Advances in Engineering Education in the Middle East and North Africa Mahmoud Abdulwahed • Mazen O

Advances in Engineering Education in the Middle East and North Africa Mahmoud Abdulwahed • Mazen O. Hasna Jeffrey E. Froyd Editors

Advances in Engineering Education in the Middle East and North Africa Current Status, and Future Insights

1 3 Editors Mahmoud Abdulwahed Mazen O. Hasna Qatar University Qatar University Doha, Qatar Doha, Qatar

Jeffrey E. Froyd Texas A&M University College Station, TX, USA

ISBN 978-3-319-15322-3 ISBN 978-3-319-15323-0 (eBook) DOI 10.1007/978-3-319-15323-0

Library of Congress Control Number: 2015954174

Springer Cham Heidelberg New York Dordrecht London © Springer International Publishing Switzerland 2016 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made.

Printed on acid-free paper

Springer International Publishing AG Switzerland is part of Springer Science+Business Media (www.springer.com) Foreword

Academia: By Dr Sheikha Al-Misnad, President of Qatar University With am- bitious plans to transition to a knowledge-based economy, Qatar is witnessing tre- mendous growth in the industrial and information sectors. Strategically, the country has made significant investments in establishing a modern education system, draw- ing on international best practices while firmly rooted in local needs. The Qatar National Vision 2030 presents a model national vision that articulates the focus on building human capacity. With a national mandate to support and strengthen science, technology, engineering, and mathematics (STEM) disciplines, the focus on engineering is now stronger than ever. The College of Engineering at Qatar University has been one of the leading colleges in the region in terms of its investment in the engineering education curriculum, practice, and scholarship. The College of Engineering first attained Ac- creditation Board for Engineering and Technology (ABET) accreditation in 2005 as a testament to its quality of teaching, research, and scholarly activity. Since then, there has been significant growth in engineering teaching and learning innovations, K–12 outreach projects, education research funding, and scholarly publications in the area of engineering education. This book is the college’s contribution to raising awareness in the Middle East and North Africa (MENA) of the significance of engineering education. It stands as one of the very few available scholarly compilations of advances in engineering education in the MENA region, and Qatar University is tremendously proud of this seeding contribution. I want to thank the authors and editors of the book for their efforts. I am also grateful to Qatar Petrochemical Company (QAPCO) for supporting this milestone initiative, trusting this book makes a valuable addition to the advancement of engineering education in the MENA region and beyond. Industry: By Dr Mohammed Al-Mulla, Vice Chairman and Chief Execu- tive Officer, Qatar Petrochemical Company (QAPCO) The economy of Qatar as well as many other neighboring countries depends to a larger extent on engineering. Regional engineering colleges provide a main source of engineering graduates, and hence the quality and outcomes of engineering education in MENA engineering colleges are of significant importance to the MENA industrial sector. From an in-

v vi Foreword dustrial perspective, engineering graduates are needed with both technical and soft skills. Competencies such as teamwork, communication, leadership, and project management are as important as sound knowledge in engineering and sciences fun- damentals. Furthermore, the industry sector urges engineering colleges to embed higher levels of experiential and industrially linked practices into the engineering curriculum. Industry increasingly demands for engineers with higher levels of in- ter- and multidisciplinary knowledge and experience; in particular, in the Middle East and North Africa, the latter assertion is of significant importance. As industry, we believe that a systematic innovation in engineering education driven by contex- tual needs, scholarly research, and highly linked with industrial stakeholders could drive the quality of engineering graduates to significantly higher levels. This book contribution is a significant initial step in sharing best practices and innovations in engineering education in the MENA region, and is an eye-opener on the emerging field of engineering education research in a region where it is not that popular. We are pleased in QAPCO to have collaborated with a national engineering college, the College of Engineering at Qatar University, to bring various regional innovations in engineering education into a scholarly book. We hope this could be a starting point where both industry and academia in the region work together on systematic and sustainable scholarship and research in engineering education for meeting contex- tual and global needs. Acknowledgments

This work has been developed under a grant funded by Qatar Petrochemical Company (QAPCO).

vii List of International Reviewers

The editors would like to acknowledge the efforts of the international experts reviewers listed below who kindly peer-reviewed the contributed chapters in this book.

