12 T002-ETAC-Self-Study-Questionnaire-9-21-20 EPET

ABET SELF-STUDY
QUESTIONNAIRE:
TEMPLATE FOR A
SELF-STUDY REPORT
2021-2022 Review Cycle
ENGINEERING TECHNOLOGY ACCREDITATION COMMISSION
ABET
415 N. Charles St.
Baltimore, MD 21201
Phone: 410-347-7700
Email: etac@abet.org
Website: http://www.abet.org
T002 2021-22 Self-Study Questionnaire

TABLE OF CONTENTS
Introduction ................................................................................................................................5
Requirements and Preparation .....................................................................................................5
Supplemental Materials ...............................................................................................................6
Submission and Distribution of Self-Study Report ......................................................................6
Template .....................................................................................................................................7
BACKGROUND INFORMATION ............................................................................................9
A. Contact Information ............................................................................................................... 9
B. Program History ...................................................................................................................... 9
C. Options .................................................................................................................................. 11
D. Program Delivery Modes ...................................................................................................... 11
E. Program Locations ................................................................................................................ 11
F. Public Disclosure ................................................................................................................... 12
G. Deficiencies, Weaknesses or Concerns from Previous Evaluation(s) and the Actions Taken
to Address Them ....................................................................................................................... 12
CRITERION 1. STUDENTS .................................................................................................... 13
A. Student Admissions .............................................................................................................. 13
B. Evaluating Student Performance .......................................................................................... 14
C. Transfer Students and Transfer Courses .............................................................................. 15
D. Advising and Career Guidance.............................................................................................. 17
E. Work in Lieu of Courses ........................................................................................................ 19
F. Graduation Requirements..................................................................................................... 20
G. Records of Student Work/Transcripts .................................................................................. 21
CRITERION 2. PROGRAM EDUCATIONAL OBJECTIVES ................................................. 23
A. Mission Statement ................................................................................................................ 23
B. Program Educational Objectives........................................................................................... 23
C. Consistency of the Program Educational Objectives with the Mission of the Institution .... 24
D. Program Constituencies ....................................................................................................... 25
E. Process for Review of the Program Educational Objectives ................................................. 28
CRITERION 3. STUDENT OUTCOMES ................................................................................ 32
A. Process for the Establishment and Revision of the Student Outcomes ............................... 32
B. Student Outcomes ................................................................................................................ 35
T002 2021-22 Self-Study Questionnaire 2

C. Mapping of Student Outcomes to Criterion 3 Requirements for Student Outcomes ......... 36
CRITERION 4. CONTINUOUS IMPROVEMENT .................................................................. 38
A. Documentation of Processes or Plan.................................................................................... 38
B. Assessment Metrics and Methods of Student Outcomes .................................................... 41
C. Assessment Schedule and Frequency ................................................................................... 46
D. Evaluation ............................................................................................................................. 47
E. Using Results of Assessment and Evaluation for Continuous Improvement ....................... 86
CRITERION 5. CURRICULUM .............................................................................................. 89
A. Program Curriculum ............................................................................................................. 89
B. Course Syllabi ...................................................................................................................... 100
C. Advisory Committee ........................................................................................................... 100
Table 5-1 Curriculum............................................................................................................... 103
CRITERION 6. FACULTY .................................................................................................... 107
A. Faculty Qualifications ......................................................................................................... 107
B. Faculty Workload ................................................................................................................ 108
C. Faculty Size.......................................................................................................................... 108
D. Professional Development ................................................................................................. 109
E. Authority and Responsibility of Faculty .............................................................................. 110
Table 6-1. Faculty Qualifications ............................................................................................ 119
Table 6-2. Faculty Workload Summary .................................................................................. 121
CRITERION 7. FACILITIES .................................................................................................. 126
A. Offices, Classrooms and Laboratories ................................................................................ 126
B. Computing Resources ......................................................................................................... 127
C. Guidance ............................................................................................................................. 128
D. Maintenance and Upgrading of Facilities ........................................................................... 128
E. Library Services ................................................................................................................... 129
F. Overall Comments on Facilities ........................................................................................... 130
CRITERION 8. INSTITUTIONAL SUPPORT ...................................................................... 131
A. Leadership........................................................................................................................... 131
B. Program Budget and Financial Support .............................................................................. 132
C. Staffing ................................................................................................................................ 134
D. Faculty Hiring and Retention .............................................................................................. 134
E. Support of Faculty Professional Development ................................................................... 135

PROGRAM CRITERIA .......................................................................................................... 138
Appendix A – Course Syllabi .................................................................................................. 141
Appendix B – Faculty Vitae .................................................................................................... 178
Appendix C – Equipment ........................................................................................................ 183
Appendix D – Institutional Summary ...................................................................................... 184
1. The Institution .................................................................................................................. 184
2. Type of Control ................................................................................................................. 184
3. Educational Unit ............................................................................................................... 184
4. Academic Support Units ................................................................................................... 186
5. Non-academic Support Units ........................................................................................... 186
6. Credit Unit ........................................................................................................................ 186
7. Tables................................................................................................................................ 186
Table D-1. Program Enrollment and Degree Data ................................................................. 187
Table D-2. Personnel .............................................................................................................. 188
Appendix E – Assessment Plan ............................................................................................... 189
Appendix F – Example of Indirect Assessment for CLOs and SOs .......................................... 194
Submission Attesting to Compliance ...................................................................................... 198

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 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.

SUPPLEMENTAL MATERIALS
The following materials are to be supplied in addition to the Self-Study Report:
 A PDF file of the general institution catalog covering course details and other
institutional information applicable at the time of the review or a link to an online version
of the current catalog.
 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
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.
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 by
one single file, as pdf files via your institution’s login access to the ABET website.
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 using the single document upload
option, including all appendices for each program
o Upload one set of the supplemental materials (without the academic transcripts):
 The Team Chair and Program Evaluators will be able to access the Self Study 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 email 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.

ABET
Self-Study Report
for the
<Electrical Power Engineering Technology>

at
<Jazan University>
<Jazan – KSA>
<June 10, 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.

Program Self-Study Report
for
ETAC of ABET
Accreditation or Reaccreditation
BACKGROUND INFORMATION
A. Contact Information
List name, mailing address, telephone number, fax number, and e-mail address for the
primary pre-visit contact person for the program.
Dr. Essam-Eldin Mohammed Shaban Abdel-Hamid

Coordinator of Quality Assurance
College of Applied Industrial Technology (CAIT)
eeshaban@jazanu.edu.sa
+966 597375085
B. Program History
Include the year implemented and the date of the last general review. Summarize major
program changes with an emphasis on changes occurring since the last general review.
Since the inauguration of Jazan Economic City by the Custodian of the Two Holy Mosques
in November 2006 there has been an increasing demand for professional technicians in a
variety of fields to cover the needs of heavy industries and other secondary industries. In
view of this, the establishment of colleges in neighboring areas will meet Saudi sation plans
and in turn, produce highly qualified technicians who have the developed skills and
competencies to bridge the gap between supply and demand regarding qualified technicians.
The Higher Education Council issued a decision in 14/11/1433H (30/09/2012) – No.

11/71/1433 to establish a conventional Baish Community College (BCC) which was
approved by Royal Decree No. 7385 in 26/2/1434 (08/01/2013). Then the college has been
reconstructed to be industrial college and Electrical Engineering Department has been
approved by the University council on 3/12/1436 (16/9/2015) instead of Tourism and
Hospitality Department. An approval from Higher Ministry of Education was conducted on
15/4/1439 (02/01/2018), Decree No. 21/14/1439.
As a final stage, the college name has been changed from Baish Community College to
College of Applied Industrial Applications (CAIT) on 12/5/1439 (29/01/2018) such that the
name is aligned with Vision 2030 and compatible with its graduates disciplines.
The first intake of students was admitted in 2015 with the graduation of this cohort expected
in 2018 with an Associate of Science in the field of Electrical Power Engineering
Technology (EPET) and having completed a study plan of 92 credit units. This is

commensurate with the learning needs associated with modern technology and the
requirements of the labor market. It also allows the graduates to interact and integrate in the
information society and knowledge-based economy.
It is worth noting that according to the decree of the Ministry of Higher Education No.
59480/4/42 and the decree of JU Council No. 8/5/1442, the “Associate of Science” degree
had been modified and upgraded to be “Graduate Diploma” degree to comply with the Saudi
Standard Classification of Educational Specializations. The decree was in action since the
start of Academic Year 2020/2021 (Fall 20211).
The curriculum of study is designed to give the student adequate and equally balanced units
in the discipline of EPET through a combination of compulsory and elective courses that are
indispensable for students and which provide the engineering technology foundation for the
graduates. It is of note that the curriculum of study takes into consideration the critical
importance of English language and communication skills to the skill sets required in the
workplace. English Language Institute (ELI), Jazan University, provides teaching for labs
and workshops.
CAIT/EPET program offers a blend of theoretical and practical knowledge together with the
practical cooperative training (COOP for unsponsored students and On-the-Job “OJT” for
sponsored students), with the goal of meeting the needs of our industrial partners in the field
of Mechanical Engineering Technology.
College of Applied Industrial Applications (CAIT) is an entity within Jazan University (JU).
While it has its own distinct vision, mission, and mission statement, which are reviewed
concomitantly with the mission and vision of Jazan University to ensure relevance.
Finally MMET/CAIT is to be able to supply well qualified and trained graduates, enabling
companies to tap into a work force already located in the catchment area of the economic
city. EPET program offered is this identified to supply industrial manpower to the area and
which will allow our graduates ready access to the workplace. CAIT aims to establish
partnerships in the future with industrial concerns locating to the economic city. The
importance of partnerships and collaboration with industry is stressed in the strategic goals as
presently defined. The program’s goals and objectives reflect those strategic goals.
Four Program Reports (PRs) were issued to evaluate and revise program students outcomes
(SOs). The first two PRs were issued at academic years 2017/2018 and 2018/2019, for which
the program was complied with NCAAA, whereas the last two PRs were issued at academic
years 2019/2020 and 2020/2021, for which the program is adapted to comply with both
ABET and NCAAA.
Therefore, the last and the fourth EPET/PR has been issued at the end of academic year
2020/2021 (Spring Semester 20212) for which the second batch of students comply with
ABET has been graduated. The main challenges were found to be the online teaching and
regular online meeting of Industrial Advisory Board (IAB) due to COVID-19. These
challenges are going to be overcome by the starting of the next academic year 2021/2022.

C. Options
List and describe any options, tracks, concentrations, etc. included in the program.
The duration of study of the EPET program is three (3) years, all in the English language.
They are the preparatory, freshman, and sophomore years. COOP is compulsory in the
summer semester of the freshman year for eight (8) weeks. During the preparatory year,
students mainly study English language (14 credit units), in addition to some basic
mathematics and science, as well as some basic skills related to Engineering Technology. It
is worth noting that English Language is conducted in quarterly basis (8 weeks), for which 5
levels are introduced to the students through three semesters (Fall, Spring, and Summer). The
other two years (freshman and sophomore) are specialized years and allocated mainly to the
major courses, which depends upon the Electrical Engineering Technology (EET)
department requirements, as well as some other generalized courses of humanities and skills.
EPET program has no options, tracks, or concentrations.
D. Program Delivery Modes

Describe the delivery modes used by this program, e.g., days, evenings, weekends,
cooperative education, traditional lecture/laboratory, off-campus, distance education, web-
based, etc.
The courses of the EPET program are delivered on CAIT/JU campus via interactive lectures
and laboratory. However due to COVID19, Jazan University urges all colleges, including
CAIT, to use Blackboard as a Learning Management System for courses delivery of all
programs. During Academic year 2019/2020, the spring semester had been conducted
virtually, for lecture and labs, by means of Blackboard, however, during Academic year
2020/2021, both semesters, fall and spring, had been conducted virtually for lectures classes
only whereas the labs were conducted in presence inside the lab.
Next academic year 2021/2022, all course (lectures and labs) will be conducted in presence,
taking all the precautions into consideration.
E. Program Locations
Include all locations where the program or a portion of the program is regularly offered (this
would also include dual degrees, international partnerships, etc.).
The location of the MMET program is Bayesh Governorate/Alhaquo.

F. Public Disclosure
Provide information concerning all the places where the Program Education Objectives
(PEOs), Student Outcomes (SOs), annual student enrollment and graduation data are made
accessible to the public. This information should be easily found on either the program or
institutional website so please provide the URLs.
Regarding College Vision, Mission, and Goals, as well as some other services for the
students
https://www.jazanu.edu.sa/bcc/en/home-en/
Regarding the study in the college and admission, as well as college hierarchy
https://www.jazanu.edu.sa/bcc/en/about-organization-en/
Regarding EET Department, and its Vision, Mission, and Goals
https://www.jazanu.edu.sa/bcc/en/eet-en/
Regarding EPET Program; PEOs, SOs, Vision, Mission, etc
https://www.jazanu.edu.sa/bcc/en/epet-program-en/
G. Deficiencies, Weaknesses or Concerns from Previous

Evaluation(s) and the Actions Taken to Address Them
Summarize the Deficiencies, Weaknesses, or Concerns remaining from the most recent ABET
Final Statement. Describe the actions taken to address them, including effective dates of
actions, if applicable. If this is an initial accreditation, state it is an initial accreditation.
This is an initial accreditation.

GENERAL CRITERIA
CRITERION 1. STUDENTS
For the sections below, attach in supplemental information any written policies that apply.
A. Student Admissions
Summarize the requirements and process for accepting new students into the program.
College Admission
 The student should have Saudi nationality. In case of the non-Saudi student, their mother
should carry Saudi nationality.
 The students must be graduated from high school (Science Section).
 The students should not have been graduated for more than two years before admission.
 The student may not have been dismissed from the university or another university for
disciplinary reasons.
 Admission is allowed in the case of high-school grade average not less than 60%.
 The students should pass any other requirements which may be set by the college.
 In coordination with the Admission and Registration Deanship, the college has the right
to transfer any student to another college, in case if GPA less than 3.0 in his first
preparatory year, according to the availability of the university tuition. A pledge is taken
by the student regarding this action.
 Students are distributed to departments after the preparatory year, according to their
desire, their GPA, and available seats.
Please visit https://www.jazanu.edu.sa/bcc/en/about-organization-en/ for further information.
The above admission requirements are general and comply with JU admission requirements.
Also, since the college still in its initial phase and the number of students still under the real
capacity of the college, no special requirements are applied. Finally, in order to keep balance
between EPET program and other programs in CAIT, the program admission depends on
both students request and GPA.
Scientific Degree Awarded

The college awards the degree of Graduate Diploma in the field of specialization.
It is worth noting that according to the decree of the Ministry of Higher Education No.
59480/4/42 and the decree of JU Council No. 8/5/1442, the “Associate of Science” had been
modified and upgraded to be “Graduate Diploma” to comply with the Saudi Standard
Classification of Educational Specializations. The decree was in action since the start of
Academic Year 2020/2021 (Fall 20211).
Major Selection
Students select EPET program after Preparatory Year, according to the available seats as
follows:
1- their major selection
2- their GPA

ِ ll the information about the college and its programs may be found inside the college
A
bulletin for the students, and may be downloaded from the following link:
https://www.jazanu.edu.sa/bcc/media/sites/28/2021/06/0000-CAIT_Executive-
Regulations.pdf?x91271. All executive regulations are also existed in the bulletin in details.
B. Evaluating Student Performance

Summarize the process by which overall student academic performance is evaluated and
student progress towards graduation is monitored. Include information on how the program
ensures and documents that students are meeting course prerequisites and how the situation
is addressed when a prerequisite has not been met.
Assessment is a process that helps to measure the progress and performance of individual
students, plan further steps for the improvement of teaching/learning, and share information
with the students, as well as evaluation the learning outcomes of each student. Gathering
information on where students stand in their learning and the progress that they have made is
key to designing strategies for the further improvement of teaching and learning. Sharing
such information with stakeholders across the education system is essential to meet
information needs and support decision making at the classroom, school and education
system level.
The assessment processes in the courses of EPET program is collected in a planned and
systematic way. It includes summative and formative assessment, and it is designed and
implemented internally within the EET Department.
Assessment processes are conducted via:

1- Formative assessment: Here the assessment is performed through the semester work. It
identifies aspects of deficiencies through teaching process in order to deepen and shape
subsequent learning.
2- Summative assessment: It follows formative assessment and carried out at the end of the
semester. It summarizes the learning that has taken place, in order to record and certify
achievements.
The balance between summative and formative assessment is mostly 50% and 50%, however
it may subject to change according to EET Department when requested by the course
instructor and approved by EET Department Council.
Both assessments are designed to fit for the intended purpose and ensure:
1- Validity to guarantee that all relevant aspects of student performance are covered by the
assessment.
2- Reliability to ensure that the assessment is accurate and not influenced by the instructor.
3- Transparency to ensure that information is available and the criteria that used in judging
student learning and the rules being applied when judgments are made.
4- Usability to ensure timely, easy to understand, and instructionally useful, at the right size
to guide subsequent decision making and action.

For any course in EPET program, the instructor documents his students’ performance at
predefined intervals, through formative assessments; these intervals are defined in the Course
Specification; however the summative assessment is defined according to the academic
calendar of the institution. The result of each evaluation is shared with the students.
Since the students are usually work on different activities and demonstrate their knowledge
through a variety of products, instructors evaluate student performance using one of the
following methods:
1- Rubrics: For which a set of guidelines that defines the criteria are used to score the
assignment. Rubrics clearly outlines the points the student will receive based on the
quality of his work. Rubrics are given to the students in advance to help them understand
the requirements and expectations for the assignment.
2- Portfolios/Projects/Presentations: This is an individual work that represents a student’s
performance over a period of time. This type of assessment allows instructors to evaluate
student’s mastery of the content or a skill more accurately than a single assessment such
as a test that captures one moment in time.
3- Self-assessment/Survey (Indirect Assessment): Student self-assessment is the process
of students using specific criteria to evaluate and reflect on their own work. In doing so,
students become more responsible for their own learning and may be more prepared to
work with the instructor to develop individual learning outcomes. For students to
effectively evaluate their own work, instructors should provide them criteria/survey to
evaluate themselves against.
Moreover, it is worth noting that Students’ Registration is conducted by means of E-Register

System under JU umbrella to ensure pre-requisite, co-requisite violation, as well as Students’
load which corresponds to his GPA. However, sometimes these rules are violated in case of
struggled students and /or students who are expected to be graduated, with approval from JU
Registration Deanship.
C. Transfer Students and Transfer Courses

Summarize the requirements and process for accepting transfer students and transfer credit.
Include any state-mandated articulation requirements that impact the program.
College of Applied Industrial Technology (CAIT) accepts two kinds of transfer as an

admission for the students, they are:
1- Internal Transfer into CAIT: For which the students are transferred from another
college within the institution (Jazan University).
Here the transfer into CAIT is subject to the following conditions:
(a) Students should be graduated from high school (scientific division).
(b) Students who are academically dismissed from their previous college should submit
for transfer within 4 academic semesters.
(c) All credit hours and Grade Points Average (GPA) which were earned by the student
during his stay in the previous college are disregarded and the student is given a new
Student ID.
(d) The transferred student may apply for equalization for similar courses according to a
given matrix (https://www.jazanu.edu.sa/bcc/media/sites/28/2020/05/JU39-05-01-06-

02-Equivalency-Rubrics.pdf), given that the number of equalized credit hours does
not exceed 40% of the EPET program, which is 92 hours, i.e. the number of equalized
credit hours does not exceed 36 credit hours.
(e) The equalized courses are all general courses and it is not allowed to equalize any of
the core courses of the EPET program.
(f) The equalized courses are not interfered to GPA calculation.
(g) If the student is transferred from a similar program as EPET, he is directly allowed to
matriculate to EPET program; otherwise the student will go for selecting the program
according to his GPA in the preparatory year.
Policies and procedures, as well as forms required to be filled by the student are all exists
in the college webpage at https://www.jazanu.edu.sa/bcc/en/equalizing-en/.
2- External Transfer into CAIT: For which the students are transferred from another
institution to Jazan University. This is subjected to the rules and regulation of Jazan
University. A standing committee for accepting those students is always in held. The
college is informed about the transferred students.
In case of equalizing courses, which student believes that it can be equalized; an
application should be submitted for equivalency accompanied with the academic record
and a short description of the course. The application is then directed to the relevant
college at Jazan University for decision. The points from “a” to “g” are applied.
In case of transferring students into CAIT, internally or externally, the following is

applied:
(a) Placement Test for English Language
CAIT provides Placement Test for new enrolled students in order to enhance the
delivery of the language during the preparatory year. Students who participate in the
Placement Test are placed in the proper level, and they provide A+ for the proceeding
level which they passed. The Placement Test is always held for every new coming
patch of the students.
(b) Equivalency of courses for transferred students
For which the students who are transferred into CAIT may apply for equalization for
similar general courses (not core courses for EPET program), given that the number
of equalized credit hours do not exceed 40% of the EPET program. The equalized
courses are not interfered to GPA calculation.
More information are assembled in the College Bulletin for the Students and may be
downloaded from the following link:
Regulations.pdf?x91271.
The forms may be found at the following link:

https://www.jazanu.edu.sa/bcc/en/equalizing-en/
3- Transfer from CAIT: For which the students are transferred from CAIT to another
college within Jazan University or any other institution. This is subjected to the rules and
regulation of other institution which the student intends to move to. An academic record
is given to the student on his request; also all the courses’ specifications are already exist
in the college webpage (https://www.jazanu.edu.sa/bcc/en/epet-cs-en/).

All the above requirements and process for accepting transfer students and transfer credit are
assembled in the College Bulletin for the Students and may be downloaded from the
following link:
D. Advising and Career Guidance

Summarize the process for advising and providing career guidance to students. Include
information on how often students are advised, who provides the advising (program faculty,
departmental, college or university advisor).
The primary purpose of CAIT’s Academic Advising Unit (AAU/CAIT) is to assist students
in the achievement of learning outcomes and educational plans that had been set. The
ultimate responsibility for making decisions about educational life relies, of course, on each
individual student. The academic advisor can help students realize their maximum
educational potential by helping them identify and assess alternatives and consequences of
decisions. This can be accomplished through communication and information exchanges
with the advisor.
Academic Advising plays a crucial role in CAIT, it empowers students to take ownership of
their education, beginning with their arrival and continuing through their three years at
CAIT. Students are assigned a an adviser who will help orient them to the educational
opportunities at CAIT and facilitate thoughtful planning in their educational life (coursework,
research, and learning opportunities) on and off campus to finish their pathway towards
graduation.
At CAIT, education is not only about fulfilling learning outcomes but also about charting a
meaningful educational trajectory through the compulsory and elective courses. This free
education is meant to facilitate students’ development and freedom. Academic Advising
works to design a program of study for the students that develop their strong intellectual and
practical skills, the capacity to engage with diverse communities, breadth of knowledge, and
flexibility of mind, and above all, the ability to put these skills into practice.
The duties of Academic Advising Unit (AAU) may be summarized in the following points:
1- AAU must collaborate with colleagues and departments across CAIT College and JU to
promote student learning and development, persistence, and success.
2- Advisors must engage students in the shared responsibility of academic advising.
3- Advisors must provide and inform student with all choices and decisions about academic
work and about educational, and career.
4- Advisors should inform students that the ultimate responsibility for making decisions
relies on him.
5- Academic advisors should offer advising sessions which should be convenient and
accessible to the student, employing the use of traditional in-person or telephone
interactions as appropriate. Advising information sessions may be carried out
individually or in groups, depending on the needs of the student and always with the
student's consent.

A. Responsibility framework
The advisory framework addresses two distinct groups of students with different needs:
1- Students in the First Year of Study
Advising in this case addresses:
 Orientation for students with an introduction to their study plan; course
assessment; progression; student responsibilities; student expectations; college
rules and regulations. Particular attention is paid to:
 Student commitment to college systems
 Regular exposure to the academic programs and related career opportunities
 How to manage achievement of learning outcomes
 Remedial solutions for under-achievement.
 Management of the student’s attendance record.
2- Post-First Year Students
Advising in this case addresses:
(i) Effectiveness of progression – course registration; adding/dropping courses;
student’s weekly schedule; timely graduation in accordance with the study plan.
(ii) Maintenance of an appropriate level of academic achievement.
(iii) A student’s non-academic problems that might affect the academic environment.
(iv) Improvement in the student’s autonomous decision-making skills
(v) Identification with college values and the college identity.
B. Responsibility of Academic Advising Coordinator

The coordinator is responsible for:
 Overseeing and organizing orientation sessions for both first year students and post-
first year students
 Collecting the check list on orientation information to be filled in by the student at the
end of each orientation session, after students’ signage affirms that the student has
understood the information.
 Coordinating the assignment of advisors to individual students.
 Overseeing the collection of surveys regarding student satisfaction with the academic
advising process; provide input regarding the content of the questionnaires used
 Evaluate the performance of academic advising; report on performance; promote
continuous improvement through the reporting process
 Organizing specific events in conjunction with HoDs to enable students to choose the
appropriate program specialization. The student should be acquainted with: all fields
of study offered by the college; the courses taught in each field; career opportunities
that are open to graduates of each program. Through this process the student should be
able to make the most appropriate choice of program that is consistent with his
abilities and potential.
C. Responsibility of Academic Advisor

The academic advisor will:
 Be sufficiently experienced to be able to use his knowledge of his department’s
requirements concerning the educational disciplines
 Be familiar with the general regulations and procedures of the educational

 Be at the disposal of his assigned students, providing them with a schedule of
convenient times to meet, his email address; and his phone
 Motivate his assigned students and work on heightening their scientific, intellectual
ambitions and career goals
 Maintain accurate, comprehensive records of his assigned students’ academic progress
and meetings held with them
 Attempt to resolve any personal issues that the student might have that affect his
academic performance
 Direct his students to: use the services and facilities provided by the college and
department; use emails and learning management systems; make use of any
appropriate workshops, lectures, seminars or student club activities.
D. Responsibility of the student

The student should:
 Actively participate in the meetings that are arranged to provide academic advising
 Familiarize himself with the regulations and study procedures set by the college
 Read any available handbooks and guides carefully in order to be aware of the
services available through the college.
 Have a full understanding of the requirements of his academic program
 Ask for advice and discuss problems, if any, with his academic student advisor
 Make good use of the services and extracurricular activities of the college.
Policies and procedures, as well as forms are all exists in the college webpage at
https://www.jazanu.edu.sa/bcc/en/academic-advising-en/
In addition to career guidance through academic advising, there are two events conducted to
guide the students through their career. The first event, usually at the Fall semester, is the
orientation lecture for new comers, for which an overall view about CAIT and its majors are
presented to the PY students. Then, the second event, usually at the Spring semester, is the
career day for all CAIT students, for which all students are exchanging their experiences and
the instructors from every major introduces their career, as well as guests from industrial
sector who contribute with their experience and answer students’ misgivings.
E. Work in Lieu of Courses

Summarize the requirements and process for awarding credit for work in lieu of courses.
This could include such things as life experience, Advanced Placement, dual enrollment, test
out, military experience, etc.
Not Applicable

F. Graduation Requirements
Summarize the graduation requirements for the program and the process for ensuring and
documenting that each graduate completes all graduation requirements for the program.
State the name of the degree awarded (e.g., Bachelor of Science in Mechanical Engineering
Technology, Associate of Science in Engineering Technology, Associate of Applied Science
in Civil Engineering Technology).
The candidates of the Graduate Diploma1 (GD) in Electrical Power Engineering Technology
(EPET/GD) degree are required to earn a minimum of 2.00 cumulative Grade Point Average
(GPA), for 92 credit units, to fulfill the graduation requirements, to conform to the general
regulations and requirements of the institution (Jazan University), to satisfy the regulations
and academic standards of the colleges which exercise jurisdiction over the degrees for
which they are matriculating, to satisfy the curriculum requirements established by the
departments or programs in their major, and to complete the University's Core Curriculum
requirements, which are listed within the program's curriculum outline.
The distribution of credit units for the EPET program is as follows:

Requirement Credit units
University 2
College 54
Department 36
Total 92
The details of credit units and contact hours for EPET program is as follows:
Cr Units Cont Hrs
University Requirements
Islamic Culture III 2 2
1 Course
University requirements 2 2
College Requirements
English Language 21 63
College Basic Skills 4 7
Sciences and Mathematics 22 Courses 20 25
Basic Engineering 9 17
College requirements 54 112
Department and EPET Program Requirements
Basic Electrical and Electronics 7 13
Electrical Machines 9 14
Power Systems 4 6
Electives 14 Courses 12 17
Field Training 2 40
Project 2 5
Program Requirements 36 95
1
It is worth noting that according to the decree of the Ministry of Higher Education No. 59480/4/42 and the decree
of JU Council No. 8/5/1442, the “Associate of Science” had been modified and upgraded to be “Graduate Diploma”
to comply with the Saudi Standard Classification of Educational Specializations. The decree was in action since the

More information are assembled in the College Bulletin for the Students and may be
downloaded from the following link:
Also, regarding the program requirement and degree achievement; please refer to the
Program Specification of the EPET program (EPET/PS) at the following link:
https://www.jazanu.edu.sa/bcc/media/sites/28/2020/06/01-MMET-PS-20201.pdf?x91271
Moreover, all the above information are assembled in the curriculum guide at the college
webpage via the following link:
https://www.jazanu.edu.sa/bcc/media/sites/28/2020/07/1-CAIT_EPET-Program.pdf?x91271
Moreover, it is worth noting that Students’ Registration is conducted by means of E-Register

System under JU umbrella to ensure pre-requisite, co-requisite violation, as well as Students’
load which corresponds to his GPA. However, sometimes these rules are violated in case of
struggled students and /or students who are expected to be graduated, with approval from JU
Registration Deanship.
G. Records of Student Work/Transcripts

The program will provide records of academic work (transcripts) that certify completion of
all program requirements and include the name of the program (major, field of study) the
degree awarded and the date the degree was awarded.
The program name and degree awarded must be shown in English exactly as they appear on
the Request for Evaluation accepted by ABET. (See 2021-22 APPM, Section 1.C.2.b)
Transcripts must also provide at minimum the following:

1) The name and address of the institution
2) The name and other identification as appropriate of the student
3) A record of academic work pursued at the institution including identification of
courses and/or credits attempted, academic years of each attempt, grade or other
evaluation for each attempt, and an indication of all required work attempted, and
4) A list of required courses/and or credits for which academic work pursued at another
institution(s) was accepted to meet the requirements of the program. (See 2021-2022
APPM, Section I.C.2.a.)
The team chair will specify which transcripts to provide. New programs requesting
retroactive accreditation for two academic years prior to the onsite review must provide
transcripts from graduates for both academic years. Transcripts should be accompanied by
copies of degree audits and/or other explanations for interpreting the transcripts. (See 2021-
2022 APPM, Section I.E.3.a.)
The degree is designated as Graduate Diploma2 in Electrical Power Engineering Technology. No

special tracks exist in the program.
2

The transcripts will be available on visiting along with any needed explanation of how the
transcripts are to be interpreted. Every academic transcript will be accompanied by the
program requirements for the graduate and by worksheets (assignments, exams, etc.) that
EPET program uses to show how the graduate fulfills program requirements.

