 7
  

Introduction: -Definition, Classification, Importance, units ,Surveyor’s scale, Measurement
1 Errors
Tape Measurement: Methods of distance measurement, Equipment’s
2 Procedure, Setting right angles, Errors
3 Levelling: Levelling, Differential Levelling, Equipment, Procedure
4 Angles & direction: Definition, Lines of reference for horizontal angle
5 Angle measuring equipments: Applications of theodolite, parts, setting up
6 Horizontal coordinates & traversing: Traversing types, Calculations for traversing
Areas & Volumes: Area calculation for regular shapes, Area calculation for irregular shapes,
7
Volume calculation for regular shapes, Volume calculation for irregular shapes


COURSE SYLLABUS
CREDITS / CONTACTS
COURSE TITLE CODE
LEC LAB Total
3 1 4
146
STRUCTURAL MATERIALS CE 303 CONTACT HRS: 6

Pre-requisites: CE 203
Co-requisites: NIL

Math & Basic Sic /
Egg Topic / Other
Introduction; hydraulic cements; water; aggregates for Portland cement and asphalt concrete
mixes; admixtures; design of concrete mixtures; production, handling and placement of
concrete; properties of fresh concrete; curing of concrete; properties of hardened concrete;
asphalt types, physical properties, grading systems and usage of asphalt; asphalt concrete mix
design; engineering properties and usage of structural steel. Laboratory sessions on tests of
concrete constituents, fresh and hardened concrete, aggregate gradation and mix design;
flexure behavior of reinforced concrete beams; physical properties and testing of asphalt
binders, asphalt concrete mix design; hardness test, tensile and torsion tests on metals,
measurement of Poisson’s ratio and stress concentration and bending tests on steel beams.

Dr. Mustapha Boukendakdji
Room B14-S-149
E-mail: m.boukendakdji@uoh.edu.sa
Textbooks:
 MATERIALS FOR CIVIL AND CONSTRUCTION ENGINEERS, Michael S.
MAMLOUK John P. ZANIEWSKI., Pearson Education Inc. 3rd Edition (2011).
References:
 Design and Control of Concrete Mixture, Kosmatka, S.H. and Panarese, W.C., 13th
Edition, Portland Cement Association, Skokie, Illinois, 1992
 Neville A. M. (2012). Properties of concrete. 5th Edition, Prentice Hall, Pearson, San
Francisco, 846pp.

1. Recognize the fundamental knowledge of civil engineering materials (SO # 1).
2. Recognize all civil engineering materials and their characteristics and properties (SO #
1).
3. Determine the proportions of all ingredients of the concrete mixes (SO # 2).
4. Understanding and learning different types of structural steel, and asphalt pavements.
(SO # 1).
5. Analyze collected data to identify engineering properties of cement, aggregates, fresh
and hardened concretes (SO # 2).
6. Estimate stresses in concrete and steel due to variation in temperature and shrinkage of
147
concrete. (SO # 2).

7. Manipulate what is done by the instructor (SO # 6).
1 2 3 4 5 6 7
   

1 Materials Engineering Concepts
2 Portland Cement
3 Mixing Water
4 Aggregates
5 Admixtures for Concrete
6 Proportioning of concrete mixes
7 Batching, mixing, handling, placing, and finishing of concrete
8 Properties of fresh concrete - Curing
9 Properties of hardened concrete (Strength – Elasticity)
10 Properties of hardened concrete (Shrinkage – Creep - Permeability)
11 Hot weather concreting
12 Asphalt Pavements and Types of Asphalt
13 Structural steel (types, engineering properties, and usage)

DEPARTMENT CIVIL ENGINEERING

COURSE SYLLABUS
CREDITS / CONTACTS
COURSE TITLE CODE
LEC LAB Total
3 0 3
Structural Analysis I CE305
CONTACT HRS: 3
148
Co-requisites: NIL

Math & Basic Sic /
Categorization of Credits Egg. Topic
Egg. Topic / Other
The department is committed to providing highest quality education in civil engineering,

Understanding the effect of different types of loadings on structures. Analysis the structures to
determine the internal forces under loading. Establish normal, shear and bending moment
functions for beams and frames. Determine the influence lines of the structures under moving
and dynamic loads. Analysis the indeterminate structures under different types of loadings and
understanding the deflection of beams and frames by using conjugate beam and virtual work
methods.
Textbooks:
 Structural Analysis, 10th Edition, 2017, Russel Hibbeler
References:
 Hibbeler R.C., Structural Analysis, 10th Edition, 2017 Prentice Hall.
Lectures (power point)
White board presentations.
Interactive discussions
Assignments and Quizzes.
1. Establish a clear understanding of idealized structures, equation of equilibrium,

determinacy and stability, application of the equation of equilibrium Recognize the
theoretical and practical of structures analysis and calculating the internal forces of the
different types of structures. (SO #1)
2. Recognize the theoretical and practical of structures analysis and calculating the internal
forces of the different types of structures. (SO #1)
3. Establish normal, shear and normal functions and draw shear and moment diagrams for
statically determinate structures of beams and frames. (SO #2)
4. Have the ability to determine and draw the influence lines of statically determinate
structures. (SO #2)
149
1 2 3 4 5 6 7
 

1 Types of structures
2 Loads, supports and reactions
3 Internal forces (normal, shear and bending moments)
4 Analysis of beams
5 Analysis of frames
6 Influence lines for moving loads
7 Statically indeterminate structures
8 Deflection of beams
9 Conjugate beam method
10 Deflection of frames by using virtual work method.


COURSE SYLLABUS
CREDITS / CONTACTS
COURSE TITLE CODE
LEC LAB Total
1 0 1
Introduction to CE Design CE 312
CONTACT HRS: 1
Pre-requisites: CE305 (Structural Analysis I)
150
Co-requisites: NIL

Math & Basic Sic /
Egg Topic / Other
A broad introduction of basic design concepts in different civil engineering disciplines; design
landscape and requirements related to data, information, specification and codes, methods and
tools, design considerations and constraints; issues related to safety, economy and impact;
professional ethics and responsibility; design drawings; a small-scale project work to
complement student’s understanding.

Room B14-S134
Textbooks:
Lectures will be given in power point presentations. Lecture notes will be available on the
web with enough material to cover the topics that will be given during that week. Students
are strongly advised to visit the web page and have these lectures available with them in
class
References:
 An Introduction to Civil Engineering, Valdengrave Okumu, – October 22, 2014
 Introduction to Civil Engineering: A Student's Guide to Academic and Professional
Success (Revised First Edition), S. T. Mau and Sami Maalouf, Broché, 30 août 2014.

1. Recognize the Engineering Drawings. (SO #2)
2. Recognize the Stages of Team Developments and Describe the communication and
report writing skills. (SO #2)
3. Define the code of ethics and ethical professional responsibility according to Civil
Engineering Code and Describe the Issues related to economic impacts. (SO #4)
4. Describe the project management and safe design. (SO #2)
5. Differentiate the design safety and economical design in civil engineering issues. (SO
#2)
6. Manage, as a member or team leader in a group, to in specific areas of activity or in
multi-disciplinary environments. (SO #5)
7. Illustrate the ethical and professional practice in civil engineering issues. (SO #4)
151
8. Show effectively as an individual, and as a member or leader in diverse teams and in

multi-disciplinary settings. (SO #5)
9. Show effective presentation skills such as, preparing for the presentation, organizing the
presentation materials, writing the presentation, deciding on the presentation method,
the style of the language to be used, coping with presentations nerves and facing
questions from the audience. (SO #3)
10. Assess to be able to communicate effectively in oral and written form. Illustrate the
effective presentations to different kinds of audiences for the project design. (SO #3)
1 2 3 4 5 6 7
   

1 Introduction to Civil Engineering Design
2 The design Process
3 Introductions to Code of Ethics
4 Professional Ethics and Responsibility
5 Design Considerations and Constraints
6 Introduction to Project Design
7 Stages of Team Developments
8 Issues related to safety
9 Economy & Impacts
10 Assignments of Team Projects
11 Project Management
12 Engineering Drawings
13 Contemporary Issues of Civil Engineering
14 Design Techniques in Civil Engineering
15 Small-scale project work

COURSE SYLLABUS
CREDITS / CONTACTS
COURSE TITLE CODE
LEC LAB Total
2 1 3
Numerical and Statistical Methods in CE CE 318
CONTACT HRS: 3
Pre-requisites: ICS 103, MATH 202.
Co-requisites: NIL
152
Math & Basic Sic /

Categorization of Credits Math, Basic Sic
Egg Topic / Other

conducting world-class basic and applied research, addressing the evolving needs of
construction industry and society, and supporting the development of more competitive and
new infrastructure in the Kingdom of Saudi Arabia.
Understand why computational methods are important in modern Civil Engineering. To

identify the appropriate problem class (nonlinear equations, ordinary differential equations,
integration, etc.) of a given physical problem that is already in a mathematical form. To
identify, within a problem class, the appropriate solution methods. To use commercial or
public-domain packages for solving mathematical problems in Civil Engineering.

Dr. E. R. Latifee
Room S-062
E-mail: E.Latifee@uoh.edu.sa
Textbooks:
 S. C. Chapra and R. P. Canale “Numerical Methods for Engineers”, Sixth Edition,
McGraw-Hill International Edition, 2010.
References:
 Numerical Analysis by R. L. Burden and J. D. Faires, 9th Ed.
 Numerical Methods using Matlab by J. H. Mathews and K. D. Fink, 3rd Ed.
 Applied Numerical Methods with Matlab by S. C. Chapra 2nd Ed.

1. Apply knowledge of statistics, calculus, differential equations and linear algebra
required to Solve large systems of simultaneous linear equations and interpret the
results. (SO # 1)
2. Evaluate given information and interpret the result. (SO # 6)
3. Show alternate solution to problems. (SO # 2)
4. Use modern mathematical and statistical techniques. (SO # 6)
5. Assess the information technology, simulations using MATLAB. (SO # 6)
1 2 3 4 5 6 7
153
  
1 Simple Mathematical Model

Absolute and relative errors, Rounding and chopping, Computer errors in representing
2
numbers, Review of Taylor series(Sec. 4.1)
3 Locating Roots of Algebraic Equations:
4 Graphical Methods (Sec.5.1), Bisection Method(Sec.5.2),
5 Newton Method (Sec.6.2), Secant Method (Sec.6.3)
6 System of Linear Equations:
7 Naïve Gaussian Elimination (Sec.9.2)
8 Gaussian elimination with scaled partial pivoting .
9 Interpolation:
10 Newton’s Divided Difference Method (Sec.18.1)
11 Lagrange interpolation (Sec.18.2)
Linear Regression : Least square criterion (Sec.17.1), Coefficient of determination,
12
correlation coefficient
13 Numerical differentiation:
14 Forward divided difference, Central divided difference Backward divided difference
15 Numerical integration:
16 Trapezoidal rule (Sec.21.1), Simpson’s rule (Sec.21.2)


COURSE SYLLABUS
CREDITS / CONTACTS
COURSE TITLE CODE
LEC LAB Total
ENVIRONMENTAL ENGINEERING 3 0 3
CE 330
PRINCIPLES CONTACT HRS: 3
Pre-requisites: CHEM 130
Co-requisites: NIL
154
Math & Basic Sic /

Egg Topic / Other
Introduction to major environmental pollution issues; Analyses of water quality; Municipal

solid waste management and disposal; Hazardous waste testing, management, and treatment;
Air pollution characteristics, effects, measurements, control, meteorology, and dispersion;
Noise pollution control; Introduction to wastewater testing, treatment and reuse; Environment
Impact Assessment.

Dr. Walid Khalifa
Room B14-S-068
Textbooks:
 McGraw-Hill Companies, Inc. New York, 3rd Edition, Principles of Environmental
Engineering and Science, M. L. Davis and S. J. Masten, 2014.
References:
 Mihelcic, James R., Fundamentals of Environmental Engineering. J. Wiley & Sons
Inc., 1999.
 Nazaroff & Alvarez-Cohen, Environmental Engineering Science, John Wiley & Sons,
Publ., 2001.
 Masters, Introduction to Environmental Engineering and Science, Prentice Hall, 2nd
Edition, 1998.
 Sincero & Sincero, Environmental Engineering: A Design Approach, Prentice Hall,
1996.
 Henry & Heinke, Environmental Science and Engineering, 2nd Edition, Prentice Hall,
1996.
 Davis & Cornwell, Introduction to Environmental Engineering, 4th Edition, McGraw-
Hill, Inc., 2008.
 Vesilind & Morgan, Introduction of Environmental Engineering, Thomson, 2004.
 Rubin, Introduction to Engineering & the Environment, McGraw-Hill, 2001.

1. Define the concentrations of pollutants in rivers, pipes, and tanks using the mass
balance equations and energy balance. (SO # 1)
2. Recognize the theoretical and practical design concepts of Water treatment supply,
Wastewater treatment, Coagulation and Flocculation tanks, Sedimentation tanks,
Filtration tanks. (SO # 2)
155
3. Describe the interactions between water pollution, air pollution, solid waste, and noise
pollution and environmental management. (SO # 2)
4. Recognize the environmental issues that are associated with the civil engineering
practices. (SO # 4)
5. Outline the concepts and legal requirements of risk management and water and
wastewater treatment plants. (SO # 4)
6. Analyze the given information of water, solid, air, and noise pollution and interpret
results. (SO # 4)
competence in solving problems regardless of difficulties. (SO # 1)
8. Evaluate design documentation. (SO # 1)
1 2 3 4 5 6 7
  

1 Introduction to Environmental Engineering
Mass Balances and Predicting Concentrations of Pollutants in Lakes, Rivers, Pipes, and
2
Serpentine Tanks, and Energy Balances
3 Water Drinking Treatment
4 Wastewater Treatment
5 Air Pollution
6 Solid Waste Management
7 Hazardous Waste Management
8 Noise Pollution
9 Environment Impact Assessment

COURSE SYLLABUS
CREDITS / CONTACTS
COURSE TITLE CODE
LEC LAB Total
3 0 3
Transportation Engineering CE341
CONTACT HRS: 3
Co-requisites: CE 343

Categorization of Credits Math & Basic Sic / Egg Topic
156
Egg Topic / Other


conducting world-class basic and applied research.
This course is mainly designed for senior students with some background in Highway
engineering. Students will be introduced to the basic aspects of pavement structure design for
flexible asphalt pavements and rigid pavements for highways and airports.
Students will gain knowledge the performance of road vehicles used in highway design
guidelines and traffic analysis.
Students will gain knowledge an overview of the physical elements of intersection
configuration and traffic signal control.

Rd. Hatem GASMI
Office: S133
E-mail: h.gasmi@uoh.edu.sa
Textbooks:
 Principle of Highway and Traffic Analysis”, Fifth Edition, F. L. Mannering, S. S. Washburn
& W.P Kilareski, July 2012.
 References:
 C.S. Papa Costas and P.D. Prevedouros,” Transportation Engineering and Planning”,
3rd Edition, 2001
 P.H. Wright & N.J. Ashford, "Transportation Engineering, Planning and Design", 4 th
Edition, John Wiley, 1998.
 J. H. Banks, “Introduction to Transportation Engineering", 2nd Edition, McGraw Hill
2002.
 N. J. Garber and L. A. Hoel,” Traffic & Highway Engineering,” 3 rd Edition,
Brooks/Cole, 2002.
1. Recognize the principles of Road Vehicle Performance. (SO #1)

2. Define the fundamental knowledge of Geometric Design of Highways. (SO #2)
3. Recognize the Pavement Types and the Principles for Flexible and Rigid Pavements.
(SO #2)
4. Combined Vertical and Horizontal Alignment, Pavement Design Procedure and
Measuring Pavement Quality and Performance. (SO #2)
5. Understand the Fundamentals of Traffic Flow and Queuing Theory, Design Traffic
157
Volumes and Level-of-Service Determination. (SO #6)

6. Understand the Intersection and Signal Control Characteristics, Travel Demand and
Traffic Forecasting. (SO #6)
competence in solving problems regardless of difficulties. (SO #2)
8. Demonstrate collaborative skills, communication skills, leadership skills and lifelong
learning skills. (SO #2)
9. Using a SURFER, ROCKWORKS and DNPS86 software to complete a Design
pavement project. Research the problems and the modern techniques for
transportation. (SO #2)
1 2 3 4 5 6 7
  

1 Introduction to Highway Engineering and Traffic Analysis
2 Road Vehicle Performance
3 Geometric Design of Highways
4 Flexible Pavement Design
5 Rigid Pavement Design
6 Fundamentals of Traffic Flow and Queuing Theory
7 Pavement Materials (Asphaltic and Aggregate)


COURSE SYLLABUS
CREDITS / CONTACTS
COURSE TITLE CODE
LEC LAB Total
1 1
Transportation Engineering Lab CE343
CONTACT HRS: 3
Co-requisites: CE 341

Math & Basic Sic /
Egg Topic / Other
158

This course is mainly designed for senior students with some background in Highway
engineering. Students will gain knowledge an overview of the physical elements of
intersection configuration and traffic signal control.
Students will be aware of and able to understand and address Statistical Concepts & its
applications in Transportation Engineering, Super pave Mix Design for asphalt pavement.
Students will learn how to measure the saturation flow rate and start-up lost time at a
signalized intersection and design signal- t i m i n g plan for an intersection using the Time
Budget Concept.