Name Affiliation Country Ramzi Nasser Chief Reviewer, Qatar University Qatar Ali Elkamel University of Waterloo Canada Sandra Courter University of Wisconsin–Madison USA Demetrios G. Sampson University of Piraeus Greece John M. Long Deakin University Australia Brad Stappenbelt University of Wollongong Australia John W. Prados The University of Tennessee USA Clint Steele Swinburne University of Technology Australia Julia Williams Rose-Hulman Institute of Technology USA Brett Shelton Boise State University USA David Soldan Kansas State University USA John E. Mitchell University College London UK Mark B. Yeary University of Oklahoma USA Lahiru Silva University of Calgary Canada Denis Bédard L'Université de Sherbrooke Canada Michele Rosano Curtin University Australia Ahmed Samer Ezeldin The American University in Cairo Egypt Johannes Strobel Texas A&M University USA Shannon M. Chance Hampton University USA Edwin C. Jones Iowa State University USA Omar Al Zoubi Carnegie Mellon University in Qatar USA Linda Vanasupa California Polytechnic State University USA Thomas J. Joyce Newcastle University UK Corey Schimpf Purdue University USA Arto Vihavainen University of Helsinki Finland Kim Blackmore Australian National University Australia Ivica Boticki University of Zagreb Croatia

ix x List of International Reviewers

Name Affiliation Country Jonathan Hilpert Georgia Southern University USA Eugenio Pellicer Polytechnic University of Valencia Spain Ezequiel Scott The National University of the Center of the Argentina Buenos Aires Jørgen Erik Christensen Technical University of Denmark Denmark Michael Buckley University at Buffalo USA Gerald Burnham University of Texas at Dallas USA David Cropley University of South Australia Australia Niall Holmes Dublin Institute of Technology Ireland Leonhard Emil Bernold University of New South Wales Australia Kali P. Nepal Deakin University Australia K. W. Chau Hong Kong Polytechnic University Hong Kong Rick L. Homkes Purdue University USA Sivachandran Deakin University Australia Chandrasekaran Sally A. Male University of Western Australia Australia S. K. Ramesh California State University, Northridge USA Richard Burns West Chester University USA Keith Sheppard Stevens Institute of Technology USA S. Mohd Said University of Malaya Malaysia Rui M. Lima University of Minho Portugal James Trevelyan University of Western Australia Australia Kinda Khalaf Khalifa University of Science, Technology UAE and Research Matthew Scott Stanford United States Air Force Academy USA Patricia Brackin Rose-Hulman Institute of Technology USA Lars G. Hanson Technical University of Denmark Denmark Aleksandra University of Novi Sad Serbia Klašnja-Milicevica Mahmoud El-Halwagi Texas A&M University USA Contents

Part I Background, Editorship, and Global Perspectives

1 Purpose of the Book and Editorial Perspectives �� 3 Mahmoud Abdulwahed, Mazen O. Hasna and Jeffrey E. Froyd 1.1 Purpose of the Book �� 3 1.2 Perspectives on Engineering Education in the Middle East �� 4 1.3 Perspectives on Engineering Education in North America �� 6 References �� 8

2 Developments in Engineering Education and Engineering Education Research in Europe �� 11 Erik de Graaff 2.1 Introduction �� 11 2.2 A Historical Perspective on Engineering in Europe �� 12 2.2.1 Introduction �� 12 2.2.2 Emergence of Higher Engineering Education �� 12 2.3 The Current Status and Impact of Engineering Education Research �� 13 2.3.1 Introduction �� 13 2.3.2 Research and Development Centres in the 1960s �� 14 2.3.3 Emerging of Consultancy and Training Centres �� 16 2.3.4 Revival of Educational Research �� 16 2.4 Methods of Engineering Education Research �� 18 2.4.1 Methodological Diversification �� 18 2.4.2 A Taxonomy Proposal for Engineering Education Research �� 18 2.4.3 Publication on Engineering Education Research �� 19 2.5 The Future of Engineering Education and Research in Europe �� 27 2.5.1 Introduction �� 27 2.5.2 Scenarios for Future Developments �� 28 2.6 Concluding Remarks �� 31 References �� 31