CRITERION 2. PROGRAM EDUCATIONAL OBJECTIVES
A. Mission Statement
Provide the institutional mission statement.
JU mission components
Achieve academic excellence and prepare graduates to

become regional and national leaders in business,
industry, health, education, and government
JU Mission
Serve the community by addressing its problems and

supporting its social and economic development.
Produce internationally recognized research and new

knowledge that meet the needs of Jazan Province, the
Kingdom, and the world
However the vision, college message and goals may be found in the home page of CAIT
webpage at: https://www.jazanu.edu.sa/bcc/en/home-en/
Also it is existed in the Students’ Bulletin which may be found at the following link:
In terms of vision and mission of the department, it may be seen via the EET department
webpage at: https://www.jazanu.edu.sa/bcc/en/eet-en/. However, the vision and mission of
the EPET program may be found in the program webpage at:
https://www.jazanu.edu.sa/bcc/en/epet-program-en/
it is also listed in the curriculum guide of the EPET program via the following link:
https://www.jazanu.edu.sa/bcc/media/sites/28/2020/07/1-CAIT_EPET-Program.pdf?x91271
B. Program Educational Objectives

List the program educational objectives and state where these can be found by the general
public. This is typically an easy to find web page clearly linked to the program’s website.
1. Graduates will meet employers' expectation in Electrical Power by undertake active roles
in the development of their technical community and ensure promotion in their
professional positions and community.
2. Graduates will acquire development in their profession, by continuous and life-long
learning activities, in order to address contemporary issues in electrical power
engineering technology, in ethical and professional manner.
3. Graduates will communicate effectively and work independently or in diverse teams with
ethical responsibility and respect of diversity.

It is also listed in the curriculum guide of the EPET program via the following link:
https://www.jazanu.edu.sa/bcc/media/sites/28/2020/07/1-CAIT_MMET-
Program.pdf?x91271
C. Consistency of the Program Educational Objectives with the

Mission of the Institution
Describe how the program educational objectives are consistent with the mission of the
institution. A table illustrating how educational objectives support the elements of the
institutional mission can be used, in addition to a brief explanation.
Achieve academic
CAIT Mission
excellence and prepare To service the industrial needs of Jazan
graduates to become and the Kingdom of Saudi Arabia with
regional and national well-qualified technicians, through the
leaders in business, provision of high-quality technical
industry, health, education, programs and strategic partnerships
and government
JU Mission
Serve the community by

addressing its problems and
supporting its social
and economic development.
EPET Mission
To prepare well-qualified technicians for

Produce internationally immediate employment in the field of
recognized research and Electrical Power Engineering Technology,
new knowledge that meet through the provision of high-quality
the needs of Jazan technical programs and strategic
Province, the Kingdom, and partnership
the world
Goals of EPET
process-oriented purposeful qualified valued graduates as collaboration with industry

leadership
Program
members of the workforce in and the community

EPET–related industries
academic environment that

stimulates excellence through
student focused strategies
Graduates will acquire

Graduates will meet
development in their
employers' expectation in
PEOs of EPET
profession, by continuous Graduates will

Electrical Power by
and life-long learning communicate effectively
undertake active roles in
activities, in order to and work independently or
the development of their
address contemporary in diverse teams with
technical community and
issues in electrical power ethical responsibility and
ensure promotion in their
engineering technology, in respect of diversity
professional positions and
ethical and professional
community
manner

Contribution of PEOs of EPET program with JU mission:
JU Mission Component PEO 1 PEO 2 PEO 3
Achieve academic excellence and prepare graduates to become
regional and national leaders in business, industry, health,   
education, and government
Serve the community by addressing its problems and supporting its
social and economic development.
 
Produce internationally recognized research and new knowledge
that meet the needs of Jazan Province, the Kingdom, and the world
 
D. Program Constituencies
List the key program constituencies involved in the review of the program educational
objectives. Describe how the program educational objectives meet the needs of these
constituencies.
The PEOs are revised and developed by three constituencies:

1- Faculty, through
a- Workshops with faculty members
The faculties, who are at the heart of the assessment process, not only plan the
learning process and deliver courses and labs, but also revise effectiveness at the
course level at the end of each term. Faculty members are required to write a
reflection on each course they teach, review and close action items accordingly, and
also suggest any new action items if appropriate. This is normally achieved through
the Course Report (CR). The assessments of CLOs and CES give a feedback to revise
the PEOs and that the currently selected PEOs are achievable.
b- Curriculum Committee meetings
The Curriculum Committee reviews course portfolios along with the new action items
suggested by faculty each term to determine if the action items are appropriate for the
next cycle of course offerings. The aggregated CES of the key courses together with
the SOs survey of the graduates give a feedback to the curriculum committee to revise
the PEOs and that the currently selected PEOs are achievable.
c- Department Council meetings
The College Council reviews and approves all actions and supervise implementation.
The aggregated CES of the key courses together with the SOs survey of the graduates
give a feedback to the department council to revise the PEOs and that the selected
PEOs are achievable.
2- Students, through
a- Alumni survey (PEOs-Alumni Survey)– in progress
Alumni input will be sought three years after graduation from the start of the program
to judge whether what they learned from the program allowed them to perform as
expected. This survey is still in progress and will be implemented at the end of
academic year 2020/2021, since the first patch had been graduated in academic year
2017/2018. This survey will based on criteria which created to revise each PEO of
EPET program.

b- Graduates Survey (PES, SOs Survey)
Graduates input via Program Evaluation Survey (PES) and Program Learning
Outcomes (PLOs) Survey, also called Students Outcomes (SOs), are sought at the
year of graduation from those students who are expected to be graduated from the
program to judge their satisfaction. PES items are reviewed each academic year,
providing input for PEOs improvement in 3 academic years basis. However SOs
Survey that based on criteria which created to evaluate each SO of EPET program,
this is used as one key by curriculum committee and department council to revise
PEOs of the program together with the other two keys which are Alumni PEOs
Survey and Employer PEOs Survey.
c- Students surveys (CES, CLOs Survey, SES, and FES)

Undergraduate semester work is assessed in all of the core courses and their
comments on the Course Evaluation Survey (CES) are reviewed each term, providing
input for course improvement, and consequently program improvement. Course
Learning Outcomes (CLOs) are displayed to students in classrooms whenever
students access their lessons or via college web page in Course Specification (CS),
students are also well-informed to survey these CLOs at the end of course delivery.
This helps in improving course delivery and consequently improving the program
outcomes of the students (SOs). However, Student Experience Survey (SES) is
designed to gather student opinions about their experiences about half way through
their program. The items relate to the experiences so far, not just to one particular
course. SES items are reviewed each academic year, providing input for PEOs
improvement in 3 academic year’s basis. However, Field Experience Survey (FES) is
designed to gather student opinions about their experiences in the COOP training.
The items relate to the COOP course are reviewed at the end of every summer
semester, providing input for COOP improvement, and consequently PEOs
improvement.
3- Employers, through
a- Employer survey (PEOs-Employer Survey) –in progress
Employer input will be sought three years after graduation from the program to
evaluate employer satisfaction. This survey is still in progress and will be
implemented at the end of academic year 2020/2021, since the first patch had been
graduated in academic year 2017/2018. This survey will be based on criteria which
created to revise each PEO of EPET program. This PEOs-Employer Survey with
other surveys together with SOs direct assessment are used as feedback for IAB to
revise PEOs and take action in 3 years cycle.
b- Industry Advisory Board meetings – in progress
The board consists of industry members, program academics, JU admin. The Board
represents industry for the Electrical Engineering Technology (EET) Department. It
consists of engineers, engineering managers, and business leaders from local industry.
It is an advisory council that serves the department. The primary charter of this group
is to
 Provide advice and counsel on curriculum,
 faculty-industry interaction, outcomes assessment and program development,

 Identify the technical needs of the JEC in general and individual companies, in
particular for research, development, and continuing education.
 Revise PEOs giving the direct assessment of SOs, and surveys (CES, SOs, PES,
SES, FES, PEOs-Alumni Survey, and PEOs-Employer Survey).
The first revision of PEOs had been conducted Spring 20211, for which PEOs had
been approved by the participants of IAB. The next meeting of IAB will be held at
the next academic year Fall semester (20221) for further revision for PEOs.
It is worth noting that PEOs for the program will be reviewed in 3 years cycle,
thereafter.
CES, CLOs Survey, PES, PLOs Alumni PEOs

SES, FES Survey Survey
Students’ Graduates’ Alumni
Survey Survey Survey
Students
Constituency #2
Course 1
Workshops
CS CR CLO of
Course 1
Program Educational Objectives

Program Learning Outcomes
Course 2 (Students Outcomes - SOs)
CS CR CLO of
Curriculum
Committee
(PEOs)
Faculty
Course 2
Constituency #1
College
Course n
Council
CS CR CLO of
Course n
Constituency #3
Employers
Employer Industry
Survey Advisory Board
Employer
PEOs Survey
The key program constituencies involved in the process of review
the program educational objectives (PEOs)

E. Process for Review of the Program Educational Objectives
Describe the process used to periodically review the program educational objectives
including how the program’s key constituencies are involved in this process. Describe how
this process is systematically utilized to ensure that the program’s educational objectives
remain consistent with the institutional mission, the program constituents’ needs and these
criteria.
While not required, a table illustrating the following may be helpful to summarize the
review process:
Key Constituents involved in the review of PEOs
Time table for those constituent’s review of the PEOs (schedule and when last
accomplished)
Manner of the Review (tool or process)
Who/how review results are utilized
Also, it is helpful to provide information about how the processes described above are
documented, evidence of which will be necessary in the ABET review process.
The program educational objectives (PEOs) of EPET program are reviewed on annual basis
with both:
1- The Electrical Engineering Technology (EET) faculty and
2- The Industrial Advisory Board (IAB)
The first meeting of IAB had been conducted at the end of academic year 2020/2021
(Spring 20212), for which PEOs had been approved and revised by the participants of
IAB. The next meeting of IAB will be held at the next academic year 2021/2022 (Fall
20221) for further revision for PEOs
However revising PEOs is conducted in annual basis, any action regarding improving the
PEOs takes place in 3 years cycle.
At the end of the Academic year 2020/2021 (20212), the Graduate PLOs (SOs) Survey,
Alumni PEOs Survey (in progress), and Employer PEOs Survey (in progress) will be
conducted for PEOs feedback of EPET program. The table shows the contribution of
Students Outcomes SOs of the EPET program with PEOs which would help in mapping the
PLOs (SOs) revision to the PEOs of the EPET program.
Contribution of PEOs with the Students Outcomes SOs of the EPET program
PEOs
Students Outcomes of the program SOs
1 2 3
K.1. An ability to demonstrate a broad and coherent body of knowledge, with
depth in the underlying principles and concepts in the discipline
 
S.1. An ability to apply knowledge, techniques, skills, and modern tools of
mathematics, science, engineering, and technology to solve well-defined  
engineering problems appropriate to the discipline,

S.2. An ability to design solutions for well-defined technical problems and assist
with the engineering design of systems, components, or processes  
appropriate to the discipline
S.3. An ability to apply written, oral, and graphical communication in well-
defined technical and non-technical environments; and an ability to identify  
and use appropriate technical literature
S.4. An ability to conduct standard tests, measurements, and experiments and to
analyze and interpret the results
 
V.1. An ability to function effectively as a member of a technical team, a

commitment to quality, timeliness, and continuous improvement
 
V.2. An ability to engage in self-directed continuing professional development  

“K” denotes SOs related to knowledge, “S” denotes SOs related to skills, and “V” denotes SOs related to
values. Knowledge, Skills, and Values are the National Quality Framework (NQF) for which SOs must cover.
PLOs (SOs) Mapping of SOs

Survey with PEOs
Alumni PEOs PEOs

Survey Revising
Employer
PEOs Survey
Revising PEOs of EPET Program
It is worth noting that the Curriculum Committee of Electrical Engineering Technology

(EET) Department takes the following duties:
 Monitoring the development of the curriculum, coordinating teaching proceedings of each
semester and course
 Proposing to the EET Department Council any changes in the Program Curriculum
 Monitoring the development of the semester, and report to the Department Council the
main conclusions of this monitoring and make recommendations to correct any deviations
in the development of the semester regarding what planned.
 Report to the Department Council about possible overlap between courses in terms of the
content, and other potential problems arising from the planning of these, such as exams,
contents or sequences of subjects, distribution of workload for the students throughout the
semester, etc.
It shall be the College Council and the Industrial Advisory Board (IAB) which approve the
guidelines for action and establish the criteria for the organization of the educational
activities according to the proposal submitted by Department Curriculum Committee after
approval from the Department Council, for which:
 The Curriculum could be changed.
 Formatting of the faculty for the program.

Through the Quality Assurance Unit (QAU), all satisfaction surveys are conducted for the
students and employers, and through reports in course level and program level and
improvements are made by the faculty in the disciplines. All these together with the College
Annual Report are summarized in a report to be taken into account, if applicable, to review
the curriculum and its proposed amendment, under the supervision of the College Council.
The Quality Assurance Unit QAU/CAIT as a delegated unit of the college council acts as
internal auditor therefore monitoring and evaluating the results of the improvement plan, and
the performance of CAIT.
The timeline for the review of PEOs of EPET program may be summarized as follows:
1- At the end of each semester
Students’ Surveys (CES, CLOS, SES, FES) – Semester Basis.
The faculty conduct these surveys to their students in order to improve their CLOs. A
course specification (CS) is set for each course, then at the end of each semester a course
report (CR) for each course is submitted to EET department, for which the results of
these surveys are included. This consequently will develop the mapped PLOs which are
served by each of these courses. Improving PLOs will, in return, improve the PEOs due
to the contribution of PLOs to the PEOs.
The Curriculum Committee of EET department monitors the development of the

semester through the CRs and report to the EET department the main conclusions of this
monitoring and make recommendations to correct any deviations in the development of
the semester regarding what planned.
The curriculum committee also report to the EET department about possible overlap, if
any, among courses in terms of the content, and other potential problems arising from the
planning of these, such as exams, contents or sequences of subjects, distribution of
workload for the students throughout the semester, etc.
2- At the end of each academic year

Graduates’ Surveys (PES, PLOs) – Academic Year Basis.
The Quality Assurance Unit QAU/CAIT conducts these surveys to the graduates to
improve the PLOs of the EPET program. According to the program specification (PS)
and these surveys, the program report is submitted to EET department. Improving PLOs
will, in return, improve the PEOs due to the contribution of PLOs to the PEOs.
The Curriculum Committee of EET department monitors the development of the

curriculum according the PR. The committee proposes to the EET Department Council
any changes in the Program Curriculum, if any.
3- Every 3 academic years

Students’ Survey (Alumni PEOs Survey) and Employers’ Survey (Employer PEOs
Survey).

Alumni PEOs Survey (in progress), and Employer PEOs Survey (in progress), together
with PLOs (SOs) survey will be conducted by QA/CAIT for PEOs feedback of EPET
program. The table shows the contribution of Students Outcomes SOs of the EPET
program with PEOs which would help in mapping the PLOs (SOs) revision to the PEOs
of the EPET program.
It shall be the College Council and the Industrial Advisory Board which approve the
guidelines for action and establish the criteria for revising the PEOs according to the
proposal submitted by the Curriculum Committee after approval from the EET
Department Council.

CRITERION 3. STUDENT OUTCOMES
A. Process for the Establishment and Revision of the Student

Outcomes
Describe the process used for establishing, reviewing, and revising student outcomes.
On the start of the program, 2015/2016, the SOs had been established to cover the domains of
the NQF3 to comply with NCAAA4. After 2 years, the curriculum committee advised to
update these SOs to comply with ABET, while still covering the NQF domains. The updated
SOs had been proposed by the curriculum committee and approved by the Department
council on the start of academic year 2017/2018 (Fall 20181). Since then, the SOs are:
SO ABET NQF/NCAAA
1. An ability to demonstrate a broad and coherent body
Compatible
of knowledge, with depth in the underlying principles --
(K)
and concepts in the discipline
2. An ability to apply knowledge, techniques, skills, and
modern tools of mathematics, science, engineering, Compatible
Compatible
and technology to solve well-defined engineering (S)
problems appropriate to the discipline,
3. An ability to design solutions for well-defined
technical problems and assist with the engineering Compatible
Compatible
design of systems, components, or processes (S)
4. An ability to apply written, oral, and graphical
communication in well-defined technical and non- Compatible
Compatible
technical environments; and an ability to identify and (S)
use appropriate technical literature
5. An ability to conduct standard tests, measurements,
Compatible
and experiments and to analyze and interpret the Compatible
(S)
results
6. An ability to function effectively as a member of a
Compatible
technical team, a commitment to quality, timeliness, Compatible
(V)
and continuous improvement
7. An ability to engage in self-directed continuing Compatible
--
professional development (V)
“K”, “S”, and “V” denote the “Knowledge”, “Skills”, and “Values of the NQF of NCAAA.
All courses in the program should have CLOs which are mapped with these SOs with a
predefined Level of Learning (LoL). The SOs and their mapping with program courses are
all programmed in an Excel spreadsheet and distributed to all faculty members who
participate in teaching courses to ensure delivering of courses in a way which serve the
outcomes of the program.
3
NQF stands for the National Quality Framework of Saudi Arabia. These NQF had been updated 2021 to be
“Knowledge”, “Skills” and “Values”.
4
NCAAA stands for National Commission for Academic Accreditation and Assessment.

The achievement of the Student Outcomes (SOs) of the program is carried out through all the
courses in the curriculum, however special care is taken to the core courses of the EPET
program and the mapping of these courses to the SOs is shown in the following table:
Mapping of the core courses of the EPET program and SOs5

Code Course Name K1 S1 S2 S3 S4 C1 C2
112 EPET Electric Circuit – II P A A P I
113 EPET Electronics P P P P I
114 EPET Digital Electronics P P P P I
221 EPET Electrical Machines – I P P P P I
222 EPET Electrical Machines II A A A A P P
223 EPET Basic Industrial Electronics A A A A P P
231 EPET Electrical Control and Protection A A A A P P
232 EPET Electrical Systems and Layout A A A A P P
241 EPET Control System Components A A A A P P
251 EPET Electrical Troubleshooting and Maintenance A A A A A A A
261 EPET Motor Control System A A A A A A
271 EPET Power Generation Transmission A A A A A A
181 EPET Co-Op Training P P P A P A A
291 EPET Electrical Power Engineering Technology Project A A A A A A A
Shaded are elective courses
A Advanced level of learning (LoL=3)
P Proficient level of learning (LoL=2)
I Introductory level of learning (LoL=1) not shown for core courses of the MMET Program
The above mapping may be found in the Program Specifications (PS) and can be downloaded
via the following link:
https://www.jazanu.edu.sa/bcc/media/sites/28/2020/06/01-EPET-PS-20201.pdf?x91271
5
The Program Learning Outcomes (PLOs), or Students Outcomes (SOs), have three main categories; they are
Knowledge (K.1), Skills (S.1, S.2, S.3, and S.4), and Values (V.1 and V.2). These are the categories of National
Quality Framework (NQF) of Saudi Arabia. These PLOs, or SOs, are corresponding to Students Outcomes (SOs),
SO1, SO2, SO3, SO4, SO5, SO6, and SO7.

There are 3 Performance Indicators (PIs) for each SO. These PIs are designed and utilized for
assessing those SOs of the EPET program, the following table depicts every SO with its
associated PIs.
The PIs used for SOs assessment

Students Outcomes of the program PIs
SOs 1 2 3
use knowledge of
K.1. An ability to demonstrate a English language to identify legislative
broad and coherent body of interpret engineering recognize different requirements, industry
knowledge, with depth in the codes, specifications, engineering standards, and best
underlying principles and and standards systems/components practices in a variety of
concepts in the discipline with definition and workplaces
function
S.1. An ability to apply knowledge,
use knowledge of
techniques, skills, and modern
English language and utilize modern apply principles of
tools of mathematics, science,
engineering instruments and tools in engineering technology
engineering, and technology to
technology to interpret engineering technology for troubleshooting, and
solve well-defined engineering
engineering systems applications functioning
problems appropriate to the
and processes
discipline,
S.2. An ability to design solutions
apply rules and
for well-defined technical calculate missing
principles to define the apply common sense
problems and assist with the parameters of
performance of judgments to evaluate
engineering design of systems, engineering systems
engineering systems and answers
components, or processes and processes
processes
S.3. An ability to apply written, perform an oral
communicate both
oral, and graphical presentation, with prepare written
orally, graphically,
communication in well-defined effective use of visual document, using
and editorially, within
technical and non-technical aids, using allotted time appropriate media, with
engineering
environments; and an ability to with demonstration of introduction, body, and
community and
identify and use appropriate self-confident in conclusions
society at large
technical literature answering questions
identify appropriate and
S.4. An ability to conduct standard
perform standard tests available sensors,
tests, measurements, and analyze collected data in
and apply measuring instrumentation and/or
experiments and to analyze and meaningful way
tools to collect data software tools for
interpret the results
measurements
C.1. An ability to function
manage teamwork by
effectively as a member of a function in a outline a work plan with
integrating different
technical team, a commitment multidisciplinary and execution in timeliness
skills and abilities of
to quality, timeliness, and diverse team and quality
team members
continuous improvement
integrate prior
knowledge of
identify contemporary access multiple sources engineering technology
C.2. An ability to engage in self- issues related to of information, capture along with new
directed continuing professional engineering essential information, knowledge in the
development technology in the and distinguish it from profession for the sake
discipline extraneous data of self-continuing
professional
development

Direct Assessment of SOs of EPET program starts first by assessing the Course Learning
Outcomes CLOs of each of the key6 courses. Here, direct assessment of CLOs shows how
well the students are meeting learning outcomes of this course, by means of assignments,
essays, term or capstone projects, lab experiments, portfolios, presentations, defenses,
publications, thesis, dissertations, exam questions, creative works.
These assessment values of the CLOs are accordingly aligned with the PIs for the
corresponding SOs for each course. Summing up the PIs of each SO, taking into
consideration the Level of Learning (LoL),will return the achievement of this SO. It is worth
noting that a spreadsheet, developed by QAU/CAIT), is used by faculties to facilitate the
process of evaluation. The spreadsheet may be found via college webpage:
https://www.jazanu.edu.sa/bcc/en/quality-academic-accreditation-en/.
B. Student Outcomes
List the student outcomes for the program. Indicate where the student outcomes are
documented and made accessible to the public. This is typically an easy to find web page
clearly linked to the program’s website but could also be in a student handbook.
The outcomes describe the core competencies expected of EPET graduates. The focus of the
Graduate Diploma7 degree EPET program is on preparing graduates with knowledge, skills,
and values necessary to enter careers in the application, installation, manufacturing, operation
and/or maintenance of mechanical systems. Graduates typically have strengths in the
building, testing, operation, and maintenance of mechanical systems. It is worth noting that
SO/K.1 has been added to fulfill the NQF of the NCAAA8 requirements and SO/C.2 has been
added also to enhance the competency of life-long learning.
The graduates of this program are assessed on the following outcomes9.

EPET ABET
Outcome
Code Code
An ability to demonstrate a broad and coherent body of knowledge, with
K.1. --
depth in the underlying principles and concepts in the discipline
An ability to apply knowledge, techniques, skills, and modern tools of
S.1. mathematics, science, engineering, and technology to solve well-defined (1)
engineering problems appropriate to the discipline,
An ability to design solutions for well-defined technical problems and
S.2. assist with the engineering design of systems, components, or processes (2)
6
The key courses are some selected courses from the last two semester which are used for assessing the SOs. The
key courses must be core courses of the EPET program but in the last two semester.
7
8
NCAAA stands for National Commission for Academic Accreditation and Assessment in Saudi Arabia.
9
The Program Learning Outcomes (PLOs) are Knowledge (K.1), Skills (S.1, S.2, S.3, and S.4), and Competences
(C.1 and C.2). These PLOs are corresponding to Students Outcomes (SOs), SO1, SO2, SO3, SO4, SO5, SO6, and
SO7.

An ability to apply written, oral, and graphical communication in well-
S.3. defined technical and non-technical environments; and an ability to (3)
identify and use appropriate technical literature
An ability to conduct standard tests, measurements, and experiments and to
S.4. (4)
analyze and interpret the results
An ability to function effectively as a member of a technical team, a
C.1. (5)
commitment to quality, timeliness, and continuous improvement
C.2. An ability to engage in self-directed continuing professional development --
These are available online at https://www.jazanu.edu.sa/bcc/en/epet-program-en/. Also they

are available in the EPET program handbook, page 9, which published at:
https://www.jazanu.edu.sa/bcc/media/sites/28/2020/07/1-CAIT_EPET-Program.pdf
Moreover in the College Bulletin for the Students at
The mapping of the CLOs along with SOs is existed in the Course Specification (CS) for
each course. The assessment of these CLOs is existed in the Course Report (CR). CS and CR
are published in the college webpage (https://www.jazanu.edu.sa/bcc/en/epet-cs-en/).
However the comprehensive assessment and achievement for the CLOs for each course and
their associated SOs are found in the Final Notification of Comprehensive Course Results
Form (JU39-05-01-03/01). The form is used for feedback and course delivery improvement
for those unachieved outcomes.
C. Mapping of Student Outcomes to Criterion 3 Requirements for

Student Outcomes
Describe if the student outcomes used by the program are stated differently than the elements
listed in Criterion 3. If so, provide the mapping of the program’s student outcomes to the
Criterion 3 elements one through five.
The applicable program criteria could include statements that add specificity to the
requirements for student outcomes found in Criterion 3. However, ongoing changes to
program criteria are removing language related to student outcomes. Contact ABET at
etac@abet.org if you have questions about the program criteria that apply to your program.
Mapping of ETAC criteria with Students Outcomes of the program SOs

K.1. An ability to demonstrate a broad and coherent
Engineering Technology knowledge body of knowledge, with depth in the underlying
principles and concepts in the discipline
The application of natural sciences and S.1. An ability to apply knowledge, techniques, skills,
mathematics at or above the level of algebra and modern tools of mathematics, science,
and trigonometry to the building, testing, engineering, and technology to solve well-
operation, and maintenance of defined engineering problems appropriate to the
electrical/electronic systems discipline,
S.2. An ability to design solutions for well-defined
Circuit analysis and design, computer
technical problems and assist with the
programming, associated software, analog
engineering design of systems, components, or
and digital electronics, and microcomputers
processes appropriate to the discipline

S.3. An ability to apply written, oral, and graphical
communication in well-defined technical and
Communication
non-technical environments; and an ability to
Engineering standards to the building, S.4. An ability to conduct standard tests,
testing, operation, and maintenance of measurements, and experiments and to analyze
electrical/electronic(s) systems and interpret the results
C.1. An ability to function effectively as a member of
Project management a technical team, a commitment to quality,
timeliness, and continuous improvement
C.2. An ability to engage in self-directed continuing
Life-long learning
professional development

CRITERION 4. CONTINUOUS IMPROVEMENT
This section of your Self-Study Report should summarize your processes for regularly assessing and evaluating the
extent to which the student outcomes are being attained and how those results are used for continuous improvement
of the program.
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 through assessment processes 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 and present your documentation.
A. Documentation of Processes or Plan

Provide a reference to the plan (documentation of processes in the appendices or in electronic form) used to
assess student outcome attainment for the purpose of continuous program improvement. In the sections below,
briefly summarize key elements of that process (tabular presentation, where appropriate, is encouraged).
Provide the written plan/graphical representation of the assessment plan clearly identifying who will do what
and when. If different student outcomes will be assessed in different years, provide an overview of this via a
simple table (student outcome versus year of assessment).
The process of continuous improvement starts with an assessment for students’ learning in
both course level and program level. The process involves:
1- Setting criteria for both course and program delivery, these criteria may include:
(a) Aimed learning outcomes for course and their associated learning outcomes for the
academic program, (set by MET department council, and reviewed annually),
(b) Teaching strategy which may be implemented to deliver these outcomes through
selected topics, (set by course instructor via CS, and reviewed every semester),
(c) Assessment tools may be used for evaluating the outcomes, (set by course instructor
via CS, and reviewed every semester),and
(d) Level of achievement expected for the learning outcomes, (set by MET department
council, and reviewed annually).
2- Systematically gathering, analyzing, and interpreting evidence to determine how well
student performance matches those criteria and standards, (course instructor with the aid
of Excel spreadsheet to facilitate the process, and conducted every semester),
3- Using the resulting information to document, explain, and improve performance, (course
instructor with the aid of the form JU39-05-01-03/01 designed by QAU/CAIT, and
conducted every semester).
The mechanism by which CAIT assess its LOs and set its development for courses and
academic programs are accurate and powerful since it is carried out automatically by means
of Excel spreadsheet. It is worth to note that assessment of CLOs is conducted every
semester; however assessment of the associated SOs is conducted annually.
Learning Outcomes (LOs) in both course level (CLOs) and Program Level (SOs) are defined
in terms of the following categories:
Knowledge: The outcomes of the assimilation of information through learning. It is the body
of facts, principles, theories and practices that is related to the field of study.
Skills: The outcomes of applying the knowledge and using know-how to complete tasks and
solve problems. They are the cognitive or practical.