Dr. Hatem GASMI
Office: S133
Textbooks:
 Transportation Engineering Manual”, Third Edition, Nedal Ratrout, July 2007.
References:
 “Traffic Engineering Manual”, Bureau of Highway Safety and Traffic Engineering,
Publication 46 October 2010.
 “Flexible Pavement Design Manual”, Florida department of transportation pavement
management office, March 2008.
 C.S. Papa Costas and P.D. Prevedouros, “Transportation Engineering and Planning”,
3rd Edition, 2001
 J. H. Banks, “Introduction to Transportation Engineering", 2nd Edition, McGraw Hill
2002.
 N. J. Garber and L. A. Hoel, ” Traffic & Highway Engineering,” 3 rd Edition,
Brooks/Cole, 2002

1. Recognize the topographic map contour: Fundamental elements of the map and
Method of Use in earthwork calculation. (SO #1)
2. Recognize geological cross sections: the soil layers, in situ geotechnical tests and
Method of Use in earthwork calculation. (SO #1)
3. Define the fundamental knowledge of the statistical analysis in transportation
engineering. (SO #1)
4. Use of statistical concept in a basic traffic engineering study. Design signal timing
plan for an intersection using the Time Budget Concept. (SO #5)
5. Make the topographic and geological maps and cross sections to determination of the
159
amount of earthwork. (SO #6)

8. Using EXCEL, SURFER, ROCKWORKS and DNPS86 software to complete a Design
pavement project. (SO #6)
9. Manipulate what is done by the instructor. (SO #6)
1 2 3 4 5 6 7
  

1 Introduction & Overview of Course
2 Surfer Software: contouring mapping program
3 Surfer Software: 3D surface mapping program
4 topographic profile practice
5 Geological Cross cutting
6 ROCKWORKS Software stratigraphy and geological correlation
7 Statistics in Traffic Engineering
8 Saturation Flow Rate and Start-up Lost Time
9 Workshop in Asphalt Lab
10 Lab Project Presentations
COURSE SYLLABUS
CREDITS / CONTACTS
COURSE TITLE CODE
LEC LAB Total
Field
0 9
Cooperative Work CE351 Training
Contact Hrs: 28 weeks training
ENGL110, complete all level two courses
Pre-requisites:
(2xx), and senior standing
Co-requisites: NIL

Math & Basic Sic /
Categorization of Credits Eng. Topic
Eng. Topic / Other
160
A continuous period of 28 weeks is spent in the industry to acquire practical experience in

Civil Engineering under the supervision and guidance of the employer and the academic
advisor. During this period the student gains an in-depth exposure and appreciation of the
Civil Engineering profession. The student is required to write a detailed report about his
training period under the regulation of the CE department.
Textbooks:
No text books, this course is field experience activities.
References:
Cooperative Training Program Guidelines
Coop forms.
Monthly progress reports and midpoint report.

1. Define the concepts of performing site tests and laboratory experiments. (S #6)
2. Recognize the influence of social, economic, ethical and environmental issues on the
3. Outline the concepts and legal requirements of risk management and the safety in the
4. Outline the particular responsibilities as a team leader of specific areas or
multidisciplinary environments. (S #5)
5. Use effective presentation skills to present effective show of his work by using a formal
language regulation and answering questions from the audience. (S #5)
6. Research effectively in both orally and in written form using appropriate media, on
complex engineering activities with the engineering community and society at large. (S
#7)
7. Gain some of learning skills for effective communications in the filed with labors, site
supervisors, engineers and manager. (S #3)
1 2 3 4 5 6 7
    
Major student activities taking place during the field experience
1. Collect needed data, write technical report with observations and conclusion
2. Use any new instruments related to the field of training.
3. Apply analysis, design, implementation, testing, and maintenance concepts practically in
the practical field
161
4. Share ideas and discussion with the technical teams

5. Apply technical writing and presentation skills
6. Apply management and communication techniques
7. Apply ethical principles and commit to professional ethics, responsibilities and norms of
computer science practice.
8. Communicate effectively with the supervision team in field of training

DEPARTMENT OF INDUSTRIAL ENGINEERING

COURSE SYLLABUS
CREDITS / CONTACTS
COURSE TITLE CODE
LEC LAB Total
3 3 4
Geotechnical Engineering I CE 353
CONTACT HRS: 6
Pre-requisites: CE 203, CE 230
Co-requisites: NIL

Math & Basic Sic /
Egg Topic / Other
Soil formation and identification; index and classification properties of soils; clay minerals;
soil compaction; capillarity, swelling, shrinkage and effective stresses; flow of water in soils;
compressibility and consolidation; stress in soils; shear strength of cohesive and cohesion
less soils; introduction to lateral earth pressure and shallow foundation; Laboratory study of
soil properties and behavior.
162
Dr. Mabrouk Touahmia

Room 2304
E-mail: m.touahmia@uoh.edu.sa
Textbooks:
 Principles of Geotechnical Engineering. Braja M. Das, 9th Ed, Cengage Learning, 2017.
References:
 Soil Mechanics and Foundations. Muni Budhu, John Wiley &Sons, Inc., 2000.
 Geotechnical Engineering: Principles and Practices. DP. Coduto, Prentice-Hall, Inc.,
1999.
 https://libraryguides.missouri.edu/c.php?g=28207&p=173772
 https://www.asce.org/geotechnical-engineering/geotechnical-engineering/

1. Recognize the engineering properties of soils and soil classification systems (SO # 1).
2. Recognize the effect of water flow and seepages soils (SO # 1).
3. Recognize the principles of soil compaction and the concepts of effective stress, stresses
distribution in a soil mass, soil compressibility, and shear strength of soil. (SO # 1).
4. Estimate stresses distribution in a soil mass and evaluate soil settlement and shear
strength parameters of soils (SO # 2).
5. Perform appropriate experiments in laboratory and field and analyze collected data to
identify engineering properties of soil and classify soils. (SO # 6).
1 2 3 4 5 6 7
  

1 Introduction - Historical Development of Geotechnical Engineering
2 Origin of Soil and Grain Size
3 Weight-Volume Relationships
4 Soil Consistency and Atterberg Limits
5 Classification of Soil
6 Soil Compaction
7 Permeability
8 Seepage
9 In Situ Stresses
10 Stresses in Soil Mass
163
11 Compressibility of Soil
12 Shear Strength of Soil


COURSE SYLLABUS
CREDITS / CONTACTS
COURSE TITLE CODE
LEC LAB Total
3 0 3
Steel Design CE408
CONTACT HRS: 5
Co-requisites: NIL

Math & Basic Sic /
Categorization of Credits Egg. Topic
Egg. Topic / Other
The department is committed to providing highest quality education in civil engineering,

In this course, the students will be introduced to steel design. Determine the internal forces in
the different types of steel structures and design the tension and compression steel members.
Design the different types of steel members together by using either bolted and welded
connections. Design the steel frame connections such as eave and ridge connections.
164
Determine the defection of steel beams under the different types of loadings.
Textbooks:
 Structural Steel Design, 5th Edition, Jack C. McCormack. Pearson Prentice Hall, 2012
References:
 McCormack, Jack C., R.C, Structural Steel Design,
5th Edition, 2012 Prentice Hall.
 Saudi Building Code, Steel Structures Requirements SBE306-2007
 Egyptian Code of Practice for Steel Construction (LRFD), First Edition, 2015
 Lectures (power point)
 White board presentations.
 Interactive discussions
 Assignments and Quizzes.
1. Establish a clear understanding of idealized and the layout of the steel structures. (S
#01)
2. Establish the design of different types of steel members in the structures including
tension and compression members, steel bracing and steel beams. (S #01)
3. Have the ability to determine the forces in the connections and design the different
types of bolted and welded steel connections. (S #02)
4. Recognize the theoretical and practical of structures analysis and calculating the internal
forces of the different types of steel structures. (S #02)
1 2 3 4 5 6 7
 

1 Properties of steel structural and steel sections
2 Layout of steel structures
3 Bracing systems for longitudinal loads
4 Design of steel tension members
5 Design of steel compression members
6 Steel bolted connections
7 Steel welded connections
165
8 Design of steel frame connections

9 Design of steel beams
10 Pinned and fixed base.


COURSE SYLLABUS
CREDITS / CONTACTS
COURSE TITLE CODE
LEC LAB Total
0 9 3
Applied Design Project CE 413
CONTACT HRS: 3
Co-requisites: NIL

Math & Basic Sic /
Egg Topic / Other

conducting world-class basic and applied research, addressing the evolving needs of
construction industry and society, and supporting the development of more competitive and
new infrastructure in the Kingdom of Saudi Arabia.
Students undertake a civil engineering design project under the supervision of a faculty
member with the aim of achieving a comprehensive design experience through a coherent
study of engineering and design principles. The student chooses the project in the field in
which he is most familiar through his co-op work experience. The student is required to make
an oral and written presentation of the design project to an examining committee.
166
Coordinator’s Name & Contact Information:

Dr. E. R. Latifee
Room S-062
E-mail: E.Latifee@uoh.edu.sa
Textbooks:
 Lecture Notes and Text books suggested by the respective Faculty
References:
Journals in Civil Engineering, Codes and Standards

1. Apply principles of engineering, science, and mathematics to perform the relevant
calculations, analysis, and implement the design (SO # 1)
2. Define the concepts of performed experiments and data analysis (SO # 6)
3. Ascertain multiple alternative designs and their impacts (SO # 2)
4. Understand problems in their area of specialization using research-based knowledge to
provide valid conclusions. (SO # 7)
5. Understand and learn the techniques and tools required to search for information and
develop the skills for lifelong learning. (SO # 7)
6. Carry out, as a team, Civil engineering design and develop leadership quality. (SO # 5)
7. Effectively present to different kinds of audiences (SO # 3)
8. Use modern mathematical and statistical techniques to analyze and interpret data (SO # 6)
1 2 3 4 5 6 7
     
As per discussion with respective Adviser/supervisor

167

COURSE SYLLABUS
CREDITS / CONTACTS
COURSE TITLE CODE
LEC LAB Total
3 0 3
Construction Methods & Management CE 421
CONTACT HRS: 3
Pre-requisites: CE 303, Senior Standing
Co-requisites: None
Math & Basic Sic /
Course Role in Curriculum Egg Topic
Egg Topic / Other
Course is designed to educate the undergraduate students to have wide exposure and
knowledge along with analytical skills about the various types of estimating & its preparation,
bidding process, various costs of work, tendering processes and documentations, different
types of construction projects and processes using bar charts, network diagrams, and linear
schedules, schedule computations to calculate project duration, activity early and late dates,
and total and free floats by identifying the critical paths & updating and monitoring of the
project progress

Dr. C. Raza Mirza
Room B14 - S-074
E-mail: cy.mirza@uoh.edu.sa
168
Textbooks:
 Michael S. MAMLOUK John P. ZANIEWSKI. Construction for Civil & Construction
Engineers, Pearson Education Inc. 3rd Edition (2011).
References:
 Frank Harris, Ronald McCaffer, Francis Edum-Fotwe, “Modern Construction
Management, 7th Edition, Wiley Publishers.
Tutorials, Video Tutorials

1. Define the Principles, concepts and applications of the construction projects,
construction management, and bidding. (SO # 1)
2. Recognize the construction cost estimation/ Quantity take off methods. (SO # 2)
3. Explain the construction cost estimation & construction project planning and
scheduling techniques. (SO # 2)
4. Estimate the different construction project schedules and prepare their comparisons.
(SO # 2)
5. Evaluate the team working and leadership qualities by group works. (SO # 3)
6. Demonstrate effective communication through project and presentation. (SO # 1)
7. Conduct the mathematical and statistical techniques during the interpretation of the
problems and provide solutions. (SO # 1)
8. Evaluate effective report, assignments and presentations. (SO # 1)
1 2 3 4 5 6 7
  

1 Introduction
2 Elements of the total construction project cycle and processes.
3 bidding process
4 Project delivery methods, and contracts
5 Estimate types
6 Quantity take off
7 Work cost (price analysis)
8 Introduction of construction project planning and scheduling

169

COURSE SYLLABUS
CREDITS / CONTACTS
COURSE TITLE CODE
LEC LAB Total
1 0 1
CE SEMINAR CE 490
CONTACT HRS: 1
Co-requisites: NIL

Math & Basic Sic /
Egg Topic / Other
CE Seminar is weekly presentation of lectures by the instructor and the invited speakers on
topical issues in civil engineering, including contemporary issues, professional responsibilities,
ethical issues and advances and challenges in civil engineering profession; each student will be
required to make a presentation on a selected topic and participate in classroom discussion.

Dr. Walid Khalifa
Room B14-S-068
Textbooks:
 Handout Series would be available in the instructor Office.
170
References:
 List of Civil Engineering Seminar Topics,
https://www.constructionplacements.com/civil-engineering-seminar-topics-list-2020/
 The 10 Ten Seminar Topics in Civil Engineering,
https://www.topicsforseminar.com/2018/04/top-civil-seminar-topics.html?
m=1#google_vignette
 Latest Civil Engineering Seminar Topics and Reports,
http://www.123seminarsonly.com/Civil-Engineering-Seminar-Topics-Page01.html

1. Recognize the presentation guidelines used to guide the students to present in topics of
Civil Engineering contemporary issues. (SO # 4)
2. Describe the communication and report writing skills. (SO # 5)
3. Recognize the ethical professional responsibility according to Civil Engineering Code.
(SO # 4)
4. Differentiate the attention skills. (SO # 3)
5. Analyze Logic and Reasoning. (SO # 4)
6. Evaluate Processing Speed. (SO # 3)
7. Show Presentation skills. (SO # 3)
8. Evaluate Teamwork. (SO # 5)
9. Illustrate the ability to communicate effectively in oral and written form. (SO # 3)
10. Describe the information technology through the suggested handout and internet. (SO #
5)
1 2 3 4 5 6 7
  

1 Introduction to Civil Engineering Issues
2 Presentation Guidelines
3 Instructor Presentation “Design of Culverts”
4 Series of Students Presentation
5 Introductions, Professional Issues, and Ethics: "Incident at Morales"
6 Student Guidance in Licensing and Ethical Responsibilities

171
172
CE ELECTIVE COURSES
CE 315
CE 415
CE 455
CE 473
173

COURSE SYLLABUS
CREDITS / CONTACTS
COURSE TITLE CODE
LEC LAB Total
2 1 3
Reinforced Concrete I CE 315
CONTACT HRS: 5
Co-requisites: NIL
Math & Basic Sic /
Categorization of Credits Eng. Topic
Eng. Topic / Other
Behaviour and design of reinforced rectangular, L and T-sections in flexure; doubly reinforced
sections; behavior and design of beams for shear; bond and development length including
splices and cut-off points; design of one-way solid and joist floor slabs; design of short
columns; design of isolated footings; introduction to prestressing and precast construction; use
of appropriate computer software in design; completion of a design project; interpretation of
blueprints; site visits.

Dr. Ahmed Al-Naghi
Room: B14-S-63
E-mail: a.alnaghi@uoh.edu.sa
Textbooks:
 Reinforced Concrete: Mechanics and Design. James K. Wight, and James G.
MacGregor. Sixth Edition, 2012.
References:
 Design of Concrete Structures. 14th edition, Arthur H. Nilson, David Drawin and
Charles W. Dolan, 2010.
 Building Code Requirements for Reinforced Concrete and Commentary (ACI 318M-
14). American Concrete Institute, 2014.
 The Saudi Building Code (SBC 301), “Design Loads for Buildings and Structures”.
 The Saudi Building Code (SBC 304), “Concrete Structures”.
Structural design and analysis software.

1. Recognize the principles of civil engineering mechanics and design of RC structures.
(SO #1)
174
2. Recognize the principles of structural mechanics, including structural behavior and load
paths. (SO #1)
3. Outline the concepts and legal requirements of risk management and safe design and
operation. (SO #1)
4. Plan the civil engineering design problems in-depth and find innovative solutions based
on a feasibility study of the economic and applicability. (SO #2)
5. Evaluate alternative designs with an understanding of their impact on the proposed
solutions. (SO #2)
6. Design solutions for complex engineering problems in their area of specialization using
first principles of mathematics, and synthesis of information to provide valid
conclusions. (SO #1)
7. Design systems, components that meet specified needs with appropriate consideration
of functionality, public safety and economical design. (SO #2)
8. Show the creativity to find new ways to solve problems. (SO #1)
9. Operate the modern mathematical and design techniques such as, Excel, and SAP that
enable them to be used in the interpretation of the problems and provide solutions. (SO
#1)
10. Identify engineering problems in the area of reinforced concrete structures through
conducting experiments and appropriate analysis using spreadsheets. (SO #6)
1 2 3 4 5 6 7
  

Concrete & Steel Materials, ACI Building Code, Strength Method
1
Safety Provisions, Overload for Load Combinations
Singly Reinforced Rectangular Sections, Basis of Flexural Strength, Whitney's
2
Rectangular Stress Block Design of Rectangular Sections in Bending
Practical Considerations for Beam Size Analysis & Design of Doubly Reinforced
3
Beams
T-Sections in Bending - Effective Flange Width, Nominal Mn, Maximum
4
Reinforcement
Shear Strength of Plain Concrete, Shear & Diagonal Tension, Behaviour of Beams with
5
Shear Reinforcement
6 Limits for Shear Reinforcement, Critical Section for Shear, Design Examples
Development of Reinforcement, Flexural Bond, Failure Modes, Moment Capacity
7
Diagrams, Development Length for Tension Reinforcement
8 Tension Lap Splices, Compression Lap Splices, Design Examples
9 Design of One-Way Slabs, Design Methods, Slab Thickness
10 Reinforced Concrete Short Columns, Types, Design Concentrically Loaded Columns
Footings, Soil Bearing Capacity, Footing Types, Design of Square and Rectangular
11
Footings, Introduction to the Design of Combined Footings
Date of preparation: 17 January 2021
175
Date of review: 17 January 2021

COURSE SYLLABUS
CREDITS / CONTACTS
COURSE TITLE CODE
LEC LAB Total
2 1 3
Reinforced Concrete II CE 415
CONTACT HRS: 5
Co-requisites: NIL
Course Role in Curriculum Required or Elective: Elective
Math & Basic Sic /
Egg Topic / Other
In this course, the students will be practicing the design and analysis different types of
concrete elements such as slabs, Beam, hollow block slab types, columns, stairs and footings
which will be an important and essential part in civil engineering projects.

