The mission of the college of Computer Sciences and Engineering is:
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To prepare competent professionals in the areas specified in the college line of business who are competitive worldwide and will be the leaders in Saudi industry, academia and government.
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To conduct innovative basic and applied research that advances the frontiers of knowledge and address local problems.
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To provide high quality service to society in the areas of applied projects, consultation and training.
The College Line of Business
The college of Computer sciences and Engineering main lines of business are education, research and community service in the following areas:
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Computer Sciences
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Software Engineering
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Computer Engineering
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Network and Communication
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Automation and Control
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Industrial Engineering
Department of Information and Computer Science (ICS) Mission
The mission of the ICS department is to
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provide high quality undergraduate and graduate educational programs in Computer Science and Software Engineering,
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contribute significantly to the research and the discovery of new knowledge and methods in computing,
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offer expertise, resources, and services to the community, and
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keep its faculty members current by providing opportunities for professional development.
ICS Department Vision
The vision of the ICS department is to be a regional leader that is recognized worldwide in education, research and professional development in the areas of Computer Science and Software Engineering.
CS Program Mission
The mission of the CS program is to provide high quality education in computer science that prepares students for professional careers and lifelong learning in developing/managing computational processes and systems, with emphasis on net-centric computing, information management, and intelligent systems.
Mapping Program Outcomes and Courses
Table 2 gives a more detailed account of the learning outcomes for each related course in the CS program. These mappings clearly demonstrate that the CS program objectives have been carefully set in order to address all learning outcomes.
Table 2: A mapping of core courses to the CS program learning outcomes
Outcome
Course
|
1
|
2
|
3
|
4
|
5
|
6
|
7
|
8
|
9
|
10
|
11
|
12
|
ICS102
|
X
|
|
X
|
|
|
|
|
|
|
|
|
|
ICS201
|
X
|
|
X
|
|
X
|
|
|
|
|
|
|
|
ICS202
|
X
|
X
|
X
|
|
|
|
|
|
|
|
|
|
ICS233
|
X
|
|
X
|
|
X
|
|
|
|
|
|
|
|
ICS251
|
X
|
X
|
|
|
|
|
|
|
|
|
|
|
ICS252
|
X
|
|
X
|
|
X
|
|
|
|
|
|
|
|
ICS253
|
X
|
|
X
|
|
|
|
|
|
|
|
|
|
ICS309
|
X
|
|
|
X
|
X
|
X
|
X
|
X
|
X
|
|
|
X
|
ICS334/ICS324
|
X
|
X
|
X
|
|
X
|
|
|
|
X
|
|
|
|
ICS343/ICS432
|
X
|
|
|
X
|
X
|
|
X
|
|
|
|
|
|
ICS351
|
X
|
X
|
X
|
X
|
X
|
X
|
X
|
X
|
X
|
X
|
X
|
X
|
ICS353
|
X
|
|
X
|
|
|
|
|
|
|
|
|
|
ICS381
|
X
|
X
|
X
|
|
X
|
|
|
|
|
|
|
|
ICS399
|
X
|
X
|
|
|
X
|
X
|
|
X
|
X
|
X
|
|
X
|
ICS411
|
X
|
X
|
X
|
X
|
X
|
X
|
X
|
X
|
X
|
X
|
X
|
X
|
ICS413/SWE311
|
|
X
|
X
|
X
|
|
|
|
|
X
|
|
|
|
ICS431
|
X
|
|
X
|
|
|
|
|
|
|
|
|
|
1. Indicate below or attach to this document the program’s measurable objectives. These objectives must include expected outcomes for graduates.
BS (Computer Science) Program Objectives
Graduates of the CS program shall be able to:
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Demonstrate a sound understanding of the main areas of the body of knowledge and the theories of computer science, with an ability to exercise critical judgment across a range of related issues.
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Critically analyze and apply a range of concepts, principles, and practices in net-centric computing, information management, or intelligent systems; showing a range of problem solving skills and effective judgment in the selection and use of corresponding tools and techniques.
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Demonstrate the ability to work as an individual with minimum guidance and as a leader/member of a team.
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Follow appropriate practices within a professional, legal, and ethical framework.
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Identify mechanisms for continuing professional development and life-long learning.
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CS Program Learning Outcomes
The ICS department has identified the following outcomes for students graduating from the CS program:
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Knowledge in major: Graduates will be able to demonstrate knowledge and understanding of essential facts, concepts, principles, and theories relating to computational processes and systems.
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Modeling: Graduates will be able to use the acquired knowledge and understanding in the modeling and design of computational processes and systems in a way that demonstrates comprehension of the tradeoff involved in design choices.
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Problem solving: Graduates will be able to identify and analyze criteria and specifications appropriate to specific problems, and plan and design strategies for their solution.
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Critical evaluation and testing: Graduates will be able to use quality models in analyzing the extent to which a computational process or a computational system meets the criteria defined for its current use and future development
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Methods and tools: Graduates will be able to employ appropriate methods and tools for the specification, design, implementation, and evaluation of computational processes and systems.
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Professional responsibility: Graduates will be able to recognize and be guided by the social, professional, legal, and ethical issues involved in the use and development of computer technology.