Values: The outcomes of proven ability to use knowledge, skills and personal, social and/or
methodological abilities, in work or study situations and in professional and personal
development.
First, the PLOs or (SOs) are defined according to the Accreditation Board for Engineering
and Technology (ABET) and the National Quality Framework (NQF) with two more
outcomes to comprise “Knowledge” domain and enhance “Values” domain. Second, the
following points are considered in defining CLOs:
1- CLOs are all aligned with SOs.
2- CLOs are based on the learning achievements of an average student.
3- CLOs are described from the perspective of the student.
4- CLOs are all achievable, assessable, and reflect the Level of Learning (LoL), as shown in
the following table:
Level of Learning10
Introductory (I) Proficient (P) Advanced (A)

Comprehensive,
National Quality Framework in Saudi Arabia (NQF) Domains
specialized, factual and

Knowledge
Knowledge of facts, Factual and theoretical

theoretical knowledge
principles, processes and knowledge in broad
within a field of work or
general concepts, in a contexts within a field of
study and an awareness of
field of work or study work or study
the boundaries of that
knowledge
A range of cognitive and
practical skills required to A range of cognitive and A comprehensive range of
accomplish tasks and practical skills required to cognitive and practical
Skills
solve problems by generate solutions to skills required to develop

selecting and applying specific problems in a creative solutions to
basic methods, tools, field of work or study abstract problems
materials and information
Exercise self-
management within the
guidelines of work or Exercise management and
study contexts that are supervision in contexts of
Take responsibility for
usually predictable, but work or study activities
Values
completion of tasks in
are subject to change; where there is
work or study; adapt own
supervise the routine unpredictable change;
behavior to circumstances
work of others, taking review and develop
in solving problems
some responsibility for performance of self and
the evaluation and others
improvement of work or
study activities
10
The level used for mapping are defined in terms of National Commission for Academic Accreditation and
Assessment (NCAAA) in Saudi Arabia. In terms of ABET, these levels correspond to
I Introductory in NCAAA corresponds to I = Introduced for (KNOWLEDGE/COMPREHENSION) for ABET,
P Proficiency in NCAAA corresponds to R = REINFORCE for (APPLICATION/ANALYSIS) for ABET, and
A Advanced in NCAAA corresponds to E = EMPHASIZE for (EVALUATION/SYNTHESIS

5- CLOs are formulated to enable the students judge the results have actually been achieved.
6- CLOs are ranged from 4 to 8 outcomes, depending on the credit unit of the course itself.
There are 36 courses which are taught in EPET program, 8 courses are English Language, 13
courses are basic science and basic engineering, and 15 courses are core courses for EPET
program. The curriculum committee of Electrical Engineering Technology (EET)
Department selects 7 courses from the core courses to be the KEY courses for SOs
evaluation which are some courses in the last 2 levels of the EPET program. The following
table maps the key courses to SOs; this mapping is used as the last step for SOs evaluation.

Course code & No. Knowledge Skills Values
K.1 S.1 S.2 S.3 S.4 V.1 V.2
221EPET P P P P I
Electrical Machines I
231EPET A A A A P P
Electrical Control and Protection
241EPET A A A A P P
Control System Components
222EPET A A A A P P
Electrical Machines II
261EPET A A A A A A
Motor Control System
271EPET A A A A A A
Power Generation Transmission
291EPET
EPET Final Year Project A A A A A A A
I = Introductory (NCAAA), or I = Introduced for (KNOWLEDGE/COMPREHENSION) for ABET

P = Proficient (NCAAA), or R = REINFORCE for (APPLICATION/ANALYSIS) for ABET
A = Advanced (NCAAA), or E = EMPHASIZE for (EVALUATION/SYNTHESIS) for ABET
They are the Level of Learning (LoL) attained
More information may be found in the Program Specification (PS), the link is:
https://www.jazanu.edu.sa/bcc/media/sites/28/2020/06/01-EPET-PS-20201.pdf
and the courses’ specifications (CSs), the link is: https://www.jazanu.edu.sa/bcc/epet-cs/
Also more information about assessment plan may be found in Appendix E and the following
link:
https://www.jazanu.edu.sa/bcc/media/sites/28/2020/09/00-Assessment-Plan-of-CLOs-PLOs-
CAIT.pdf

B. Assessment Metrics and Methods of Student Outcomes
List the metric(s), measure(s) or performance indicator(s) used for each student outcome. Describe the process
for collecting data or making assessments for each (tabular format is encouraged). Examples of assessment
instruments can be electronically referenced in the self-study report and must be available for review at the
time of the visit.
The Performance Indicators (PIs) used for assessing the SOs are created by program
committee of the EET department and they are the attributes describe each SO. These PIs are
shown in the following table:
NQF Students’ Outcomes (SOs) PI 1 PI 2 PI 3

use knowledge of
ability to demonstrate a English language to
Knowledge
interpret identify legislative

broad and coherent body of recognize different
engineering codes, requirements, industry
K1 knowledge, with depth in engineering
specifications, and standards, and best practices
the underlying principles & systems/components
standards in a variety of workplaces
concepts in the discipline with definition and
function
an ability to apply knowled-
use knowledge of
ge, techniques, skills, and
English language
modern tools of mathema- utilize modern apply principles of
and engineering
tics, science, engineering, instruments and tools in engineering technology for
S1 technology to
and technology to solve engineering technology troubleshooting, and
interpret
well-defined engineering applications functioning
engineering systems
problems appropriate to the
and processes
discipline
an ability to design solutions
for well-defined technical apply rules and
calculate missing
problems and assist with the principles to define the apply common sense
parameters of
S2 engineering design of performance of judgments to evaluate
engineering systems
systems, components, or engineering systems answers
and processes
Skills
processes appropriate to the and processes

discipline
an ability to apply written, perform an oral
communicate both
oral, and graphical commun- presentation, with
orally, graphically, prepare written document,
ication in well-defined tech- effective use of visual
and editorially, using appropriate media,
S3 nical and non-technical env- aids, using allotted time
within engineering with introduction, body, and
ironments; and an ability to with demonstration of
community and conclusions
identify and use appropriate self-confident in
society at large
technical literature answering questions
identify appropriate and
an ability to conduct stand- perform standard
available sensors,
ard tests, measurements, and tests and apply analyze collected data
S4 instrumentation and/or
experiments and to analyze measuring tools to in meaningful way
software tools for
and interpret the results collect data
measurements
an ability to function effecti-
manage teamwork by
vely as a member of a tech- function in a outline a work plan with
integrating different
V1 nical team, a commitment to multidisciplinary execution in timeliness and
skills and abilities of
quality, timeliness, and and diverse team quality
team members
values
identify integrate prior knowledge of

access multiple sources
contemporary issues engineering technology
an ability to engage in self- of information, capture
related to along with new knowledge
V2 directed continuing essential information,
engineering in the profession for the
professional development and distinguish it from
technology in the sake of self-continuing
extraneous data
discipline professional development
NQF stands for National Quality Framework for Saudi Arabia

The assessment of CLOs and SOs are both benchmarked to rubrics of three levels of
achievement; they are:
1- Satisfactory: if the percentage of the students who achieve 70% “C” or higher is more
than 60% for each LO.
2- Need Improvement: if the percentage of the students who achieve 70% “C” or higher is
less than 60% but the percentage of the students who achieve less than 60% “F” is less
3- Unsatisfactory: if the percentage of the students who achieve less than 60% “F” or less
is smaller than 60% for each LO.
The % of the students less than “D” in
BENCHMARK
each LO is < 60% of the total no. of the Unsatisfactory Need Action
students
The % of the students range between
“D” and “C” in each LO is >= 60% of Need Improvement Need Action
the total no. of the students
The % of the students achieve “C” in
each LO is >= 60% of the total no. of Satisfactory No Action
the students
There are two types of assessments; they are:

1- Direct Assessment: Assessments that require students to demonstrate their learning such
that observers can determine how well they are meeting learning outcomes. Examples
may include: assignments, essays, term or capstone projects, lab experiments, portfolios,
presentations, defenses, publications, theses, dissertations, exam questions, creative
works.
2- Indirect Assessment: Assessments that imply the level or extent of learning or ascertain
learner, Examples may include: surveys, questionnaires, interviews, focus groups.
Steps of direct & indirect assessment of CLOs:

Starting from direct assessment of CLOs, the following steps are applied:
1- Mapping “CLOs” of the course to the designated “SOs” taking ”LoL” into consideration.
2- Assign “Assessment Tools” to evaluate the “CLOs”.
3- Mapping the questions of the “Assessment Tools” to their designated CLOs.
4- Map the marks of the questions of all “Assessment Tools” to their associated CLOs, then
accumulating the marks of all CLOs for each student.
5- The two main values which used for assessment of each CLO are:
(a) The percentage of students who achieved 60% or above for each CLO.
(b) The percentage of average score of each CLO.
6- A comprehensive assessment of each CLO can then be evaluated and defined using a
rubric of three levels of achievement; they are:
(a) Satisfactory: if the percentage of the students who achieve 70% “C” or higher is
more than 60% for each LO.
(b) Need Improvement: if the percentage of the students who achieve 70% “C” or
higher is less than 60% but the percentage of the students who achieve less than 60%
“F” is less than 40% for each LO.

(c) Unsatisfactory: if the percentage of the students who achieve less than 60% “F” or
less is smaller than 60% for each LO.
In the other hand, indirect assessment of CLOs is conducted by means of the students for
each course, every semester, with special attention to the core courses of EPET major. The
survey is conducted by the instructor at the end of each semester. The feedback of the survey
indicates the level of satisfaction of the students regarding this particular course. An example
of indirect survey of CLOs of one of the core courses is depicted in Appendix F.
The direct and indirect assessment of the CLOs of any course gives a reliable feedback to the
course instructor about the questions which directly assess the CLOs or about the
understanding of the students about the CLOs themselves. For example. If the students are
directly satisfied about the CLOs whereas they are indirectly unsatisfied, this gives a
feedback that the questions are very easy and/or the exam questions don’t convey the CLOs
good enough.
It is worth noting that all of these steps and procedures are assembled and programmed using
Excel spreadsheet by QAU/CAIT for instructors’ convenient and accurate assessment. The
link of the spreadsheet of CLOs assessment is available at the college electronic webpage at
(https://www.jazanu.edu.sa/bcc/en/quality-academic-accreditation-en/). Now, the assessment
process and writing the Course Report (CR) is easy and the feedback for developing and
continuous improving for courses’ level can be implemented for the next semester, as shown
in the next figure.
Process of Course development

Steps of direct assessment of SOs:
The direct assessment of SOs starts from the contribution of the CLOs of each Key course to
their associated SOs, via the selected PIs associated to these SOs; this is carried out using the
same Excel sheet. In other words, the assessment tools used to evaluate the CLOs of the Key
course are used for assessing the associated SOs of this specified Key course only by using
the mapping between the CLOs and SOs of this Key course, via the selected PIs associated to
these SOs, taking into consideration the Level of Learning (LoL) assigned. Summing up the
assessment values of the CLOs of the Key course which correspond to a certain SO gives a
comprehensive assessment for this SO. For more clarification and equation used for
assessment method, read Appendix E or the assessment plan in the following link:
https://www.jazanu.edu.sa/bcc/media/sites/28/2020/09/00-Assessment-Plan-of-CLOs-PLOs-
CAIT.pdf
The comprehensive assessment of SOs for this Key course can then be evaluated and defined
using the same rubric of three levels of achievement; they are:
(a) Satisfactory: if the percentage of the students who achieve 70% “C” or higher is more
(b) Need Improvement: if the percentage of the students who achieve 70% “C” or higher is
(c) Unsatisfactory: if the percentage of the students who achieve less than 60% “F” or less
It is worth noting that comprehensive assessment of SOs are conducted for all courses in the
program, however special attention is given to those Key courses because they will be used
later for overall assessment of SOs for program level. Moreover, the form “Final Notification
of Comprehensive Course Results and Continuous Improvement (JU39-05-01-03/01)”
collects all the assessment for CLOs and their associated SOs, the form also monitors the PIs
selected and their assessment since they contribute the assessment of SOs. Also, the form
asks the course instructor about the results, analysis and feedback actions for continuous
improvement, it provides a collection of the statistical data related to the course with
description of weakness and proposed actions according the rubrics above. Satisfaction of
each LO occurs when the percentage of the students who achieve “C” is more than 60%.
The final stage is merging the assessed SOs for the key courses to evaluate the overall
assessment of the SOs in the program level. In other words, some of the EPET courses of the
last two levels are used for the overall evaluation of the SOs in the program level. For the
academic year 2020/2021, 7 courses were selected; they are: 221EPET, 231EPET, 241EPET,
222EPET, 261EPET, 271EPET, and 291EPET. Here, another excel spreadsheet is created for
the assessment of the SOs. The link of this complementary spreadsheet is available at CAIT
webpage (https://www.jazanu.edu.sa/bcc/en/quality-academic-accreditation-en/). It is worth
noting that this complementary Excel Spreadsheet allows selecting the courses for which SOs
will be assessed, as shown in the next table.

Course code & No. Knowledge Skills Values
K.1 S.1 S.2 S.3 S.4 V.1 V.2
221EPET
P P P P I
231EPET
A A A A P P
241EPET
A A A A P P
Control System Components
222EPET
A A A A P P
261EPET
A A A A A A
Motor Control System
271EPET
A A A A A A
Power Generation Transmission
291EPET
A A A A A A A
EPET Final Year Project
As shown in the table above, for instant, the SO/K1, SO/S1, SO/S2, SO/S4, SO/V1 and
SO/V2 are assessed according to the 7 courses; however the SO/S3 is assessed according to 1
course only. The total assessment of SOs for EPET program, according to the selected key
courses, can then be evaluated and defined using the same three level of rubric of
achievement which is:
(a) Satisfactory: if the percentage of the students who achieve 70% “C” or higher is more
(b) Need Improvement: if the percentage of the students who achieve 70% “C” or higher is
(c) Unsatisfactory: if the percentage of the students who achieve less than 60% “F” or less
In the other hand, indirect assessment of SOs is conducted by means of the students who are
about to graduate, during FYP presentation session every academic year. The survey is
conducted by the FYP coordinator at the end of the academic year for those students who
present their work in FYP. The feedback of the survey indicates the level of satisfaction of
the graduates regarding the whole program. The survey is a questionnaire about the PIs of the
SOs of the EPET program, an example of indirect survey of SOs/PIs for 20212 is depicted in
Appendix F. The SOs/PIs survey may be found in the link:
https://www.jazanu.edu.sa/bcc/media/sites/28/2020/05/PLO-Survey.pdf?x91271
The direct and indirect assessment of the SOs of EPET program gives a reliable feedback to
the EPET/HoD about the courses which directly contributing the assessment process of the
SOs or about the understanding of the students about the SOs/PIs themselves. For example. If

the students are directly satisfied about the SOs whereas they are indirectly unsatisfied, this
gives a feedback that one or more of the courses which directly contributing the assessment
of the SOs do not well represent the SOs/PIs and/or the students don’t understand the
SOs/PIs and an induction lecture may be needed to explain these SOs/PIs good enough.
Writing the Program Report (PR) is possible now and the feedback for developing and
continuous improving for the SOs can be implemented for the next cycle/academic year, as
shown in the next figure.
Process of EPET Program development
C. Assessment Schedule and Frequency

Present the schedule and frequency for each type of assessment as well as points of accountability (tabular
format is encouraged). Examples of assessments or data collected to date can be referenced electronically in
the self-study report and must be available for review at the time of the visit.
The assessment of CLOs for all courses in the EPET program is conducted every semester
and a Course Report (CR) is required by faculties at the end of every semester. The CR of
every course, especially the core courses, is accompanied with the form “Final Notification
of Comprehensive Course Results and Continuous Improvement (JU39-05-01-03/01)”. This
form gives a comprehensive course results with analysis and feedback actions for continuous
improvement, it provides a collection of the statistical data related to the course with
description of weakness and proposed actions according the assessment values of the CLOs
and the associated assessment values of SOs related to this specific course. The form exists at
CAIT webpage (https://www.jazanu.edu.sa/bcc/media/sites/28/2020/09/JU39-05-01-03-01-
Final-Course-Results-Notification.docx). All the statistical data required in this form can be

obtained from the Excel sheet designed by QAU/CAIT may be found at the following link
(https://www.jazanu.edu.sa/bcc/en/quality-academic-accreditation-en/).
However the assessment of SOs is conducted annually, i.e. every academic year, and the
Program Report (PR) is written by the HoD of EET Department. A complementary Excel
spreadsheet has been developed for comprehensive assessment of SOs for the current patch
of graduates, giving the key courses for which the SOs will be assessed. The complementary
Excel sheet designed by QAU/CAIT may be found at the following link:
The following table summarizes the schedule and frequency for each type of assessment as
well as points of accountability.
Aggregated
Item Means Type CLOs PIs SOs
SOs
Assessment
Formative Semester works    
Process
Summative End of the semester    
Assessment
Direct Exams    
Metrics
Indirect Survey    
Semester
Assessment Basis
End of semester   
Frequency
Annually End of Academic year 
Course
Coordinator
Excel sheet   
Accountability
Head of Complementary Excel
Department sheet

D. Evaluation
Present the evaluation schedule, points of accountability, and expected level of attainment for each student
outcome. Provide summaries of the results of evaluation analyses over time illustrating current attainment of
each student outcome and trends in attainment over time (tabular presentation is encouraged). Describe how
results are communicated, preserved, and provide one or more examples in appendices.
The assessment evaluation for SOs is conducted individually for each course and
documented in the form “Final Notification of Comprehensive Course Results and
Continuous Improvement (JU39-05-01-03/01)”. The form exists at CAIT webpage via
(https://www.jazanu.edu.sa/bcc/media/sites/28/2020/09/JU39-05-01-03-01-Final-Course-
Results-Notification.docx). All the statistical data required in this form can be obtained from
the Excel sheet designed by QAU/CAIT which may be found at the following link
The key courses are considered and the form JU39-05-01-03/01 is revised by HoD who has
the authority to activate the proposed plan for continuous improvement, if any.

221EPET – Electrical Machines I

231EPET – Electrical Control and Protection

241EPET – Control System Components

222EPET – Electrical Machines II

261EPET – Motor Control System

271EPET – Power Generation Transmission

291EPET – Final Year Project

As an example, one way to provide most of the information requested above is the example table provided below. IT IS NOT
REQUIRED TO USE THIS TYPE OF TABLE!!! But, if the program chooses to use or adapt the sample table, please read the
following information closely.
Using one table per outcome would organize the information requested above by student outcome. However, the various elements
of the table could be used as desired by the program. Note that any information included in the table below would not have to be
duplicated in another part of the Criterion 4 SSR, although appropriate referencing would help the program evaluator.
Please note that even though the table may include boxes for various items, e.g., results of assessment and evaluation or actions
taken for continuous improvement, it is not be expected or required that each student outcome be subject to continuous
improvement action each assessment and evaluation cycle.
Again, remember that this table is just an example and programs can present the information requested above in their own
preferred format. However, please provide the information requested above by the self-study questionnaire as it is necessary to
help the program evaluator evaluate the program’s compliance with Criterion 4.
Student Outcome 1 (K1): An ability to demonstrate a broad and coherent body of knowledge, with depth in the underlying principles and
concepts in the discipline
Course(s)
Performance Indicators (PI) for this Method used to Year &
Courses where the PI’s State how
outcome (PI identifies the measurable assess PI (exam Semester Performance
where PI assessment Often the
student performance/activity used to question, report when Data Target for PI
exists (use a data were or PI is
assess student attainment of the evaluated with Were or Will (if used)
simple list) will be Assessed
student outcome) rubric, etc.) Be Collected
collected
1. use knowledge of English Academic
language and engineering Year
technology to interpret 221EPET 1 year 2019/2020 60%
Direct:
engineering systems and 231EPET Spring 2020
Assignment,
processes 241EPET Fall 2020
Exams, Oral
2. utilize modern instruments and All courses 222EPET ===&===
Presentation
tools in engineering technology 261EPET 1 year Academic 60%
Indirect:
applications 271EPET Year
SOs Survey
3. apply principles of engineering 291EPET 2020/2021
technology for troubleshooting, 1 year Spring 2021 60%
and functioning Fall 2021

Summary of Aggregated Assessment Data (across all PIs):
Describe how the assessment data from each PI is aggregated and provide the overall assessment data set used in the evaluation process. Use charts or
formulas as necessary but include the numbers of students that were assessed.
The summative assessment of SO1/(K1), the decision is based on both direct and indirect assessment for all indicators of the SO1/(K1).
The aggregative assessment is conducted according to the courses mentioned above in this table by means of a complementary Excel
spreadsheet which has been created by the QAU/CAIT. All graduates were assessed during their existence in the course in Spring 2021
and/or Fall 2021. The number of graduates who are evaluated is 23.
Results of Evaluation of Aggregated Assessment Data:
Based on aggregated assessment data, provide evaluation and analysis to illustrate the extent to which the student outcome is being attained. Use of
charts/graphs with an explanation is recommended.
Academic Year 2019/2020

Actions for Continuous Improvement:
Briefly list the actions for program improvement related to this student outcome that have resulted from the results of evaluation processes described
above. Indicate any significant future program improvement plans based upon recent evaluations. Provide a brief rationale for each of these planned
changes. Alternatively, such information could be provided in report section E above.
The direct evaluation of SO1/(K1) in Academic Year 2020/2021 shows satisfactory trend. This shows considerable better trend for this
outcome than Academic Year 2019/2020. The contribution of each key course in this outcome is shown in the Final Notification of Course
Results and Continuous Improvement (JU39-05-01-03/01) for which all the statistical data are obtained from the Excel sheet designed by
QAU/CAIT. In these forms, all courses used for assessment shows satisfactory performance. The proposed plan of actions for continuous
improvement may be taken from the forms of these courses, such as using more clear English language to describe the problem. The
actions listed in the course notification form (JU39-05-01-03/01) will be implemented again in Spring 20221.
In the other hand, the indirect of SO1/(K1) shows very good trend which imply students’ satisfaction and confidence regarding SO1(K1).
Also, there is no wide gap between direct and indirect assessment for this SO, this may reflect that the students are familiar with online
questioning and reports which have been applied due to pandemic. A good compatibility between direct and indirect evaluation reflects
a good understanding of the PIs among the students, for indirect evaluation, and understanding of the questions, for direct evaluation.
Results of Actions for Improvement
Briefly describe the results of any changes (whether or not effective) in those cases where re-assessment of the results has been completed. Details can
be provided here or in the SSR section above as a separate discussion.
As shown in the result, the target for outcome SO1/(K1) was met with satisfaction. This is because of all of the courses contributing on
this SO give satisfied trend, the proposed plane of actions will be implemented for the next academic year and it is expected to improve
the achievement of this outcome to better satisfaction. It is worth noting that the pandemic restricts to some extent the improvement
plan.
Assessment Instruments:
How are the assessment and evaluation results documented and maintained? Attach copies of the assessment instruments or materials referenced in
your table. Attach samples of student work at various levels (poor, satisfactory, very good) of the student work that were assessed for the performance
indicators shown at the top of the table. These samples can be in an appendix or separate file.
All assessment and evaluation results are documented as a soft and hard copy on the department. The form of the Final Notification of
Comprehensive Course Results and Continuous Improvement (JU39-05-01-03/01) are filed and placed in the course portfolio together
with the Courses’ Specification (CSs), Courses’ Report (CRs), and samples of student work at various level (poor, satisfactory, and very
good). The samples will be attached here for convenient revising.

Student Outcome 2 (S1): An ability to apply knowledge, techniques, skills, and modern tools of mathematics, science, engineering, and
technology to solve well-defined engineering problems appropriate to the discipline
Course(s)
collected
1. interpret engineering codes,
specifications, and standards
1 year Academic 60%
All courses Year
except 221EPET 2019/2020
2. use knowledge of English Direct:
000ENG 231EPET Spring 2020
Language to recognize different 001ENG Assignment,
241EPET Fall 2020
engineering Exams, Oral
002ENG 222EPET 1 year ===&=== 60%
systems/components with Presentation
001CBS 261EPET Academic
definition and function Indirect:
002CBS 271EPET Year
SOs Survey
3. identify legislative requirements, 203CBS 291EPET 2020/2021
industry standards, and best 103SLM Spring 2021
practices in a variety of 1 year Fall 2021 60%
workplaces

The summative assessment of SO2/(S1), the decision is based on both direct and indirect assessment for all indicators of the SO2/(S1).


The direct evaluation of SO2/(S1) in Academic Year 2020/2021 shows satisfactory trend. This shows considerable better trend for this
outcome than Academic Year 2019/2020. The contribution of each course in this outcome is shown in the Final Notification of
Comprehensive Course Results and Continuous Improvement (JU39-05-01-03/01) for which all the statistical data are obtained from the
Excel sheet designed by QAU/CAIT. In these forms, all courses used for assessment shows satisfactory performance except 221EPET. The
proposed plan of actions for continuous improvement may be taken from the forms of these courses, such as using more numerical
examples, increase class activities, and more clear English language to describe the problem. The actions listed in the course notification
form (JU39-05-01-03/01) will be implemented again in Spring 20221.
In the other hand, the indirect of SO2/(S1) shows very good trend which imply students’ satisfaction and confidence regarding SO2(S1).
As shown in the result, the target for outcome SO2/(S1) was met with satisfaction. This is because of all of the courses contributing on
this SO give satisfied trend except 221EPET, the proposed plane of actions will be implemented for the next academic year and it is
expected to improve the achievement of this outcome to better satisfaction. It is worth noting that the pandemic restricts for to some
extent the improvement plan.

Student Outcome 3 (S2): An ability to design solutions for well-defined technical problems and assist with the engineering design of
systems, components, or processes appropriate to the discipline
Course(s)
collected
1. calculate and analyze missing
parameters of engineering
systems and processes 193MATH 1 year 60%
Academic
195MATH
Year
091PHYS
221EPET 2019/2020
2. apply rules and principles to 001CSC Direct:
231EPET Spring 2020
define the performance of 213MMET Assignment,
241EPET Fall 2020
engineering systems and 221EPET Exams, Oral
222EPET 1 year ===&=== 60%
processes 231EPET Presentation
261EPET Academic
241EPET Indirect:
271EPET Year
222EPET SOs Survey
3. apply common sense judgments 291EPET 2020/2021
261EPET
to evaluate answers Spring 2021
271EPET
1 year Fall 2021 60%
291EPET



Excel sheet designed by QAU/CAIT. In these forms, all courses used for assessment shows satisfactory performance. The proposed plan of
actions for continuous improvement may be taken from the forms of these courses, such as using more numerical examples, increase
class activities, and more clear English language to describe the problem. The actions listed in the course notification form (JU39-05-01-
03/01) will be implemented again in Spring 20221.
the achievement of this outcome to better satisfaction. It is worth noting that the pandemic restricts for to some extent the
improvement plan.