Room B14-S134
Textbooks:
Reinforced Concrete: Mechanics and Design, James K. Wight, and James G. MacGregor
7th edition, 2015.
References:
 Building Code Requirements for Reinforced Concrete and commentary (ACI 318M-
19). American Concrete Institute, 2019.
 Design of Reinforced Concrete. 7th edition, McCormack, J.C. and Nelson, J.K., 2006.

1. Recognize the principles of civil engineering mechanics and design of RC structures . (SO #1)
2. Recognize the principles of structural mechanics, including structural behavior and load paths .
(SO #2)
3. Plan the civil engineering design problems in-depth and find innovative solutions based on a
feasibility study of the economic and applicability. (SO #2)
4. Design solutions for complex engineering problems in their area of specialization using first
176
principles of mathematics, and synthesis of information to provide valid conclusions . (SO #2)
5. Show the creativity to find new ways to solve problems. (SO #6)
6. Operate the modern mathematical and design techniques such as, Excel, and SAP that enable
them to be used in the interpretation of the problems and provide solutions . (SO #2)
1 2 3 4 5 6 7
  

1 Properties of reinforced concrete martial
2 Design of solid slabs
3 Design of reinforced concrete beams
4 Design of one ways hollow blocks
5 Design of two ways hollow blocks
6 Design of short R.C columns
7 Design of long R.C columns
8 Design of reinforced concrete stairs
9 Design of isolated footings

177

COURSE SYLLABUS
CREDITS / CONTACTS
COURSE TITLE CODE
LEC LAB Total
Foundation and Earth Design CE455 3 0 3
CONTACT HRS: 3
Pre-requisites: CE353
Co-requisites: NIL

Math & Basic Sic /
Egg Topic / Other

This course is mainly designed for senior students with some background in Foundation engineering,
covers the analysis, design, and construction aspects of shallow and deep foundations, slopes and
retaining structures.
The main objective of CE 455 is to enable students to select the best foundation solution for different
types of civil engineering structures.
Students will learn how to utilize their knowledge in soil mechanics to perform various types
of engineering calculations. This includes consolidation analysis for foundations, and stability
analysis of slopes and retaining walls.

Dr. Hatem GASMI
Office: S133
Textbooks:
Principles of Foundation Engineering”, 8th edition, Braja M. Das, July 2014.
References:
 “Basics of Foundation Design” Bengt H. Fellenius.
 "The Engineering of Foundations" by R. Salgado.
 Donald, P. Coduto, Foundation Design Principles and Practices, Second Edition.
 Bowles, Foundation Analysis and Design
 Soil Mechanics and Foundation Engineering, l. R. BOYCE WR. MACKECHNIE K.
SCHWARTZ.
178

1. Recognize the Site Exploration for Foundation Design. (SO #1)
2. Define the fundamental knowledge of Shallow Foundations. (SO #2)
3. Recognize the Ultimate Bearing Capacity and Terzaghi’s Theory. (SO #2)
4. Understand the Fundamentals of Vertical Stress Increase in the soil mass due to the net
load applied on the foundation. (SO #2)
5. Understand the Fundamentals of Settlement of Shallow Foundations and Determination of the
elastic settlement and the consolidation settlement. (SO #6)
6. Understand the Fundamentals of combined Foundation, Mat Foundations and Pile
Foundations. (SO #6)
9. Using software to complete a Design foundation project. Research the settlement
problems and the modern techniques for Pile Foundations. (SO #2)
1 2 3 4 5 6 7
  

1 Introduction to Foundation Engineering
2 Site Exploration For Foundation Design
3 Shallow Foundations: Ultimate Bearing Capacity
4 Vertical Stress Increase in Soil
5 Settlement of Shallow Foundations
6 Mat Foundations
7 Pile Foundations

179
COURSE SYLLABUS
CREDITS / CONTACTS
COURSE TITLE CODE
LEC LAB Total
Design and Operation of Water & Wastewater 3 0 3
CE 473
Treatment Plants CONTACT HRS: 3
Pre-requisites: CE330
Co-requisites: NIL

Math & Basic Sic /
Egg Topic / Other
Water and wastewater characteristics, theory and practice in sanitary engineering including the
concepts of processing, design, class projects incorporating practical considerations in the design
and operation of treatment units and the combining of unit processing in water and wastewater
treatment plants
Dr. Tayyab Ashfaq Butt
Room S-069
E-mail: ta.butt@uoh.edu.sa
Textbooks:
Wastewater Engineering; Treatment and Reuse. Metcalf & Eddy 4th Ed. McGraw Hill
References:
 Water & Wastewater Engineering: Design Principles & Practice. Mackenzie L. Davis
2nd Ed. McGraw Hill
 Water & Wastewater Calculation manual. Shun Dar Lin 2nd Ed. McGraw Hill

1. Define principles behind treatment unit design using basic concepts of mathematics,
physics and general chemistry. (SO #1)
2. Describe interaction between hydraulics and treatment plant unit design with
application. (SO #2)
3. Calculate size and design details for water and wastewater treatment units considering
deign conditions. (SO #2)
180
4. Demonstrate effective communication through group works. (SO #3)

5. demonstrate effective communications through project and presentation. (SO #3)
1 2 3 4 5 6 7
  

Introduction to water & wastewater treatment: - Overview of water & wastewater treatment
1 system design related terms. types of treatments, Water Quality parameters (Physical, Chemical
and Microbiological, Radiological)
Conventional water treatment systems: Sedimentation (Theory),Coagulation & flocculation
2 (Theory),Coagulation & flocculation (design problems),Filtration; design problems
Waste water engineering: Wastewater characteristics(Physical ,chemical),Wastewater
3
characteristics(Biological)
Waste water treatment: Primary treatment methods(bar screen design), Primary treatment
methods(grit chamber design), Primary treatment methods(primary sedimentation tank
4 design),Tertiary treatment methods(trickling filter theory), Tertiary treatment methods(trickling
filter design)

APPENDIX B – FACULTY VITAE
Please use the following format for the faculty vitae (2 pages maximum in Times New Roman 12
point type)
181
1. Name
2. Education – degree, discipline, institution, year
3. Academic experience – institution, rank, title (chair, coordinator, etc. if appropriate),

when (e.g., 2002-2007), full-time or part-time
4. Non-academic experience – company or entity, title, brief description of position, when

(e.g., 2008-2012), full-time or part-time
5. Certifications or professional registrations
6. Current membership in professional organizations
7. Honors and awards
8. Service activities (within and outside of the institution)
9. Briefly list the most important publications and presentations from the past five years –
title, co-authors if any, where published and/or presented, date of publication or
presentation
10. Briefly list the most recent professional development activities
APPENDIX B – FACULTY VITAE
Dr. Belkacem Achour

Dr. Mabrouk Touahmia
182
Dr. Mustapha Boukendakdji

Dr. Walid Khalifa
Dr. Hatem Gasmi
Dr. Nagui Bishay
Dr. Enamur Latifee
Dr. Tayyab Butt
Dr. Cyrus Mirza
Dr. Ahmed Al-Naghi
Dr. Nawaf Alnawmasi
Belkacem Achour
Associate Professor, Department of Civil Engineering, University of Hail
Education
183
Degree Field of Study Institution Year

PhD Structural Engineering Cardiff University, UK 1990
MSc Structural Engineering Southampton University, UK 1985
BSc Civil Engineering Ecole Nat. Polytechnics -Algiers, 1982
Algeria
Academic Experience
From To Institution Rank Title (Chair, Full or
Coordinator, etc.) Part Time
Sep 10 To date University of Hail, Hail, KSA Assoc. Prof. H.O.D FT
Sep 96 Sep 10 University of Mostaganem, Professor Vice- Rector of FT
Algeria planning
Sep 91 Sep 96 University of Blida, Algeria Assoc. Prof. Vice-Dean of FT
Postgraduate Studies
Feb 91 Sep 96 University of Tizi-Ouzou, Assist. Prof. FT
Algeria
Non-Academic Industrial Experience (including Consultations)

From To Company/Entity Title Position Description Full or Part
(Brief) Time
Sep 96 Oct 98 Atrium- Blida- Consultant Field Engineer PT
Algeria
Jun 05 Sep 08 ETB- Mostaganem- Consultant Field Engineer PT
Algeria
Certifications and Professional Registrations

1 Registered Professional Engineer in Algeria
Current Membership in Professional Societies and Organizations

Society/organization Rank Member Since
1 Algerian Engineering Council Professional Engineer 1991
2 Bulletin de l’ENSET Oran, Member 1996
3 Algérie Equipement Member 1998
Honours and Awards

1. Government of Algerian Scholarship for PhD studies to UK (1982-1990)
2. Grants from the Deanship of research, UOH for four research group proposals.
 Energy efficiency in Buildings Through Innovative Architectural
Design and Materials – RG-191241-Hail, 2019-2020.
 Development of a New Theory Characterizing the Behaviour of FGM Pipes Under Static and
Dynamic Loadings- RG-20098- Hail, 2020-2021.
 Treatment of industrial wastewater using ornamental plants -Hail, 2020-2021

Service activities (within and outside of the institution) (administration, committees, units, etc.)
184
1 Head of the Civil Engineering Department, UOH, KSA

2 Member of the Faculty Council
Selected Principal Publications/Presentations

1) ROBERTS T.M., ACHOUR B. “Torsion and Bending of Braced Thin-Walled Open Section.”, Journal of
Structural Engineering, Vol.116, N°1, January, 1990. American Society of Civil Engineers. (ASCE)
https://doi.org/10.1061/(ASCE)0733-9445(1990)116:1(1)
2) ACHOUR B., ROBERTS T.M. “Nonlinear strains and instability of thin-walled bars”, ELSEVIER,
Journal of Constructional Steel Research 56 (2000) 237-252
https://doi.org/10.1016/S0143-974X(99)00072-3
3) D. OUINAS, B. B. BOUIADJRA, B. ACHOUR, N. BENDERDOUCHE, ”Modelling of a cracked

Aluminium plate repaired with composite octagonal patch in mode I and mixed mode” ELSEVIER, Journal
of Materials and Design 30 (2009) 590-595.
https://doi.org/10.1016/j.matdes.2008.05.040
4) Mesaoud TITOUM, Mohamed TEHAMI, and Belkacem ACHOUR ”Effects of Partial Shear
Connection on the Behavior of Semi-continuous Composite Beams International Journal of Steel Structures,
December 2009, Vol9, N°4, 301-313.
https://doi.org/10.1007/BF03249504
5) OUINAS D., ACHOUR B., BOUIADJRA B. B., TAGHEZOUT N., “The optimization
thickness of single/double composite patch on the stress intensity factor reduction”
Journal of Reinforced Plastics and Composites May 2013 32: 654-663,
https://doi.org/10.1177/0731684413482369
6) OUINAS D., ACHOUR B. “Buckling analysis of laminated composite plates [(θ/-θ)]
containing an elliptical notch” Composites Part B: Engineering, Vol.55, December 2013,
Pages 575–579.
https://doi.org/10.1016/j.compositesb.2013.07.011
7) B. Achour, D. Ouinas, M. Touahmia and M. Boukendakdji, “Numerical Modeling of
Defective Hybrid Composite Plates ” International Journal of Advanced and Applied
Sciences, 4(6) 2017, Pages:43-49.
https://doi.org/10.21833/ijaas.2017.06.006
8) M. Boukendakdji, M. Touahmia and B. Achour, “Comparative Study of Prestress
Losses” Engineering Technology & Applied Science Research Vol. 7, No. 3, 2017, 1633-
1637.
http://doi.org/10.5281/zenodo.809247
9) B. Achour, D. Ouinas, M. Touahmia and M. Boukendakdji, “Buckling of Hybrid
Composite Carbon/Epoxy/Aluminum Plates with Cutouts ” Engineering Technology &
185
Applied Science Research, Vol. 8, No. 1,2018, 2393-2398.
https://doi.org/10.5281/zenodo.1195629
10) Touahmia M., Rouili A., Boukendakdji M and Achour B., “Experimental and
numerical analysis of geogrid reinforced soil systems” Arabian Journal for Science and
Engineering, ISSN 2193-567X, DOI 10.1007/s13369-018-3158-6 (2018).
http://dx.doi.org/10.1007/s13369-018-3158-6
11) F. Z. Zaoui, D. Ouinas, A. Tounsi, J.A.V. Olay, B. Achour and M. Touahmia.

“Fundamental frequency analysis of functionally graded
plates with temperature-dependent properties based on
improved exponential-trigonometric two-dimensional higher
shear deformation theory” Archive of Applied Mechanics, ISSN 0939-1533. Sep (2020).
https://doi.org/10.1007/s00419-020-01793-1
12) M. H. Abdelhafez, M. Touahmia, E. Noaime, G. Albagawy, K. Elkhayyat, B. Achour,
M. Boukendakdji “Integrating Solar Photovoltaics in Residential Buildings: Towards
Zero Energy Buildings in Hail City, KSA” Sustainability 2021, 13(4), 1845;
https://doi.org/10.3390/su13041845 - 08 Feb 2021
13) M. Boukendakdji, M. Touahmia, B. Achour, G. Albagawy, M. H. Abdelhafez, K.
Elkhayyat, E. Noaime “Effects of Steam-Curing on Concrete Material Properties” ETASR
(2021) Accepted for publication.
Recent Professional Development Activities (Workshops, training, etc.)

1 Workshop on the use of sap2000 on mixte structures, University of Ha’il, Ha’il, KSA
Seminar on Fire Resistance Assessment of Steel and Concrete Structures, University of
2 Ha’il, Ha’il, KSA
Mabrouk Touahmia
Education
PhD Civil Engineering Sheffield University, UK 1991
186
BEng Civil Engineering Annaba University, Algeria 1986
Academic Experience
Sep 09 To date University of Hail, Hail, KSA A/Professor Head, Vice-Dean FT
Sep 02 Aug 09 Abha College of Technology, A/Professor Head FT
KSA
Sep 01 Aug 02 School of Civil Engineering, Research Researcher FT
Queen’s University Belfast, UK Assistant
Sep 98 Aug 00 Nottingham Trent University, Post- Researcher FT
UK Doctoral
Sep 91 Aug 98 Tebessa University, Algeria A/Professor Head, Vice-Rector FT

(Brief) Time
Feb 94 Sep 96 STC, Tebessa, Consultant Field FT Engineer PT
Algeria


1 University of South Wales’s Center for Research in Senior Visiting Fellow 2018
Futures & Innovation (CRI-FI), UK
2 Algerian Geotechnical Society, Algeria Member 2012
Honours and Awards

3. Government of Algerian Scholarship for PhD studies to UK (1986-1991).
4. Post-Doctoral Award, The Royal Society Academy of Science Award, UK, (1998 – 2000).
5. BinLadin Research Chair for Quality & Productivity Improvement in the Constructions
Industry, BinLadin Group (2010 – 2015).
1 Member of the College International Accreditation Committee
2 Member of the Departmental Curriculum Committee
Member of the Scientific and Organization Committees of the 1st International Engineering
3 Conference (IEC2018), University of Hail, 19 - 21 November 2018.
4 Member of the College of Engineering council, UOH, (2012 – 2020)
Principal Publications/Presentations from the Past Five Years

 Abdelhafez, M.H., Touahmia, Noaime, E., M., Albaqawy, G., Elkhayat, K., Achour, B. &
Boukendakdji, M. (2021). Integrating Solar Photovoltaics in Residential Buildings: Towards
187
Zero Energy Buildings in Hail City, KSA. Sustainability, 13, 1845.