xi xii Contents

3 Engineering Education in Southeast Asia: Practice and Research �� 35 Khairiyah Mohd Yusof, Fatin Aliah Phang and Shahrin Mohammad 3.1 Introduction �� 35 3.2 Creating Interest in Engineering Education �� 36 3.2.1 Engineering Education Societies and Organizations �� 36 3.2.2 Conferences, Seminars, and Symposiums in Engineering Education �� 37 3.3 Engineering Education Practice �� 39 3.3.1 Accreditation and Accrediting Bodies �� 40 3.3.2 Accreditation and Quality Assurance: The Malaysian Experience �� 41 3.3.3 Engineering Education Centers �� 43 3.4 Engineering Education Research �� 45 3.4.1 Virtuous Cycle of Research in Engineering Education �� 45 3.4.2 Postgraduate Studies in Engineering Education �� 49 3.4.3 Publication and Dissemination of Research Findings �� 50 3.5 Bridging Research and Practice �� 51 3.6 Conclusion �� 52 References �� 53

Part II Innovations in Learning, Teaching, and Engineering Education

4 Leveraging Pedagogical Innovations for Science, Technology, Engineering, and Mathematics (STEM) Education in the Middle East Context �� 59 Shadi Balawi, Kinda Khalaf and G. Wesley Hitt 4.1 Introduction �� 59 4.1.1 Twenty-First-Century Engineering Skills: Skills Gaps Throughout the World �� 59 4.1.2 Is Problem-Driven Learning (PDL) Culturally Transferrable? �� 61 4.1.3 Cultural Transfer of Pedagogical Reform in STEM �� 63 4.2 KU’s Three Course Reform Projects �� 67 4.2.1 Case Study 1: The Engineering Design-and-Build Course �� 67 4.2.2 Case Study 2: Collaborative Workshop Physics �� 78 4.2.3 Case Study 3: Biomedical Engineering Problem- Driven Course �� 91 4.3 Discussion �� 102 4.4 Conclusions �� 108 References �� 110

5 Model for Transforming Engineering Education Using Technology-Enhanced Learning �� 117 Mohammed Samaka and Mohamed Ally 5.1 Introduction �� 117 Contents xiii

5.2 Preparing Engineers for the Twenty-First Century �� 119 5.3 Upcoming Generation of Students �� 120 5.4 Problem-Based Learning for Outcome-Based Engineering Education �� 121 5.5 Formative Feedback on Program Effectiveness �� 122 5.6 Learning in Context �� 123 5.7 Technology-Enhanced Learning in Engineering Education �� 123 5.8 Use of Remote/Virtual Labs �� 125 5.9 Role of the Instructor in Technology-Enhanced Learning �� 126 5.10 Barriers to Technology-Enhanced Learning and How to Overcome Them �� 127 5.11 Learning Theories to Guide the Development of Engineering Programs �� 128 5.12 Model for Developing Engineering Programs �� 130 5.12.1 Content Identification �� 131 5.12.2 Components of the Model �� 131 5.13 Design for Transfer of Learning �� 134 5.14 Conclusions �� 134 References �� 136