Student Outcome 4 (S3): An ability to apply written, oral, and graphical communication in well-defined technical and non-technical
environments; and an ability to identify and use appropriate technical literature
Course(s)
collected
1. communicate effectively ،both
orally, graphically, and 003ENG
editorially, within engineering 004ENG 1 year 60%
Academic
community and society at large 193ENG
Year
194ENG
2019/2020
2. perform an efficient oral 295ENG Direct:
Spring 2020
presentation, with effective use 001CBS Assignment,
Fall 2020
of visual aids, using allotted time 203CBS Exams, Oral
291EPET 1 year ===&=== 60%
and demonstrate self-confident 011MMET Presentation
Academic
in answering questions 112MMET Indirect:
Year
213MMET SOs Survey
3. prepare well-organized written 2020/2021
232EPET
document, using appropriate Spring 2021
251EPET
media, with introduction, body, 1 year Fall 2021 60%
181EPET
and conclusions 291EPET



outcome than Academic Year 2019/2020. It should be noted here that the assessment of this SO is based only on one course 291, this
could be the reason of the high satisfaction trend of the SO4(S3). The contribution of this course 291EPET on the SO4(S3) is shown in the
Final Notification of Comprehensive Course Results and Continuous Improvement (JU39-05-01-03/01) for which all the statistical data are
obtained from the Excel sheet designed by QAU/CAIT. As shown in the form, the course 291EPET shows satisfactory performance. The
proposed plan of actions for continuous improvement may be taken from the form of this course (291EPET), such as train the students in
how to present and write a technical thesis for the project. The actions listed in the course notification form (JU39-05-01-03/01) will be
implemented again in Spring 20221, as well as using more courses for accurate assessment for this SO.
As shown in the result, the target for outcome SO4/(S3) was met with satisfaction. This is because the course 291EPET which contributes
in this SO give satisfied trend, the proposed plane of actions will be implemented for the next academic year and it is expected to
improve the achievement of this outcome to better satisfaction. Also more courses will be used for accurate assessment of this SO. It is
worth noting that the pandemic restricts for to some extent the improvement plan.

Student Outcome 5 (S4): An ability to conduct standard tests, measurements, and experiments and to analyze and interpret the results
Course(s)
collected
1. perform standard tests and
apply measuring tools to collect
data
All courses 1 year Academic 60%
except: Year
ENG 221EPET 2019/2020
Direct:
2. analyze, interpret, and represent 091MATH Assignment,
231EPET Spring 2020
collected data in meaningful way 092MATH Exams, Oral
241EPET Fall 2020
193MATH 222EPET ===&===
Presentation 1 year 60%
001CBS 261EPET Academic
Indirect:
203CBS 271EPET Year
SOs Survey
001CSC 291EPET 2020/2021
3. identify appropriate available 103SLM Spring 2021
sensors, instrumentation and/or 011MMET Fall 2021
software tools for 1 year 60%
measurements


proposed plan of actions for continuous improvement may be taken from the forms of these courses, such as using more numerical
examples, increase class activities, and more clear English language to describe the problem. The actions listed in the course notification
form (JU39-05-01-03/01) will be implemented again in Spring 20221.
this SO give satisfied trend except 221EPET, the proposed plane of actions will be implemented for the next academic year and it is
expected to improve the achievement of this outcome to better satisfaction. It is worth noting that the pandemic restricts for to some
extent the improvement plan.

Student Outcome 6 (V1): An ability to function effectively as a member of a technical team, a commitment to quality, timeliness, and
Course(s)
collected
1. function effectively in a
multidisciplinary and diverse
team 1 year Academic 60%
Direct:
Year
Participation in
221EPET 2019/2020
Class through
2. manage teamwork effectively by All courses 231EPET Spring 2020
class activities,
integrating different skills and except: 241EPET Fall 2020
time
abilities of team members 000ENG 222EPET 1 year ===&=== 60%
management
001ENG 261EPET Academic
during Oral
002ENG 271EPET Year
Presentation
3. outline a work plan with 291EPET 2020/2021
Indirect:
execution in timeliness and Spring 2021
SOs Survey
quality 1 year Fall 2021 60%

The summative assessment of SO6/(V1), the decision is based on both direct and indirect assessment for all indicators of the SO6/(V1).


The direct evaluation of SO6/(V1) in Academic Year 2020/2021 shows satisfactory trend. This shows considerable better trend for this
proposed plan of actions for continuous improvement may be taken from the forms of these courses, such as increasing oral
presentations, look after how the students schedule their time, and more English language environment inside the classroom. The
actions listed in the course notification form (JU39-05-01-03/01) will be implemented again in Spring 20221.
In the other hand, the indirect of SO6/(V1) shows very good trend which imply students’ satisfaction and confidence regarding SO6(V1).
As shown in the result, the target for outcome SO6/(V1) was met with satisfaction. This is because of all of the courses contributing on
improvement plan.

Student Outcome 7 (V2): An ability to engage in self-directed continuing professional development
Course(s)
collected
1. identify contemporary issues
related to engineering
technology in the discipline Direct: 1 year 60%
001CBS
Capture Academic
203CBS
essential Year
222EPET
information 2019/2020
2. access multiple sources of 223EPET 231EPET
from multiple Spring 2020
information, capture essential 231EPET 241EPET
sources of Fall 2020
information, and distinguish it 232EPET 222EPET 1 year 60%
information ===&===
from extraneous data 241EPET 261EPET
during Oral Academic
251EPET 271EPET
Presentation, Year
3. integrate prior knowledge of 261EPET 291EPET
and final 2020/2021
engineering technology along 271EPET
reports Spring 2021
with new knowledge in the 181EPET
Indirect: 1 year Fall 2021 60%
profession for the sake of self- 291EPET
SOs Survey
continuing professional
development
The summative assessment of SO7/(V2), the decision is based on both direct and indirect assessment for all indicators of the SO7/(V2).


The direct evaluation of SO7/(V2) in Academic Year 2020/2021 shows satisfactory trend. This shows considerable better trend for this
Excel sheet designed by QAU/CAIT. In these forms, all courses used for assessment shows satisfactory performance .The proposed plan of
actions for continuous improvement may be taken from the forms of these courses, such as such as increasing oral presentations, and
open questions activities that need internet and extracurricular reading. The actions listed in the course notification form (JU39-05-01-
03/01) will be implemented again in Spring 20221.
In the other hand, the indirect of SO7/(V2) shows very good trend which imply students’ satisfaction and confidence regarding SO7(V2).
As shown in the result, the target for outcome SO7/(V2) was met with satisfaction. This is because of all of the courses contributing on
improvement plan.

E. Using Results of Assessment and Evaluation for Continuous
Improvement
Describe how the results of assessment and evaluation of the attainment of student outcomes (from sections C
and D above) are used for the continuous improvement of the program. Present points of accountability,
schedule and frequency. Summarize deliberations, decisions and actions which have been implemented as a
result of the evaluation of student attainment of the student outcomes and indicate any significant future
program improvement plans, including the rationale for each. Provide references in the appendices or
electronically as evidence of deliberations and decisions on improvements and input used. Evidence might
include evaluation reports, agendas, minutes, memos, etc.
The example given in the tables in the form JU39-05-01-03/01 described above in Section D
has boxes for “Analysis and description of weakness”, “Proposed Action”, and
“Implementation Plan” which is the information required for the continuous improvement of
the EPET program. It is worth noting that the form JU39-05-01-03/01 gives the assessment
of the SOs which related to the specific course, individually. The data in the form is collected
for the specified course in the Academic Year 2020/2021. The form is repeated for all
courses, especially the core courses, and is conducted every semester. This helps to know
which course has a dominant negative or positive effect on one or more of the SOs when the
SOs are assessed aggregately according to the key courses.
The aggregated or comprehensive assessment of all SOs, using the selected key courses, is
conducted annually through the Program Report (PR). The PR is a Collaborative Review
Reports for the program which summarizes the Student Outcomes by summing up all the
SOs in Section D. Program changes due to assessment findings are explained and
documented in the PR. The PR also identifies all assessed points under that assessment cycle,
all actionable items, and offers a summary of modifications for improvement. The PR is
shared with the Industrial Advisory Board and feedback is provided to enhance the
continuous improvement plan.
Major program changes are not implemented until two multiple assessment cycles
demonstrate student performance below benchmark. Instructional and delivery methods are
tweaked every semester to meet the needs of the student population. For example, delivery
methods that may vary include in-class examples, homework problems, project scenarios, lab
exercises, etc. All collaborative reports shall be provided to the evaluator during site visit.

The analysis of Program activities may be summarized in the following table:
Strengths :
Direct and indirect assessment for every LO is performed via a spreadsheet for accurate
assessment and instant feedback
Areas for Improvement:
 Revise CLOs for key courses to improve the assessment values of PLOs
 Students extracurricular activities need more attention
 Labs for better delivering courses
 Libraries and study rooms supported with IT means
Priorities for Improvement:
 Labs for better delivering courses
 Libraries and study rooms supported with IT means
 Students extracurricular activities need more attention
 Allocate budget for FYP
 Revise CLOs for key courses to improve the assessment values of PLOs
In terms of key courses, the developmental recommendation may be summarized in the

following table:
Student Other
Course Developmental
Course Title Evaluation Evaluations
Code Recommendations
( Yes-No) (specify)
222EPET Electrical Machine II Yes CLO Survey
Electrical Control and
231EPET Yes CLO Survey Discuss the CLOs for
Protection
the students for better
261EPET Motor Control System Yes CLO Survey indirect evaluation
Power Generation
271EPET Yes CLO Survey
Transmission
291EPET Final Year Project Yes CLO Survey Fund the projects

F. Using Other Input for Continuous Improvement
If other input is also used for continuous improvement of the program, describe it here.
Indirect data is also used for continuous improvement. Each academic year, students are
surveyed to provide indirect measurement of outcome success.
In course level, there are two surveys are conducted; they are:
1- Course Evaluation Survey (CES)
2- CLOs Survey
Each course is surveyed according to the above surveys (CES and CLOs Survey) which
conducted for every course and every semester, and also for every section. This is important
for feedback and Continuous Improvement in course level.
In program level, there are SOs survey, SES survey, and PES survey which conducted for
graduates. Faculties review the surveys for points that do not meet benchmark or are
repeatedly noted in student comments. This is documented in the Program Report and
Courses’ Reports.
It is worth noting that all of these steps and procedures are assembled and programmed using
Excel spreadsheet for instructor convenient and accurate assessment. Samples of Indirect
Assessment are shown in the previous section in Program Level.

CRITERION 5. CURRICULUM
A. Program Curriculum
The applicable program criteria could include statements that add specificity to the curricular requirements
found in Criterion 5 to differentiate the discipline designated by the program’s title. These should be included in
the program’s coursework. Contact ABET at etac@abet.org if you have questions about the program criteria
that apply to your program.
1. Complete Table 5-1 that describes the plan of study for students in this program including information on
course offerings in the form of a recommended schedule by year and term along with average section
enrollments for all courses in the program over the two years immediately preceding the visit. State
whether the program is based on a quarter system or a semester system and complete a separate table for
each option in the program.
Table 5-1 shows the Electrical Power Engineering Technology (EPET) curriculum plan
of study. The program is based on a semester system, Fall and spring semesters, each is
16 weeks. There is English Language program in the Preparatory Year (PY) which
consists of 5 quarterly courses, each is 8 weeks. The five courses take Fall, Spring and
Summer of the Preparatory Year (PY). Please visit the following link for more details:
https://www.jazanu.edu.sa/bcc/en/prep-year-en/. After the PY, the students start their
major according to their request and available seats in the EPET program. Please visit the
following link for major selection: https://www.jazanu.edu.sa/bcc/en/about-organization-
en/. Also the major selection form is available in the college website at
https://www.jazanu.edu.sa/bcc/media/sites/28/2020/05/JU39-05-01-02-1-Program-or-
program-major-selection.pdf. The EPET program offers 4 groups of elective courses in
the last two semesters to adapt the graduates so they fit the market requirements or to
satisfy their sponsor, if any. In case there is a sponsor for a student or group of students,
there is another elective group for internship which consists of two courses: 181EPET
“COOP Training” for non-sponsored students, and 282EPET “On the Job Training” for
sponsored students, for which the students take the course on the real site of the sponsor,
on the sponsor request.
2. Describe how the curriculum and its associated prerequisite structure support the attainment of the student
outcomes.
As shown in the next table, the lower level courses in the program are chosen to develop
and building up a good foundation for students regarding their outcomes (SOs),
especially English language, mathematics, science, and other liberal studies. This is
achieved by gradually change the level of learning from “I: Introductory” to “P:
Proficient”. These achieved outcomes and competencies are then used in upper level
courses to develop professional aptitudes “A: Advanced”. The mapping of the courses
with the students’ outcomes (SOs) is shown in the next table, recalling that SO with “K”
denotes that this student outcome relates to “Knowledge”, SO with “S” denotes that this
student outcome relates to “Skills”, and SO with “V” denotes that this student outcome
relates to “Values”. More details may be found in EPET study plan and EPET Program
Specification, in the link https://www.jazanu.edu.sa/bcc/en/epet-program-en/.

Course code & No. Knowledge Skills Competence
K.1 S.1 S.2 S.3 S.4 V.1 V.2
000ENG
I
English Language - 0 (half term)
001ENG
I
002ENG
I
003ENG
I I I I
004ENG
P P P I
193ENG
P P P I
Technical English
194ENG
P P A A
Communication Skills
295ENG
A A A P
Technical Report Writing
091MATH
I I I
Mathematics – I
092MATH
P I I
Mathematics – II
193MATH
P P P I
Calculus
195MATH
P P P I I
Applied Statistics
091PHYS
P P P P I
General Physics
001CBS
I I P P
Study Skills
002CBS
I I I
Physical Education
203CBS
A A A A
Organizational Behavior and Ethics
001CSC
P P I I
Computer Essentials
103SLM
P P
Islamic Culture
111EPET
P P P P I
Electric Circuit I
011MMET
I I I I
Engineering Drawing
112MMET
P P P I P P P
Workshop Technology
191CHEM
P P I I I
General Chemistry
112EPET
P A A P I
Electric Circuit II
113EPET
P P P P I
Electronics
114EPET
P P P P I
Digital Electronics

Course code & No. Knowledge Skills Competence
K.1 S.1 S.2 S.3 S.4 V.1 V.2
213MMET
A P A A A A
Industrial Safety and Environment
221EPET
P+ P+ P+ P+ I+
222EPET
A+ A+ A+ A+ P+ P+
223EPET
A A A A P P
Basic Industrial Electronics
231EPET
A+ A+ A+ A+ P+ P+
232EPET
A A A A P P
Electrical Systems and Layout
241EPET
A+ A+ A+ A+ P+ P+
Control System Components (Elective 11)
251EPET
Electrical Troubleshooting and Maintenance A A A A A A A
(Elective 21)
261EPET A+ A+ A+ A+ A+ A+
Motor Control System (Elective 31)
271EPET A+ A+ A+ A+ A+ A+
Power Generation Transmission (Elective 41)
181EPET P P P A P A A
Co-Op Training (Elective 51)
291EPET
A+ A+ A+ A+ A+ A+ A+
EPET Final Year Project
+ These items correspond to “key courses” for which are implemented to evaluate the SOs of the graduates.
3. Attach a flowchart or worksheet that illustrates the prerequisite structure of the program’s required
courses. If there are differences between the current curriculum and the one in effect for the graduate’s
transcripts to be sent to the evaluators, please provide prerequisite structure for both sets of requirements .
Prerequisites are assigned to each course to ensure that the students enter the course with
the necessary competencies to successfully meet course outcomes. These prerequisites
and course outcomes are clearly defined on the course syllabus. The table and figure
below summarizes the necessary prerequisites for each course in the program.
Type of
Course Required Pre-Requisite Credit requirements
Level Course Title Courses
Code or Elective Hours (Institution, College or
Department)
000ENG English Language – Level 0 R -- 2 College
001ENG English Language – Level 1 R 000 ENG 3 College
Level 091MATH Mathematics –I R -- 4 College
1 011MMET Engineering Drawing R -- 2 College
001CBS Study Skills R -- 1 College
Level 004ENG English Language – Level 4 R 003 ENG 3 College
2 092MATH Mathematics – II R 091 MATH 4 College
091PHYS General Physics R -- 4 College
002CBS Physical Education R -- 1 College

Type of
Department)
193ENG Technical English R 004 ENG 3 College
001CSC Computer Essentials R -- 1 College
193MATH Calculus R 092 MATH 3 College
Level
191CHEM General Chemistry R -- 3 College
3
112MMET Workshop Technology R 011 MMET 3 College
111EPET Electric Circuit – I R 091 PHYS 3 College
194ENG Communication Skills R 004 ENG 3 College
195MATH Applied Statistics R 092 MATH 2 College
103SLM Islamic Culture R -- 2 Institution
112EPET Electric Circuit – II R 111 EPET 3 Program
Level 113EPET Electronics R 111 EPET 2 Program
4 114EPET Digital Electronics R 111 EPET 2 Program
181EPET COOP (Summer Semester) E 194 ENG 2 Program
On The Job Training (Summer
282EPET
Semester)
E 194 ENG 2 Program
295ENG Technical Report Writing R 004 ENG 1 College
213MMET Industrial Safety and Environment R -- 1 College
221 EPET Electrical Machines – I R 112 EPET 3 Program
231 EPET Electrical Control and Protection R 112 EPET 2 Program
223 EPET Basic Industrial Electronics R 113 EPET 3 Program
241EPET Control System Components E 114 EPET 3 Program
242EPET Elective Course 12 E Depend 3 Program
Level
5
Electrical Troubleshooting and
251EPET
Maintenance
E 112 EPET 3 Program
203CBS Organizational Behavior and Ethics R -- 1 College
222 EPET Electrical Machines – II R 221 EPET 3 Program
Level 232 EPET Electrical Systems and Layout R 112 EPET 2 Program
6 261EPET Motor Control System E 221 EPET 3 Program
271EPET Power Generation Transmission E 231 EPET 3 Program
Electrical Power Engineering
291EPET
Technology Project
R 295 ENG 2 Program

University requirements
Department/Program Requirements

Half Term (8 weeks)
001ENG 000 ENG 001 CBS 011 MMET 091 MATH 1st Semester
Preparatory
Year
003 ENG 002 ENG 091 PHYS 002 CBS 092 MATH 2nd Semester
004 ENG Summer Semester

193 ENG 191 CHEM 111 EPET 112 MMET 001 CSC 193 MATH 1st Semester
Freshman
Year
194 ENG 112 EPET 113 EPET 114 EPET 103 SLM 195 MATH 2nd Semester
50 Credit Units
*8* EPET Summer Semester
Interdependent

295 ENG EPET 221 EPET 231 EPET 223 25* EPET 24* EPET MMET 213 1st Semester
Sophomore
Year
60 Credit Units
EPET 291 EPET 222 EPET 232 27* EPET 26* EPET CBS 203 2nd Semester
4. Describe how your program meets the specific requirements for each curricular area (Mathematics and
Physical and Natural Sciences, Discipline Specific Topics) specifically addressed by either the general
criteria or the specific program criteria, which should be shown in Table 5-1. Describe how the coverage
of algebra and trigonometry (for A.S. programs) or differential and integral calculus or other mathematics
above the level of algebra and trigonometry (for B.S. programs) is accomplished.
Curricular areas that have been identified by ABET’s general criteria include
competencies in college mathematics, chemistry, and physics. Table below outlines the
terms of hours needed and the depth in which those competencies are used in the
Electrical Power Engineering Technology (EPET) Program.
Credit Contact Demonstration of Depth of Study of EPET

Competency Area
Hours Hours Courses in which Competencies are applied
Mathematics (Mathematics I,
111EPET, 112EPET, 113EPET, 114EPET,
mathematics II, Calculus, 13 16
221EPET, 222EPET, 223EPET, 231EPET
Applied Statistics)
General Chemistry 3 4 251EPET, 291EPET
111EPET, 112EPET, 113EPET, 114EPET,
General Physics 4 5
221EPET

5. Describe how the curriculum develops student proficiency in the use of equipment and tools common to the
discipline is appropriate to the student outcomes and the discipline.
The learning goals of laboratory experiences include:

(a) enhancing mastery of science subject matter, developing scientific reasoning abilities,
(b) increasing understanding of the complexity and ambiguity of empirical work, and
(c) developing practical skills, increasing understanding of the nature of science, and
improving teamwork abilities.
The curriculum of Electrical Power Engineering Technology (EPET) program implement
the above goals to prepare the students for lab experience to build and demonstrate their
ability for Final Year Project (FYP) during their study in the college and to develop their
proficiencies in technical work in the real sites. The following table demonstrates the
number of theoretical courses practical courses taught in the program.
Practical Courses Theoretical Courses
Total
Number % Number %
All courses 29 78.38 8 21.62 37
EPET Courses only 14 100 0 0 14
The next table compares the number of credit hours of theoretical and practical courses.
Total
Credit Hrs % Credit Hrs %
All courses 75 81.52 17 18.48 92
EPET Courses only 36 100 0 0 36
The next table compares the number of contact hours in theoretical and practical classes.
Total
Credit Hrs % Credit Hrs %
All courses 142.5 68.50 65.5 31.50 208
EPET Courses only 73 76.00 23 24.00 96
Finally the next table depicts the distribution of credit units and contact hours with
percentage for each category of the EPET curriculum
No. of Credit Units Contact
Requirement
Courses No. % Hours
Culture, Ethics, and Skills 4 5 5.43 6
Humanities
English Language 8 21 22.83 63
Computer Science 1 1 1.09 3
Mathematics and Science 6 20 21.74 25
Basic Engineering 4 9 9.78 17
Electrical Power Engineering Technology 14 36 39.13 94
Total 37 92 100 208

6. Describe how the curriculum provides physical or natural science content appropriate to the discipline and
the laboratory experiences of the students.
There are two main natural sciences courses which are taught in the early stages of EPET
program; they are General Physics (091PHYS), in the Preparatory Academic Year in the
last level) (Level 2), and General Chemistry (191CHEM), in the Freshmen Academic
Year in the first level (Level 3). The two courses are designed to have contents
appropriate to EPET program and enhance the lab experiences of the students.
I. The contents of the General Physics (091PHYS-4 credit hours) are:
(a) Measurements (Units, Dimensional and Non-Dimensional)
(b) Motion and Force
(c) Work and Energy
(d) Magnetism
(e) Electricity
(f) Light
The weekly contact hours are 5 hours with 40% lab sessions. The course prepares the
students for lab experience for the courses: 111EPET, 112EPET, 113EPET, 114EPET,
221EPET, 222EPET, 223EPET, 231EPET.
II. The contents of the General Chemistry (191CHEM-3 credit hours) are:
(a) Stoichiometry: Chemical Arithmetic.
(b) The periodic table
(c) Chemical Bonding
(d) Oxidation
(e) The Gaseous State
(f) Liquid and solid states
(g) Solutions
(h) Thermochemistry
The weekly contact hours are 4 hours with 50% lab sessions. The course prepares the
students for lab experience regarding safety and hygiene with respect to chemicals so it
serves courses such as 291EPET (Final Year Project).
7. Describe how the curriculum accomplishes a capstone or integrating experience (addressed by either the
general or program criteria) and describe how this experience helps students attain related student
outcomes as appropriate to the discipline and the degree (not degree level).
Final Year Project (FYP) is a compulsory final year course which students of EPET
program must take at the end of their Academic Program to complete the requirements of
their degree. The concept of FYP emphasizes practical work more than theoretical
studies. FYP is an opportunity for final year technical students to demonstrate their
capabilities in applying the knowledge, skills, and competencies acquired during their
academic program. It enables the students to experience similar and/or real situation on
how projects are carried out in the industry.
FYP (291EPET) course is a 2-credit unit course and is taken by the students who are
about to graduate (during the 6th Semester, i.e. in the Sophomore Year). Students who
undergo FYP course must have completed at least 60 credit units and passed Technical

Report Writing (295ENG) and Industrial Safety and Environment (213MMET), they
spend the whole semester (~14 weeks) in the workshop to fulfill practically the proposal
provided by their instructor/s. At least one instructor should be assigned for every five
students (max); here the instructor/s orients the students through their practical work in
the workshop. At the end of FYP, students are required to submit a final report and give a
presentation about their experience and knowledge gained. The presentation is equivalent
to oral exam and is held on front of a committee consisting of three evaluators.
The FYP requires the students to not only utilize and reflect on learning skills,
knowledge, and competencies they were gained during their stay in the program, but
apply the theory in a real-world project development. The project has many components
that challenge the student’s depth of knowledge, skills and competencies. The design
aspects of the project include knowledge of Electric Circuits and Electronics (EPET112,
EPET113, EPET114, and EPET223); and depending on the applications of Electrical
Machines (EPET221, and EPET222); Power Generation and Troubleshooting (EPET251,
and EPET271), and controlling and protection (EPET231, EPE232, EPET241, and
EPET261). The cumulative knowledge and skills learned and developed in lower-level
courses are used for successful completion of the FYP.
The FYP engaged students in a sequence of laboratory experiences supported by hands-

on skills, computer, research, and discussions. In FYP, students are given tasks related to
their related discipline to enhance their technical ability. The outcomes of FYP are:
1- Relate the courses studied in the college to real world application.
2- Establish priorities, manage deadlines, and develop professional networks.
3- Write a comprehensive report according to predetermined guidelines summarizing the project
in all its stages.
4- Perform oral presentation to convey, in a limited time, the range of experience obtained and
the skills learned.
5- Perform practical skills through real world applications according to written or verbal
instructions.
More details about the responsibilities and the process of FYP may be found in the
college website (https://www.jazanu.edu.sa/bcc/en/project-en/). The items evaluated in
the FYP are depicted in the following table:
Item Evaluated Evaluator Mark
Presentation Examination Committee 25
Comprehensive Analytical Final Report Examination Committee 25
Semester Work (Attendance, Progressive Reports) FYP Coordinator 50
Each item in the above Table is evaluated according to a number of criteria. All criteria
are marked by each member of the Examination Committee by means of rubrics which
are published in the college webpage. The grades are then averaged for each criterion.
The Student’s overall score for submission is the sum of all the weighted scores of the
performance criteria. All forms of evaluations and template for FYP report, including the
rubrics for FYP report and presentation (JU39-05-01-05/04 and JU39-05-01-05/05) may
be found at https://www.jazanu.edu.sa/bcc/en/project-en/.

8. Describe how professional and ethical responsibilities, diversity and inclusion awareness, quality and
continuous improvement are addressed in the curriculum.
The professional and ethical responsibilities, diversity and inclusion awareness, quality
and continuous improvement are addressed by all courses in the curriculum and evaluated
in the students’ outcomes SO6(V1) and SO7(V2) which are:
SO6(V1): An ability to function effectively as a member of a technical team, a
commitment to quality, timeliness, and continuous improvement.
SO7(V2): An ability to engage in self-directed continuing professional development.
All courses in the curriculum of EPET program map one of these two outcomes or both
with different level of learning, ranging from introductory level (I), passing through
proficiency level (P), and ending with advanced level (A). The courses which map these
two outcomes with advanced level of learning are giving special attention to enhance the
students’ skills in these two outcomes; such as 194ENG, 203CBE, 251EPET, 261EPET,
271EPET, 181EPET, and 291EPET.
For courses which map SO6(V1), students are required to cooperate together and develop
a report as a team effort that discusses professional and ethical responsibilities by
technicians and the role of diversity in the workplace, the report should include attributes
of quality, and recommendation of future work, also the submission timeliness is
essential. However, for courses which map SO7(V2), students are required to produce a
detailed report to solve a technical problem, for which all data related to this technical
problem must be acquired from outside sources, then compiled into tables and analyzed.
9. Describe how industry and engineering standards and codes; public safety and health; and local and
global impact of engineering solutions on individuals, organizations and society are addressed in the
curriculum
There are several engineering courses are designed for industry and engineering
standards and codes; public safety and health; and local and global impact of engineering
solutions on individuals, organizations and society.
The first course is Engineering Drawing (011MMET), this is basic engineering course
which teach the students the basic concepts of engineering standards for drawing for
those who are involved with manufacturing and structures. The full course description
may be found in the college webpage (https://www.jazanu.edu.sa/bcc/en/epet-cs-en/).
The second course is Electrical Systems and Layout (232EPET), this course provides
students with design practice in estimation of power requirements for electrical lighting,
power equipment, and electrical machines, and experience in the use of manufacturers’
catalogs and technical data, along with practice in preparing plans to layout electrical
circuits. This course also deals with Conduit and Fittings using metallic and non-metallic
conduit in hazardous and non-hazardous locations, for residential, commercial, and

industrial wiring, using the appropriate electrical code as reference. The course also
defines the national Electrical Code.
The third course is Industrial Safety and Environment (213MMET), this course aims
implanting the culture of safety to technical students for which Occupational Safety and
Health (OSH) programs foster a safe and healthy work environment. The course does not
provide the culture of safety for the technicians in workplace but also the co-workers,
family members, employers, customers, and many others who might be affected by the
workplace environment.
Finally, the fourth course is the Cooperative (COOP) Training (181EPET). One of the
major objectives of this course is recording the attitude and the manner of the work
environment regarding occupational safety and impact of engineering solutions on
individuals, organizations and society.
The CLOs of the above courses contribute the Students Outcomes of EPET program as
Students’ Outcomes (SOs)
Course code & No. SO1 SO2 SO3 SO4 SO5 SO6 SO7
(K1) (S1) (S2) (S3) (S4) (C1) (C2)
011MMET
I I I I
Engineering Drawing
232EPET
A A A A P P
Electrical Systems and Layout
213MMET
A P A A A A
Industrial Safety and Environment
181EPET
P P P A+ P A+ A+
Co-Op Training
10. If your program allows cooperative education or internships 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 Cooperative Training component is a joint venture between Jazan University and
employers to enable students to gain practical work experience in the real world.
Cooperative Training in EPET program is structured to integrate the theoretical
knowledge learned by students in the classrooms and labs with real world experiences; it
is one of the graduation requirements for CAIT.
COOP Training (181EPET) is a 2-credit unit course and is taken by students who have
completed their Freshman Year (completed at least 60 credit units, including Preparatory
Year). The student who undergoes the COOP Training has to spend 8 (eight) continuous
weeks of practical work in a relevant field of industry during the summer semester.
Students are oriented in one of the companies in agreement with the college, and well-
supervised to ensure that students accomplish the training objectives suitably. The
outcomes of the COOP Training are:
1- Relate the courses studied in the college to real world application.
2- Interpret engineering processes and their performances.