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Risk analysis: Graduates will be able to identify and assess different types of risk related to the development and management of computational processes and systems.
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Communication: Graduates will be able to express ideas persuasively, in written and oral form.
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Teamwork: Graduates will be able to work effectively as leader/member of a development team.
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Self management: Graduates will be able to manage their own learning and development, including time management and organizational skills
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Professional development: Graduates will be able to keep abreast of current developments in the discipline to continue their own professional development.
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Computing and society: Graduates will be able to understand the impact of computing solutions in a global and societal context.
Mapping Program Objectives and Learning Outcomes
The relationship of the CS program objectives and its learning outcomes is given in Table 1. It maps every program objective mentioned above to its corresponding sought learning outcomes.
Table 1: A mapping of the CS program objectives to the CS program outcomes
|
Objective 1
|
Objective 2
|
Objective 3
|
Objective 4
|
Objective 5
|
Outcome 1
|
X
|
|
|
|
|
Outcome 2
|
|
X
|
X
|
|
|
Outcome 3
|
X
|
X
|
X
|
X
|
X
|
Outcome 4
|
|
X
|
|
X
|
X
|
Outcome 5
|
X
|
X
|
|
X
|
X
|
Outcome 6
|
|
|
|
X
|
|
Outcome 7
|
|
|
|
X
|
|
Outcome 8
|
|
|
|
X
|
|
Outcome 9
|
|
|
X
|
|
|
Outcome 10
|
|
|
|
|
X
|
Outcome 11
|
|
|
|
|
X
|
Outcome 12
|
|
|
|
X
|
|
|
2. Describe how the program's objectives align with your institution's mission.
The University mission statement is comprised of three parts. The first one is to prepare professionals which are empowered with the knowledge, skills, values and confidence to take a leadership role in the development of the Kingdom in the fields of science, engineering, environmental design and business.
Each of the five program objectives contributes directly to the University mission. The first two objectives of the program are to empower the graduates with knowledge and skills. The objective 3 contributes to develop leadership and teamwork qualities in the graduates of the program. Overall the program prepares the graduates that can play a leadership role in the development of the Kingdom in the field of Computer Science. Program objective 4 and 5 will enable the graduates to be professionally responsible and remain current in the profession.
|
Note: On the following page is a table that can be filled out with pertinent information relating to objectives, their measurement, and their effect on the implementation of program improvements.
B. Implementation of CS Program Objectives
Please complete the following table with as many objectives as needed.
Objective
|
How measured
|
When measured
|
Improvements
Identified
|
Improvements
Implemented
|
Demonstrate a sound understanding of the main areas of the body of knowledge and the theories of computer science, with an ability to exercise critical judgment across a range of related issues.
|
-
ICS 411 Senior project course
-
ICS 350-52 Coop course
-
In addition to all ICS core courses
|
Every regular semester, as the courses proceeds
|
Lack of some programming skills related to problem solving, since the introduction of Java as a basic programming language in the introductory programming courses ICS 102 and ICS 201
|
-
More emphasis on problem solving was injected in both courses
-
Less emphasis on GUI development and details in the lectures. GUI emphasis was moved to the Lab portion of both courses.
|
Critically analyze and apply a range of concepts, principles, and practices in net-centric computing, information management, or intelligent systems; showing a range of problem solving skills and effective judgment in the selection and use of corresponding tools and techniques.
|
-
ICS 411 Senior project course
-
ICS 350-52 Coop course
-
ICS 334/324 Database Systems course
-
ICS 432/343 Computer Networks course
-
ICS 381 Artificial intelligence course
|
Every regular semester, as the course proceeds
|
Deficiency in
design
component was
identified.
|
Course instructor and the course coordinator are required to pay special attention to the issue
|
Demonstrate the ability to work as an individual with minimum guidance and as a leader/member of a team
|
Through the project reports and presentations in the following courses:
-
ICS 411 Senior project course
-
ICS 350-52 Coop course
|
Every regular semester, as the course proceeds
|
-
Problems with delivery of the material in English was noticed
-
Some problems with contributing improper share by some team members was reported.
|
-
The first problem has been passed to the English Language Center, and more senior and junior courses emphasize communication skills.
-
Coordinator of the senior project course and other courses involving team projects were asked to conduct peer evaluation by the team members and its results are reflected in their assessment.
|
Follow appropriate practices within a professional, legal, and ethical framework.
|
Through various surveys (e.g. employer survey, ICS 350-52, and ICS 399 "Summer Training")
| -
Employer Surveys: every 2-3 years
-
ICS 350-52: Fall and Spring semester of every year through the COOP employer survey
-
ICS 399: Summer semester of every year
|
No major problems so far.
|
Both COOP coordinator and Summer training coordinator bring the attention of students to the importance of this point before the start of their course.
|
Identify mechanisms for continuing professional development and life-long learning.
|
In many senior level courses, the students are required to learn new tools and use these for projects
|
Every regular semester, as the course proceeds
|
No problems so far
|
|
Standard I-3. Data relative to the objectives must be routinely collected and documented, and used in program assessments. Standard I-4. The extent to which each program objective is being met must be periodically assessed. Standard I-5. The results of the program’s periodic assessment must be used to help identify opportunities for program improvement.
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