6 Using Forums and Simulation Exercises to Enhance Active Learning in Lean Construction Education �� 139 Farook Hamzeh, Christina Teokari and Carel Rouhana 6.1 Background and Purpose �� 139 6.1.1 Introduction �� 139 6.1.2 Discussion Forums �� 141 6.1.3 Simulation Exercises �� 142 6.2 Purpose �� 144 6.3 Application �� 146 6.3.1 Discussion Forums �� 146 6.3.2 Simulation Exercises �� 146 6.4 Design/Method/Approach �� 148 6.4.1 Background Research and Preparation of Surveys �� 148 6.4.2 Data Collection and Survey Analysis �� 149 6.4.3 Data Analysis and Reporting �� 149 6.5 Results and Discussion �� 150 6.5.1 Changes in Students’ Assessment of Teaching Methods �� 150 6.5.2 Quantitative Assessment of Student Learning When Employing Simulation Exercises �� 153 6.5.3 Qualitative Assessment of Student Learning �� 154 6.6 Conclusions �� 155 References �� 156 xiv Contents

7 A Framework for Developing Innovative Problem-Solving and Creativity Skills for Engineering Undergraduates �� 161 Faris Tarlochan and Abdel Magid Hamouda 7.1 Introduction �� 161 7.2 Design of Framework �� 164 7.2.1 Defining Problem Solving, Creativity, and Critical Thinking �� 164 7.2.2 Content for Teaching Problem-Solving and Creative Thinking Skills: TRIZ �� 168 7.2.3 Problem-Based Learning As the Delivery Mode �� 174 7.2.4 Assessment of Problem Solving and Creativity �� 176 7.3 Anticipations �� 180 7.4 Conclusions �� 180 Appendices �� 180 References �� 184

8 Active Blended Learning to Improve Students’ Motivation in Computer Programming Courses: A Case Study �� 187 Saleh Alhazbi 8.1 Introduction �� 187 8.2 Reasons for Programming Learning Difficulties �� 187 8.3 Motivating Students to Overcome Difficulties �� 189 8.4 Blended Learning to Teach Programming �� 189 8.5 Teaching Programming in the Middle East �� 190 8.6 Challenges of Blended Learning in the Middle East �� 191 8.7 Case Study �� 192 8.8 Pedagogical Facets of our Active Blended Learning �� 193 8.9 Environment Implementation �� 195 8.10 Evaluation �� 197 8.11 Discussion �� 199 8.12 Conclusion and Future Work �� 200 References �� 201

Part III Curriculum Development

9 Women’ s Specific Needs and Urban Planning Practices in the Middle East: The Case of Palestine �� 207 Manal A. Al-Bishawi 9.1 Background �� 207 9.2 The Case of Palestine �� 209 9.3 Women’ s Needs in Urban Design and Planning �� 212 9.4 Women’ s Privacy in Middle Eastern Countries �� 214 9.5 Women’ s Role in Planning Practices and Fulfillment of Their Needs �� 216 9.6 Methodological Approach �� 217 Contents xv

9.7 Results and Discussion �� 219 9.7.1 First: Women’s Participation in Public Life and the Influence of Privacy �� 219 9.7.2 Second: Attitudes of Decision Makers Toward Women’s Privacy �� 222 9.7.3 Third: Women’s Involvement in Design and Management of Public Space and Fulfillment of Privacy �� 227 9.8 Conclusion: Integration of Women’s Needs in Architecture and Urban Planning Curriculum �� 228 References �� 232

10 Improving and Expanding Engineering Education in the Middle East and Africa Using Mobile Learning Technology and Innovative Pedagogy �� 235 Yacob Astatke, Jumoke O. Ladeji-Osias, Petronella James, Farzad Moazzami, Craig Scott, Kenneth Connor and Abdurrahim Saka 10.1 Introduction �� 235 10.2 New Educational Technologies and Paradigms �� 237 10.2.1 Online Courses �� 238 10.2.2 Virtual, Remote, and Mobile Laboratories �� 239 10.3 Online Course Development �� 240 10.3.1 Pedagogy and Implementation of the Mobile Laboratory �� 241 10.3.2 Converting Face-To-Face Courses to Online Courses �� 244 10.3.3 Integrating Technology for Online Delivery �� 245 10.3.4 Content Delivery—Video Recording �� 247 10.3.5 Results of Online Pilot Courses �� 248 10.3.6 Lessons Learned/Best Practices �� 249 10.4 Assessment �� 250 10.4.1 Performance Assessment Framework �� 250 10.4.2 Outcome Assessment—Program Assessments �� 251 10.5 Mobile Laboratory for Ethiopian Engineering �� 252 10.6 Developing a MENA–US Collaboration Model: Online Education in Turkey �� 254 10.7 Summary and Conclusion �� 256 References �� 256