3- Write a report according to predetermined guidelines.
4- Perform an oral presentation to convey, in a limited time, the range of experiences obtained
and the skills learned.
5- Establish priorities with managing deadlines for self and others.
6- Capture essential information from multiple sources of information.
The CLOs of the COOP Training (181EPET) serves the Student Outcomes SOs are
Students’ Outcomes (SOs)
Course code & No. SO1 SO2 SO3 SO4 SO5 SO6 SO7
(K1) (S1) (S2) (S3) (S4) (V1) (V2)
181EPET
P P P A P A A
Co-Op Training (Elective 51)
The requirement and eligibility, responsibilities, the process of COOP Training, and all
form of evaluation and templates for progressive and comprehensive reports, including
the rubrics of presentation evaluation (JU39-04-01-01/06) are all assembled in guidelines
which published at the college website at https://www.jazanu.edu.sa/bcc/en/coop-en/.
11. Describe by example how the evaluation team will be able to relate the display materials, i.e. course
syllabi, textbooks, sample student work, etc., to each student outcome. (See the 2021-2022 APPM Section
I.E.5.b. (2) regarding display materials.)
a. Display Materials at the Time of the Visit-Evaluators will review samples of
displayed course materials including course syllabi, textbooks, example
assignments and exams, and examples of student work, typically ranging from
excellent through poor for only those courses that:
a) support attainment of the program’s student outcomes; and
b) develop subject areas supporting attainment of student outcomes or
contained in specific program criteria requirements.
The Visit-Evaluators will review samples of Courses’ Portfolios that display
course materials including course syllabi, textbooks, example assignments and
exams, and examples of student work, typically ranging from excellent through
poor, at the time of the visit, for only those courses that:
i. Support attainment of the EPET-SOs, and
ii. Develop subject areas supporting attainment of SOs or contained in specific
program criteria requirements.
b. At the program’s discretion, other materials that document efforts made to

continuously improve curricula, or that illustrate novel, unusual or creative efforts
to enrich the curriculum and/or attainment of student outcomes may be provided.
The Excel spreadsheet which used to govern and automatically assess the CLOs
for courses and their associated SOs may be displayed. It is worth noting that this
Excel spreadsheet which assess the CLOs and its complementary Excel
spreadsheet for assessing the SOs are designed by the QAU/CAIT and may be
found at the following link (https://www.jazanu.edu.sa/bcc/en/quality-academic-
accreditation-en/).

c. Wherever possible, materials can be provided online or electronically.
Most of materials will be provided online via college webpage or electronically be

means of email. For EPET programs, evidentiary displays during the visit will
thoroughly represent the PEOs, Courses’ Portfolios, and SOs. The following
displays will be provided to the visiting teams:
1. PEOs: Since these are delivered and assessed through the use of various tools,
all examples will be compiled and displayed for perusal. This includes the
following:
a. Exit interviews:
Graduates are interviewed prior to graduation. Information is used to make
modifications to the program, courses, or delivery of materials.
b. Meeting minutes from Industrial Advisory Board.
2. Course Portfolio: For each course, there will be provided a syllabus, textbook
(where applicable), laboratory assignments (where applicable), and other
course materials provided by the faculty.
3. SOs: Since this is the most vital component of the improvement plan, each
outcome will be presented with distinct mapping to the courses that support it.
Each Program Outcome and the assessment point and tool will be displayed, and
explained. Furthermore, the improvement plan information will be provided with the SOs
indicating actionable items and modifications to correct. Finally, the student work samples
for those outcomes will be available for review.
B. Course Syllabi
In Appendix A of the Self-Study Report, include a syllabus for each course used for the degree.
The syllabi of all the core courses of MMPT program are provided in Appendix A.
However more details of these courses and their specifications may be found online
at the college web page (https://www.jazanu.edu.sa/bcc/en/mmet-cs-en/).
C. Advisory Committee
Describe the composition of the program’s advisory committee (for example: individuals, company and job
title) and describe how it is representative of organizations served by the program’s graduates. Describe
activities of the advisory committee, provide evidence that it periodically reviews the program’s curriculum and
program educational objectives, and advises the program the current and future aspects of the technical fields
for which the graduates are being prepared.
The Industry Advisory Board consists of members from CAIT/EPET department,

Jazan University, Alumni who are working in their field of study, as well as members
who represent industry, for instant engineers, engineering managers, and business
leaders from local industry. This advisory council serves the EPET program in the
following:
1. Provide advice and counsel on curriculum,
2. Faculty-industry interaction, outcomes assessment and program development,

3. Identify the technical needs of the JEC in general and individual companies, in
particular for research, development, and continuing education.
4. Review PEOs of EPET program, SOs survey, Alumni PEOs survey, and Employer
PEOs survey.
5. Review the PR and approve the feedback action for continuous improvement.
6. Establish the criteria for the organization of the educational activities according
to the proposal submitted by Department Curriculum Committee after approval
from the Department Council, in a sense of
a. The change of the Curriculum,
b. Modifications to EPET program, courses, or delivery of materials according to
Exit Survey of the graduates, and
c. Formatting of the faculty for the program.
The Industrial Advisory Board (IAB) had been proposed by the College Council in
the Recommendation 3/5/37/1438. According to the recommendation, the
Industrial Advisory Board is composed of individuals from local industry for which
CAIT program serves the market such as EPET program. The members of the
Industrial Advisory Board are employed and have inside knowledge in these
industries. Please see the following table recommended for the committee members
and their employer and expertise:
Employer Job Description Position in the IAB
Jazan University Vice Rector for Academic Affairs Chairman of the IAB
Jazan University Dean of CAIT Member and Reporter
SABEK Manager Member
ARAMCO Human Resources Member
Saudi Electric Company Manager Member
Jazan University Coordinator of QAU/CAIT Member
It is recommended for the IAB to meet annually to discuss the above duties. A
sample of the meeting agenda, minutes, and approval of proposed outcomes and
objectives will be available in Appendix on IAB approval.

Table 5-1 Curriculum
Name of Program: Electrical Power Engineering Technology (EPET)
Course Curricular Area (Credit Hours)
Indicate
(Department, Number, Title) Average
Whether Course
List all courses in the program by term starting with first term of the first Last Two Terms the Section
is Required,
year and ending with the last term of the final year. Math and Course was Offered: Enrollment
Elective, or a Discipline
Physical/ General Year and, for the Last
ENG English Language Code starts with “0” Preparatory Year Selective Specific Other
Natural Education Semester, or Two Terms
CBS College Basic Skills Code starts with “1” Freshman Year Elective by an Content
Sciences Quarter the Course
CHEM Chemistry Basics Code starts with “2” Sophomore Year R, an E or an
PHYS Physics Basics MMET Mech Maint Eng Tech 2 was Offered1
SE
MATH Mathematics Basics CSC Computer Science
000ENG: English Language – Level 0 R 2 Fall & Spring 2021 28

001ENG?: English Language – Level 1 R 3 Fall & Spring 2021 20
091MATH: Mathematics –I R 4 Fall & Spring 2021 68
092MATH: Mathematics –II R 4 Fall & Spring 2021 37
091PHYS: General Physics R 4 Fall & Spring 2021 32
011MMET: Engineering Drawing R 2 Fall & Spring 2021 56
001CBS: Study Skills R 1 Fall & Spring 2021 71
002CBS: Physical Education R 1 Fall & Spring 2021 11
193ENG: Technical English R 3 Fall & Spring 2021 46
194ENG: Communication Skills R 3 Fall & Spring 2021 34
001CSC: Computer Essentials R 1 Fall & Spring 2021 42
193MATH: Calculus R 3 Fall & Spring 2021 53
195MATH: Applied Statistics R 2 Fall & Spring 2021 44
191CHEM: General Chemistry R 3 Fall & Spring 2021 34
112MMET: Workshop Technology R 3 Fall & Spring 2021 42
103SLM: Islamic Culture III R 2 Fall & Spring 2021 23

111EPET: Electric Circuit – I R 3 Fall & Spring 2021 46
112EPET: Electric Circuit – II R 2 Fall & Spring 2021 12
113EPET: Electronics R 2 Fall & Spring 2021 13
114EPET: Digital Electronics R 3 Fall & Spring 2021 15
181EPET: COOP Training SE 2 Fall & Spring 2021 26
295ENG: Technical Report Writing R 2 Summer 2021 46
213MMET: Industrial Safety and Environment R 1 Fall & Spring 2021 36
221EPET: Electrical Machines – I R 1 Fall & Spring 2021 15
222EPET: Electrical Machines – II R 3 Fall & Spring 2021 17
223EPET: Basic Industrial Electronics R 3 Fall & Spring 2021 20
231EPET: Electrical Control and Protection R 3 Fall & Spring 2021 18
232EPET: Electrical Systems and Layout R 3 Fall & Spring 2021 16
241EPET: Control System Components SE 2 Fall & Spring 2021 17
251EPET: Electrical Troubleshooting and Maintenance SE 3 Fall & Spring 2021 16
261EPET: Motor Control System SE 3 Fall & Spring 2021 16
271EPET: Power Generation Transmission SE 3 Fall & Spring 2021 17
203CBS: Organizational Behavior and Ethics R 1 Fall & Spring 2021 36
291EPET: Electrical Power Engineering Technology Project R 2 Fall & Spring 2021 16
Add rows as needed to show all courses in the curriculum. 20 36 27 9

OVERALL TOTAL CREDIT HOURS FOR THE DEGREE 92
PERCENT OF TOTAL 21.74 39.13 29.35 9.78
1. For courses that include multiple elements (lecture, laboratory, recitation, etc.), indicate the average enrollment in each element.
2. Required courses are required of all students in the program, elective courses are optional for students, and selected electives are courses where students
must take one or more courses from a specified group.
Instructional materials and student work verifying compliance with ABET criteria for the categories indicated above will be required during the campus visit

Curriculum Structure
Required/
Credit
Program Structure Electi No. of courses Percentage
Hours
ve
Required 1 2 2.17
Institution Requirements
Elective -- -- --
Required 22 54 58.69
Elective -- -- --
Required 8 20 21.75
Program Requirements
Elective 4 12 13.05
Capstone Course/Project Final Year 1 2 2.17
Field Experience/ Internship COOP 1 2 2.17
Others -- -- -- --
Total 37 92 100
Program Study Plan

Type of
Department)
000ENG English Language – Level 0 R -- 2 College
Level 091MATH Mathematics –I R -- 4 College
1 011MMET Engineering Drawing R -- 2 College
001CBS Study Skills R -- 1 College
Level
092MATH Mathematics – II R 091 MATH 4 College
2
091PHYS General Physics R -- 4 College
002CBS Physical Education R -- 1 College
193ENG Technical English R 004 ENG 3 College
001CSC Computer Essentials R -- 1 College
193MATH Calculus R 092 MATH 3 College
Level
191CHEM General Chemistry R -- 3 College
3
112MMET Workshop Technology R 011 MMET 3 College
111EPET Electric Circuit – I R 091 PHYS 3 College
194ENG Communication Skills R 004 ENG 3 College
195MATH Applied Statistics R 092 MATH 2 College
103SLM Islamic Culture R -- 2 Institution
112 EPET Electric Circuit – II R 111 EPET 3 Program
Level 113 EPET Electronics R 111 EPET 2 Program
4 114 EPET Digital Electronics R 111 EPET 2 Program
181EPET COOP (Summer Semester) E 194 ENG 2 Program
On The Job Training (Summer
282EPET
Semester)
E 194 ENG 2 Program

Type of
Department)
295ENG Technical Report Writing R 004 ENG 1 College
213MMET Industrial Safety and Environment R -- 1 College
221 EPET Electrical Machines – I R 112 EPET 3 Program
231 EPET Electrical Control and Protection R 112 EPET 2 Program
223 EPET Basic Industrial Electronics R 113 EPET 3 Program
241EPET Control System Components E 114 EPET 3 Program
Level
5
Electrical Troubleshooting and
251EPET
Maintenance
E 112 EPET 3 Program
203CBS Organizational Behavior and Ethics R -- 1 College
222 EPET Electrical Machines – II R 221 EPET 3 Program
Level 232 EPET Electrical Systems and Layout R 112 EPET 2 Program
6 261EPET Motor Control System E 221 EPET 3 Program
271EPET Power Generation Transmission E 231 EPET 3 Program
Electrical Power Engineering
291EPET
Technology Project
R 295 ENG 2 Program

CRITERION 6. FACULTY
A. Faculty Qualifications
Describe the qualifications of the faculty and how they are adequate to cover all the
curricular areas of the program and meet any applicable program criteria. This description
should include the composition, size, credentials, and experience of the faculty. Complete
Table 6-1. Include faculty curriculum vitae in Appendix B, using the format guidelines found
there.
Faculty qualifications and curriculum vitae are updated in the table 6-1, for which more
description of their experience of the faculty may be found.
The following matrix maps the faculty members with the curricular areas according to their
specializations.
Engineering Technology knowledge:
K.1. All faculty
(a) Use of basic engineering mechanics
The application of natural sciences and
mathematics at or above the level of algebra
and trigonometry use of modern equipment
in mechanical engineering technology:
S.1. All faculty
(b) Application of principles of geometric
dimensioning and tolerance.
(c) Use of computer aided drafting and
design software.
Strengths in specifying, installing, building,
testing, documenting, operating, selling or:
(d) Selection, set-up, and calibration of
measurement tools/instrumentation
(e) Preparation of lab reports and systems S.2. All faculty
documentation associated with
development, installation, or
maintenance of mechanical components
and systems.
Dr Zulkarnain Muhammad
Communication S.3. Anwar Ulla Khan
Essa Assiri
Engineering standards to the building,
testing, operation, and maintaining basic
mechanical systems: S.4. All faculty
(f) Basic familiarity and use of industry
codes, specifications, and standards
Project management:
(g) An integrating or capstone experience V.1. All faculty
utilizing skills acquired in the program
Anwar Ulla Khan
Mashood Hasan
Life-long learning V.2. Dr Zulkarnain Muhammad
Osama Zankouti
Essa Asseri

B. Faculty Workload
Complete Table 6-2, Faculty Workload Summary and describe this information in terms of
institutional workload expectations or requirements for the current academic year.
The course allocation subjects to the following factors:
1- The instructor rank (professor, associate, …)
2- The specialization of the faculty member
3- The administrative load given to the faculty (registrar, HoD, …)
All of these factors are taken into consideration through the department council and
then course allocation takes place and approved by the council.
Faculty workload is updated. The work load of faculty is shown after Table 6-2 for
Spring 20212.
C. Faculty Size
Discuss the adequacy of the size of the faculty and describe the extent and quality of faculty
involvement in interactions with students, student interaction, advising, and oversight of the
program.
 Academic counseling plays an important role in the College of Applied Industrial
Technology (CAIT).
 It enables the students to control their own way of learning, from their first arrival
into the college to the end of their studies after three years.
 Each EPET faculty member are assigned with at least 20 students for helping the
students as an Academic advisor.
 Further details are available in the college webpage
(https://www.jazanu.edu.sa/bcc/en/academic-advising-en/)
 The number of the students in EPET program is 48 regular students with 6
instructors. This means the ratio faculty members to students is 1:8. However, it is
worth noting that the faculty members in EET department also covers some activities
in the PY. Considering the total number of the students in CAIT (260 students), and
the total number of faculty members in CAIT (17 faculty), this returns ratio faculty
members to students as 1:15.
 All faculty publish their contact (phone number, email) via college webpage for better
student-faculty interactions, as well as groups via social media (whatsup) is usually
used for instant interaction between faculty/students and student/student.. Moreover
office hours are always published together with the time schedule of each faculty.

D. Professional Development
Provide a description of program professional development support for faculty and a general
description of how faculty avail themselves of these opportunities to maintain competency (specific
recent activities for each faculty member should be noted in their CV in Appendix B).
Faculty members are attended some of training conducted by JU and CAIT, the
following table lists these professional development activities:
Faculty Activity
Dr. Anwar Ulla Khan
Dr. Mashhood Hasan LOs assessment provided by CAIT
Direct and Indirect Assessment with Instant feedback
Dr. WAKEEL AHMAD
provided by CAIT
Dr. Zulkharnain Muhammad
Active Learning provided by CAIT
Eng. Osama Zankouti CS and CR consistency
Eng. Essa Asseri
Also Dr Mashood Hasan completed a 5 days course about “Advancements in

Optimization of Power Generation, Drives, and Control System”, November 2020.
Orientation lectures for new students and new faculty members join the department
are always conducted by faculty members in turns at the beginning of each semester.
Also two EET faculty members are involved in funded research project as Principal
Investigators, they are Dr Mashood Hasan and Dr Anwar Ulla. The research projects
are funded SR90,000 each.
Generally, faculty satisfaction survey (FSS) of EET faculty members shows

“satisfaction 100%” regarding “personal and professional development” (3 member
contributed out of 6) with score 4.17.
However, the item “Program Administration” returns a score 3.89. The report of the
survey is depicted on the table and figure thereafter.

E. Authority and Responsibility of Faculty
Describe the role played by the faculty with respect to course creation, modification, and
evaluation, their role in the definition and revision of program educational objectives and
student outcomes, and their role in the attainment of the student outcomes. Describe the roles
of others on campus, e.g., dean or provost, with respect to these areas.
 Course syllabus which is preformed through department and college council meetings
in the intervals between semesters.
 Course design, regarding designing CLOs with mapping to the preset SOs, via proper
selection of PIs.
 Creating the Course Specification (CS) according to the template, showing the topics
and CLOs, as well as teaching strategies and timing of the assessment along the
semester.
 Preparing the course materials, and the assessment tools (assignments, quizzes,
midterm and final exams) which properly evaluate the CLOs.
 Store the data of the assessment tools in the given Excel spreadsheet which designed
for instant evaluation and feedback of CLOs and corresponding SOs, so the course
instructor can plan his next step and achieve the outcomes at the end of the semester.

In other words, modifications may be carried out according the feedback of the Excel
spreadsheet.
 Create the Course Report (CR) according to the data stored in the Excel spreadsheet,
showing any change may be happened from CS, and modification which may be
applied to the second cycle of course delivery in the next semester for continuous
improvement in course level.
 Fill the form JU39-05-01-03/01, Final Course Results Notification, showing the
evaluation of the CLOs and their contribution to PIs as well as the evaluation of the
associated SOs, analysis of the PIs and SOs results with recommendation for
continuous improvement to apply in the next semester for continuous improvement in
course level.
 Each faculty member is responsible for about 20 students for following up and
academic advising. The faculty member should follow the Standard Operating
Procedures (SOPs) given and published in college webpage in this regard.
 Some members have a role in the college administration, regarding coordinating
department, member in a committee, and/or unit.
 HoD has the authority and responsibility to revise CRs and PRs with guidance as
needed through department council.
 HoD has the authority to form a curriculum committee to revise any of the issues
related to CRs and PR.
 Dean of CAIT has the authority to revise PR through college board and give the
authority to vice dean of the academic affairs to constitute a curriculum committee to
solve any of the issues in the PR.
 Dean of CAIT as a member of IAB is responsible to call for the meeting which may
be held once every academic year.
 Vice dean of CAIT for academic affairs is responsible to write the college report
according to the reports given regarding all programs in the college.
 Vice dean of CAIT for academic affairs is responsible to revise with HoD the survey
regarding faculty performance through Course Evaluation Survey (CES) conducted
by the students, Field survey conducted by COOP students, Student Experience
survey (SES) conducted by students in the mid way of the program, as well as
Program Evaluation Survey (PES) conducted by the students just before their
graduation. However SOs survey is responsible for all members in the program, plus
the Dean and Vice dean, The following pages depicts all of these surveys for
academic year 2020/2021.

Course Evaluation Survey

Aggregated CES for key courses courses

Student Experience Survey 2020/2021

Program Evaluation Survey

Faculty Satisfaction Survey

Field Survey (COOP)

Table 6-1. Faculty Qualifications
Name of Program: Electrical Power Engineering Technology
Level of Activity4
Professional Registration/
Years of
Experience H, M, or L
Type of Academic
Appointment2
Govt./Ind. Practice
Certification
Consulting/summer
T, TT, NTT
FT or PT3
This Institution
work in industry
Organizations
Development
Rank 1
Professional
Professional
Highest Degree Earned- Field and
Teaching
Faculty Name
Year
AST AST
Anwar Ulla Khan PhD, Electrical Engineering, 2017 TT FT NA 3 2 PhD M M L
Mashhood Hasan Ph.D, Electrical Power system 2016 TT FT NA 11 2.5 PhD M M M
WAKEEL AHMAD PhD in Nanoelectronics, August 2014 TT FT 8 15 7 PhD H H H
I
ASC
Dr. Zulkharnain
PhD Electronics-2009 TT FT 6 6 2.5 PhD M L L
Muhammad
Osama Zankouti BSc in Mechanical Engineering, 2019 I TT FT 1 - - BSc M L L
Essa Asseri BSc in Mechanical Engineering, 2019 TT FT 1 - - BSc M L L

I
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.FT = Full Time Faculty PT = Part Time Faculty, At the institution
4. The level of activity, high, medium or low, should reflect an average over the year prior to the visit plus the two previous years.

The EPET courses may fall into three main groups, for which the faculty members can cover. The following table shows these groups
with EPET courses and faculty members who can cover according to their experience.
The distribution of courses among EET faculty members
Discipline Course Code Course name Faculty members
111 EPET Electric Circuit – I
112 EPET Electric Circuit – II Anwar Ulla Khan
Basic Electrical and WAKEEL AHMAD
Electronics (1) 113 EPET Electronics
Osama Zankouti
114 EPET Digital Electronics
116 EPET Electrical Engineering Drawing
116 EPET Electrical Drawing and Simulation
WAKEEL AHMAD
221 EPET Electrical Machines – I
Osama Zankouti
222 EPET Electrical Machines – II
Electrical Machines (2) Anwar Ulla Khan
223 EPET Basic Industrial Electronics
Electrical Troubleshooting and Dr. Zulkharnain Muhammad
251 EPET
Maintenance Mashhood Hasan
261 EPET Motor Control System
231 EPET Electrical Control and Protection
Osama Zankouti
232 EPET Electrical Systems and Layout
Anwar Ulla Khan
Power Systems (3) 241 EPET Control System Components
271 EPET Power Generation Transmission
Electrical Power Engineering Technology Mashhood Hasan
291 EPET
Project

Table 6-2. Faculty Workload Summary
Name of Program: Mechanical maintenance Engineering Technology Academic Year 2020/2021
Program Activity Distribution3 % of Time

PT
2 Devoted
Faculty Member (name) or Classes Taught (Course No./Credit Hrs.) Term and Year Research or
Teaching Other4 to the
FT1 Scholarship Program5
221EPET, 3 Hrs, Fall 2021
231EPET, 2 Hrs, Fall 2021, 2 Hrs, Spring 2021
Anwar Ulla Khan FT 241EPET, 3 Hrs, Fall 2021 70 30 25%
111EPET, 3 Hrs, Spring 2021
Mashhood Hasan FT 70 30 25%
WAKEEL AHMAD FT 70 30 25%
Dr. Zulkharnain Muhammad FT 70 30 25%
Osama Zankouti FT 100 -

112EPET, 3 Hrs, ٍSpring 2021
Essa Asseri FT 100 -
1. FT = Full Time Faculty 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. If a faculty member teaches for more than one program or is an administrator, indicate level of effort
for only specific program activities (teaching, etc.).
6. Do not include faculty in units that teach service courses, e.g., math or science.
It is worth noting that the ratio faculty members to students as 1:15 in CAIT. This ratio gives enough time to faculty for interactions
with students, student advising, oversight of the program, and teaching. The following pages show the workload for EET faculty.

The teaching load of Eng. Osama Zankouti (max work load allowed: 16)
The teaching load of Dr. Anwar Ulla Khan (max work load allowed: 14)

The teaching load of Dr. Zualkarnain Mohammad (max work load allowed: 12)
The teaching load of Eng. Eissa Assiri (max work load allowed: 16)

The teaching load of Dr. Mashood hasan (max work load allowed: 14)
The teaching load of Dr. Wakeel Ahmad (max work load allowed: 16)

CRITERION 7. FACILITIES11
A. Offices, Classrooms and Laboratories

Summarize each of the program’s facilities in terms of their ability to support the attainment
of the student outcomes and to provide an atmosphere conducive to learning.
1. Offices (such as administrative, faculty, clerical, and teaching assistants) and any
associated equipment that is typically available there.
The CAIT building is located in Alhaquo (Bayesh), Jazan Province. EET Department is
located inside the CAIT campus for which the EPET is running through. CAIT currently
houses the Department’s administrative, faculty, clerical offices, classrooms; however the
labs are conducted via Engineering College campus. This is because the labs of CAIT
still under preparation. The facilities are equipped with the tools needed for faculty to
appropriately guide students in the attainment of the student educational outcomes. The
layout and atmosphere are intended to be conducive to learning.
The CAIT campus has the following offices which are located in two floors in the main
building:
1- Dean office in the 2nd floor
2- Vice Dean for Academic Affairs in the 2nd floor
3- The HoD office in the 2nd floor.
4- The faculty members (4 members) have one office in the 2nd floor. The office has an
adequate area for the members to do their works in preparing lectures, revising
assignments, and conducting office hours for the students.
5- Manager in the 1st floor
6- Other clerical offices for registration, students’ affairs, students’ activities,
photocopier, stores, etc are all in the 1st floor to serve the students.
2. Classrooms and associated equipment that are typically available where the program
courses are taught.
There are 16 classrooms which are located in CAIT campus inside the main building and
distributed in both floors. They are:
Ground Floor 1st Floor
Class # Size Class # Size
003 20 students 104 20 students
009 Computer lab 30 students 116 30 students
017 20 students
018 30 students
11
Include information concerning facilities at all sites where program courses are delivered.

021 20 students
022 20 students
There are 2 classrooms located inside lab/workshop assigned for EET Department with
size 20 students each. This lab/workshop has 3 areas which are suitable for teaching 3
different classes (20 students each) at the same time. All classrooms are equipped with
Air Conditioners, good lightening, and good ventilation. Emergency routes in case of fire
are also provided with appropriate directions. The classrooms are regularly maintained
and upgraded as needed.
3. Laboratory facilities including modern tools and equipment that support instruction.
Include those facilities used by students in the program even if they are not dedicated to
the program and state the times they are available to students. Complete Appendix C
containing a listing of the major pieces of equipment used by the program in support of
instruction.
Only 1 building is equipped as workshop for EET department inside CAIT campus. The
workshop has 3 areas which are suitable for teaching 3 different classes (20 students
each) at the same time, as well as 2 classrooms (20 students each). The workshops are
being established and expected to be completed before the start of fall 2021/2022
(20221).
Meanwhile, the EET department is using Engineering College workshops/labs to run the
practical hours of the courses of the EPET program. A coordination between CAIT and
Engineering college was conducted under the umbrella of JU. All rules and regulation of
Engineering college were applied to both instructors and students. All information about
the labs used may be found in the following link:
https://www.jazanu.edu.sa/eng/en/laboratories-elec/
Lists of the major equipment’s of the Engineering College workshops/labs are listed in
Appendix C. The labs in Engineering College can easily accommodate up to 20 students.
All information about the labs used may be found in the following link:
B. Computing Resources
Describe any computing resources (workstations, servers, storage, networks including
software) used by the students in the program, whether in program laboratories or other
parts of the institution (e.g., college). Include a discussion of the accessibility of institution-
wide computing resources available to all students via various locations such as student
housing, library, student union, off-campus, etc. State the hours the various computing
facilities are open to students. Assess the adequacy of these facilities to support the scholarly
and professional activities of the students and faculty in the program.
There is one computer lab inside CAIT Campus, located in the first floor at the main
building, room 009, which is enough for the current population in the college. There is a plan
to increase the number of computer labs in the near future on the increase of students’
enrolment.