https://doi.org/10.3390/su13041845
 Ghosh, A., Mesloub, A., Touahmia, M. & Ajmi M. (2021). Visual Comfort Analysis of
Semi-Transparent Perovskite Based Building Integrated Photovoltaic Window for Hot Desert
Climate (Riyadh, Saudi Arabia). Energies, 14, 1043. https://doi.org/10.3390/en14041043
 Touahmia, M., Gasmi, H. & Said, M.A. (2020). Creep Performance of Geosynthetic
Reinforcements. Engineering, Technology & Applied Science Research, 10(4), pp 6147-6151.
https://doi.org/10.48084/etasr.3717
 Belkhodja, Y., Ouinas1, D., Fekirini, H., Vin˜a Olay, JA. & Touahmia, M. (2020) Three new
hybrid quasi-3D and 2D higher-order shear deformation theories for free vibration analysis of
functionally graded material monolayer and sandwich plates with stretching effect. Advanced
Composite. Volume 29: 1–22. https://doi.org/10.1177/0963693520941865
 Zaoui, F.Z., Ouinas, D., Tounsi, A, Viña Olay, J.A., Achour, B. & Touahmia, M. (2020).
Fundamental frequency analysis of functionally graded plates with temperature-dependent
properties based on improved exponential-trigonometric two-dimensional higher shear
deformation theory. Arch. of App. Mech. https://doi.org/10.1007/s00419-020-01793-1
 Mesloub, A., Ghosh, A., Touahmia, M., Albaqawy, G. Noaime, E. & Alsolami, B. (2020).
Performance Analysis of Photovoltaic Integrated Shading Devices (PVSDs) and Semi-
Transparent Photovoltaic (STPV) Devices Retrofitted to a Prototype Office Building in a Hot
Desert Climate. Sustainability, 12, 10145, http://dx.doi.org/10.3390/su122310145
 Touahmia, M., Aichouni, M., Alghamdi, A., Kolsi, L & Azamil, H. (2020). A Foresight
Study about the Skills and Competencies Needed for Quality Professionals in 2030: An
Empirical Study of Saudi Arabia. Engineering, Technology & Applied Science Research,
10(5), pp 6176-6182. https://doi.org/10.48084/etasr.3713
 Said, M.A., Touahmia, M. (2020). Evaluation of Allocated Areas for Parks and their
Attributes: Hail City. Engineering, Technology & Applied Science Research, 10(1), pp 5117-
5125.
 Rouili, A. & Touahmia, M. (2019). Numerical analysis of the Tetrapylon Roman’s
Triumphal Arch of Tebessa. Journal of Materials and Engineering Structures, 6(2), 293-302.
 Touahmia, M. (2018). Laboratory performance of steel mechanically stabilized earth
reinforcements. International Journal of Geotechnical Engineering, 13,
doi.org/10.1080/19386362.2018.1546943.
 Touahmia, M., Rouili, A., Boukendakdji, M. & Achour, B. (2018). Experimental and
Numerical Analysis of Geogrid-Reinforced Soil Systems. Arabian Journal for Science and
Engineering, 43(10), pp. 5295-5303. doi.org/10.1007/s13369-018-3158-6.
 Touahmia, M. (2018). Identification of risk factors influencing road traffic accidents.
Engineering, Technology & Applied Science Research, 8(1), 2417-2421.
 Touahmia M. (2017). Performance of Geosynthetic-Reinforced Soils under Static and Cyclic
Loading. Engineering, Technology & Applied Science Research. 7(2), 71-75.
1 Workshop on Research Methods, University of Ha’il, Ha’il, KSA
188
Mustapha BOUKENDAKDJI
Education
PhD Civil Engineering Leeds University, UK 1990
MSc Construction Engineering Leeds University, UK 1985
189
BSc Civil & Structural Engineering Ecole Nat. Polytechnics -Algiers, 1982
Algeria
Academic Experience
Sep 09 To date University of Hail, Hail, KSA Associate Chairman of the FT
Professor department
Registration
Committee
Sep 01 Jun 09 Abha college of technology, Assistant FT
Department of Civil and Professor
Architectural, Kingdom of
Saudi Arabia
Oct 94 Sep 01 Department of Civil Associate Deputy Director of FT
Engineering, University of Professor Undergraduate
Blida, Algeria Studies of the CE
Department.
Sep 90 Oct 94 Department of Civil Assistant Chairman of the FT
Engineering, University of Professor Scientific Council of
Blida, Algeria the CE Department

(Brief) Time
Feb 90 Sep 90 SETAM- Medea- Consultant Field Engineer FT
Algeria


1 Algerian Code of Practice of Reinforced Concrete, Algiers, Member 1992
Algeria
2 Scientific Council of the Research Center (CNERIB), Member 1990
Suidania, Algiers, Algeria
Honours and Awards

6. Government of Algerian Scholarship for PhD studies to UK (1982-1990)
7. Grants from the Deanship of research, UOH for two research group proposals.
190
1 Chairman of the Department Registration Committee

2 Member Departmental Curriculum Committee
3 Member of the Faculty Council from 2011 to 2013
4 Chairman of the faculty Conferences and Researches Committee. from 2009 to 2011

BROOKS J J, WAINWRIGHT P J and BOUKENDAKDJI M (1992) "Influence of slag type
replacement level on strength, elasticity, shrinkage and creep of concrete" Fourth CANMET/ACI
International Conference on the use of fly ash, silica fume, slag and natural pozzolans in concrete,
Istanbul - Turkey, 1992,
BOUKENDAKDJI M, BROOKS J.J. and WAINWRIGHT P.J. (1996) "Influences of steam
curing on strength, shrinkage and creep of OPC and slag concretes" Concrete In The Service Of
Mankind, International Congress, Radical concrete technology, Vol 4, 24 - 28 June 1996,
Dundee, Scotland. United Kingdom.
Touahmia, M., Rouili, A., Boukendakdji, M. & Achour, B. (2018). Experimental and Numerical
Analysis of Geogrid-Reinforced Soil Systems. Arabian Journal for Science and Engineering,
43(10), pp. 5295-5303. doi.org/10.1007/s13369-018-3158-6.
B. Achour, D. Ouinas, M. Touahmia and M. Boukendakdji, (2018(. “Buckling of Hybrid
Composite Carbon/Epoxy/Aluminum Plates with Cutouts ” Engineering, Technology & Applied
Science Research. Vol. 8(1), pp. 2393-2398.
Mustapha Boukendakdji (2017). “Strength quality control for Ready mixed concrete”
International Journal of Advanced and Applied Sciences, 4(10) 2017, Pages: 139-143.
M. Boukendakdji, M. Touahmia and B. Achour, (2017),“Comparative Study of Prestress
Losses” Engineering Technology & Applied Science Research Vol. 7, No. 3, 2017, 1633-1637.
Mabrouk Touahmia, Mustapha Boukendakdji and Bekacem Achour. (2017), “Assessment of
Pavement Conditions Based on Road Users’ Perceptions” International Engineering Conference
& Exhibition, Riyadh, 04 – 07 December 2017.
Achour, B. Ouinas D., Touahmia, M. & Boukendakdji, M. (2017). Numerical modeling of
defective hybrid composite plates. Int. Journal of Advanced and Applied Sciences, Vol. 4(6), pp
43-49.
BOUKENDAKDJI M. (2014), “Stress-Strain Behaviour of Slag Cement Concrete” Int. J. of
GEOMATE, Sept., 2014, Vol. 7, No. 1 (Sl. No. 13), pp.974-979, Japan.
BOUKENDAKDJI M. and TOUAHMIA M. (2011), “Workability and Mechanical Properties of
Concrete containing superplasticizer” The 1st International Congress, Civil Engineering and Durable
Development, Tebessa, Algeria, 17 – 19 October 2011.

1 Workshop on Development of Self-Compacting concrete, University of Hail, KSA
2 Workshop on Quality Control of Concrete Construction, University of Hail, KSA
3 Workshop on Concreting in Hot Weather, University of Hail, KSA
191
Walid Mohamed Abdel-Samad Khalifa

Assistant Professor, Department of Civil Engineering, University of Hail
Education
PhD Environmental Hydrology Cairo University, Egypt 2000
192
M.Sc. Hydraulics of Sediment Transport Cairo University, Egypt 1994

B.Sc. Civil Engineering Cairo University, Egypt 1988
Academic Experience
Title (Chair, Full or
From To Institution Rank
Oct 29 CE Dept. ABET
To date University of Hail, Hail, KSA Ass Prof FT
2020 Coordinator
Sep 01 CE Dept. program
2012 Coordinator
Sep 01
2009
Oct 01 Aug 31
University of Almergab, Libya Ass Prof FT
2005 2009
Oct 30 Sep 30
University of Fayoum, Egypt Ass Prof FT
2002 2005
Land Use and Land Cover
Changes Department (LUC),
Mar 01 May 31 Guest
International Institute for FT
2000 2002 Researcher
Applied Systems Analysis
(IIASA), Laxenburg, Austria
Institute of Aquatic Resources
Research and Management,
Aug 26 Nov 26 Guest Ass
Faculty of Civil Engineering, FT
2004 2004 Prof
Kassel University, Kassel,
Germany
Jun 07 Oct 29 Teaching
University of Fayoum, Egypt FT
1994 2002 Assistant
Oct 05 Jun 06 Demonstrato
University of Fayoum, Egypt FT
1988 1994 r
Non-Academic Civil Experience (including Consultations)

(Brief) Time

1 Staff Association, Cairo University, Giza, Egypt Member 1988
2 Engineers Syndicate, Giza, Egypt Member 1988
3 American Culture Center, Cairo, Egypt Member 1998
4 Bibliotheca of Alexandrina, Alexandrina, Egypt Member 2005
193
Honours and Awards

8. Recognition for getting Master degree from Fayoum Engineering Syndicate, Fayoum, Egypt
(1994)
9. Scholarship for post-doctor from OÄD, Austria (Mar 2000 – May 2002)
10. Recognition for completing the OÄD scholarship from Egyptian Cultural Office, Austria
(2002)
11. Scholarship for post-doctor from DFG, Germany (Aug 2004 – Nov 2004)
12. Excellence in Teaching Award from College of Engineering, University of Hail, Saudi Arabia
(May 2019)
1 Member College International Accreditation Committee
2 Member Academic Committee (Development, Assessment, Evaluation)

Khalifa, W. M. A. “Simulation of Water Quality for El-Salam Canal in Egypt”, ECOSUD 2013,
9th International Conference on Ecosystems and Sustainable Development held from 18-20 June
2013, Bucharest, Romania, Water Pollution XII, WIT Transactions on Ecology and The
Environment, www.witpress.com, ISSN 1743-3541 (on-line), Volume 182, © 2014 WIT Press,
Pages 27-37, 2014, DOI:10.2495/WP140031.
Khalifa, W. M. A. and El-Kashif, K. F. O., “Evaluation of Design of RC Silos Subjected to
Thermal Loads”, IOSR Journal of Mechanical and Civil Engineering, IOSR-JMCE (ISSN 2278-
1684), Volume 16, Issue 1, Pages 01-11, January - February 2019, DOI: 10.9790/1684-
1601030111
Khalifa, W. M. A. and El-Kashif, K. F. O., “Computational Model for the Evaluation of
Reinforced Concrete Silos Subjected to Thermal Load”, Engineering, Technology & Applied
Science Research (ISSN 1792-8036), Volume 9, Issue 4, Pages 4411-4418, August 2019,
DOI: https://doi.org/10.48084/etasr.2874
Khalifa, W. M. A. and Mahamid, I. (2019), “Causes of Change Orders in Construction Projects”,
Engineering, Technology & Applied Science Research (ISSN 1792-8036), Volume 9, Issue 6,
Pages 4956-4961, December 2019, DOI: https://doi.org/10.48084/etasr.3168
Khalifa, W. M. A., “Evaluation of water quality parameters using numerical modeling approach
for the El-Salam Canal in Egypt” International Journal of Advanced and Applied Sciences (ISSN
2313-3724), Volume 7, Number 2, Pages 99-112, February 2020, DOI:
https://doi.org/10.21833/ijaas.2020.02.014
Khalifa, W. M. A., “Computer model for trickle irrigation system design”, International
Transaction Journal of Engineering, Management, & Applied Sciences & Technologies (ISSN
1906-9642), Volume 11, Number 7, Pages 01-17, February 2020, DOI:
10.14456/ITJEMAST.2020.141
Khalifa, W. M. A., “An Economic analysis of crops production using a trickle irrigation
system”, International Transaction Journal of Engineering, Management, & Applied Sciences &
Technologies (ISSN 1906-9642), Volume 11, Number 8, Pages 01-13, March 2020, DOI:
194
10.14456/ITJEMAST.2020.151
Khalifa, W. M. A. and Mahmoud, N. A. A., “Effects of Drip Irrigation System for Long-Life
Fruit Trees on Different Economic Bases”, International Transaction Journal of Engineering,
Management, & Applied Sciences & Technologies (ISSN 1906-9642), Volume 11, Number 11,
Pages 01-17, DOI: 10.14456/ITJEMAST.2020.220
Khalifa, W. M. A., “Simulation of Dissolved Oxygen and Dissolved Substrate for Hasel River”,
Engineering, Technology & Applied Science Research (ISSN 1792-8036), Volume 10, Issue 4,
Pages 6126-6130, August 2020, DOI: https://doi.org/10.48084/etasr.3703
Khalifa, W. M. A., Gasmi, H., Butt, T. A., “Farm-Based Environmental and Economic Impacts
of the Drip Irrigation System”, Engineering, Technology & Applied Science Research (ISSN
1792-8036), Volume 10, Issue 5, Pages 6335-6343, October 2020, DOI:
https://doi.org/10.48084/etasr.3777
Muhammad Saqib Khan, Jehanzeb Ali Shah, Nadia Riaz, Tayyab Ashfaq Butt, Asim Jahangir
Khan, Walid M. A. Khalifa, Hatem Hassin Gasmi, Enamur Rahim Latifee, Muhammad Arshad,
Ahmed Abdullah Alawi Al-Naghi, Anwar Ul-Hamid, Muhammad Arshad and Muhammad Bilal,
“Synthesis and Characterization of Fe-TiO2 Nanomaterial: Performance Evaluation for RB5
Decolorization and in Vitro Antibacterial Studies”, Nanomaterials, Volume 11, Issue 436, Page 1-
19, 2021, https:// doi.org/10.3390/nano11020436. (IF:4.034).
Jehanzeb Ali Shah, Cyrus Raza Mirza, Tayyab Ashfaq Butt, Walid M. A. Khalifa, Hatem H.
Gasmi, Hajira Haroon, Muhammad Saqib Khan, Muhammad Arif Ali, Iftikhar Zeb, Sajid Hussain
Shah, Bilal Ahmad Zafar Amin, Muhammad Bilal, “Tobacco Stalk Waste Biomass Holds
Multilayer and Spontaneous Adsorption Capabilities for Reactive Black 5 Dye: Equilibrium
Modelling and Error Function Analysis”, Polish Journal of Environmental Studies, Volume 30,
Issue 3, Pages 1-12, 2021, https://doi.org/10.15244/pjoes/125851. (IF: 1.383).

Training Course on Building Skills for the TOEFL Course, University of Cairo, Giza, Egypt
1
(Dec 25, 1996 – Jan 31 1997)
Training Course on Teaching Preparation Course, University of Cairo, Giza, Egypt (Jun 12-25,
2
1998)
Training Course on The 19th International Course on Environmental Hydrology for Arid and
3
Semi-Arid Regions, Hydraulic Research Institute, NWRC, Egypt (May 23 – July 04, 1999)
4 Workshop on Primary Self-evaluation, University of Hail, Hail, KSA (Nov 13, 2012)
5 Workshop on Program Specification, University of Hail, Hail, KSA (Nov 26, 2012)
6 Workshop on Specifications and Reports, University of Hail, Hail, KSA (Feb 12, 2013)
Workshop on Academic Standards of Teaching and Learning, University of Hail, Hail, KSA
7
(Feb 26, 2013)
Workshop on Academic Standards of Students Learning Support, University of Hail, Hail,
8
KSA (Mar 05, 2013)
Workshop on Academic Standards of Research and Community Service, University of Hail,
9
Hail, KSA (Mar 11, 2013)
Workshop on Cultural and Environmental Criteria of Learning Programs, University of Hail,
10
Hail, KSA (Apr 09, 2013)
195
Workshop on Academic Programs Report according to National Frame of Qualifications,

11
University of Hail, Hail, KSA (Apr 16, 2013)
12 Training Course on Strategical Planning, University of Hail, Hail, KSA (Apr 30-May 01, 2013)
Workshop on Specification and Criteria of Theoretical Exam Paper, University of Hail, Hail,
13
KSA (Nov 03, 2013)
Workshop on Composing of Intended Learning Outcomes, University of Hail, Hail, KSA (Nov
14
14, 2013)
Workshop on Preparation of Academic Standards, University of Hail, Hail, KSA (Nov 18,
15
2013)
Workshop on Academic Quality and accreditation for Saudi universities: Criteria, Mechanisms,
16
and Practices, University of Hail, Hail, KSA (Apr 17, 2014)
17 Workshop on Key Performance Indicators, University of Hail, Hail, KSA (Sep 17, 2014)
Workshop on Self-study Reports ILO’s Assessment, University of Hail, Hail, KSA (Sep 21,
18
2014)
Workshop on Measurement of the validity of Intended Learning Outcomes, University of Hail,
19
Hail, KSA (May 06, 2015)
Workshop on Mechanism of discovering, following, and support of failure students, University
20
of Hail, Hail, KSA (Nov 12, 2015)
21 Workshop on Key Performance Indicators, University of Hail, Hail, KSA (Feb 02, 2016)
22 Workshop on Archiving Files, University of Hail, Hail, KSA (Feb 10, 2016)
Workshop on Electronic Measurements for Course Intended Learning Outcomes, University of
23
Hail, Hail, KSA (Nov 07, 2016)
24 Workshop on Primary Aids, University of Hail, Hail, KSA (Jan 16, 2017)
Workshop on Academic Program Report Completion, University of Hail, Hail, KSA (Nov 08,
25
2017)
Training Course on Planning for Academic Programs Quality, University of Hail, Hail, KSA
26
(Feb 19-20, 2018)
Workshop on Assignment of quality tasks of 1st semester of academic year 2018/2019,
27
University of Hail, Hail, KSA (Sep 17, 2018)
Workshop on Assignment of academic accreditation standards issued from NCAAA (SES 1, 2,
28
and 3), University of Hail, Hail, KSA (Sep 25, 2018)
Workshop on Assignment of academic accreditation standards issued from NCAAA (SES 4, 5,
29
and 6), University of Hail, Hail, KSA (Oct 02, 2018)
Workshop on A review of the methodology used in conducting a project: The case of Adoption
30
open Innovation in Wales, University of Hail, Hail, KSA (Nov 19, 2018)
Workshop on Training Experience on Solar Energy in Saudi Arabia, University of Hail, Hail,
31
KSA (Nov 20, 2018)
Workshop on Assignment responsibilities of academic program coordinators, University of
32
Hail, Hail, KSA (Jan 22, 2019)
Workshop on Methodology of preparation and execution of improvement plan of academic
33 programs and studying courses in the light of periodic reports, University of Hail, Hail, KSA
(Feb 05, 2019)
Workshop on Saudi Framework of Qualifications – SQF Program, University of Hail, Hail, KSA
34
(Mar 18, 2019)
35 Workshop on Definition of standardized programmatic self-evaluation and independent
196
opinion standards, University of Hail, Hail, KSA (Oct 02, 2019)