11 Inclusion of Construction Health and Safety in Engineering Programs in the MENA Region: Assessment and Potential Enhancement �� 261 Munjed A. Maraqa, Amr M. I. Sweedan and Essam Zaneldin 11.1 Introduction �� 261 11.2 Health and Safety in the Construction Industry �� 263 11.3 Review of Education Role in Construction Health and Safety �� 266 11.3.1 Construction Site Health and Safety Education �� 266 11.3.2 Design for Construction Safety �� 270 xvi Contents

11.4 Construction Health and Safety Requirements by Accreditation Organizations �� 273 11.5 Study Methodology �� 274 11.5.1 Practitioners’ Survey �� 275 11.5.2 Engineering Programs Survey �� 276 11.6 Results and Discussion �� 277 11.6.1 Practitioners’ Feedback �� 277 11.6.2 Engineering Academic Programs Feedback �� 283 11.6.3 Construction Health and Safety Courses from Program Websites �� 287 11.6.4 Proposed Curriculum Modifications �� 287 11.7 Conclusion �� 294 References �� 295

12 Environmental Engineering Education in the UAE �� 301 Mohamed M. Mohamed and Munjed A. Maraqa 12.1 Introduction �� 301 12.2 Importance of E3 in the UAE �� 304 12.3 Environmental Challenges in the UAE �� 305 12.4 E3 in Higher Education Institutes in the UAE: The Review �� 306 12.5 UAE Market Needs for E3: The Survey �� 310 12.5.1 Survey Form and Respondents �� 310 12.6 Results and Discussion �� 311 12.7 Proposed Modification of the Engineering Curriculum �� 314 12.8 Minor Track in EnE �� 315 12.8.1 Additional Elective Courses �� 315 12.9 Fulfillment of ABET Requirements �� 316 12.10 Summary and Conclusions �� 317 Appendix A �� 317 References �� 319

Part IV Assessment and Accreditation

13 Potential and Challenges of Project-Based Learning in Engineering Education at the United Arab Emirates University �� 323 Rezaul K. Chowdhury 13.1 Introduction �� 323 13.2 Project-Based Learning (PBL) �� 326 13.3 Learning Styles of Students �� 328 13.4 Teaching Styles of Instructors �� 331 13.5 Technology-Supported Learning Environment �� 335 13.6 Conclusions �� 338 References �� 340 Contents xvii

14 Effective Alignment of Disciplinary and Institutional Accreditation and Assessment: A UAE Computing Case Study �� 343 Kevin Schoepp, Maurice Danaher and Leon Jololian 14.1 Introduction �� 343 14.2 Zayed University �� 344 14.3 Learning Outcomes at Zayed University �� 345 14.4 International Accreditation and Assessment �� 347 14.4.1 ABET and MSCHE Learning Outcomes �� 349 14.4.2 MALOs and ABET Student Outcomes Alignment �� 350 14.5 Assessment Structures and Processes �� 350 14.6 Creating a Culture of Assessment �� 354 14.7 Assessment Enhancements �� 356 14.8 Proposed New Model �� 357 14.8.1 Mapping Between Institutional and Educational Effectiveness and Accreditation Requirements �� 358 14.8.2 The Office of Institutional and Educational Effectiveness �� 359 14.9 Conclusion �� 360 References �� 362

Part V Challenges and Sustainability Perspectives

15 Engineering Education in Northwest MENA Countries: Challenges and Opportunities for the Twenty-First Century �� 367 Mohamed Essaaidi 15.1 Introduction �� 367 15.2 Engineering Education System in Northwest MENA Countries �� 369 15.2.1 Accreditation and Quality Assurance �� 370 15.3 Twenty-First-Century Engineering Education Challenges and Opportunities �� 370 15.4 Improvement Paths for Engineering Education in Northwest MENA �� 373 15.5 Conclusions �� 374 References �� 375