The Computer lab is equipped with 30 recent PCs and 1 Data Show, with access to
audio/visual resources, to facilitate teaching process. Network access, as well as access to the
open internet, is provided campus-wide. Every office, classroom, lab, and residence hall
rooms are all fully networked. Free, fast, reliable, and secure wireless internet connectivity is
available from anywhere on campus. The lab working hours is 8 hours (8:00AM – 4:00PM),
with allowance to open in case of late classes under the supervision of the instructor.
The assessment of computing resources show “Satisfaction” for the students through both
Students Experience Survey and Program Evaluation Survey. Moreover, faculty members are
“Satisfied” for these facilities according to Faculty Satisfaction Survey.
C. Guidance
Describe how students in the program are provided appropriate guidance, including safety,
regarding the use of the modern tools, equipment, computing resources, and laboratories.
Most of the courses of EPET Program contain practical sessions, therefore there is a general
safety course (213MMET, Industrial Safety and Environment) which is common course for
all programs. Moreover, there is practical training offered for general safety.
Also, lab guide is in progress along with instructions and flyers regarding using
labs/workshops and precautions which must be followed for safety. The guide, posts and
flyers will be finished on completion of the lab/workshops by fall 20221.
Meanwhile, the students in EPET program are required to follow the instructions provided in
Engineering College labs/workshops. There is a lab assistant who guide the students inside
the lab together with the Professor for guidance on the equipment and understanding of the
experiment. Each lab has an accompanying sheet(s) that provide the experiment, and places
for data entry of measurements and calculations. Students are required to use standard bench
instrumentation such as function generators, oscilloscopes, multimeters, and power supplies.
The labs in Engineering College are equipped with computers and software applications for
further simulation and analysis.
D. Maintenance and Upgrading of Facilities

Describe the policies and procedures for maintaining and upgrading the tools, equipment,
computing resources, and laboratories used by students and faculty in the program.
Like any other college in Jazan University, CAIT is asking for an appropriation each year to
provide any adjunct pay, purchase and repair existing equipment, provide laptops for faculty
members, and support faculty development. However, the funding is constrained, the College
has used the available funding efficiently, and has been able to purchase and repair existing
equipment especially in computer labs and provide laptops and PCs for faculty members.
All programs of study have a budget that is allocated at the beginning of the year. These
funds can be used to hire teaching assistants, purchase and repair equipment, support student
clubs and extra-curricular activities, and for purchasing expendable supplies. Major repairs
are paid for by the Institution so as not to adversely impact program budgets. Faculty

maintain complete autonomy over the use of their budgets provided they are within Jazan
University regulations. Should a program of study run short of funding due to unforeseen
circumstances, their budget may be offset by the institution.
The procedure to maintain and upgrade facilities and resources of EET department is under
the procedure of JU. In case of any malfunctioning of any of facilities and resources, a report
is sent to JU to take their action according to JU. However, there is a periodic check up is
conducted a week before the beginning of each semester to make sure that all facilities and
resources are working properly.
There are technicians for emergency maintenance who are appointed by Jazan University,
they are also responsible to prepare reports regarding other requirements for normal
maintenance and upgrading for facilities.
E. Library Services
Describe and evaluate the capability of the library (or libraries) to serve the program
including the adequacy of the library’s technical collection relative to the needs of the
program and the faculty, the adequacy of the process by which faculty may request the
library to order books or subscriptions, the library’s systems for locating and obtaining
electronic information, and any other library services relevant to the needs of the program.
Jazan University uses a huge electronic library, Saudi Digital Library (SDL), that may be
used by all students, faculty and staff members. SDL actively supports the academic
programs of the University.
The Saudi Digital Library (SDL) is one of the most prominent forms which 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 contains
the largest gathering of e-books, more than (310.000) e-books, in full text in various
scientific specializations, and more than 300 global publishers. The library is updated every
year to work closely with faculty and students to develop research skills and to provide a
wide range of support services that are designed to enhance the learning experience. The
print and electronic resources support the needs of all the engineering technology programs
while encouraging intellectual and personal growth.
Jazan University Electronic Library provides access to enormous number of books in both
print and electronic format, as well as print periodicals, government documents, compact
discs, videos, and other multimedia, and hundreds of electronic databases. Subscriptions to
those unique journals and newspapers, available in either print or online full text, provide the
latest information for all disciplines.
The instructors of EPET departments ensures that the text book they are using during
teaching their courses are available at SDL. Moreover, every academic year, a list of the new
requirements, regarding text books and references, is applied to JU for update. For students’
convenience, instructor assembles the material of their courses from SDL and print them out
and hand it on to the students.

Moreover, CAIT recently applied for local libraries for each department to support their
programs of study. The local libraries are in progress and will be supported with study rooms
and copy center to serve the students. The request for local libraries has been processed and
the library will be available before the start of Spring 2021/2022 (20222).
F. Overall Comments on Facilities

Describe how the program ensures the facilities, tools, and equipment used in the program
are safe for their intended purposes. (See the 2019-2020 APPM section I.E.5.b.(1).)
The facilities in the College are well maintained. Equipment in disrepair is identified and
removed, especially if it is deemed unsafe. The equipment is either repaired or taken out of
service. The College is applied to have six laboratory technicians, two of them for EET
Department, that help to assure that our facilities and equipment are up-to-date and in
working order, as well as help in lab/workshop sessions. There is maintenance unit in CAIT,
as a part of Maintenance Unit in the Institution, which maintains all of the buildings on CAIT
campus, and the majority of costs associated with upkeep and repair come from Jazan
University. The priority of CAIT Maintenance Unit is updating existing teaching technology;
keep an eye in Classrooms, and providing adequate computer hardware and software for
faculty and students). The CAIT Maintenance Unit also is responsible for Computer labs and
facilitates lab exercises.
The facilities and Resources handbook is on progress, and it will be available on completion
of lab/workshops.

CRITERION 8. INSTITUTIONAL SUPPORT
A. Leadership
Describe the leadership of the program and discuss its adequacy to ensure the quality and
continuity of the program and how the leadership is involved in decisions that affect the
program.
The EPET Program is directed by a EET Department Coordinator who reports directly to the
Dean of CAIT and Vice Dean of Academic Affairs. The organizational framework of the
department is depicted in the following flow chart for which EPET is shown with its liaison
to the right.
College Council
Industrial College Student

Advisory Board Deanship Advisory Board
Dean’s Office
Department
Council
Head of Mechanical Engineering

Electrical Engineering Technology Department
Technology Department
Coordinator of Electrical Power Engineering
Technology (EPET) Program
Teaching and Learning Advisory Program

Services Liaison Evaluation Committee
Committee
Course
Training Unit Scheduling Committee Coordination
QA & Academic
Examinations Committee Staff Members
Development Liaison
Extracurricular Alumni and Employment

Activities Liaison Committee
The EPET Program Coordinator is instrumental in curriculum revisions, program changes,

course development, managing the program’s budget. There are four full-time faculty
members in the EET Department who run the EPET program (3 Assistant Professor and 1
Associate Professor), one of the faculty member is the coordinator. Excluding general studies
requirements, and degree hour limitations, the coordinator has complete control of academic
issues. However, consults with the faculty and Dean of CAIT prior to changes to the
curriculum. This ensures meeting the needs of the constituencies as well as working within
the framework of Jazan University. An example of department council is depicted below.

B. Program Budget and Financial Support
1. Describe the process used to establish the program’s budget and provide evidence of
continuity of institutional support for the program. Include the sources of financial
support including both permanent (recurring) and temporary (one-time) funds.
The Dean of CAIT organizes the budgets using historical data (i.e., student enrollments,
amount of expendable supplies used, etc.). Using the data as a baseline, each program
area is provided with an amount of the budget. CAIT receives an appropriation each year
for purchasing and students' activities, and social gathering.
The current process used to allocate budgets to program areas appears to be working.
However, adjustments are needed every couple of years to reflect student growth or
special needs for EPET Program.

2. Describe how teaching is supported by the institution in terms of graders, teaching
assistants, teaching workshops, etc., or technology.
Jazan University supports College of Applied Industrial Technology (CAIT) by providing
professional development experiences during the academic year. Jazan University, as a
non-profitable institution, values teaching above all other criteria. The institution
provides hardware and software to assist faculty in the teaching of their courses. This
consists of Blackboard as a component for delivery of content for syllabus, and other
online software “EduGate” for course grades. Classrooms are equipped with all the
modern tools which help in education process, for example, Smart Board, Data Show,
Computers, etc. Also, all classrooms are equipped with Air Conditioners, good
lightening, and good ventilation. Emergency routes in case of fire are also provided with
appropriate directions.
Strategies undertaken to ensure success in the use of Instructional Technology:

i. The Teaching and Learning are merged with Blackboard services and other
technology-related needs.
ii. The Teaching and Learning are supported by online library.
iii. The wireless network is existed in all parts of the campus.
iv. Computer labs are up to date.
v. Student mobile technologies (i.e. Smart phones, iPad, and laptop computers) are
integrated into courses to enhance electronic delivery. Students have the access to an
e-web site for ease of information transfer and can also get their Blackboard courses
via their Smartphone.
3. To the extent not described above, describe how resources are provided to acquire,
maintain, and upgrade the infrastructures, facilities, and equipment used in the program.
Jazan University takes the responsibility to maintain all of the buildings on campus, and
the majority of costs associated with upkeep and repairs do not come from CAIT budgets.
This includes maintaining technological infrastructure, the repair or updating of all
instructional technology devices used in classrooms and laboratories. The priority of
Jazan University is updating existing teaching technology, investing in SMART
Classrooms, and providing adequate computer hardware and software for faculty and
students) in CAIT.
The Dean of CAIT submits financial plans and needs to Jazan University. In the annual
budget planning process, first the mission or strategic plan agenda to be funded and the
accompanying rationale are identified. Second, the resources required for accomplishing
that mission or plan must be determined and activities such as the purchase of supplies,
equipment, or allocation for travel expenses. Lastly, after the mission or plan is
established and institutional resources have been allocated for its achievement, it is
important that there is some measure of the success of the activities toward the targeted
goals.

4. Assess the adequacy of the resources described in this section with respect to students in
the program attaining the student outcomes.
As with any Institution, increased funding and place the funding in the proper and
required issues could result in improved educational efforts. However, the allocation and
use of funds in the program provides for adequate emphasis and work toward student
outcomes. With the upgrades in facilities, and equipment over the last five years, students
have been exposed to industry-quality experiences. This addresses the outcomes of
developing technical competencies, communication skills, and professional awareness. In
addition to the Institution funding, the EPET program works to develop relationships
with industry as a way to give the students the opportunity of field experiences through
site tours and internships.
C. Staffing
Describe the adequacy of the staff (administrative, instructional, and technical) and
institutional services provided to the program. Discuss methods used to retain and train staff.
Jazan University has allowed the College to fill necessary positions of faculties according to
the EET department and EPET Program needs. There is an adequate number of support staff,
and faculty for the College for EPET Program success. Currently, there are 6 full time
academic faculty to serve EET department and fulfill EPET program needs, they are:
1- 1 Assistant Professor as HoD, Dr Anil
2- 2 Assistant Professor, 1 Associate Professor , and 2 Instructors
There is also 5 administrative and 1 technical staff.
Moreover, Jazan University regularly provides professional development activities for

faculty, staff, and administrators on campus. These professional development activities occur
on a regular basis, and some of them call for required attendance. All faculty and staff in the
College have the ability to utilize professional development funds to meet their own
educational needs. As mentioned before in faculty section, faculty members are attended
some of training conducted by JU and CAIT. A table which lists these professional
development activities is presented in faculty section
Mentorship is existed to training new faculty or staff. In CAIT, each new staff or faculty
member is assigned a peer mentor for the first year. This mentor meets regularly with the
new staff or faculty member to assist in their career development and to help answer
questions related to their job roles, teaching, or service. Orientation lectures for new faculty
members join the department are always conducted by senior faculty members in turns at the
beginning of each semester.
D. Faculty Hiring and Retention

1. Describe the process for hiring of new faculty.
There is a Standard Operating Procedure for hiring which is still under process. However,
in the hiring process of new faculty, the Dean of the College will gain approval for the
position from the Institution. A position description is written with the assistance of EET
Department Council. The position is then advertised, then prior to review the candidates

by the EET department, Human Resources will vet the pool of candidates to assure for
diversity among the candidates.
Candidates are then screened by the faculty of the EET department. This is usually done
with Skype interviews. Recommendations are then made to the Dean and then to Jazan
University for final approval. In this process, faculty takes the lead role in recommending
hires.
In order to retain and train staff a development action is in such as

1- Encourage faculty to attend training for funded project
2- Involve faculty members in decision making constituents
3- Provide faculty with tools for research (labs, library, etc) to facilitate their
professional development.
4- Avoid overloading teaching hours for faculty members who are involved in
research project.
It is worth noting that no faculty members joined EET/CAIT and left the college in the
past five years.
2. Describe strategies used to retain current qualified faculty.

The College uses a mentorship strategy to help retain qualified faculty. The process used
by the College is to review faculty each year (i.e., teaching, scholarship, and service) to
help keep the candidate on track. During the first year of employment, new faculty does
not serve as advisors in a program of study. Also, faculties who want to leave are
required to fill an Exit Survey, this allows the college to study the reasons of their leave.
In order to retain and train staff a development action is in such as

research project.
It is worth noting that no faculty members joined EET/CAIT and left the college in the
past five years.
E. Support of Faculty Professional Development

Describe the adequacy of support for faculty professional development, how such activities
such as sabbaticals, travel, workshops, seminars, etc., are planned and supported.
The College of Applied Industrial Technology (CAIT) provides professional development

funds to support faculty and staff. Staff members can apply for sabbaticals, travel,
workshops, and seminars on a regular basis. Anyone holding faculty rank is eligible for
sabbatical leave after the completion of at least five years of full-time employment at Jazan
University. The award of sabbatical leave has regulation which is published by Jazan

University. Sabbatical leave may be granted for the purpose of research, writing, study, or
other activity designed to improve teaching and usefulness to the University. Applicants for
sabbatical leave will initiate the procedure by submitting their application forms to EET
Department and then after Department approval, the application us sent to the CAIT Dean.
On approval from the Dean, the application is sent to the institution for the final approval and
the processing of the following academic year.
Despite COVID, faculty members are attended some of training conducted by JU and
CAIT, the following table lists these professional development activities:
Faculty Activity
Dr. Anwar Ulla Khan
Dr. Mashhood Hasan LOs assessment provided by CAIT
Direct and Indirect Assessment with Instant feedback
Dr. WAKEEL AHMAD
provided by CAIT
Active Learning provided by CAIT
Eng. Osama Zankouti CS and CR consistency
Eng. Essa Asseri
Also Dr Mashood Hasan completed a 5 days course about “Advancements in

Optimization of Power Generation, Drives, and Control System”, November 2020.
Moreover, orientation lectures for new faculty members join the department are
always conducted by senior faculty members in turns at the beginning of each
semester.
Generally, faculty satisfaction survey (FSS) of EET faculty members shows

“satisfaction 100%” regarding “personal and professional development” (3 member
contributed out of 6) with score 4.17. The report of the survey is depicted in the
tables and figure thereafter. A development actions are in place to retain the
satisfaction level of faculty, such as:
2- Establish research team in several discipline.
research project.

PROGRAM CRITERIA
Describe how the program satisfies any applicable program criteria. If already covered
elsewhere in the self-study report, provide appropriate references.
[NOTE: It can be useful to list the program criteria requirements and then include a
description or reference for how the program satisfies each of those requirements. The
applicable program criteria could also include statements that add specificity to the
curricular and faculty requirements found in Criteria 5 and 6. These should be included in
the program’s required coursework.]
This section can consist of the listing of required topics and indicating which courses contain
that content. The program should expect to provide examples of student work in each topic
area to validate that the students are doing work related to each topic.
If a student qualifies for English Language as determined through “Placement Test, they can
be immediately enrolled into Technical English (193ENG) in Level 3 which is the first
semester in the EPET Program and skip lower level of English Language courses (000ENG,
001ENG, 002ENG, 003ENG, and 004ENG).
The EPET program criteria apply to engineering technology programs that include electrical
power. The program prepares graduates with knowledge, problem-solving ability and hands-on
skills, as well as values of timeliness and continuous improvement, and continuing professional
development to enter careers in the application, installation, operation and/or maintenance of
electrical/electronic(s) systems. EPET Program emphasize how things actually work, how
electrical systems are made and work, and the realization that most electrical components and
assemblies become parts of complex systems.
Curriculum
The EPET curriculum prepares Graduate Diploma12 degree graduates with the knowledge,
techniques, and skills of using modern equipment in electrical power technology, as well as
values of timeliness and continuous improvement, and continuing professional development. The
curriculum was designed for graduates who have strengths in application, installation,
assembling, operation and/or maintenance of electrical/electronic(s) systems. The program
prepares graduates for entry into industry as engineering technicians or for transfer to a
baccalaureate degree program as appropriate to support the program educational objectives. The
following curricular topics are, but not limited to the following:
a. the application of circuit analysis and design, computer programming, associated
software, analog and digital electronics, and microcomputers, and engineering standards
to the building, testing, operation, and maintenance of electrical/electronic(s) systems;
b. the application of natural sciences and mathematics at or above the level of algebra and
trigonometry to the building, testing, operation, and maintenance of electrical/electronic
systems.
12

EPET Program covers the above curriculum criteria, as well as other criteria which have
been shown important for the local market in Saudi Arabia. The other criteria are:
a. Engineering Technology knowledge
b. Communication
c. Project management
d. Life-long learning
The above 6 criteria (the 2 ETAC criteria and extra 4 criteria by the EPET Program) have
been assembled and listed in the next table with their corresponding SOs.
Mapping of ETAC criteria with Students Outcomes of the program SOs

K.1. An ability to demonstrate a broad and coherent
body of knowledge, with depth in the underlying
(h) Use of basic engineering mechanics
principles and concepts in the discipline
S.1. An ability to apply knowledge, techniques, skills,
and modern tools of mathematics, science,
engineering, and technology to solve well-
(i) Application of principles of geometric
defined engineering problems appropriate to the
discipline,
(j) Use of computer aided drafting and
design software.
(k) Selection, set-up, and calibration of
S.2. An ability to design solutions for well-defined
technical problems and assist with the
(l) Preparation of lab reports and systems
engineering design of systems, components, or
processes appropriate to the discipline
and systems.
S.3. An ability to apply written, oral, and graphical
communication in well-defined technical and
Communication
non-technical environments; and an ability to
testing, operation, and maintaining basic S.4. An ability to conduct standard tests,
mechanical systems: measurements, and experiments and to analyze
(m) Basic familiarity and use of industry and interpret the results
Project management: V.1. An ability to function effectively as a member of
(n) An integrating or capstone experience a technical team, a commitment to quality,
utilizing skills acquired in the program timeliness, and continuous improvement
V.2. An ability to engage in self-directed continuing
Life-long learning
professional development

Also, the same 6 criteria (the 2 ETAC criteria and extra 4 criteria by the EPET Program)
have been assembled and listed in the next table with their corresponding courses.
Mapping of ETAC criteria with the courses provided by the EPET program
All EPET courses
(a) Use of basic engineering mechanics
All EPET courses
(b) Application of principles of geometric
(c) Use of computer aided drafting and
design software.
(d) Selection, set-up, and calibration of
(e) Preparation of lab reports and systems All EPET courses
and systems.
Communication 232EPET, 251EPET, 181EPET, and 291EPET
testing, operation, and maintaining basic
mechanical systems: All EPET courses
(f) Basic familiarity and use of industry
Project management:
(g) An integrating or capstone experience All EPET courses
utilizing skills acquired in the program
All EPET courses, except 112EPET, 113EPET,
Life-long learning
114EPET, and 221EPET
Examples of students’ works will be provided on the time of the visit.
Faculty
The EPET program demonstrates that faculty members are maintaining currency in their
specialty areas.

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
091 MATH: Mathematics-I
2. Credits and contact hours
4 Credit Hours, 5 Contact Hours (3 hours Theoretical + 2 hours Exercise)
3. Instructor’s or course coordinator’s name
Mohammad Noman Ali, mmdali@jazanu.edu.sa, +966 543441099
Alhaquo – Baysh
Main Building – Room 1112, Office Hours are posted or by appointment
4. Text book, title, author, and year
a. College Algebra and Trigonometry: R N Aufmann, V C Barker and R D Nation,
7th –ISBN-13: 948-1-4390-4860-3, 2011.
b. Lecture notes and hardcopies of assignments “College Algebra, 2nd Edition, Ratti &
McWaters”.
c. other supplemental materials
Classroom policy
Lecture notes
5. Specific course information
a. brief description of the content of the course (catalog description)
This introductory course in mathematics covers the following topics: Basic concepts of
algebra, equations and inequalities in one variable, two dimensional coordinate system
and graphs, introduction to functions, linear and quadratic functions, and synthetic
division, partial fractions.
b. prerequisites or co-requisites
Course Pre-requisite(s): None
Course Co-requisite(s): None
c. indicate whether a required, elective, or selected elective (as per Table 5-1) course in
the program
The course is “Required” course.
6. Specific goals for the course
The course aims to teach the students the basic and fundamental mathematical concepts
required for technical courses, allowing the student to move on to complete successfully,
more advanced courses.
a. specific outcomes of instruction, ex. The student will be able to explain the
significance of current research about a particular topic.
CLO1: Show knowledge of Polynomials, Sets, Equations, Functions and Geometry.
CLO2: Show knowledge of Union, Intersection and Complement of sets, degree,
Order and leading coefficient of polynomials.
CLO3: Identify the difference between different types of mathematical symbols.

CLO4: Use the knowledge of linear and quadratic functions and draws conclusion
weather even or odd function.
CLO5: Carry out addition, subtraction, multiplication and factorization of
polynomials, simplification of rational expressions.
CLO6: Decomposition of rational function by using the partial fractions.
CLO7: Calculation of function addition, function multiplication, composition of
functions, library of functions.
CLO8: Demonstrate the ability to work independently and meet deadlines.
b. explicitly indicate which of the student outcomes listed within Criterion 3 or any other
outcomes are addressed by the course.
The course outcomes (CLOs/091 MATH) listed above in 6.a. are listed and mapped
with respect to SOs according to the following matrix:
SO1 SO2 SO3 SO4 SO5 SO6 SO7
091 MATH – Mathematics-I (K1) (S1) (S2) (S3) (S4) (C1) (C2)
I P I
CLO1
Show knowledge of Polynomials, Sets,

P I
Equations, Functions and Geometry.
Show knowledge of Union, Intersection
CLO2
and Complement of sets, degree, Order I

and leading coefficient of polynomials.
Identify the difference between different
CLO3
I P
types of mathematical symbols.
Use the knowledge of linear and quadratic

CLO4
functions and draws conclusion weather I P I

even or odd function.
Carry out addition, subtraction,
multiplication and factorization of
CLO5
P
polynomials, simplification of rational
expressions.
Decomposition of rational function by

CLO6
I P
using the partial fractions.
Calculation of function addition, function

CLO7
multiplication, composition of functions, I P

library of functions.
Demonstrate the ability to work

CLO8
I P
independently and meet deadlines.
7. Brief list of topics to be covered

Contact
List of Topics
Hours
1 Basic Concepts of Algebra 6
2 Equations and Inequalities in one Variable 12

3 Functions and Graphs 12
4 Polynomials, Zeros of Polynomials and Rational Functions 7
5 Exponential and Logarithmic Functions 10
6 Partial fractions 6
7 Operations on polynomials, Factoring polynomials 3
8 Union and intersection, complement of sets 4

Total 60

092 MATH: Mathematics-II
Dr. Ayazul Hasan, ayazulh@jazanu.edu.sa, +966 599353722
Alhaquo – Baysh
a. College Algebra and Trigonometry: R N Aufmann, V C Barker and R D Nation,
7th –ISBN-13: 948-1-4390-4860-3, 2011.
b. Algebra and Trigonometry-Functions and Applications: Paul A Foerster,
5th-ISBN-13:978- 0131657106, 2005.
c. other supplemental materials
Classroom policy
Lecture notes
The course is a logical extension of 091 Math and designed for students for IS degree.
The course introduces some advances algebraic topics such as inverse of functions,
exponential and logarithmic functions with their graphs and their properties,
trigonometric functions, trigonometric identities, inverse trigonometric functions,
parabola and ellipse, matrices and system of linear equations.
Course Pre-requisite(s): 091 MATH
the program
The main purpose of this course is to build on concepts delivered in 091 MATH and
develop the students’ understanding of trigonometric concepts, analytical geometry and
matrices, and the ability to apply them in solving mathematical problems involved in
technical specialty courses.
CLO1: Demonstrate knowledge of algebra of matrices and determinants.
CLO2: Discuss the elementary notion of analytic geometry.
CLO3: Recognize the basic concepts of trigonometric functions.
CLO4: Identify the different types of trigonometric identities.
CLO5: Examine the law of sines, law of cosines, area of triangle and trigonometric
form of a complex number.
CLO6: Observe the ability to work independently and meet deadlines.

b. explicitly indicate which of the student outcomes listed within Criterion 3 or any other
outcomes are addressed by the course.
092 MATH – Mathematics-II (K1) (S1) (S2) (S3) (S4) (C1) (C2)
P I I
Demonstrate knowledge of algebra of
CLO1
matrices and determinants. P
Discuss the elementary notion of analytic

CLO2
P
geometry.
Recognize the basic concepts of

CLO3
I
trigonometric functions.
Identify the different types of

CLO4
I
trigonometric identities.
Examine the law of sines, law of cosines,

area of triangle and trigonometric form of
CLO5
I
a complex number.
Observe the ability to work independently

CLO6
and meet deadlines. I

Contact
List of Topics
Hours
Introduction to matrices
a. Types of Matrices
1 b. Algebra of matrices 12
c. Matrix products
d. The inverse of a square matrix
e. Determinants and Cramer’s rule
The Trigonometric function
a. Units of angle measurement
2 b. Conversion from degree to radian and vice-versa 12
c. Properties of trigonometric functions and trigonometric ratios
d. Right triangle trigonometry
Trigonometric identities
3 a. Basic trigonometric identities 12
b. The sum and difference identities

c. Double-angle, and half-angle identities
Applications of trigonometry
a. The law of sines
4 b. The law of cosines 12
c. Area of triangle in terms of angle
d. The trigonometric form of a complex number
Concepts of Elementary Analytic Geometry
a. Parabolas
5 8
b. Ellipses
c. Hyperbolas
6 Revision of theoretical concepts 4
Total 60

193 MATH: Calculus
Dr. Ayazul Hasan, ayazulh@jazanu.edu.sa, +966 599353722
Alhaquo – Baysh
a. Calculus: Howard Anton, Irl Bivens and Stephen Davis, 10th Editions, John Wiley
and Sons.
b. Calculus: J. Stewart, 5th Edition, Brooks/Cle Publishing Company.
c. Calculus: R.E. Larson, R.P. Hostetler and B.H. Edwards, 7 th Edition, Houghton
Mifflin Company
d. Calculus: G. B. Thomas, Early Transcendentals, 11thEdition, Addition-Wesley, New
York.
e. other supplemental materials
Classroom policy
Lecture notes
This is a theoretical course designed to provide knowledge and educational experience to
student in order to solve mathematical problems involved in technical specialty courses.
The topics may include: limits and continuity, differentiation, applications of
differentiation, indeterminate form, L’Hopital rule, indefinite and definite integrals with
their applications.
the program
Calculus is an important course in mathematics, because it is the basis in studying other
courses. After finishing the course, the student is expected to be familiar with the
followings:
(i). Show the importance of differentiation and integration in branches of science
engineering and recognize the relationship between them.
(ii). Understand the basic rules of differentiation, integration and their applications.
(iii). Develop the student’s logical thinking and providing students with skills necessary
to solve problems.
CLO1: Compute the different types of limits.
CLO2: Demonstrate knowledge of the derivative in some special functions.