Workshop on Introducing the parts of the self-study of scientific and engineering colleges (part
36
I), University of Hail, Hail, KSA (Oct 08, 2019)
37
II), University of Hail, Hail, KSA (Oct 15, 2019)
Workshop on Introducing how the template annual report of the program is completed,
38
University of Hail, Hail, KSA (Oct 29, 2019)
Workshop on Quality requirements for the current semester, University of Hail, Hail, KSA (Jan
39
27, 2020)
Workshop on Simulator Visit for the second semester requirements, University of Hail, Hail, KSA
40
(Feb 04, 2020)
Training Course on Academic Course description, University of Fayoum, Fayoum, Egypt (Jan
41
06-07, 2021)
Training Course on International Scientific Publishing, University of Fayoum, Fayoum, Egypt
42
(Jan 09-10, 2021)
Training Course on Teaching Strategies, University of Fayoum, Fayoum, Egypt (Jan 11-12,
43
2021)
Training Course on Effective communication skills, University of Fayoum, Fayoum, Egypt
44
(Jan 13-14, 2021)
Training Course on Negotiation and persuasion skills, University of Fayoum, Fayoum, Egypt
45
(Jan 16-17, 2021)
Training Course on Academic Advising and Student Support, University of Fayoum, Fayoum,
46
Egypt (Jan 18-19, 2021)
Hatem Hassin Gasmi

Education
197
PhD Geotechnical Engineering University of Tunis, Tunisia 2014

M.Sc. Structural Engineering University of Tunis, Tunisia 2007
B.Sc. Civil Engineering University of Tunis, Tunisia 2006
Academic Experience
Title (Chair, Full or
From To Institution Rank
Director of quality
Feb 01
To date University of Hail, Hail, KSA Ass Prof unit in Directorate of FT
2020
Project
Feb 01 Mar CE Dept. Quality
University of Hail, Hail, KSA Ass Prof FT
2016 2020 Coordinator
CE Dept. Head of
March February Professional Masters
University of Tunis, Tunisia Ass Prof FT
2013 2016. in project
management
CE Dept. Soil
Nov Feb
University of Tunis, Tunisia Assistant mechanics laboratory FT
2011 2013
Coordinator
Non-Academic Civil Experience (including Consultations)

(Brief) Time
Geotechnical
Jan Sep Geotechnical
TAV Construction Engineer (deep Full Time
2010 2011 Engineer
foundation)
Ministry of Full Time
Feb Jan Senior Marine Senior Marine
Agriculture &
2008 2010 structure Engineer structure Engineer
Hydraulic Resources
Geotechnical Geotechnical Full Time
Oct Feb International Society
Engineer Engineer (deep
2007 2008 Chaaben & Co.
foundation)
Civil Engineer Execution Engineer Full Time
Jul Oct Monsef Nawar
(building and
2006 2007 building
pavement)

1 International Society of Rock Mechanics, Austria Member 2012
2 International Society of Soil Mechanics, United Member 2012
Kingdom
3 Tunisian Society of Rock Mechanics, Tunisia General Secretary 2012
198
4 Engineers Syndicate, Tunisia Member 2006
Honours and Awards

13. Get an engineering degree as valedictorian "Major of Promotion" from University of Tunis.
14. Recognition for getting Master degree from Tunisia Engineering Syndicate (2007)
15. Scholarship for post-doctor from The French institute, France (2010)
16. Receiving the Engineer of the Year award from the Turkish Foundation TAV Construction
1 Director of quality unit in Directorate of Project
2 Member of the Scientific Council of Civil Engineering Department
3 Quality Coordinator of Civil Department
4 supervisor of student Voluntary work
5 Member College International Accreditation Committee
6 Member Academic Committee (Development, Assessment, Evaluation)

Muhammad Saqib Khan1, Jehanzeb Ali Shah1, Nadia Riaz1, Tayyab Ashfaq Butt2, Asim
Jahangir Khan1,Walid Khalifa2, Hatem Hassin Gasmi2, Enamur Rahim Latifee2, Muhammad
Arshad. Synthesis and Characterization of Fe-TiO2 Nanomaterial: Performance Evaluation for
RB5 Decolorization and In Vitro Antibacterial Studies. February 2021
Nanomaterials 11(2):436. DOI: 10.15244/pjoes/125851
Jehanzeb Shah, C. Mirza, Tayyab Butt, W. Khalifa , Hatem Gasmi, Hajira Haroon. Tobacco Stalk
Waste Biomass Holds Multilayer and Spontaneous Adsorption Capabilities for Reactive Black 5
Dye: Equilibrium Modelling and Error Function Analysis. Polish journal of environmental
studies. Vol. 30, No. 3 (2021), 1-12. DOI: 10.15244/pjoes/125851.
Mabrouk Touahmia, Hatem Gasmi, Mohamed Ahmed Said 2020. Creep Performance of
Geosynthetic Reinforcements. Engineering, Technology and Applied Science Research Vol 10
(No 4), 2020, 6147-6151.
Walid Khalifa, Hatem Gasmi, Tayyab Butt 2020. Farm-Based Environmental and Economic
Impacts of the Drip Irrigation System. Engineering, Technology and Applied Science
Research Vol 10 (No 5), October 2020, 6335-6343.
http://etasr.com/index.php/ETASR/article/view/3777
Hatem Gasmi 2020. Evaluation of Soil Liquefaction Potential around Enfidha International
Airport, Tunisia. University of Ha’il-Journal of Science (UOHJS), Volume 1- second issue.
January 2020: 50-65.
Hatem Gasmi, Mabrouk Touahmia, Ahmed Torchani. 2019. Determination of Fractured Rock’s
Representative Elementary Volume by a Numerical Simulation Method. Engineering,
Technology & Applied Science Research Vol. 9, No. 4, 2019, 4448-4451
https://www.etasr.com/index.php/ETASR/article/view/2854
M. Touahmia., H. Gasmi, A. Ahmed. 2020. LOAD-DEFORMATION-TIME ANALYSIS OF
GEOSYNTHETIC SOIL REINFORCEMENTS. INTERNATIONAL JOURNAL OF
GEOTECHNICAL ENGINEERING (ISI, Q2). (Accepted: April 2020)
A. Torchani, B. Attia, H. Gasmi. 2019. Dynamic Economic/Environmental Dispatch Problem
199
Considering Prohibited Operating Zones. Engineering, Technology & Applied Science Research
Vol. 9, No. 4, 2019, 4448-4451 Vol. 9 No. 5 (2019): October, 2019
Gasmi H, 2018. “Numerical simulation of wave propagation due to single blast hole”
International Journal of Applied Research and Technology Vol (N°1), pp. 19-23, September
2018.
Gasmi H, (Uoh, ENIT) “Numerical Study of Slope Stability: case of Landslides Affecting the
Regional road of Jendouba, Tunisia” Proceedings of the Institution of Civil Engineers-
Geotechnical Engineering (Submitted: April 2019), GE-D-17-00163.
Nidhal Hnaien, Saloua Marzouk, Lioua Kolsi, Hatem Gasmi, Habib Ben Aissia 2018. “CFD
modeling of the interaction between an oblique wall jet and a parallel offset jet” International
Journal of Fluid Mechanics Research 45 DOI: 10.1615/InterJFluidMechRes.2018021508, July
2018.
http://www.dl.begellhouse.com/journals/71cb29ca5b40f8f8,79322aa4343ca222,5245bcda386276
89.html
R Abbassi, A Boudjemline, H Gasmi, T Guesmi, “A Numerical-Analytical Hybrid Approach for
the Identification of SDM Solar Cell Unknown Parameters”, Engineering, Technology & Applied
Science Research 8 (3), 2018. Pages 2907-2913. eISSN: 1792-8036, pISSN: 2241-4487. (ISI).
Gasmi H., Hamdi E 2018. Cadre législatif et réglementation pour les vibrations induites par les
tirs. Journée technique « Vibrations d'origines variées transmises par les massifs rocheux dans les
constructions civiles » Gammarth Janvier 2018.
Hamdi E., Gasmi H. 2014. Phénomène vibratoire et technologie de mesures des vibrations dans
les carrières de roches massives. Journée Vibrations d'origines variées transmises par les massifs
rocheux dans les constructions civiles, Gammarth Janvier 2014.
Gasmi H., Hamdi E., Bouden Romdhane N. 2014. Numerical homogenization of jointed rock
masses using wave propagation simulation. Rock Mech Rock Eng (2014). 47:1393-1409 DOI
10.1007/s00603-013-0458-8
https://www.springerprofessional.de/en/numerical-homogenization-of-jointed-rock-masses-using-
wave-propa/5311290
Gasmi H, Yahyaoui S and Hamdi E. 2012. A new tool for homogenization of jointed rock masses
using wave propagation analysis. Int. Symp. On Rock Fragmentation by Blasting –
FRAGBLAST 10, Delhi, November 24-29, India.
Hamdi E., Gasmi H., Bouden Romdhane N. 2009. Influence of rock mass discontinuity networks
on the seismic response parameters. Int. Symp. On Rock Fragmentation by Blasting –
FRAGBLAST 9, Granada, Spain, September 13-17, pp.589-596.
Gasmi H., Hamdi E., Bouden Romdhane N. 2008. Influence of the in situ rock mass structure on
the blast induced vibrations. Int. Conf. on Geotech Engineering - ICGE’08, Hammamet, March
24-26, pp.523-532
1 Webinar on Design, Operation and Maintenance of Dams University of Ha’il, Ha’il, KSA(Oct
200
2020)
Webinar on Road Map for ABET Accreditation at the Engineering college University of Ha’il,
2
Ha’il, KSA (Oct 2020)
Webinar on How to fill a Senior Design Project proposal form based on ABET requirements
3
University of Ha’il, Ha’il, KSA (Oct 2020)
Workshop on Assignment responsibilities of academic program coordinators, University of
4
Hail, Hail, KSA (Jan 22, 2019)
Workshop on Methodology of preparation and execution of improvement plan of academic
5 programs and studying courses in the light of periodic reports, University of Hail, Hail, KSA
(Feb 05, 2019)
Workshop on Saudi Framework of Qualifications – SQF Program, University of Hail, Hail, KSA
6
(Mar 18, 2019)
Workshop on Definition of standardized programmatic self-evaluation and independent
7
opinion standards, University of Hail, Hail, KSA (Oct 02, 2019)
36
I), University of Hail, Hail, KSA (Oct 08, 2019)
37
II), University of Hail, Hail, KSA (Oct 15, 2019)
Workshop on Introducing how the template annual report of the program is completed,
38
University of Hail, Hail, KSA (Oct 29, 2019)
Workshop on Quality requirements for the current semester, University of Hail, Hail, KSA (Jan
39
27, 2019)
Workshop on Simulator Visit for the second semester requirements, University of Hail, Hail, KSA
40
(Feb 04, 2019)
Abderrahmane OUAZIR
Education
Degre Field of Study Institution Year
e
201
Doctor Civil Engineering Paris XII University, France 2001

ate
Master Building Engineering ENPC School, Paris, France 1999
Enginn Civil Engineering National Institute of 1990
er Civil engineering,
Academic Experience
Fro To Institution Rank Title (Chair, Full or
m Coordinator, Part
Nov To University of Hail, Hail, KSA Associ FT
17 date ate
Dec Nov University of Associ Responsible of FT
02 17 Mostaganem, Algeria ate the field of civil
Profess engineering.
or Member of
doctoral
education in civil

Fro To Company/Entity Title Position Full or
m Description Part
Sep Oct Ministry of Civil Engineer FT
90 91 housing Algeria

Registered Professional Engineer in Algeria
Principal Publications/Presentations
M. Ouazir, A. Kassoul, A. Ouazir & B. Achour, , Inelastic seismic response of
torsionally unbalanced structures with soft first story, Asian Journal of Civil Engineering
Building and Housing, ISSN 1563-0854, Springer International Publishing AG, part of
Springer Nature, 2018 Abderrahmane Ouazir, Asma Hadjadj and Abdelkader Benanane,
Numerical study on the effects of seismic torsional component on multistory buildings,
Earthquake and Structures, 2017. Benanane S., Kerdal Dj., Benanane A, Ouazir A., Titoum M.,
A modern methodology of design of three dimensional structures by a genetic algorithms
approach, U.P.B. Sci. Bull., Series D, Vol. 78, Iss. 1, 2016.
Hadjadj A., Benanane A., Ouazir A., Bourahla N., Estimation of the accidental eccentricity due
to seismic rotational component, Rev. Tec. Ing. Univ. Zulia, Vol. 37, N°3, 58-64, 2014.
National research project, An Attempt of analysis of factors contributing to the
accidental eccentricity, CNEPRU J0402220120048, 2013.
Benanane A., Ouazir A., Benanane S., Titoum M., Mezoudj G., Influence of deformability
of horizontal diaphragms in their plan on the seismic loads distribution to resisting walls,
The 6th International Conference on Structural Analysis of Advanced Materials, ICSAAM
2015,Porto, Portugal, 2015.
202
Ouazir A., Hadjadj A., Benanane A., The structural eccentricity in multi-storey buildings
in question, 6th International Symposium on construction in seismic zones, SICZS, Chlef,
Algeria, 2013.
Ouazir K., Ouazir A., Benanane A., Influence of structural framing systems on the seismic
behavior of isolated buildings, 6th International Symposium on construction in seismic zones,
SICZS, Chlef, Algeria, 2013.
A. Benanane, A. Ouazir, S. Benanane, M. Titoum, The multidisciplinary applied to the
three dimensional structures optimization of civil engineering, 1er Colloque International de
Génie Civil CIGC'2013, 2013.
A. Benanane, A. Ouazir, S. Benanane, M. Titoum, Méthodologie moderne de
dimensionnement des structures tridimensionnelles par l'approche orientée objet, 6ème
Symposium International sur la construction en zones sismiques (SICZS 2013), 2013.
S. Benanane, D. Kerdal, A. Benanane , A. Ouazir, M. Titoum, Conception moderne des
Structures spatiales du Génie civil par l'approche des Algorithmes génétiques, 6ème
Symposium International sur la construction en zones sismiques (SICZS 2013), 2013.
Hadjadj A., Ouazir A., Benanane A., L'excentricité structurale dans les bâtiments multi-étages
en questions, 6ème Symposium International sur la construction en zones sismiques (SICZS
2013), 2013.
A. Ouazir, A. Benanane , A. Hadjadj, L'introduction de l'excentricité accidentelle dans le
calcul dynamique des structures tridimensionnelles, Colloque International sur la Réduction
du Risque sismique, 2012.
A. Benanane , A. Ouazir , M. Titoum , T. Masri, Influence of deformability of
horizontal diaphragms in their plan on the seismic loads distribution to resisting walls,
The joint event Deformation and Fracture of Composites 11 and Structural Integrity 5 in
Cambridge, 2011. Benanane Abdelkader., Ouazir Abderrahmane, Titoum Messaoud, Masri
Tahar, Dimensionnement optimal des fondations superficielles sur sols cohérents ou
pulvérulents secs, saturés ou dont la nappe phréatique évolue au cours du temps, 1er
Séminaire National sur les Matériaux et la Protection de l’Environnement, 2011.
Ouazir Abderrahmane, Benanane Abdelkader, Hadjadj Asma, La modélisation numérique 3D et
la prise en compte de l’excentricité accidentelle, 1er Séminaire National sur les Matériaux
et la Protection de l’Environnement, 2011.
Benanane Aek., Ouazir Abderrahmane, Titoum Messaoud, Masri Tahar, Application de la
théorie du contrôle optimal au calcul des structures du génie civil, 1er Séminaire National sur
les Matériaux et la Protection de l’Environnement, 2011.
Djilali Nassira, A.Ouazir,A.Benanane, Comportement dynamique des diaphragmes
horizontaux vis-à-vis des actions sismiques, 1er Séminaire National sur les Matériaux et
la Protection de l’Environnement, 2011.
203
Nagui William Bishay

Education
PhD Structural Engineering University of Canterbury, New Zealand 2004
M.Sc Structural Engineering University of Canterbury, New Zealand 2000
M.Sc Structural Engineering University of Alexandria, Egypt 1990
B.Sc Civil Engineering University of Alexandria, Egypt 1980
Academic Experience
2015 To date University of Hail, Hail, Assistant FT
Saudi Arabia Professor
2014 2015 Pharos University- Assistant FT
Alexandria, Egypt Professor

(Brief) Time
2012 2014 CHCH- New Zealand Consulting Engineer Earthquakes FT
Engineering
Consultant.
2006 2012 NSW- Australia Chartered Structural FT
Professional Engineering
Engineer Consultant.
2004 2006 Wellington- New Consulting Engineer Earthquakes FT
Zealand Engineering
Consultant.

1 Chartered Professional Engineer of the Institute of Engineers Australia in the Civil and
Structural College.
2 Registered Professional Engineer in New Zealand.
3 Registered Professional Engineer in Egypt.

1 Institute of Engineers - Australia Chartered Professional 2009
Engineer.
2 Institute of Engineers – New Zealand Member 2004
3 Institute for Engineers - Egypt Member 1980
Honours and Awards
204
Letter of Appreciation from the Rector of Hail University in the Coop advisory works with senior
graduated students.
Coop Coordinator
Bishay-Girges, Nagui William, “Improved Steel-Column Connections in Industrial Structures”,

Engineering, Technology & Applied Science Research, Vol. 10, No. 1, 2020, 5126-5131.
Bishay-Girges, Nagui William, “An Alternative System for Eccentrically Braced Frames
Resisting Lateral Loads”, Engineering, Technology & Applied Science Research, Vol. 9, No. 3,
2019, 4281-4286.
Bishay-Girges, Nagui William, “Control of Lateral forces on Industrial Steel Structures with
Overhead Cranes”, SSRG International Journal of Engineering (SSRG-IJCE), Vol. 5, Issue 11,
November 2018, 6-12.
Bishay-Girges, Nagui William, “Control the Effect of Wind Loads on Trussed Towers by Using
Damping System”, International Journal of Academic Engineering Research (IJAER) – Vol. 2,
Issue 10, October 2018, 1-7.
Bishay-Girges, Nagui William, “A study to Use an Alternative System of Wall Bracing in

Industrial Buildings”, International Journal of Civil Engineering (IJCE), Vol. 5, Issue 9,
September 2018, 1-7.

Workshops and Seminars on “Dynamics of Structures”.
205
E. R. Latifee, Ph.D.
Education
Ph. D. Civil Engineering Clemson University, SC, USA 2013
(Construction Materials)
B. Sc. Civil Engineering Bangladesh University of 2001
Engg. Engineering & Technology,
Dhaka, Bangladesh
Academic Experience
Sept 17 To date University of Hail, Hail, KSA Associate Dept. Exam Comm. FT
Professor Coordinator
Nov 15 Sep. 17 Ahsanullah University of Associate Graduate Program FT
Science and Technology Professor Comm. Coordinator
(AUST), Dhaka, Bangladesh
June 14 Nov 15 AUST, Dhaka, Bangladesh Assistant Graduate Program FT
Professor Comm. Coordinator
Sept 13 May 14 Glenn Department of Civil Visiting PT
Engineering Faculty
Clemson University, SC, USA
Sept 09 Aug 13 Glenn Department of Civil Research FT

Engineering Assistant
Clemson University, SC, USA
Apr 06 June 14 AUST, Dhaka, Bangladesh Assistant Coordinator for FT

[including study leave period Professor AUST-Examination
2009-2014] Comm., Publication
comm., co-curricular
activities and others
Oct 04 Apr 06 AUST, Dhaka, Bangladesh Lecturer FT
Sept 01 Aug 03 Dept. of Civil Engineering, Teaching FT

University of New Hampshire, and
NH, USA Research
Assistant
Jan 01 Aug 01 Civil and Environmental Eng. Lecturer FT
Department, Shahjalal
University of Science and
Technology(SUST), Sylhet,
206
Bangladesh

(Brief) Time
Jan 01 Sept 01 Provincial Design Consultant Private Consultancy PT
Dhaka

1 Registered Professional Engineer in Bangladesh
2 Engineer in Training, South Carolina, U.S.A.
1 Institute of Engineers Bangladesh (IEB) Member 2001
2 Precast/Prestressed Concrete Institute Member 2019
Honours and Awards

17. Professional Enrichment Grant, Clemson University (2011-2013)
18. Dean’s Scholarship, Bangladesh University of Engineering and Technology
19. Letter of Appreciation from the President of American Concrete Institute (ACI) for
successful research presentation in the ACI Convention (November 2, 2010)
1 Member, College International Accreditation Committee
2 Member, Departmental Curriculum Committee
3 Coordinator, Departmental Exam Committee
Khan, M.S.; Shah, J.A.; Riaz, N.; Butt, T.A.; Khan, A.J.; Khalifa, W.; Gasmi, H.H.; Latifee, E.R.; Arshad, M.; Al-Naghi,
A.A.A.; Ul-Hamid, A.; Arshad, M.; Bilal, M. Synthesis and Characterization of Fe-TiO 2 Nanomaterial: Performance
Evaluation for RB5 Decolorization and In Vitro Antibacterial Studies. Nanomaterials 2021, vol. 11, no. 2:
436. https://doi.org/10.3390/nano11020436
Latifee, E. R. Nusrat Jahan, Avishek Chowdhury, Sama Ahmed (2019), “A Review of Precast,
Pre-stressed Concrete Panel Bridge Deck System and a Proposed New Model for Bangladesh”,
Journal of Structural Technology, pp. 19-24, Volume 4, Issue 1, DOI:
http://doi.org/10.5281/zenodo.2585400
Prasada R. Rangaraju, Kaveh Afshinnia, Sai Sudhir R. Enugula and Enamur R.

Latifee,“Evaluation of alkali-silica reaction potential of marginal aggregates using miniature
concrete prism test (MCPT), 15th International Conference on Alkali-Aggregate Reaction, July
03- 07, 2016 - São Paulo, SP, Brazil.
Latifee, E.R. (2016), “State of the art report on alkali silica reactivity mitigation effectiveness
207
using different types of fly ashes”, Journal of Materials, vol. 2016, Article ID 7871206, 7 pages,
2016. doi:10.1155/2016/7871206
1 “How Precast Builds: PCI Architectural Certification webinar”, PCI, USA
2 “Load Testing – Changes in ACI 318-19”, ACI webinar, ACI, USA
3 "Design, Operation and Maintenance of Dams" webinar, University of Hail, Hail, KSA
208
Tayyab Ashfaq Butt

Education
PhD Environmental Engineering KAIST, South Korea 2010
MSc Environmental Engineering KAIST, South Korea 2005
BEngg Civil Engineering University of Engg & Tech, Lahore, 2001
Pakistan
Academic Experience
From To Institution Rank Title (Chair, Coordinator, Full or
etc.) Part Time
Sep 15 To date University of Hail, Hail, Asst. Dept. Quality Coordinator, FT
KSA Professor Member , Internal Audit &
Evaluation Committee
Mar 10 Aug 15 COMSATS Institute of Asst. Dept. Coordinator, Graduate FT
Information Technology, Professor Program, Convener,
Abbottabad, Pakistan Departmental Committee for
academic quality assurance

From To Company/E Title Position Full or Part
ntity Description (Brief) Time
Feb 14 Aug 15 Innovative Design of combined effluent Design Officer FT
consultants treatment plant (CETP) for
Hyattabad Industrial Estate
(HIE)
Jun 01 Feb 03 Adil Basit Construction & renovation of Site Engineer FT
Associate Government housing schemes

1 Registered Professional Engineer in Pakistan (Civil-21804)

1 Pakistan Engineering Council Professional Engineer 2001
Honours and Awards

20. Recipient of KAIST scholarship (full tuition fee waiver) and KRF Scholarship (living
allowance) for Ph.D. studies (2005 ~ 2010) at KAIST, South Korea
21. Recipient of KAIST scholarship (full tuition fee waiver) and KOSEF Scholarship (living
allowance) during MS studies (2003 ~ 2005) at KAIST, South Korea
22. Letter of Appreciation from Head of Institution for publishing papers in International
Impact Factor Journals (Sep 2014)
209
1 Dept. Quality Coordinator,
2 Member , Internal Audit & Evaluation Committee
3 Head research group, Geo-Environmental Research Group Department of Civil Engineering

1. Muhammad Saqib Khan, Jehanzeb Ali Shah, Nadia Riaz, Tayyab Ashfaq Butt,
Asim Jahangir Khan, Walid Khalifa, Hatem Hassin Gasmi, Enamur Rahim
Latifee, Muhammad Arshad, Ahmed Abdullah Alawi Al-Naghi, Anwar Ul-
Hamid, Muhammad Arshad and Muhammad Bilal.“ "Synthesis and
Characterization of Fe-TiO2 Nanomaterial: Performance Evaluation for RB5
Decolorization and Invitro Antibacterial Studies"” (2021) Nanomaterials. (2021).
11(2), 436 (IF:4.034) (DOI: https://doi.org/10.3390/nano11020436)
2. Aqib Hassan Ali Khan, Amna Kiyani ,Cyrus Raza Mirza, Tayyab Ashfaq Butt,
Rocío Barros,Basit Ali,Mazhar Iqbal, Sohail Yousaf “ Ornamental plants as a
candidate for heavy metal phytoremediation: Present knowledge and future
perspectives.” (2021) Environmental Research. (2021). 195(2020):110780 (IF:5.715)
(DOI: 10.1016/j.envres.2021.110780 )
3. Sajid H. Shah, Raza Mirza, Tayyab Ashfaq Butt, M. Bilal, M.S.A Yasser, Atif Ali,
M. Arif Ali, Ayesha Baig, Rida Z. Shah, Mujahid H. Shah, Bilal A. Zafar Amin, M.
Hassham H. Bin Asad, M. Saqib, Ahson J. Shaikh 2021. Nano-porous Zirconia
Membranes for Separation of Hydrogen from Carbon Dioxide. Polish Journal of
Environmental Studies, (2020) (https://doi.org/10.15244/pjoes/127385) (IF,
1.383)
4. Jehanzeb Ali Shah, Cyrus Raza Mirza, Tayyab Ashfaq Butt, Walid M.A. Khalifa,
Hatem H. Gasmi, Hajira Haroon, Muhammad Saqib Khan, Muhammad Arif Ali,
Iftikhar Zeb, Sajid Hussain Shah, Bilal Ahmad Zafar Amin, Muhammad Bilal.
Tobacco Stalk Waste Biomass Holds Multilayer and Spontaneous Adsorption
Capabilities for Reactive Black 5 Dye: Equilibrium Modelling and Error
Function Analysis. Polish Journal of Environmental Studies. (2021) 30(3):1-12. (IF,
1.383) (https://doi.org/10.15244/pjoes/125851)
5. N. Aftab, K. Saleem, A. H. A. Khan, T. A. Butt, C. R. Mirza, J. Hussain, G. Farooq,
A. Tahir, S. Yousaf, M. I. Zafar, I. Nawaz & M. Iqbal . Cosmos sulphureus Cav. is
more tolerant to lead than copper and chromium in hydroponics system. Int. J.
Environ. Sci. Technol. (2020). https://doi.org/10.1007/s13762-020-02981-w
(IF:2.54)
6. Jehanzeb Ali Shah, Tayyab Ashfaq, Muhammad Saqib Khan, Khizar Hussain
Shah, Nadia Riaz, Muhammad Arshad, Sajid Hussain Shah, Bilal Ahmad Zafar
Amin, Muhammad Arfan, Yongqing Zhang, Muhammad Bilal.“ Melia azedarach
Activated Carbon and its novel TiO2 Nanocomposite for Chemisorption and
Photodecoloration of Reactive Orange 16: Isotherm and Kinetic Modeling”
(2020) Current Analytical Chemistry (2020) 16: 1.( IF:1.365) (DOI:
10.2174/1573411016999200715162006)
7. Jehanzeb Ali Shah, Tayyab Ashfaq But, Cyrus Raza Mirza , Ahson Jabbar
210
Shaikh , Muhammad Saqib Khan , Muhammad Arshad ,Nadia Riaz , Hajira

Haroon, Syed Mubashar Hussain Gardazi , Khurram Yaqoob and Muhammad
Bilal “Phosphoric Acid Activated Carbon from Melia azedarach Waste Sawdust
for Adsorptive Removal of Reactive Orange 16: Equilibrium Modelling and
Thermodynamic Analysis.” (2020) Molecules 25(9):2118 (IF:3.267) (DOI:
10.3390/molecules25092118)
8. Aqib Hassan Ali Khan, Ismat Nawaz, Zhiguo Qu, Tayyab Ashfaq Butt, Sohail
Yousaf, Mazhar Iqbal “Reduced growth response of ornamental plant Nicotiana
alata L. upon selected heavy metals uptake, with co-application of
ethylenediaminetetraacetic acid.” (2019) Chemosphere (241)(125006) (IF:5.108)
(https://doi.org/10.1016/j.chemosphere.2019.125006)
9. Aqib Hassan Ali Khan, Tayyab Ashfaq Butt, Cyrus Raza Mirza, Sohail Yousaf,
Ismat Nawaz & Mazhar Iqbal “Combined application of selected heavy metals
and EDTA reduced the growth of Petunia hybrida L.” (2019) Scientific Reports;
9(4138)( 1-12) (IF:4.122) (DOI: 10.1038/s41598-019-40540-7)
10. MA Syed Mubashar Hussain Gardazi, Muhammad Bilal*, Saeed Rehman, Tayyab
Ashfaq“Process Optimization of Hazardous Malachite Green (MG) Adsorption
onto White Cedar Waste: Isotherms, Kinetics and Thermodynamic Studies”
Current Analytical Chemistry, 2017; 13(4)( 305-316) (IF:1.306)
( DOI : 10.2174/1573411012666160601170153)
11. Hajra Haroon, Tayyab Ashfaq, Syed Mubashar H. Gardazi, S. M Sherazi,
Muhammad Ali, Naim Rasheed, Muhammad Bilal “Equilibrium Kinetic and
Thermodynamic Studies of Cr(VI) Adsorption onto a Novel Adsorbent of
Eucalyptus camaldulensis Waste: Batch and Column Reactors” (2016). Korean
Journal of Chemical Engineering 2016; 33(10)( 2898-2907) (IF:1.408)
( https://doi.org/10.1007/s11814-016-0160-0)
12. Syed Mubashar H. Gardazi, Tayyab Ashfaq Butt, Naim Rasheed, Arshid Pervez,
Qaisar Mehmood, Mohammad Maroof Shah, Muhammad Bilal “Effective
Adsorption of Cationic Dye from Aqueous Solution using Low-cost Corncob in
Batch and Column Studies” (2016). Desalination and Water Treatment 2016;
57(2016)( 28981-28988) (IF = 1.272).
( https://doi.org/10.1080/19443994.2016.1188730)
1 Webinar on Design, Operation and Maintenance of Dams University of Ha’il, Ha’il, KSA
Webinar on Road Map for ABET Accreditation at the Engineering college University of Ha’il,
2
Ha’il, KSA
Webinar on How to fill a Senior Design Project proposal form based on ABET requirements
3
University of Ha’il, Ha’il, KSA
4 Webinar on Direct ABET SO measurement from exams
211
Cyrus Raza Mirza

Education
PhD Civil Engineering University of Tokyo 2005
MS Water Resources Engineering University of Engineering & 2000
Technology (UET), Centre of
Excellent in Water Resources
Engineering (CEWRE)
BS Civil Engineering University of Engineering & 1997
Technology (UET) Taxila,
Pakistan
Academic Experience
Sept 2017 To date University of Hail, Assistant FT
Department of Civil Professor
Engineering
Saudi Arabia
Dec 2015 Aug 2017 M/S Safeways Engineers Principal FT
Pakistan Engineer
(Civil
Engineer:
Water
Resources
Engineering)
Aug 2014 Aug 2015 Majmaah University, Assistant FT
Department of Civil & Professor
Environmental Engineering
Saudi Arabia
Jul 2011 Aug 2013 Private FT
teacher of
under to post
graduate
students
London,UK
Dec 2005 May 2011 University of Tokyo, Research FT
Department of Civil Associate
Engineering, River & (Equivalent
Environmental to Associate
Engineering Lab (REEL), Professor)
Japan
212

(Brief) Time

1 Registered Professional Engineer in Pakistan

1 Pakistan Engineering Council Professional Engineer 1997
Honours and Awards

23. Malik Meraj Khalid Award from Pakistan Society of Geographic Information Systems
(PSGIS), Pakistan in 2007.
24. Monbukagakusho (Ministry of Education, Culture, Sports, Science and Technology,
Government of Japan: MEXT), scholarships as a Ph.D research student for University of
Tokyo, Japan from 2002 ~ 2005.
25. Merit Scholarship (INFAQ), UGC, Islamabad in M.S Engineering. 1997 ~ 1999
26. Merit Scholarship from Center of Excellence in Water Resources Engineering (CEWRE),
University of Engineering and Technology, Lahore during M.S Engineering in 1997.
27. Savola Gold Medal from University of Engineering and Technology Taxila, Pakistan, in BS
Civil Engineering in 1997.
28. Certificate of Merit from UET, Taxila for obtaining 1st position in 1st year of annual
examination in Civil Engineering Department in1993.
1 Member of PAAP Committee
2 Head of Department Website Committee (DWC)
3 Member of Library, Books and IT Committee
4 Member of Skills Development Unit
5 Member of Quality and Development Agency Units
6 Member of COOP (Co-Operative) Committee
7 Freshman Exam Coordinator
8 Assessment Unit Coordinator
9 Member of the ABET Committee of Civil Engineering Department
10 Quality Control Inspector