CLO3: Examine the chain rule and L’Hopital rule.
CLO4: Explain the basic rules of integration and develop the concept of Laplace
Transform.
CLO5: Observe the ability to work independently and meet deadlines.
b. explicitly indicate which of the student outcomes listed within Criterion 3 or any
other outcomes are addressed by the course.
193 MATH – Calculus (K1) (S1) (S2) (S3) (S4) (C1) (C2)
P P P I
CLO1
Compute the different types of limits. P
Demonstrate knowledge of the derivative

CLO2
P
in some special functions.
CLO3
Examine the chain rule and L’Hopital rule. P P
Explain the basic rules of integration and

CLO4
P
develop the concept of Laplace Transform.
Observe the ability to work independently

CLO5
and meet deadlines. I

Contact
List of Topics
Hours
Limits and Continuity
a. Limit by definition, theorems
1 b. Computing limits 10
c. Limits at infinity; End behavior of a function
d. Continuity
The Derivative
a. Derivative of functions 12
2
b. The product and quotient rules
c. Derivatives of trigonometric functions
Topics in Differentiation
a. Derivatives of logarithmic and exponential functions 10
3
b. The Chain rule; Implicit functions;
c. L’Hopital’s rule; indeterminate form
Integrations
4 a. Indefinite integrals 12
b. Integration by substitution

d. Definite integrals
e. Laplace transform
5 Revision of theoretical concepts 4
Total 48

195 MATH: Applied Statistics
Mohammad Noman Ali, mmdali@jazanu.edu.sa, +966 543441099
Alhaquo – Baysh
a. Elementary Statistics- a step by step Approach: Bluman, A.G., 6th Edition, McGraw
Hill
b. other supplemental materials
Classroom policy
Lecture notes
This course of Applied Statistics covers the following topics: Frequency distribution and
their graphs, mean, median, mode, range, deviation, Variance, correlation and regression,
probability and probability distribution.
the program
The course aims to teach the students the basic and fundamental statistical concepts
required for technical courses.
(i) Perform operations on data and construct frequency distributions.
(ii) Draw the graphs of data distributions.
(iii) Evaluation of mean, median, mode, deviation, standard deviations.
(iv) Construction of scatter plots, correlation, regression.
(v) To find probability, conditional probability, dependent events.
(vi) Explain the concepts of probability distributions.
CLO1: Show knowledge of frequency distribution and graphs, measure of central
tendency and probability.
CLO2: Identify the difference between qualitative data and quantitative data, grouped
data and ungrouped data.
CLO3: Carry out analysis of central tendency, correlation coefficient and its
properties, types of probability and probability distributions.
CLO4: Demonstrate the ability to work independently and meet deadlines.

195 MATH – Applied Statistics (K1) (S1) (S2) (S3) (S4) (C1) (C2)
P P I P I
Show knowledge of frequency distribution
CLO1
and graphs, measure of central tendency P I

and probability.
Identify the difference between
CLO2
qualitative data and quantitative data, P P I

grouped data and ungrouped data.
Carry out analysis of central tendency,
correlation coefficient and its properties,
CLO3
P P I P
types of probability and probability
distributions.
Demonstrate the ability to work

CLO4
I
independently and meet deadlines.

Contact
List of Topics
Hours
1 Introduction to Statistics 7
2 Measure of central tendency and dispersion 7
3 Correlation and Regression 4
4 Probability and Probability distribution 6

Total 24

111EPET: Electric Circuit I
3 Credit Hours, 4 Contact Hours (2 hours Theoretical + 2 hours Practical)
Dr. Anwar Ulla Khan, anwar.ullak@gmail.com, +966 54 495 2944
SESP – Baysh
Mehta VK, Mehta R. Basic Electrical Engineering. S Chand; 2012.
a. other supplemental materials
PowerPoint Lectures printout
Lucas-Nulle kits Manuals
Elements of electrical circuits, variables in electrical circuits, Ohm's law, Kirchhoff's
law, series and parallel connections, DC circuits: simple resistance circuitry, current
and voltage source, methods of circuit analysis, maximum power, AC circuits:
elements representation with respect to time, implementation of methods utilized in
analysis of circuits.
Course Pre-requisite(s): 091PHYS – General Physics
the program
The main objective of this course is to present circuit analysis in a manner that is clearer,
more interesting, and easier to understand. All principles of electrical circuits are
presented applying both DC and AC electrical sources. The students will be able to:
 Knowing the elements of electrical circuits
 The difference between DC and AC sources
 Knowing the independent and dependent voltage and current sources
 Knowing the electric circuits analysis law’s and methodologies
 Simplifying the circuits for the purpose of circuit analysis knowing series, parallel
and delta-star and star-delta transformation
 Knowing the effect of circuit elements, R, L and C on the AC voltages and currents in
the AC circuits.
 Enhancing the power factor of the AC loads in the scope of energy saving and
improving system efficiency
CLO1/K1: recognize the basic laws of circuit theory, using Ohm's law, Kirchhoff’s
law and related.
CLO2/S1: calculate DC, and AC circuit parameters. Demonstrate the ability to
connect and measure different values in electric circuit.

CLO3/S2: calculate Star Delta connection parameters. Calculate Thevenin’s and Max
Power transfer parameters. Calculate AC circuit parameters
CLO4/C1: demonstrate the ability to work independently and meet deadlines.
The course outcomes (CLOs/111EPET) listed above in 6.a. are listed and mapped
111EPET – Electric Circuit I (K1) (S1) (S2) (S3) (S4) (V1) (V2)
P P P P I
an ability to recognize the basic laws of
CLO1
circuit theory, using Ohm's law, P
(K1)
Kirchhoff’s law and related
an ability to calculate DC, and AC circuit
CLO2 parameters. Demonstrate the ability to
P P P
(S1) connect and measure different values in
electric circuit
an ability to calculate Star Delta
connection parameters. Calculate
CLO3
Thevenin’s and Max Power transfer P P P
(S2)
parameters. Calculate AC circuit
parameters
CLO4 an ability to demonstrate the ability to
I
(C1) work independently and meet deadlines
Contact
List of Topics
Hours
1 Basic Concepts of Electrical Engineering, System of Units 8
2 Variables in electrical circuits, Current, Voltage, Power & Energy 8
3 Elements of electrical circuits, Ohm’s law 8
4 Kirchhoff's law, series and parallel connections 8
5 Star and delta connections 8
Current, Voltage sources &Conversion between them
6 8
Methods of analysis, Thevenin’s Theorem, circuit Maximum Power
AC: Elements representation with respect to time
AC: Vector representation of voltage and current
7 8
AC: Implementation of methods utilized in analysis of circuits
AC: Enhancing power factor
8 Review of Theoretical Content 4
Total 60

112EPET: Electric Circuit II
Dr. Wakeel Ahmad, wahmadju@gmail.com, +966 53 489 7047
SESP – Baysh
N. N. Bhargava & D. C. Kulshreshtha (1983). Basic Electronics & Linear Circuits. Tata
McGraw-Hill Education. p. 90. ISBN 978-0-07-451965-3.
Lecture notes and hardcopies of some sections from “Circuit Analysis – Theories and
Practice by Robinson & Miller
This is an intermediate level module that extends the course 111EPET. It concentrates
on AC analysis of resistive, inductive and capacitive circuits. It explains in details the
power in single-phase systems, power factor improvement, poly-phase systems and
power calculations for three-phase delta and/or Y connected circuits. It also covers
RLC resonant circuits and associated effects.
Course Pre-requisite(s): 111EPET – Electric Circuits I
the program
The basic objective of this course is to introduce students to:
 Describe the sinusoidal variation in AC current and voltage, and calculate their values .
 Write and apply equations for calculating the inductive and capacitive reactance for
inductors and capacitors in an AC circuit.
 Describe, with diagrams and equations, the phase relationships for circuits containing
resistance, capacitance, and inductance.
 Write and apply equations for calculating the impedance, the phase angle, the current,
the average power, and the resonant frequency for a series ac circuit.
 Describe the basic operation of a step-up and a step-down transformer.
 Apply the transformer equation and determine the efficiency of a transformer.
 Describe the power in AC circuit, and the single and three phase system
CLO1/K1: to introduce the basic concepts of AC circuits.
CLO2/S1: recognize the laws of pure resistive, inductive reactance, capacitive reactance.
CLO3/S2: implement the laws of AC circuit for several processes
CLO4/S3: analyze LRC Circuits, power in AC circuits and three phase system cycles
CLO5/S4: calculate inductive and capacitive reactance

CLO6/C1: demonstrate the ability to work independently in the class and cooperate
with the classmates to meet deadlines.
CLO7/C2: self-engagement to improve quality, timeliness
P A A P I
CLO1 an ability to introduce the basic concepts
P
(K1) of AC circuits
an ability to recognize the laws of pure
CLO2
resistive, inductive reactance, capacitive P
(S1)
reactance
CLO3 an ability to implement the laws of AC
A A
(S2) circuit for several processes
an ability to analyze LRC Circuits,
CLO4
power in AC circuits and three phase A A
(S3)
system cycles
CLO5 an ability to calculate inductive and
A
(S4) capacitive reactance
an ability to demonstrate the ability to
CLO6 work independently in the class and
P
(C1) cooperate with the classmates to meet
deadlines
CLO7 an ability to self-engagement to improve
I
(C2) quality, timeliness
Contact
List of Topics
Hours
1 Introduction and basic concepts of AC circuits 5
Rotating vector description, effective AC current, AC definitions, Pure Resistance in AC
2 Circuits, examples
5
AC and Inductors, A Pure Inductor in AC Circuit, Inductive Reactance, Calculating
3 Inductive Reactance, AC and Capacitance, A Pure Capacitor in AC Circuit, Capacitive 10
Reactance, Calculating capacitive Reactance, examples.
Frequency and AC Circuits, Series LRC Circuits, Phase in a Series AC Circuit, Phasors
4 and Voltage, Calculating Total Source Voltage, Impedance in an AC Circuit, Resonant 10
Frequency, Power in an AC Circuit, examples.
5 The transformer, examples 10
Power in AC Circuits: introduction, power in Resistive Components, Power in
6 Capacitors, Power in Inductors, examples
10
Circuits with resistance and reactance, active and reactive power, power factor
7 correction, power transfer, examples
10
Three-Phase Systems: Introduction of three phase system, three phase voltage, three
phase load, Generator and Load Connections, examples. Take measurements using an
8 insulation resistance tester (IRT), Identify parts and function of IRT and also define the
15
safety precaution when using IRT.
Total 75

113EPET: Electronics
SESP – Baysh, Main Building – Room 1118, Office Hours are posted or by appointment
Sections from “ElectronicsDevices and circuit theory, Boylestad, 10th Ed, Prentice Hall
BOYLESTAND, “Introductory Circuit Analysis”, 10th Edition
This course combines knowledge with hands-on experience, to enable students to
acquire the necessary skills to deal with analog and digital devices, such as diodes,
transistors, op-amps, and logic-gates, combinational and sequential circuit.
the program
The objective of this course is to provide three Years electrical and electronic
undergraduates with sufficient fundamental, theoretical and practical knowledge to
pursue advanced topics in analog and digital integrated circuits.
CLO1/K1: Recognize the Conduction in Metal and Semiconductor. Describe operation of
diodes, transistors in order to design basic circuits.
CLO2/S1: Define P-N junction, Discriminate the difference of P-N Junction Diode circuits.
Write the basic materials and properties of semiconductors with application to
the p-n junction and diode circuits. Explain the basic concepts of Semiconductor
diodes such as pn junction diode, characteristics, DC load line, Zener diode.
Analyze the working of rectifier circuits such as Full and half wave rectifiers.
CLO3/S2: Analyze the BJT Bipolar Junction Transistor
CLO4/S3: Describe Op-Amp Operational circuits, and class A, AB, B, C, power amplifier.
Design different application circuits using op amp
CLO5/S4: Distinguish between re parameter and H parameter for FET and BJT
CLO6/S5: Describe an active filter low, high, band-pass filters, and signals generators
CLO7/C1: demonstrate the ability to work independently in the class and cooperate with the
classmates to meet deadlines.

P P P P I
Recognize the Conduction in Metal and
CLO1 Semiconductor. Describe operation of
P
(K1) diodes, transistors in order to design
basic circuits.
Define P-N junction, Discriminate the
difference of P-N Junction Diode. Write
the basic materials and properties of
semiconductors with application to the p-
CLO2
n junction and diode circuits. Explain the P
(K2)
basic concepts of Semiconductor diodes,
characteristics, DC load line, Zener
diode. Analyze the working of rectifier
circuits (Full and half wave rectifiers).
CLO3 Analyze the BJT Bipolar Junction
P
(S1) Transistor
Describe Op-Amp Operational circuits,
CLO4 and class A, AB, B, C, power amplifier.
P
(S2) Design different application circuits
using op amp
CLO5 Distinguish between re parameter and H
P
(S3) parameter for FET and BJT
CLO6 Describe an active filter low, high, band-
P
(S4) pass filters, and signals generators
demonstrate the ability to work
CLO7
independently in the class and cooperate P
(C1)
with the classmates to meet deadlines
CLO8 self-engagement to improve quality,
I
(C2) timeliness
Contact
List of Topics
Hours
Introduction to Analog and digital devices, Semiconductor materials (Ge, si, and GaAs),
1 Energy levels, Extrinsic Materials: n-Type and p-Type, Conduction in metal and 10
semiconductor, Electronics of PN junction
Semiconductor diodes, Ideal verses practical, Resistance levels, Diode equivalent
2 10
circuits, Zener diodes, Light Emitting diodes
Diode Applications: Introduction, Load Line Analysis, series and parallel diode config.,
3 10
AND/OR gates, Half-wave and Full-wave rectifyers, Application of PN junction circuits
Bipolar Junction Transistors, Application of BJT circuits, Transistor construction,
4 10
operation, configuration, DC Biasing, BJT AC Analysis
Field Effect Transistors, Electronics of FET and Application of FET circuits,
5 construction and characteristics of JFET, Transfer characteristics, Important 15
relationships, FET Biasing, Equivalent circuits in low frequencies
6 Operational Amplifiers, differential Amplifier circuit, op-Amp basics 10
Op-Amp applications, multiplier, voltage summing, and Buffer, Active filters.
Combination and Sequential circuits Identify types of LED light fixtures and state the
7 10
use of contactors and photocells in lighting systems, State the safety requirements
relating to the maintenance of lighting fixtures and review of Theoretical Content
Total 75

114EPET: Digital Electronics
SESP – Baysh, Main Building – Room 1118, Office Hours are posted or by appointment
Some sections from “M.Morris Mano, “Digital Design”, 5th Edition, Publisher-Pearson
M.Morris Mano, “Digital Design”, 5th Edition, Publisher-Pearson
This course combines knowledge with hands-on experience, to enable students to
learn the concept and principles of operation of digital electronic building blocks.
This includes logic gates, flip flops, counters, registers, and displays
the program
This course will give the students to acquire the basic knowledge of digital logic and
application to understand digital electronic circuits. To prepare students to perform the
analysis and design of various digital electronic circuits
CLO1/K1: Record the basic concepts and definition of Digital Electronics. Recognize
different types of number systems. Convert values from decimal, binary,
octal and hexadecimal number systems to each other and back to the
other systems.
CLO2/K2: Describe Combinational and Sequential logic circuits. Use and explain the
functionality of logic gates.
CLO3/S1: Design Multiplexer and Adder circuits. Design combinational circuit
building blocks
CLO4/S2: analyze LRC Circuits, power in AC circuits and three phase system cycles
CLO5/S3: Develop the Truth table of Boolean functions. Explain and relate the
following concepts for designing a logic circuit: truth table, Karnaugh
map, Boolean Algebra and logic functions
CLO6/C1: demonstrate the ability to work independently in the class and cooperate
with the classmates to meet deadlines.

P P P P I
Record the basic concepts and definition
of Digital Electronics. Recognize
different types of number systems.
CLO1
Convert values from decimal, binary, P
(K1)
octal and hexadecimal number systems
to each other and back to the other
systems
Describe Combinational and Sequential
CLO2
logic circuits. Use and explain the P P
(K2)
functionality of logic gates
Design Multiplexer and Adder circuits.
CLO3
Design combinational circuit building P
(S1)
blocks
Develop the Truth table of Boolean
functions. Explain and relate the
CLO5
following concepts for designing a logic P P
(S2)
circuit: truth table, Karnaugh map,
Boolean Algebra and logic functions
an ability to demonstrate the ability to
CLO6 work independently in the class and
P
(C1) cooperate with the classmates to meet
deadlines
CLO7 an ability to self-engagement to improve
I
(C2) quality, timeliness
Contact
List of Topics
Hours
1 Digital systems and switching circuits, Number systems and conversion 3
2 Binary arithmetic, Binary codes, Boolean expressions and truth tables 6
3 Theorems and laws of Boolean algebra and simplification theorems 6
4 Logic Gates and logic functions, Karnaugh maps and minimization 6
5 Combinational circuit design, Multiplexers and decoders 6
6 Sequential circuit, Latches and flip-flops 6
7 Registers, transfer and shift registers, Counters 6
Digital Clamp Meter (DCM), Identify safety precaution when using DCM.
8 Digital low resistance ohmmeter (DLRO), identify the parts and function of 6
DLRO meter and also identify the safety precautions
Total 45

221EPET: Electrical Machines – I
SESP – Baysh
 Gonen T. Electrical Machines with MATLAB®. Crc Press; 2011 Nov 16.
 Gieras JF. Electrical Machines: Fundamentals of Electromechanical Energy
Conversion. Crc Press; 2016 Oct 14.
 Mehta VK, Mehta R. Basic Electrical Engineering. S Chand; 2012
Lucas-Nulle kits Manuals.
Arduino IDE software, Sensors datasheets
This is a fundamental module on electrical machines, introducing students to the
concepts, principle of operations, construction and applications of DC machines and
single-phase transformers. This module provides close insight into the study of
electrical machines and drives.
Course Pre-requisite(s): 112EPET – Electric Circuits II
the program
 To understand the basic concepts used in electrical machines e.g. electromagnetism.
 To understand the construction, principle and working of single phase transformer.
 To understand series and parallel connection of two single phase transformers.
 To understand the possible combinations of star and delta in three-phase transformers.
 To refresh 3-phase power concepts (Active, reactive and real power).
 To understand the construction, principle and working of DC machines (motor and
generator)
CLO1/K1: Summarize basic electrical concepts. Discuss basic concepts of
transformers.
CLO2/S1: Explain single phase power concepts. Explain 3-phase power concepts.
CLO3/S2: Explain the basic concepts of DC machines
CLO4/C1: Demonstrate the ability to work independently and meet deadlines.

P P P P I
CLO1 Summarize basic electrical concepts.
P
(K1) Discuss basic concepts of transformers
CLO2 Explain single phase power concepts.
P P P
(S1) Explain 3-phase power concepts
CLO3 Explain the basic concepts of DC
P P P
(S2) machines
CLO4 Demonstrate the ability to work
I
(C1) independently and meet deadlines
Contact
List of Topics
Hours
Basic electrical concepts
1 Introduction of lab 8
Experiment lab 1 to 8
Transformer
2 Ideal transformer 8
Experiment lab 9 to 11
Types of transformers
Series connection of two single phase transformer
3 Parallel connection of two single phase transformers 8
Examples
Experiment lab 12
Three-phase transformers
Delta connection
4 3-phase 4-wire star connections 8
Possible combinations
Experiment lab 13
Basic principle of electrical machines
5 Experiment lab 14
8
Basic principle of generator
Basic principles of electrical machines
6 Types of electrical machines
8
Experiment lab 15
DC machines
7 Experiment lab 16 8
Experiment lab 17
Total 60

222EPET: Electrical Machines – II
Dr. Mashood Hassan, mirmashhood2010@gmail.com, +966 56 021 9561
SESP – Baysh
Main Building – Room 1118,
Office Hours are posted or by appointment
 Nagrath & D.P.Kothari, “ Electrical Machines”, Tata McGraw.
 A.E. Fitggerald, C.Kingsley Jr and Umans, “Electric Machinery”, McGraw Hill,
International Student Edition.
 Husain Ashfaq , “ Electrical Machines”, Dhanpat Rai & Sons
P.S. Bimbhra, “ Generalized Theory of Electrical Machines”, Khanna Publishers
This is an advanced course that combines theoretical knowledge of electrical
machines with hands-on skills. It extends the subject of EPET 221: Electrical
Machines – I by introducing students to the concepts, principles of operation,
construction, characteristics and applications of auto-transformers, three-phase
transformers, single-phase and three-phase induction motors, and synchronous
machines.
Course Pre-requisite(s): 221EPET – Electrical Machines – I
the program
 Introduce students to the various types of electric motors and generators available;
 Introduce students to the operating principles, methods of starting and area of
applications of synchronous and induction machines
CLO1/K1: Distinguish different types of synchronous and induction machines.
CLO2/S1: Explain how synchronous and induction machines works.
CLO3/S2: Explain basic calculation on synchronous and induction performance
CLO4/S3: Illustrate areas of application of synchronous and induction machines
CLO6/C2: Participate in the class and cooperate with classmates, and meet deadlines

A A A A P P
CLO1 Distinguish different types of
A
(K1) synchronous and induction machines
CLO2 Explain how synchronous and induction
A
(S1) machines works
CLO3 Explain basic calculation on synchronous
A
(S2) and induction performance
CLO4 Illustrate areas of application of
A
(S3) synchronous and induction machines
P
CLO6 Participate in the class and cooperate

P
(C2) with classmates, and meet deadlines
Contact
List of Topics
Hours
Introduction and Course Overview
Synchronous generator
1  Development of rotating magnetic field 5
 Emf equations of synchronous generators
 Steady state performance
Types of synchronous generators
2  Mathematical representation of cylindrical rotor and salient pole synchronous 10
machines characteristics
3 Synchronizing torque, infinite bus and parallel operation of synchronous generators 10
Synchronous motor
 Construction and Characteristics
4  Circuit diagram 10
 Method of starting
 Applications.
Three phase induction motors
 Construction and Characteristics
5  Production of rotating field
10
 Circuit diagram
Torque/slip relation
 Speed control
6  Methods of starting 10
 Applications
 Introduction to induction generators
Single phase induction motors Construction
 Methods of starting
 Universal motor
7 
15


Total 75

223EPET: Basic Industrial Electronics
Dr. ZuAlkarnain M. Badr Elzaman, professornain@gmail.com, +966 50 768 9716
SESP – Baysh
 MUHAMMAD H. RASHID, Power Electronics Handbook, Academic Press.
 Thomas E. Kissell, Industrial Electronics, 3rd. ed., Prentice Hall, 2002.
 T. J. Maloney, Modern Industrial Electronics, 5th Ed., Prentice Hall, 2001
 Electronics Devices and circuit theory, Boylestad, 10th Edition, Publisher-
Prentice Hall
 Lecture Notes
This course will give the students a sufficient background on the concepts of Power
electronic devices used in Industry with information about of basic operating
principles and application areas of the circuits and systems used in industrial
environments such as Op-Amp circuits, feedback elements, measuring devices,
sensors, power electronic circuits used for DC and AC motor speed control
Course Pre-requisite(s): 113EPET – Electronics
the program
This course introduces the student to applications of power electronic devices typically
used in industry, including thyristors, DIACs, TRIACs, SCRs, and UJTs and PUTs. The
course deals with fundamentals and applications of rectifiers, controllers, converters, and
inverters, and high-power products including heat controls, light controls, and power
supplies
CLO1/K1: Explain the working of electronic devices used in the industry. Write
applications of Thyristor, DIACs, TRIACs, SCRs, UJTs and PUTs.
CLO2/S1: Compare the characteristics of rectifiers, controllers, converters and
inverters
CLO3/S2: Experiment using Thyristors, DIACs, TRIACs etc
CLO4/C1: Sketch input and output signal waveforms of PWM.
CLO5/C2: Work under pressure and manage team work

A A A A P P
Explain the working of electronic
CLO1 devices used in the industry. Write
A
(K1) applications of Thyristor, DIACs,
TRIACs, SCRs, UJTs and PUTs
CLO2 Compare the characteristics of rectifiers,
A
(S1) controllers, converters and inverters
CLO3 Experiment using Thyristors, DIACs,
A
(S2) TRIACs etc
CLO5 Sketch input and output signal
P
(C1) waveforms of PWM
CLO6 Work under pressure and manage team

P
(C2) work
Contact
List of Topics
Hours
Power electronic devices used in industry, including Thyristor, DIACs, TRIACs, SCRs,
1 and UJTs and PUTs
8
2 fundamentals and applications of controllers, converters, and inverters 8
Industrial power supplies: single and three-phase rectifiers, inductive and capacitive
3 filtering requirements
8
AC-AC converters for power control in AC circuits: single- and three phase AC
4 choppers, phase-control and integral-cycle control techniques
8
DC-DC converters: Linear vs. switching power supplies, buck, boost and buck-boost
5 converters
8
Inverters: single- and three-phase square wave inverters, pulse-width modulation (PWM)
6 control technique
8
Input Devices: Sensors, transducers, and transmitters, temperature, pressure, flow, level,
7 position, speed, motion sensors. Output devices: valves, relays, contactors, variable 8
frequency drives, DC drives
Total 60

231EPET: Electrical Control and Protection
SESP – Baysh
Hardcopies of some sections from:
 National and international standards : NEMA, IEC, SASO
 Manufacturer catalogs: Schneider, ABB, Siemens, Legrand
 Lucas-Nulle kits Manuals
 Lecture Notes
This course is designed to introduce the concepts and structure of electromagnetic
controls of electrical motors used in industry in the areas of electrical system.
Different motor control circuits are practiced. The concepts of relays, circuit breakers
and their applications are introduced to students. The module also provides a broad
study of switching equipment. A control circuit is introduced as a project to apply
certain techniques for improving the comprehension and hands-on skills.
Course Pre-requisite(s): 112EPET – Electric Circuit – II
the program
This course introduces students to the concepts and structure of electromagnetic controls
of electrical motors used in industry in the areas of electrical system. Different motor
control circuits used are designed and practiced. The concepts of relays, circuit breakers
and their applications are introduced to students. The module also provides a broad study
of switching equipment. A control circuit is introduced as a project to apply certain
techniques for improving the comprehension and hands-on skills
CLO1/K1: Summarize the theory and applications of the main components used in an
electric installation.
CLO2/S1: Evaluate the theory, construction and applications of main types of
contactors and relays
CLO3/S2: Analyze characteristics of fuses, circuit breakers and perform short circuit
calculations

A A A A P P
Summarize the theory and applications
CLO1
of the main components used in an A
(K1)
electric installation
Evaluate the theory, construction and
CLO2
applications of main types of contactors A A A
(S1)
and relays
Analyze characteristics of fuses, circuit
CLO3
breakers and perform short circuit A A A
(S2)
calculations
P P
Contact
List of Topics
Hours
Protection fundamentals.
1 Experiment-1
6
Contactors and relays.
2 Experiment-2
6
Fuses: types, characteristics and applications.
3 Experiment-3
6
Circuit breakers: types, characteristics and applications.
4 Experiment-4
6
Protection discrimination and coordination between upstream and
5 downstream protective devices. 12
Experiment-5 to Experiment-7
Short circuit calculations
6 Experiment-8
6
Total 45

232EPET: Electrical Systems and Layout
SESP – Baysh
Electrical Design, Estimating & costing by K.B. Raina, 4th edition, 2005, New Age
International Publisher
Electrical Estimating Methods, 4th Edition by Wayne J. D
This course provides students with design practice in estimation of power
requirements for electrical lighting, power equipment, and electrical machines, and
experience in the use of manufacturers’ catalogs, technical data, books, and other
references, along with practice in preparing plans to layout electrical circuits. This
course also deals with Conduit and Fittings. It also deals with calculation of insulation
and capacity requirements of various circuit elements and devices, cable
requirements, planning and installing feeders using metallic and non-metallic conduit
in hazardous and non-hazardous locations, for residential, commercial and industrial
wiring, using the appropriate electrical code as reference. The course also defines the
national Electrical Code. Laboratory exercises support the theory classes
the program
The course aims to provide the students with theoretical and practical skills on
fundamentals of power estimation; this course provides students with design practice in
estimation of power requirements for electrical lighting, power equipment, and electrical
machines, and experience in the use of manufacturers’ catalogs, technical data, books,
and other references, along with practice in preparing plans to layout electrical circuits. It
also deals with calculation of insulation and capacity requirements of various circuit
elements and devices, cable requirements, planning and installing feeders using metallic
and non-metallic conduit in hazardous and non-hazardous locations, for residential,
commercial, and industrial wiring, using the appropriate electrical code as reference.
Laboratory exercises support the theory classes. Interpretation of national Electrical Code
sections, and understands Conduit and Fittings.