K. Saleem, A. Iqbal, C. R. Mirza, T. A. Butt, M.Toqeer, S. Yousaf, M. I. Zafar, and M. Iqbal,
“Role of Tretes hirsute on Petunia hybrid Vilm. in the presence of cadmium and lead”, Russian
Journal of Plant physiology, 2021(Accepted)
213
Jehanzeb Ali Shah, Cyrus Raza Mirza, Tayyab Ashfaq Butt, Walid M.A. Khalif, Hatem H.
Gasmi, Hajira Haroon, Muhammad Saqib Khan, Muhammad Arif Ali, Iftikhar Zeb, Sajid Hussain
Shah1, Bilal Ahmad Zafar Amin, Muhammad Bilal,“Tobacco Stalk Waste Biomass Holds
Multilayer and Spontaneous Adsorption Capabilities for Reactive Black 5 Dye: Equilibrium
Modelling and Error Function Analysis”, Polish Journal of Environmental Studies, Vol. 30, No.
3, 2021.
Aqib Hassan Ali Khan, Amna Kiyani, Cyrus Raza Mirza, Tayyab Ashfaq Butt, Rocío Barros,
Basit Ali, Mazhar Iqbal, “Ornamental plants for the phytoremediation of heavy metals: Present
knowledge and future perspectives”, Environmental Research, Elsevier, Vol, 195, 2021.
Sajid H. Shah, Raza Mirza, Tayyab Ashfaq Butt, M. Bilal, M.S.A Yasser, Atif Ali, M. Arif Ali,
Ayesha Baig, Rida Z. Shah, Mujahid H. Shah Bilal, A. Zafar Amin, M. Hassham H. Bin Asad, M.
Saqib, Ahson J. Shaikh,”Nano-porous Zirconia Membranes for Separation of Hydrogen from
Carbon Dioxide”, Polish Journal of Environmental Studies, PJOES-00605-2020-01, 2020.
Muhammad Umair Mushtaq & Ameena Iqbal & Ismat Nawaz & Cyrus Raza Mirza & Sohail
Yousaf & Ghazanfar Farooq, Muhammad Arif Ali, Aqib Hassan Ali Khan & Mazhar Iqbal,
“Enhanced uptake of Cd, Cr, and Cu in Catharanthus roseus EL. FG. Don by Bacilluscereus:
Aapplication of moss and compost to reduce metal availability, Springer-Verlag GmbH Germany,
part of Springer Nature, 2020.
Naveed Aftab, Kanza Saleem, Cyrus Raza Mirza, Jamshaid Hussain, Ayesha Tahir, Ghazanfar
Farooq, Sohail Yousaf, Mazhar Iqbal Zafar, Ismat Nawaz, Mazhar Iqbal, Cosmos sulphureus
Cav. is more tolerant to lead than copper and chromium in hydroponics system, Environmental
Monitoring and Assessment, Springer Journals, Oct. 2020.
Shah Jehanzeb Ali, Mirza Cyrus Raza, Butt Tayyab Ashfaq, Haroon Hajira, Khan Muhammad
Saqib, Ali Muhammad Arif, Zeb Iftikhar, Shah Sajid Hussain, Amin Bilal Ahmad Zafar, Bilal
Muhammad, "Tobacco Stalk Waste Biomass Holds Multilayer and Spontaneous Adsorption
Capabilities for Reactive Black 5 Dye: Equilibrium Modelling and Error Function Analysis ",
Polish Journal of Environmental Studies, 2020.
Jehanzeb Ali Shah, Tayyab Ashfaq Butt, Cyrus Raza Mirza, Ahson Jabbar Shaikh, Muhammad
Saqib Khan, Muhammad Arshad, Nadia Riaz, Hajira Haroon, Syed Mubashar Hussain Gardazi,
Khurram Yaqoob and Muhammad Bilal, “Phosphoric Acid Activated Carbon from Melia
azedarach Waste Sawdust for Adsorptive Removal of Reactive Orange 16: Equilibrium
Modelling and Thermodynamic Analysis”, Macromolecular Chemistry, Vol. 25, Issue 9, (MDPI),
May 2020.
Ahmad Abdulhalim, Ahmad El-Raji, Sharif El-Kholy, Cyrus Raza Mirza, “Identifying the
Trouble Zone Above Buried Pipes and Stress Reduction Utilizing Compressible Inclusion”,
accepted paper for the 4th International Conference on Geotechnical Research and Engineering
(ICGRE'19), Rome, Italy, April 7—9, 2019.
214
Aqib Hussain Ali Khan, Tayyab Ashfaq Butt, Cyrus Raza Mirza, Sohail Yousaf, Ismat Nawaz,
Mazhar Iqbal, “Combined application of selected heavy metaland EDTA reduced the growth of
Petunia hybrida L.”, Scientific Reports volume 9, Article number: 4138, Scientifc Reports,
Nature, 2018-19.
David N., Toshio K., Moses K. and Mirza C. R., “A Coupled Data Assimilation Framework
utilizing multi-frequency passive microwave remote sensing in retrieval of land surface
variables and integrated atmospheric variables: Development and application over the
Tibetan Plateau”, International Journal of Remote Sensing, Vol. 33, No. 24, pp.7774-7805,
2012.
Mohammad R., Toshio K., David K., Mirza C. R., Zin L., and Yang K., “Development of
the Coupled Atmosphere and Land Data Assimilation System (CALDAS) and its application
over the Tibetan Plateau”, IEEE Transactions on Geoscience and Remote Sensing, Vol.
50, No. 11, pp. 4227-4242, 2012.
Taniguchi K., Mirza C. R. and Toshio K., “Improving Cloud Microphysics Data Assimilation
Technique using Cloud Top Height Information estimated from the Observation by Multi-
Functional Transport Satellite”, Annual Journal of Hydraulic Engineering, Vol. 67, No. 4, pp.
439-444, 2011.
Taniguchi K., Araki Y., Mirza C. R. and T. Koike, “Sensitivity analysis for AMSR-E sea surface
products and cloud top height in cloud microphysics data assimilation ”, Annual Journal of
Hydraulic Engineering, Vol. 54, pp. 361-366, 2010.
Mirza C. R., Toshio K., Kun Y., and Tobias G., “Retrieval of atmospheric integrated
water vapor and cloud liquid water content over the ocean from satellite data using the 1-D-Var
Ice Cloud Microphysics Data Assimilation System (IMDAS)”, published proceeding in
IEEE International Geoscience & Remote Sensing Symposium, Boston, Massachusetts, U.S.A,
July 6-11, 2008.
Mirza C. R., Toshio K., Kun Y., and Tobias G., “The Development of 1-D Ice Cloud
Microphysics Data Assimilation System (IMDAS) for Cloud Parameter Retrievals by Integrating
Satellite Data”, IEEE Transactions on Geosciences and Remote Sensing, Vol. 46, No.1, pp. 119-
129, January 2008. [Cited in book: Flood Risk Science and Management, Editors: Gareth Pender
& Hazel Faulkner, Wiley-Blackwell Publishers, ISBN-13: 9781444340761, December 2010]
Mirza C. R., Toshio K., Kun Y., and Tobias G., “Retrieving cloud parameters over oceans
from AMSR-E data by developing an 1-D Cloud Microphysics Data Assimilation System
(CMDAS)”, Journal of Hydroscience & Hydraulic Engineering (JHHE), Vol. 24 (1), pp. 57-72,
May 2006.
Mirza, C. R., Toshio K., Kun Y., and Tobias G., “Development of 1-D Cloud Microphysics
Data Assimilation System (CMDAS) by using AMSR-E data”, Annual Journal of Hydraulic
Engineering, JSCE, Vol.49, pp. 289-294, September 2005.
215
Mirza C. R., T. Koike, K. Yang and T. Graf, “The development of 1-D Cloud Microphysics
Data Assimilation System by using AMSR-E Data Set”, Tokyo, Japan, CEOP/IGWCO
published Proceedings, pp. 75-79, February 2005.
1 Workshop on Rubrics at Deanship of Quality, University of Ha’il, Ha’il, KSA
2 Training about Presentation Skills for Engineers, University of Ha’il, Ha’il, KSA
3 Workshop on Best Techniques to Write the COOP Reports, University of Ha’il, Ha’il, KSA
4 Workshop on DQD Training Workshop about Self Assessment Report (SAR)
5 Seminar on Program Accreditation Standards
Training Workshop by Quality Assurance and Accreditation Department on topic of "PLOs
6
CLOs
7 Training Course/Workshop about Quality Requirements for the Semester 2019-20
8 Workshop about Simulator Visit for the second ssemester 2019-20
9 Workshop about Measuring the Intended Learning Outcomes
10 Workshop about Measuring the Characteristics of Graduates
11 Workshop about Self Study Report for the Programs
216
Ahmed Abdullah Alawi Al-Naghi

Education
PhD Civil Engineering (Structural) King Fahd University of Petroleum 2018
& Minerals, Dhahran, Saudi
Arabia
Master Civil Engineering (Structural) King Fahd University of Petroleum 2014
& Minerals, Dhahran, Saudi
Arabia
Bachelor Civil Engineering (Structural) Thamar University, Thamar, 2005
Yemen
Academic Experience
Sep 19 To date University of Hail, Hail, Saudi Assistant - FT
Arabia Professor
May 16 Dec 18 King Fahd University of Research - PT
Petroleum & Minerals, Dhahran, Engineer
Saudi Arabia
Jul 05 Sep 10 Thamar University, Thamar, Teaching - FT
Yemen Assistant
Non-Academic Civil Engineering Experience (including Consultations)

(Brief) Time
May 07 Sep 10 Community Consultant Engineer Study, design and PT
Contracting Fund , supervise a number
Sana'a, Yemen of development
projects.
Jul 06 Sep 10 Social Fund for Consultant Engineer Study, design and PT
Development, Thamar, supervise a number
Yemen of development
projects

1 Yemeni Engineering Council Member 2007
2 Syndicate of Faculty Members at Thamar University Member 2007
217
Honours and Awards

29. 1st top Student with Honourable Degree in BSc in Civil Engineering-Structural, Thamar
University, Yemen
1 Member College Laboratories Committee
2 Laboratories Coordinator, Department of Civil Engineering
3 Student Activities Supervisor, Department of Civil Engineering
4 Volunteer Work Supervisor, Department of Civil Engineering
Member of the Quality and Academic Accreditation Committee, Department of Civil
5
Engineering
Al-Naghi, A A A., Al-Osta, M.,Rahman, M K., Al-Gadhib, A. (2017). "Evaluation of

Performance of RC Beam–Column Joint Externally Strengthened with Steel Strips". 4th
International Conference on Smart Monitoring, Assessment and Rehabilitation of Civil
Structures, Zurich, Switzerland.
Al-Naghi, A A A., Rahman, M K., Al-Amoudi, O S B., Al-Dulaijan U S. (2020). "Thermal

Performance Evaluation of Walls with AAC Blocks, Insulating Plaster and Reflective Coating".
Journal of Energy Engineering, ASCE, Volume 146-Issue 2.
Khan, M S., Shah, J A. Riza, N. Butt, T A., Khan, A J., Khalifa, Walid., Gasmi, H H., Latifee E
R., Arshad M., Al-Naghi, A A A., Ul-Hamid A., Arshad, M., and Bilal, M. (2021). " Synthesis
and Characterization of Fe-TiO2 Nanomaterial: Performance Evaluation for RB5
Decolorization and Invitro Antibacterial Studies". Nanomaterials. Volume 11-Issue 2.,
436 (IF:4.034) (DOI: https://doi.org/10.3390/nano11020436)

Workshop on Causes of Foundation Failures and Their Possible Preventive and Remedial
1
Measures, Department of Civil Engineering.
2 Training Course on Rehabilitation of Concrete Structures, Department of Civil Engineering.
218
Nawaf Alnawmasi
Education
PhD Civil Engineering (Transportation) University of South Florida, FL, 2020
USA
MSc Civil Engineering (Transportation) University of South Florida, FL, 2017
USA
BSc Civil Engineering (with Distinction) University of Hail, Hail, KSA 2013
Academic Experience
From To Institution Rank Title (Chair, Full
Coordinator, or
etc.) Part
Time
Jan 2021 To date University of Hail, Hail, Assist. Prof. FT
KSA
Sep 2016 Dec 2020 University of South Teaching Assistant PT
Florida, FL, USA
Feb 2018 Jan 2021 University of Hail, Hail, Lecturer FT
KSA
March 2015 Feb 2018 University of Hail, Hail, Teaching Assistant FT
KSA

From To Company/Entity Title Position Description Full or
(Brief) Part
Time
March 2020 Aug 2020 Florida Transportation PT
Department of Engineer Intern
Transportation
April 2017 April 2018 INTO University Student Leader PT
of South Florida
May 2013 July 2014 Zuhair Fayez Consultant Field Engineer FT
Partnership Engineer
Consultants
May 2012 Dec 2012 Nahdet AlEmar Civil Engineer Field Engineer FT
Construction Intern
Company
219
1 Transportation System Analysis Graduate Certificate, University of South Florida, Tampa,

FL (August 2016 - December 2017)
2 Post-Crisis Leadership Certificate, USF Corporate Training and Professional Education,
University of South Florida, Tampa, FL (July 2020)
3 USF Modern Management Tools Certificate, USF Corporate Training and Professional
Education, University of South Florida, Tampa, FL (November 2020)
Society/organization Rank Member
Since
Honours and Awards

30. Academic Scholarship - University of Hail, KSA (2014 – 2020)
31. Recipient, Conference Travel Grant - USF Student Government (2019)
32. Bachelor’s degree with Summa Cum Laude honor – University of Hail, KSA (2013)
Service activities (within and outside of the institution) (administration, committees, units,
etc.)
1 Member of the Faculty Council
Selected Principal Publications/Presentations

1- Islam M., Alnawmasi, N., Mannering, F., 2020. Unobserved heterogeneity and temporal
instability in the analysis work-zone crash-injury severities. Analytic Methods in Accident
Research 28, 100130. [PDF]
2- Alnawmasi, N., Mannering, F., 2019. A statistical assessment of temporal instability in

the factors determining motorcyclist injury severities. Analytic Methods in Accident
Research 22, 100090, 1-20. [PDF]

1 Basic Life Support (BLS), American Heart Association, Tampa, FL (March 2019)
220
APPENDIX C – EQUIPMENT
Knowing that the topics covered in the various program laboratories are given in details in
Criterion 7, the following tables presents a list of the available test sets and equipment for each
Laboratory.
Material Lab-Inventory Room G158
S. N. Description Model # Serial # Qty Operationl

31-1434-091
1 Laboratory Mixer MA-52 2 OK
31-1434-092
E055N/AA/0029
E055N/AA/0027
2 Vicat Apparatus E055 4 OK
E055N/AA/0021
E055N/AA/0033
3 Le chatelier water bath E064 E064/AZ/0061 1 OK
E086/02/AZ/0015
4 Motorized flow table E087 KIT 2 OK
E086/02/AZ/0017
5 Blain Air permeability apparatus C435 1778923 1 OK
2556981
6 Vebe Consistentency Apparatus 220V 60Hz 2 OK
2556980
7 Drying oven OV/200/F 11E235 1 OK
8 Specific gravity frame UTW-1000 V085/AA/0025 1 OK
9 Los Angeles Abrasion Machine A075 A075X/AA/0025 1 OK
10 Aggregate impact value apparatus A080-04 A080-04/AA/0018 1 OK
11 Kelly Ball Apparatus C186 C186/AZ/0004 1 OK
12 Concrete Flow table C208 C186/AZ/0004 1 OK
C186/AZ/0005
13 Compaction factor test C185 2 OK
C186/AZ/0007
14 Digital Concrete air meter DY-300 00281 1 OK
15 Concrete air meter HM-30 800444-1508 1 OK
C270/AA/CC43
16 Poker vibrator C270 2 OK
C270/AA/CC40
17 Digital thermometer V153 0839/470 1 OK
C278-
18 Vibrating table C278-01 1 OK
01X/AA/0001
19 Cementometer for water to cement ratio C214 C214/AA/0002 1 OK
20 Schmidt hammer C380 1M0044 4 OK
21 Digital Schmidt hammer C386N C386N/AA/0053 3 OK
Electric core drill CD-6F 11062801 1 OK
23 Specimen cutting machine C351 E011-0C-47 1 OK
Curing Tank with circulating Pump,
24 S245-04 3365712 1 OK
Heater/thermostat unit 220V 60Hz
25 Ultrasonic Pulse Velocity Tester 11008763 3 OK
26 Compression and Flexural testing Machine for 12011258 1 OK
Cement and Concrete (3000 kN) 12012505
221

(Flexure)
12012502
12012503
12012504
8060-
27 Sieve shakers A060-01 2 OK
01X/AA/0014
28 Concrete water impermeability apparatus, C435 C435/AA/0006 1 OK
29 Steel Testing Machine 220V 60Hz 1706-11-2392 1 OK
30 Forced Stirring Concrete mixer 220V 60Hz 20-0100 4677912 1 OK
31 Sieve 12'' Dia, 2" V8CF"200 N/A 1 OK
32 Sieve 12'' Dia, 1 1/2" V8CF"150 N/A 1 OK
34 Sieve 12'' Dia, 3/4" V8CF"075 N/A 1 OK
36 Sieve 12'' Dia, # 4 V8CF#004 N/A 1 OK
42 Sieve 12'' Dia, Cover V8CF#200 N/A 1 OK
43 Sieve 8'' Dia, 2" V8BFXPN N/A 1 OK
44 Sieve 8'' Dia, 1 1/2" V8BFXCV N/A 1 OK
48 Sieve 8'' Dia, # 4 V12CF"075 N/A 1 OK
49 Sieve 8'' Dia, # 8 V12CF"038 N/A 1 OK
56 Sieve 8'' Dia, Pan V12CF#200 N/A 1 OK
222
57 Sieve 8'' Dia, Cover V12BFXPN N/A 1 OK

58 Direct Tensile Mould for mortar N/A 5 OK
59 Unit Weight Measure, 1 lt C200 N/A 1 OK
61 Unit Weight Measure, 3 lt C201-01 N/A 2 OK
63 Plastic 6 inches Cube Mould 150mm C230 N/A 11 OK
64 Steel Cylinder Mould 150 x 300mm C258-02 N/A 12 OK
65 Plastic Cylinder Mould 150 x 300mm C228 N/A 12 OK
66 Steel Beam Mould 150 x 150 x 600mm C254-02 N/A 6 OK
67 Tamping Rod, dia. 16mm C180-02 N/A 2 OK
68 Steel 6 inches( 150mm ) Cube Mould N/A 12 OK
69 Steel 8 inches( 200mm ) Cube Mould N/A 1 OK
70 2 inches mortar cube moulds N/A 6 OK
71 Laboratory Flasks (Glass) 1000 ml V109-03 N/A 2 OK
72 Laboratory Flasks (Glass) 500 ml V109-02 N/A 3 OK
73 Laboratory Flasks (Glass) 100 ml V109 N/A 5 OK
74 Glass Beakers 100ml N/A 2 OK
75 Glass Beakers 250ml V104-02 N/A 2 OK
78 Glass cylinders 100 ml V109 N/A 2 OK
79 Glass cylinders 1000 ml V109-03 N/A 2 OK
80 Plastic cylinders 250 ml N/A 2 OK
81 Mortar Flexure Moulds N/A 2 OK
82 Scoop 8.5 in. N/A 4 OK
83 Scoop 7.5 in. N/A 1 OK
84 Trowel N/A 1 OK
223
Geotechnical Lab-Inventory Room G150
1 Drying Oven 5889145 1 OK

2 Liquid Limit device S170 S170/AZ/0133 2 OK
3 Motorized Liquid limit device, 220V, 60Hz S172 S172/AA/0017 3 OK
A060-
01X/AA/0011
4 Sieve Shaker A060-01 2 OK
A060-
01X/AA/0020
Standard and modified compaction moulds: 101.6
5 S187 S118/AA/0052 6 OK
and 152.4 mm and rammer , 2.5 Kg, 4.5 kg
6 Automatic Soil compactor S199 S199/AA/0007 1 OK
7 Sand cone apparatus S234 S234-05/AA/0018 6 OK
Constant Head Permeability
8 S245-01 S245-03/AA/0014 1 OK
apparatus
Falling head Permeability
9 S245-02 S245-01/AA/0019 1 OK
apparatus
10 Consolidation Apparatus S260 S260/AA/0003 1 OK
11 Direct Shear Test S268-01 779102 1 OK
12 Digital Triaxial testing apparatus 338106 1 OK
13 Digital laboratory C.B.R Test apparatus 34961 1 OK
14 Scoops N/A 7 OK
15 Hammer N/A 2 OK
17 Sieve 8'' Dia, 1 1/2" V8CF"150 N/A 3 OK
Sieve 8'' Dia, # 10 V8CF#010 N/A 3 OK
28 Sieve 8'' Dia, Pan V8BFXPN N/A 2 OK
29 Sieve 8'' Dia, Cover V8BFXCV N/A 2 OK
33 Sieve 12'' Dia, Pan V12BFXPN N/A 4 OK
224
Geotechnical Lab-Inventory Room G150

34 Sieve 12'' Dia, Cover V12BFXCV N/A 3 OK
35 Beaker 1000 ml V109-03 N/A 2 OK
36 Beaker 500 ml V104-02 N/A 1 OK
37 Beaker 250 ml V109-05 N/A 1 OK
Standard and modified compaction moulds: 101.6
38 S185 N/A 6 OK
and 152.4 mm
Surveying Lab-Inventory Room G162
1 Total Station FLEXLINE TS02PLUS SUR001 2 OK

2 Theodolite BUILDER 106 SUR002 4 OK
3 Digital level DNA10 SUR003 2 OK
4 Laser Level Rugby 55 SUR004 2 OK
5 Optical Level NA730 SUR005 5 OK
6 Laser Distance Meter DISTO D5 SUR006 5 OK
7 Planimeter Planix 6 Digital Planimeter SUR007 10 OK
8 Compass Silva Expedition 15 SUR008 2 OK
9 Aluminium Tripod SAT-OL SUR009 3 OK
10 Wooden Tripod PGF4-OL SUR010 2 OK
11 Aluminium Staff GTL4M SUR011 7 OK
12 Steel Tape 50m ZU-BMI-SR50 SUR012 5 OK
13 Fiberglass Tape 50m N/A SUR013 8 OK
225
Asphalt Lab-Inventory Room G133
1 Automatic Digital Ring & Ball Apparatus B070N B070N/AZ/0019 1 OK

2 Rolling Thin Film Oven B066 KIT B066NX/AA/0001 1 OK
3 REGO-Laboratory Mixer, 20 lt 20-0100 U-177-080 1 OK
4 Ductilimeter 11009894 1 OK
Troxler Superpave Gyratory Compactor, SHRP
5 4140-B 1154 1 OK
Package
Pressure Aging Vessel, 230V, 50/60Hz (applied
6 HM-74 676128 1 OK
test systems)
B086N/AA/0011
7 Cleveland open cap Flash & Fire Point Tester B086 KIT 1 OK
B086N/AA/0032
8 Gilson Rotational Viscometer B087 8533152 1 OK
B052/AA/0006
9 Water bath B052 1 OK
333562
10 Marshall Test System B052 6781267 1 OK
Standard Asphalt Testing Device-compactor
11 B031 B031N/AZ/0041 1 OK
(Marshall and CBR)
12 Centrifuge extractor Rotatest 225639 1 OK
13 Digital Viscometer LP-2R B087/AA/0003 1 OK
14 Drying oven 5889145 1 OK
Gilson Vibro-Deaerator (Rice) with Vacuum
15 LPA-52 N/A 1 OK
Pycnometer, 2,000g,
Hydraulics Lab-Inventory Room G073
1 Hydraulic Flow Demonstrator S16 024405-001 1 OK

2 Advanced Hydrology Study System S12-MKII 024282-001 1 OK
3 Drainage and Seepage Tank S1 024209-002 1 OK
4 Multi-Purpose Teaching Flume C4-MKII 024268-001 1 OK
5 Rainfall Simulator. FEL3 024309-001 1 OK
226
APPENDIX D – INSTITUTIONAL SUMMARY
1. The Institution
a. Name and address of the institution
University of Ha’il
P O Box 2440
Ha’il
Kingdom of Saudi Arabia
b. Name and title of the chief executive officer of the institution

Dr. Khalil Ibrahim Albrahim, Rector
c. Name and title of the person submitting the Self-Study Report.

Dr. Abdulaziz S Alghamdi, Dean Faculty of Engineering
d. Name the organizations by which the institution is now accredited, and the dates of the
initial and most recent accreditation evaluations.
Not Applicable
2. Type of Control
University of Hail is a public institution controlled by the Ministry of Education in KSA.
3. Educational Unit
The Faculty of Engineering headed by Dr. Abulaziz S Alghamdi, comprises of three vice deans
and six departments offering 6 undergraduate programs. Table D1 gives the names of the Vice
Deans while Table D2 gives the names of departments’ chairmen and the programs offered by
each engineering department.
Table D1 – Vice Deans, College of Engineering

Vice Deanship Name
Academic Affairs Dr Ghazy A. Albaqawy
Graduate Study & Scientific Research Dr Badr Alshammari
Quality & Development Dr Ahmed Hilal Alzamil
227
Table D2 – Departments’ Chairmen and the Academic Programs Offered

Department Department Chair BS Programs offered
Industrial Engineering Dr Isam A-Q Elbadawi Industrial Engineering
Civil Engineering Dr Belkacem Achour Civil Engineering
Mechanical Engineering Dr Fuhaid Aziz Alshammari Mechanical Engineering
Chemical Engineering Dr Noureddine Elboughdiri Chemical Engineering
Architecture Engineering Dr Mohammed A. Alghaseb Architecture Engineering
Electrical Engineering Dr Ahmed Saud Al-Shammari Electrical Engineering
The organizational chart of the Faculty of Engineering is given in Figure D-1.
Rector
University of Ha¶il
Vice Rector Academics
Dean
College of Engineering
Vice Dean Vice Dean

Vice Dean Academic
Graduate Study & Quality & Administrative Unit
Academic Affairs Departments
Scientific Research Development
Quality & Industrial Administrative

Curriculum
Research Accreditation Engineering Communications
Committee
Unit Department Unit
Laboratory &
Postgraduate Civil Engineering Monetary Affairs
Facilities Assessment Unit
Studies Department Unit
Committee
Skills Mechanical
Examination Studies & Human
Development Engineering
Committee Consultancy Resources Unit
Unit Department
Chemical
Student Affairs Studies & Purchase &
Engineering
Unit Planning Unit Storage Unit
Department
Architectural
Community Information
Training Unit Engineering
Services Unit Technology Unit
Department
Electrical
Public Relations
Alumni Unit Engineering
& Media Unit
Department
Operation &
Maintenance Unit
Figure D-1: The organizational chart of the Faculty of Engineering
228
4. Academic Support Units

The names and titles of the individuals responsible for each of the University of Hail academic
units that teach courses required by the IE program are as follows:
Subject College Chairman Name

Mathematics Mathematics Department, College of Science Dr Othman A. Almatroud
Physics Physics Department, College of Science Dr Najeh Rekik
Chemistry Chemistry Department, College of Science Dr Ahmed A. Alotaibi
English English Department, College of Arts Dr Merdhi Radad Alshammari
Arabic Arabic Department, College of Arts Dr Munwer Naif Alshammari
Islamic Islamic Department, College of Education Dr Majid bin Abdul Rahman Al-
Samaan
Computer Science Computer Science Department, College of Computer Dr Dhahi Alshammari
Science & Engineering
Management Management Department, College of Business Dr Serhan Al-Shammari
Administration
Physical Education Physical Education Department, College of Arts Dr Sultan Alardan
5. Non-academic Support Units
Non-Academic Support Unit Name and Title of the Individual Responsible
Deanship of Scientific Research Dr Haitham Alsaif
Deanship for Admission and Registration Dr Aladham Khlifh Alshammri
Deanship of Community Service and Continuing Education Dr Suleiman bin Nasser Thuwaini
Deanship of Development and quality Dr Adel Alkhalil
Deanship of Graduate Studies Dr Abd- El-Rahman Ben Ibrahim Al-Forayh
Deanship of Information Technology and E-learning Dr Khaled Alotaibi
Deanship of Libraries Dr Thahab Alshammary
Deanship of Preparatory Year Dr Badr bin Abdullah Almekhlifi
Deanship of Research and Advisory Services Institute Dr Talal Al-Saif
University Student affairs Dr Khaled Almutairi
6. Credit Unit
The study system in the College of Engineering is based on semester credit hours. One semester
credit hour represents one class hour or three laboratory hours per week. The Fall and Spring
semesters run the equivalent of 15 weeks, excluding the final exam week. The duration of the
summer semester, whenever applicable, is 8 weeks and has doubled class time. In order to
229
qualify for a BS degree in any engineering program, students must successfully complete 133
semester credit units excluding the foundation year.
7. Tables
Complete the following tables for the program undergoing evaluation.
230
Table D-1. Program Enrollment and Degree Data
Name of the Program
Undergrad
GradTotal
Degrees Awarded
Total
Enrollment Year
Academic Year 1st 2nd 3rd 4th 5th Associates Bachelors Masters Doctorates
FT 22 54 35 28 139 - 28 - -
2020 –
Current Year
2021 PT -
FT 47 35 30 41 153 41 - -
1 year prior to 2019 –
current year 2020
PT -
FT 42 39 43 45 169 45 - -
2 years prior to 2018 –
current year 2019
PT -
FT 45 48 49 41 183 41
current year 2018
PT -
FT 43 49 41 85 214 87
current year 2017
PT -
Give official fall term enrollment figures (head count) for the current and preceding four academic years and undergraduate and
graduate degrees conferred during each of those years. The "current" year means the academic year preceding the on-site visit.
FT—full-time
PT—part-time
231
Table D-2. Personnel
Name of the Program
Year1: 2020-2021
HEAD COUNT
FTE2
FT PT
Administrative2 01
Faculty (tenure-track)3 01
Other Faculty (excluding student Assistants) 14
Student Teaching Assistants4 NA
Technicians/Specialists 04
Office/Clerical Employees 01
Others5
Report data for the program being evaluated.
1. Data on this table should be for the fall term immediately preceding the visit. Updated tables for the fall term when the ABET
team is visiting are to be prepared and presented to the team when they arrive.
2. Persons holding joint administrative/faculty positions or other combined assignments should be allocated to each category
according to the fraction of the appointment assigned to that category.
3. For faculty members, 1 FTE equals what your institution defines as a full-time load
4. For student teaching assistants, 1 FTE equals 20 hours per week of work (or service).
5. Specify any other category considered appropriate, or leave blank.
232
SUBMISSION ATTESTING TO COMPLIANCE
Only the Dean or the Dean’s Delegate can electronically submit the Self-Study Report.
ABET considers the on-line submission as equivalent to that of an electronic signature of

compliance attesting to the fact that the program has conducted an honest assessment of
compliance and has provided a complete and accurate disclosure of timely information regarding
compliance with ABET’s Criteria for Accrediting Applied and Natural Science Programs to
include the General Criteria and any applicable Program Criteria, and the ABET Accreditation
Policy and Procedure Manual.
233

Abet Self-Study Questionnaire: Template For A Self-Study Report

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Abet Self-Study Questionnaire: Template For A Self-Study Report

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ABET SELF-STUDY

ENGINEERING ACCREDITATION COMMISSION

E002 2020-2021 Self-Study Questionnaire

E002 2020-2021 Self-Study Questionnaire

Each Commission of ABET provides a Self-Study Questionnaire to assist the program in

REQUIREMENTS AND PREPARATION

Normally, each program requires a Self-Study Report.

While the Questionnaire focuses primarily on accreditation criteria, it also includes

SUBMISSION AND DISTRIBUTION OF SELF-STUDY REPORT

o Upload one Self-Study Report section by section or as a single

 Please send an e-mail to accreditation@abet.org if there are any questions.

< Bachelor of Sciences in Civil Engineering>

< Hail, Kingdom of Saudi Arabia >

Program Self-Study Report

Belkacem Mohamed Achour, Ph.D.

D. Program Delivery Modes

G. Deficiencies, Weaknesses or Concerns from Previous Evaluation(s)

graphics, thus improving their mental and manual skills.

A student seeking transfer to an engineering department from a non-engineering department at

Table 1.1 Admission history (excluding transfer students)

B. Evaluating Student Performance

Table 1.2: Grades earned by students in each course

If a student is registered in the Cooperative Program in summer semester and is assigned an IP

Articles 22 – 41 of Supplement A provide student performance evaluation procedure.

C. Transfer Students and Transfer Courses

Transfer from other universities to UOH

a) The final course(s) grade must be a minimum of “C” or equivalent grade.

Transfer from another college of UOH to the College of Engineering

Transfer from one major to another within the College of Engineering

college council may consider exceptional cases.

Table 1.3: Transfer Students for Past Five Academic Years

D. Advising and Career Guidance

Table 1.5 Students with cumulative GPA less than 1

E. Work in Lieu of Courses

See Article 19 of Supplement A.

G. Transcripts of Recent Graduates

For each semester the transcript shows the following information:

a) Department offering the course

Table 1.6: CE Program Enrollment for Past Five Academic Years

CRITERION 2. PROGRAM EDUCATIONAL OBJECTIVES

University of Ha’il Mission Statement

“Provide academic programs to prepare qualified graduates for the labor

College of Engineering Mission Statement

“To create a nurturing academic environment in order to provide outstanding

College of Engineering mission is published on the college website at:

Department of Civil Engineering Mission Statement

“To Provide Excellent Engineering Education that is conductive to talent and

B. Program Educational Objectives

C. Consistency of the Program Educational Objectives with the

1. Preparing qualified graduates for the labor market;

Table 2-1: Consistency of PEOs with institution mission

Prepare qualified graduates for the labor market    

College of Engineering Mission Components

To create a nurturing academic environment in order to provide

To equip graduates with all the engineering skills necessary for

The Civil Engineering Department is committed to the

Furthermore, the graduates are encouraged to contribute to the

Table 2-4: Summary of Constituent Input to PEOs

E. Process for Review of the Program Educational Objectives

Figure 2-1: Process for establishment and periodic review of PEOs

d. A change in the vision of national and international professional societies regarding

CRITERION 3. STUDENT OUTCOMES

Engineering programs of the College of Engineering at University of Hail provide students