CLO1/K1: Explain the basic concepts of electrical lighting and its equipment.
CLO2/S1: Estimate power, cable insulation
CLO3/S2: Compare same devices in different manufacturer's catalogs
CLO4/S3: Experiment any simple house wiring and perform estimation
CLO5/C1: Sketch the Conduit and Fittings.
A A A A P P
CLO1 Explain the basic concepts of electrical
A
(K1) lighting and its equipment
CLO2
Estimate power, cable insulation A
(S1)
CLO3 Compare same devices in different
A
(S2) manufacturer's catalogs
CLO4 Experiment any simple house wiring and
A
(S3) perform estimation
CLO5
Sketch the Conduit and Fittings P
(C1)

P
(C2) work
Contact
List of Topics
Hours
1 Estimation of power requirements for electrical lighting 6
2 Estimation of power requirements for power equipment 6
3 Estimation of power requirements for electrical machines 6
Use of manufacturers’ catalogs, technical data, books, and other references, along with
4 practice in preparing plans to layout electrical circuits.
6
Calculation of insulation and capacity requirements of various circuit
5 elements and devices
9
Cable requirements, planning and installing feeders using metallic and non-metallic
6 conduit in hazardous and non-hazardous locations, for residential, commercial, and 9
industrial wiring, using the appropriate electrical code as reference
Total 45

241EPET: Control System Components
SESP – Baysh
 Moysis, Lazaros, Michail Tsiaousis, Nikolaos Charalampidis, Maria Eliadou, and
Ioannis Kafetzis. "An Introduction to Control Theory Applications with Matlab."
2015. DOI: 10.13140/RG. 2.1 3926 (2015)
 Groover, Mikell P. Automation, production systems, and computer integrated
manufacturing. Prentice Hall Press, 2007
 Richard C. Dorf and Robert H. Bishop, Modern Control Systems, Prentice Hall,
2001.
 Franklin G.F., Powell J.D., and Workman M.L. (1990). Digital Control of
Dynamic Systems, 837pp., Addison-Wesley, Reading
 Lecture Notes
This course is designed to introduce the principles of control system components.
Topics include fundamentals of process control in theory and practical work, types of
control systems, their comparison and applications, and include the study of control
system components and auxiliaries used in industries. Application of control system
theory to analyze the control system is given with the help of Simulink software.
Course Pre-requisite(s): 114EPET – Digital Electronics
the program
The course is “Elective” course.
This course provides a background of control principles in various engineering
applications. Basic mathematical tools such as Laplace transform, transfer function, block
diagram, signal flow graph, mathematical modeling of dynamic systems, time response
analysis, stability of linear system, root locus and frequency domain analysis are utilized.
The course is introduced through four hours classes weekly. They are: 1 class (2 hour) for
the theoretical part and 1 class (2 hour) for the tutorial for which students apply the
concepts of the lectures
CLO1/K1: Explain the basic principles of control systems. Define open loop and
closed loop system.

CLO2/S1: Compare the different types of control systems and classification of
control system. Explain the Transfer Function, System Order and Proper
System, and Types of System
CLO3/S2: Deduce the Block Diagram Reduction Techniques and demonstrate the
Control System Characteristics and Reduction Techniques
CLO4/S3: Formulate the Control System Characteristics and Reduction Techniques
CLO5/C1: Apply the concepts of linear control systems with the help of Simulink
software.
A A A A P P
Explain the basic principles of control
CLO1
systems. Define open loop and closed A
(K1)
loop system
Compare the different types of control
systems and classification of control
CLO2
system. Explain the Transfer Function, A
(S1)
System Order and Proper System, and
Types of System
Deduce the Block Diagram Reduction
CLO3 Techniques and demonstrate the Control
A
(S2) System Characteristics and Reduction
Techniques
Formulate the Control System
CLO4
Characteristics and Reduction A
(S3)
Techniques
CLO5
Sketch the Conduit and Fittings P
(C1)
P
(C2) work
Contact
List of Topics
Hours
Introduction to principles of control system, Definitions, Examples of First Control
1 Systems, Examples of Modern Control Systems and Multi-Variable Control System
8
Types of Control Systems, Classification of Control System, open loop and closed loop
2 systems and linear and non-linear Control System.
8
3 Transfer Function, System Order and Proper System, and Types of System 8
Control System Design and Components, Engineering Design, Control System Design
4 Process, and several design examples
12
Control System Characteristics and Reduction Techniques, Need of Block Diagram
5 Representation, and Block Diagram fundamentals
12
6 Several examples on Block Diagram Reduction Techniques 8
7 Revision. 4
Total 60

251EPET: Electrical Troubleshooting and Maintenance
SESP – Baysh
 Practical Troubleshooting of Electrical Equipment and Control Circuits, Mark Brown,
Jawahar Rawtani, Newnes, 2005.
 Dinesh Patil Dan Sullivan, Fundamentals Electrical Troubleshooting, 4th edition,
McGraw-Hill, 2014
 Dan Sullivan, Fundamentals Electrical Troubleshooting, 4th edition, McGraw-
Hill, 2014.
 Lecture Notes
This is an introductory course which provides the basic theoretical and practical skills
on maintenance and troubleshooting of electrical machines and equipment; It covers
electrical safety, Personal Protective Equipment (PPE), methods of first aid such as
Cardio Pulmonary Resuscitation (CPR), electrical shock, and preparing different
types of maintenance programs and schedules. It also throws the light on mechanical
maintenance of electrical machines. It covers topics of common electrical
troubleshooting, classification of troubles, tools and equipment used for
troubleshooting and maintenance, comprehensive coverage of testing, electrical
control systems, and transformers.
the program
The course aims to provide the students with theoretical and practical skills on
fundamentals of maintenance and troubleshooting of electrical machines and equipment;
It covers electrical safety, Personal Protective Equipment (PPE), methods of first aid such
as Cardio Pulmonary Resuscitation (CPR), electrical shock, and preparing different types
of maintenance programs and schedules. It also throws the light on mechanical
maintenance of electrical machines. It covers topics of common electrical
troubleshooting, classification of troubles, tools and equipment used for troubleshooting
and maintenance, comprehensive coverage of testing, electrical control systems, and
transformers.

CLO1/K1: Explain the basic concepts and definitions of electrical safety. Recognize
the components of PPE and CPR.
CLO2/S1: Compare the maintenance programs and schedules for several processes
CLO3/S2: Calculate mechanical maintenance parameters of electrical machines
CLO4/S3: Experiment any Protection system used in power systems
CLO5/C1: Compute the performances factors of (1) Transformers, (2) Motors, and
(3) Alternators.
A A A A A P P
Explain the basic concepts and
CLO1
definitions of electrical safety. Recognize A
(K1)
the components of PPE and CPR
CLO2 Compare the maintenance programs and
A
(S1) schedules for several processes
CLO3 Calculate mechanical maintenance
A
(S2) parameters of electrical machines
CLO4 Experiment any Protection system used
A A
(S3) in power systems
Compute the performances factors of (1)
CLO5
Transformers, (2) Motors, and (3) P
(C1)
Alternators
P
(C2) work
Contact
List of Topics
Hours
Electrical safety, Personal Protective Equipment (PPE), methods of first aid such as
1 Cardio Pulmonary Resuscitation (CPR), electrical shock
8
2 Different types of maintenance programs and schedules. 12
Electrical troubleshooting: classification of troubles, tools and equipment used for
3 troubleshooting and maintenance, comprehensive coverage of testing.
12
4 Mechanical maintenance of electrical machines 12
5 Electrical control systems, and transformers 12
6 Revision. 4
Total 60

261EPET: Motor Control System
SESP – Baysh, Main Building – Room 1118,
 Husain Ashfaq , “ Electrical Machines”, Dhanpat Rai & Sons
 P.S. Bimbhra, “ Generalized Theory of Electrical Machines”, Khanna Publishers.
 Lecture Notes
This is Control of AC and DC motor that combines theoretical and mathematical
knowledge of electrical machines control system. It extends the subject of EPET 221:
Electrical Machines – I by introducing students to the concepts, principles of
operation, construction, characteristics and applications of AC and DC machine
Course Pre-requisite(s): 221EPET – Electrical Machines – I
the program
 Introduce students to the various types of AC and DC drives of electric machine
 Introduce students to the operating principles, methods of starting and controlling of
electrical machine with application
CLO1/K1: Compare the basic parameters for speed control of electric motors.
CLO2/S1: Distinguish the construction, theory and applications of main types of DC
machines
CLO3/S2: Analyze the techniques of modern control in AC motors
CLO4/S3: Develop the ability to analyze DC and AC machine control
CLO5/C1: Illustrate the ability to work independently and meet deadlines.
A A A A A A
CLO1 Compare the basic parameters for speed
A
(K1) control of electric motors

Distinguish the construction, theory and
CLO2
applications of main types of DC A
(S1)
machines
CLO3 Analyze the techniques of modern
A
(S2) control in AC motors
CLO4 Develop the ability to analyze DC and
A
(S3) AC machine control
CLO5 Illustrate the ability to work
A A
Contact
List of Topics
Hours
1 Speed control of DC motors 4
2 Testing of DC machine. 4
3 Speed Control of various types of AC machines 12
Speed control of special machine
4 Sheet 1 12
Experiment lab 1
Permanent Magnet DC motor
5 8
DC motor
Speed control
6 Using armature current
8
Sheet 2
Experiment lab 2
DC motor
Speed control
7 8
Sheet 3
Experiment lab 3
8 Review of Theoretical Content. 4
Total 60

271EPET: Power Generation Transmission
SESP – Baysh,
 Practical troubleshooting, Maintenance and protection of AC electrical motor and
drives
 Lecture Notes
This is an advanced course that combines theoretical and mathematical knowledge of
electrical power system. It extends the subject of EPET 231 by introducing students
to the concepts, principles of operation, construction, characteristics and applications
of power generation
Course Pre-requisite(s): 231EPET – Electrical Control and Protection
the program
 Introduce students to the electric power generation, transmission and distribution.
 Introduce students to the voltage regulation of transmission system with phaser
diagram under different types of loads.
 Ability to understand the protection system of the power system.
 Ability to understand the various types of Bus Bar which are connected in power
system.
 Ability to design the substation practically
CLO1/K1: Compare the basic parameters for speed control of electric motors.
CLO2/S1: Distinguish the construction, theory and applications of main types of DC
machines
CLO3/S2: Analyze the techniques of modern control in AC motors
CLO4/S3: Develop the ability to analyze DC and AC machine control
CLO5/C1: Illustrate the ability to work independently and meet deadlines.

A A A A A A
CLO1 Recognize the basic structure of
A
(K1) transmission line
CLO2 Define transmission line and its
A
(K2) characteristics
CLO3 Explain load bus, generator bus and
A
(S1) swing bus in the power system.
CLO4 Estimate overhead and underground
A
(S2) transmission line
CLO5
Calculate the per unit system A
(S3)
A A
Contact
List of Topics
Hours
1 Basic concept of electrical power plant 4
2 Basic layout of power system 4
3 Electrical symbols 4
4 Per unit system 4
5 Various types of transmission line and its characteristics 4
6 Installation of transmission line 4
7 Fault analysis of power system 4
Comparison of underground and overhead transmission line
8 -Sheet 1 4
-Experiment lab 1
Transmission line
Modeling
9 - Sheet 2
4
- Experiment lab 2
Power Flow
10 - Sheet 3 4
- Experiment lab 3
11 Study the working of Impulse and Reaction Turbine 8
12 Basic concept of electrical power plant 4
13 Basic layout of power system 4
Total 60

APPENDIX B – FACULTY VITAE
Please use the following format for the faculty vitae (2 pages maximum in Times New Roman 12
point type)
1. Name
Anwar Ulla Khan
2. Education – degree, discipline, institution, year
 PhD in Electrical Engineering, Jamia Millia Islamia (Central University), India,
July 2017
 M. Tech. in Electrical Engineering, Faculty of Engineering, Aligarh Muslim
University, India, December 2011
 B.Tech. in Electrical Engineering, Faculty of Engineering, Integral University,
India, July 2008
3. Academic experience – institution, rank, title (chair, coordinator, etc. if appropriate),
when (ex. 1990-1995), full time or part time
 Post-Doctoral Fellow, Electrical Engineering Department- IIT Madras-
Chennai- India– (2017 – 2018) – Full Time
 Project Scientist, Instrument Design Development Centre- IIT Delhi- New Delhi-
India– (2015 – 2017) – Full Time
 Assistant Professor, NIET, Noida, India– (2012 – 2012) – Full Time
 Lecturer, Integral University, Lucknow, India– (2008 – 2009) – Full Time
 Assistant Professor, HoD of Electrical Engineering Technology Department,
College of Applied Industrial Technology (CAIT), Jazan University,
Jazan – Saudi Arabia (2018 – till now) – Full Time
4. Non-academic experience – company or entity, title, brief description of position, when
(ex. 1993-1999), full time or part time
 NA
5. Certifications or professional registrations
None
6. Current membership in professional organizations
Member IEEE
7. Honors and awards
None
8. Service activities (within and outside of the institution)
 Coordinator Electrical Engineering Technology Department
 Member, Academic advisory
 Committee Member, Development of new courses
 Committee Member, Quality Assurance
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
1. T. Islam, A. U. Khan, J. Akhtar, and M. Z. U. Rahman, “A digital hygrometer for
trace moisture measurement,” IEEE Transactions on Industrial Electronics, vol. 61,
DOI 10.1109/TIE.2013.2297295, no. 10, pp. 5599–5605, Oct. 2014.

1. A. U. Khan, T. Islam, and J. Akhtar, “An oscillator-based active bridge circuit for
interfacing capacitive sensors with microcontroller compatibility,” IEEE Transactions
on Instrumentation and Measurement, vol. 65, DOI 10.1109/TIM.2016.2581519, no.
11, pp. 2560–2568, Nov. 2016.
2. A. U. Khan, T. Islam, Boby George and M. Rehman, “An Efficient Interface Circuit
for Lossy Capacitive Sensors,” IEEE Transactions on Instrumentation and
Measurement, DOI 10.1109/TIM.2018.2853219, no. 99, Jul. 2018.
3. M. R. Mahboob, A. U. Khan, L. Kumar and T. Islam, “Investigation of Chip
Temperature on Response Characteristics of the Humidity Sensor from ppm to
%RH,” IEEE Transactions on Device and Materials Reliability, DOI
10.1109/TDMR.2020.3011736, Jul. 2020.
4. T. Islam, A. U. Khan, and J. Akhtar, “Accuracy analysis of oscillator based active
bridge circuit for linearly converting resistance to frequency,” in IMPACT-2013,
Nov. 2013, pp. 305–309.
5. A. U. Khan, T. Islam, and A. Kesari, “Oscillator-based active bridge circuit for
resistance measurement,” in 2014 International Conference on Devices, Circuits and
Communications (ICDCCom), Sep. 2014, pp. 1–4.
6. A. Siddiqui, M. R. Mahboob, A. U. Khan, S. A. Khan, T. Islam, and D. T. Shahani,
“A highly sensitive readout circuitry for a wide range thin film capacitive humidity
sensors,” in (ET2ECN), 2014, DOI 10.1109/ET2ECN.2014.7044941, Dec. 2014, pp.
1–5.
7. A. U. Khan, T. Islam, and J. Akhtar, “A differential interface for trace moisture
sensor,” in 2015 IEEE International Conference on Signal Processing, Informatics,
Communication and Energy Systems (SPICES), Feb. 2015, pp. 1–5.
8. S. Malik, T. Islam, A. U. Khan, M. Rehman, and S. A. Akbar, “Development of
virtual humidity sensor system,” in 2015 International Conference on Industrial
Instrumentation and Control (ICIC), DOI 10.1109/IIC.2015.7150729, May. 2015, pp.
155–158.
9. A. U. Khan, Debjyoti Kumar Mandal, Visalakshi V., Boby George and Bharath
Bhikkaji, “A New TMR Based Sensing Technique for Electric Guitar Pickup,” in
CST2017, Sydney, Australia.
10. Briefly list the most recent professional development activities
During the last 3 years, I worked as:
A project scientist (Worked on defense project)
A Post-doctoral fellow (Worked on sensors development)
An Assistant Professor, HoD of Electrical Engineering Technology Department

1. Name
Wakeel Ahmad
 PhD in Nanoelectronics
Magadh University, Bodh-Gaya, India
August, 2014
 M.Tech in Electronics Design and Technology
Tezpur University (Centre University), Assam, India
January, 2002
 M.Sc. in Electronics
December, 1999
 B.Sc. in Electronics
December, 1994
 Senior Lecturer, Electronics & Communication Engineering Department
Al-Falah School of Engineering & Technology, Faridabad (Haryana), India
(2002 – 2007) – Full Time
 Assistant Professor, Electronics & Communication Engineering Department
NIMS University, Jaipur (Rajasthan), India
(2012 – 2013) – Full Time
 Lecturer, Computer & Network Engineering Department
College of Computer Science and Information Technology, Jazan University,
Jazan – Saudi Arabia (2013 – 2017) – Full Time
 Lecturer, Electrical Engineering Technology Department
College of Applied Industrial Technology (CAIT), Jazan University,
Jazan – Saudi Arabia (2017 – till now) – Full Time
 Ministry of Defence and Aviation (MODA),
Operation and Maintenance Department for Military Installations in Riyadh,
Saudi Arabia
Engineer
Inspection for Installation and Maintenance of Electrical and Electronics equipments.
(2007 - 2009) – Full Time.
None
None
None
 Member of Student Advisory Committee
 Member of Project Committee

presentation
None
During the last 5 years, all my professional development activities are in the field of
teaching.

1. Name :
PhD discipline- Electronics Engineering. Institution-JNTUH India year-2009
 Worked as Professor in Electronics and communication engineering in Vidya Joti
Institute of Technology, Hyderabad India from 2nd Nov. 2016 to present.
 Worked as Researcher in Entersoft Labs, Hyderabad India, towards certification of
Ethical hacking of EC-Council, researching towards Intrusion Detection, Policy
Creation, Social Engineering, DDoS Attacks, Buffer Overflows and Virus Creation,
from July 1, 2016 to December 2017.
 Hired as Faculty Electronics engineering in RAK Higher colleges of Technology,
UAE, since Aug 2013, until June 30, 2016
 Worked as Professor in Electronics & communication engineering in Aurora
Scientific & Research Institute, Hyderabad India from Sep 2012 to June 2013
 Worked as Assistant Professor American University Rasalqaima, UAE, for 2 years
from 3 October 2010 to 30 Sep 2012.
 Worked as Professor for one year at Al-Habeeb college of Engineering and
Technology, Hyderabad India from August 2009- September 2010
 Reviewer of International Journal of Network Security 2006-onwards
 Reviewer of
 Journal of Engineering and Computer Innovation 2010.
 Reviewed IEEE published Book- Computer Forensics 2007
Certificate in C from Microsoft
Society of Digital information Member
None
None
presentation
None
 Basics of using computer in education. Sep 10 2020 -online JAZAN
UNIVERSITY
 The basics of using word processing software sep 13, 2020 online JAZAN
UNIVERSITY
 Use of Foxit Phantom -sep 14, 2020 online JAZAN UNIVERSITY
 Techniques of organizing and preparing educational presentations. Sep 27,2020
online JAZAN UNIVERSITY

APPENDIX C – EQUIPMENT
Please list the major pieces of equipment used by the program in support of instruction.
S. No. Equipment Name Quantity

1 Oscilloscope 58
2 Load Box 10
3 Single Phase Transformer 18
4 Control unit PWM 20
5 Three phase Transformer 13
6 DC-Power Supply ± 15 V/3 A 10
7 Isolation amplifier, four channel 10
8 Control unit six pulse, digital 10
9 Thyristor speed control unit 10
10 Tacho-generator 0.3 10
11 Shunt wound machine 0.3 10
12 Universal converter 3 x 230 V 10
13 Machine test system 0.3 10
14 Squirrel cage motor 400/690/0.3 10
15 Industrial frequency converter 400 V 10
16 3-PH Digital power 6
17 3-PH electronic wattmeter 6
18 Induction machine wound rotor 3
19 Induction machine squirrel cage rotor 6
20 Resistive load 9
21 Inductive load 6
22 Prime mover 6
23 Power supply DC and AC 3
24 DC machine 3
25 D.C./A.C. and Function Generator 6
26 Digital Multi-Meter 13
27 Analog Multi-Meter 9
28 Digital Logic kit 29
29 Function Generator 2
30 Single output adjustable DC power supply 2
31 Rheostat 2
32 Plug-In Board 9
A complete list may be found at:


APPENDIX D – INSTITUTIONAL SUMMARY
Programs are requested to provide the following information.
1. The Institution
a. Name and address of the institution.
Jazan University, Almaareffa Road, Jazan – KSA.
b. Name and title of the chief executive officer of the institution.
Dr. Maarei Bin Hussein Alkahtani
c. Name and title of the person submitting the Self-Study Report.
Dr. Essam Shaban
Coordinator of Quality Assurance Unit in CAIT, Jazan University, Jazan – KSA.
d. Name the organizations by which the institution is now accredited, and the dates of the
initial and most recent accreditation evaluations.
National Commission for Academic Accreditation and Assessment (NCAAA)
2. Type of Control
Description of the type of managerial control of the institution, e.g., private-non-profit,
private-other, denominational, state, federal, public-other, etc.
Public-non-profit
3. Educational Unit
Describe the educational unit in which the program is located including the administrative
chain of responsibility from the individual responsible for the program to the chief executive
officer of the institution. Include names and titles. An organization chart may be included.
The Rector
The Rector is the chief executive officer of the institution and oversees the operation of the
institution, including the academic, financial, student services, and external communication
programs in consultation with the vice rectors of each of these areas. The Rector also serves
as the Jazan University (JU) representative to the Ministry of High Education – KSA.
Vice Rector for Academic Affairs
The Office of the Vice Rector for Academic Affairs maintains the integrity of JU academic
mission by overseeing academic programs, policies, procedures, calendars, academic
appointments, promotion and tenure, and faculty grants and fellowships. Positions that report
to Academic Affairs include academic Deans, the Deanship of the Quality Assurance and
Academic Development, and the Deanship of the Community Services.
College Dean, Vice Dean for Academic Affairs, and Department Chairs
They are charged with implementing academic policies. They have authority to supervise the
academic functions of faculty members within their academic units.
Coordinator of the Quality Assurance
He is charged with assisting Dean with academic functions including;
1- Developing curriculum revisions
2- Maintaining accreditation and generating the program review reports
3- Directing program faculty

The command and coordination structure of the college is shown below:
Program Faculty
Each faculty member within EET Department is responsible for the development and
delivery of his courses within the constraints of the EPET program objectives and outcomes.
Faculty members are also responsible for the assessment of course outcomes (CLOs) and the
contribution of the course outcomes to the program or students outcomes (SOs) to ensure
students are meeting program outcomes and objectives. The command and coordination
structure of the Department of Technology is shown below

4. Academic Support Units
List the names and titles of the individuals responsible for each of the units that teach
courses required by the program being evaluated, e.g., mathematics, physics, etc.
Vice dean for Academic Affairs College Based Courses

Dr Waleed Zakri (Code: CBS)
Basic Sciences and Math

Coordinator of Basic Sciences (Code: MATH)
Dr Ayazul Ahmad (Code: PHYS)
(Code: CHEM)
Coordinator of English Language English Language

Mr Russel (Code: ENG)
Coordinator of EPET Program Mechanical Maintenance Engineering

Dr Mashood Hassan Technology (MMET) Program
5. Non-academic Support Units

List the names and titles of the individuals responsible for each of the units that provide non-
academic support to the program being evaluated, e.g., library, computing facilities,
placement, tutoring, etc.
Academic Advising Dr. Mohammed Alomar
Computing Services Mr. Buhayes
Library Mr. Arrar
Registration Dr. Essam Shaban
Extracurricular Activities Dr. Mohammed Alomar
6. Credit Unit
It is assumed that one semester or quarter credit normally represents one class hour or three
laboratory hours per week. One academic year normally represents at least 28 weeks of
classes, exclusive of final examinations. If other standards are used for this program, the
differences should be indicated.
The university operates on a 16-week semester for fall and spring providing 32 weeks of
instruction and examination during one fiscal year. At Jazan University, 1 credit hour is
awarded for 1 class hour. Laboratory hours, in general, are 2 contact hours for 1 credit hour.
7. Tables
Complete the following tables for the program undergoing evaluation.

Table D-1. Program Enrollment and Degree Data
Name of Program: Electrical Power Engineering technology
Undergrad
Enrollment Year Degrees Awarded
Total
Total
Grad
Academic Year
1st 2nd 3rd 4th Associates Bachelors Masters Doctorates

Current FT 5 0 0 0 5 0 -- -- --
2021 0
Year PT -- -- -- -- -- -- -- -- --
1 FT 13 50 0 0 63 4 -- -- --
2020 4
PT -- -- -- -- -- -- -- -- --
2 FT 19 21 0 0 40 9 -- -- --
2019 9
PT -- -- -- -- -- -- -- -- --
3 FT 14 25 15 0 54 12 -- -- --
2018 12
PT -- -- -- -- -- -- -- -- --
4 FT 34 40 23 4 101 18 -- -- --
2017 18
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

Table D-2. Personnel
Name of Program: Electrical Power Engineering Technology
Year1: 2020/2021
HEAD COUNT
FTE2
FT PT
Administrative2 1 --
Faculty (tenure-track)3 4 --
Other Faculty (excluding student
-- 2
Assistants)
Student Teaching Assistants4 -- --
Technicians/Specialists -- --
Office/Clerical Employees 5 --
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). For undergraduate and graduate students, 1 FTE equals 15 semester
credit-hours (or 24 quarter credit-hours) per term of institutional course work,
meaning all courses — science, humanities and social sciences, etc.
5. Specify any other category considered appropriate, or leave blank.

APPENDIX E – ASSESSMENT PLAN

APPENDIX F – EXAMPLE OF INDIRECT ASSESSMENT FOR
CLOS AND SOS
1. CLOs Survey of 221EPET, Fall 20212
A questionnaire is distributed among the students regarding the CLOs of the course. The
instructor of the course distribute the questionnaire at the end of the semester. The reply
of the students of this questionnaire gives the indirect assessment of the CLOs of this
particular course. The following figure shows a snapshot from the Excel spreadsheet tap
regarding the CLOs survey of the course 221EPET as an example.

2. SOs/PIs Survey of EPET Program, Academic Year 2020/2021

Submission Attesting to Compliance
Only the Dean or 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 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 Engineering Technology
Programs to include the General Criteria and any applicable Program Criteria, and the
ABET Accreditation Policy and Procedure Manual.

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ABET SELF-STUDY

ENGINEERING TECHNOLOGY ACCREDITATION COMMISSION

T002 2021-22 Self-Study Questionnaire

T002 2021-22 Self-Study Questionnaire 2

T002 2021-22 Self-Study Questionnaire 3

T002 2021-22 Self-Study Questionnaire 4

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.

T002 2021-22 Self-Study Questionnaire 5

SUBMISSION AND DISTRIBUTION OF SELF-STUDY REPORT

 Please send an email to accreditation@abet.org if there are any questions.

T002 2021-22 Self-Study Questionnaire 6

T002 2021-22 Self-Study Questionnaire 7

<Electrical Power Engineering Technology>

<June 10, 2021>

T002 2021-22 Self-Study Questionnaire 8

Dr. Essam-Eldin Mohammed Shaban Abdel-Hamid

The Higher Education Council issued a decision in 14/11/1433H (30/09/2012) – No.

T002 2021-22 Self-Study Questionnaire 9

T002 2021-22 Self-Study Questionnaire 10

EPET program has no options, tracks, or concentrations.

D. Program Delivery Modes

The location of the MMET program is Bayesh Governorate/Alhaquo.

T002 2021-22 Self-Study Questionnaire 11

G. Deficiencies, Weaknesses or Concerns from Previous

This is an initial accreditation.

T002 2021-22 Self-Study Questionnaire 12

Scientific Degree Awarded

T002 2021-22 Self-Study Questionnaire 13

B. Evaluating Student Performance

Assessment processes are conducted via:

T002 2021-22 Self-Study Questionnaire 14

Moreover, it is worth noting that Students’ Registration is conducted by means of E-Register

C. Transfer Students and Transfer Courses

College of Applied Industrial Technology (CAIT) accepts two kinds of transfer as an

T002 2021-22 Self-Study Questionnaire 15

In case of transferring students into CAIT, internally or externally, the following is

The forms may be found at the following link:

T002 2021-22 Self-Study Questionnaire 16

D. Advising and Career Guidance

T002 2021-22 Self-Study Questionnaire 17

B. Responsibility of Academic Advising Coordinator

C. Responsibility of Academic Advisor

T002 2021-22 Self-Study Questionnaire 18

D. Responsibility of the student

E. Work in Lieu of Courses

T002 2021-22 Self-Study Questionnaire 19

The distribution of credit units for the EPET program is as follows:

T002 2021-22 Self-Study Questionnaire 20

Moreover, it is worth noting that Students’ Registration is conducted by means of E-Register

G. Records of Student Work/Transcripts

Transcripts must also provide at minimum the following:

The degree is designated as Graduate Diploma2 in Electrical Power Engineering Technology. No

T002 2021-22 Self-Study Questionnaire 21

T002 2021-22 Self-Study Questionnaire 22

Achieve academic excellence and prepare graduates to

Serve the community by addressing its problems and

Produce internationally recognized research and new

B. Program Educational Objectives

T002 2021-22 Self-Study Questionnaire 23

C. Consistency of the Program Educational Objectives with the

Serve the community by