16 Perspectives on Engineering Education Quality in Tunisia After 50 Years of Statehood �� 377 Jennifer DeBoer 16.1 Introduction �� 377 16.2 Background �� 378 16.2.1 Higher Education and National Priorities �� 378 16.2.2 Educational Data and Accountability �� 379 16.2.3 Demographic Trends �� 379 16.2.4 Recent Reforms �� 381 xviii Contents

16.3 Methods �� 381 16.3.1 Research Design and Rationale �� 381 16.3.2 Sample and Sampling Frame �� 382 16.3.3 Data Collection �� 382 16.3.4 Analysis �� 383 16.4 Results �� 384 16.4.1 Historical Perspective �� 385 16.4.2 Curriculum �� 385 16.4.3 Regulation �� 389 16.4.4 Differentiation �� 393 16.4.5 Internal and External Pressures �� 395 16.4.6 Comparative Case Examples �� 399 16.4.7 Perceptions of Developing Quality and Ambiguity About Future Directions �� 401 16.5 Conclusions and Implications �� 402 Appendices �� 404 References �� 405

17 Social Justice and the Engineering Profession: Challenging Engineering Education to Move Beyond the Technical �� 409 Ramzi N. Nasser and Michael H. Romanowski 17.1 Introduction �� 409 17.1.1 Social Justice and Education �� 411 17.2 Research Methodology and Design �� 412 17.2.1 Sample �� 413 17.2.2 Content Analysis �� 414 17.3 Findings �� 415 17.3.1 ABET Standards, Reports, and College of Engineering Syllabi �� 415 17.3.2 Student Perceptions �� 417 17.3.3 Professor Interviews �� 419 17.4 Discussion �� 421 17.5 Recommendations: Good Sense and Critical Theory �� 421 17.5.1 Social Justice and Ethic of Caring �� 424 17.5.2 Accrediting Agencies �� 425 17.6 Conclusions �� 426 References �� 426

Part VI Industry Perspectives, Future Insights, and Conclusions

18 Engineering Education in the Middle East and North Africa: An Industry Perspective �� 431 Mabrouk Ouederni 18.1 Introduction �� 431 18.2 Petrochemical Industry in the State of Qatar �� 432 Contents xix

18.3 The Need for Engineers �� 432 18.4 Engineering Education: An Industry Perspective �� 434 18.4.1 Align Education and Research Programs with Industry Needs �� 434 18.4.2 Industry Perspectives on Most Important Engineering Competencies �� 436 18.5 Conclusions �� 439 References �� 440

19 An Insight into the Future of Engineering Education, Recommendations for Implementations, and Conclusions �� 441 Mahmoud Abdulwahed, Mazen O. Hasna and Jeffrey E. Froyd 19.1 Insights into the Future of Engineering Education and Research in the Middle East and North Africa �� 441 19.2 Insights into the Future of Engineering Education and Research in North America �� 442 19.3 Future Recommendations and Concluding Remarks of the Book �� 443 References �� 445

Index �� 447 Contributors

Mahmoud Abdulwahed Qatar University, Doha, Qatar Manal A. Al-Bishawi Faculty of Engineering and Technology, Architectural Engineering Department, Birzeit University-Palestine, Birzeit, Palestine Saleh Alhazbi Department of Computer Science and Engineering, Qatar University, Doha, Qatar Mohamed Ally Centre for Distance Education, Athabasca University, Athabasca, AB, Canada Yacob Astatke Morgan State University, Baltimore, MD, USA Shadi Balawi Department of Aerospace Engineering, Khalifa University of Science, Technology, and Research, Abu Dhabi, United Arab Emirates Rezaul K. Chowdhury Department of Civil and Environmental Engineering, United Arab Emirates University, Al Ain, United Arab Emirates Kenneth Connor Rensselaer Polytechnic Institute, Troy, NY, USA Maurice Danaher Zayed University, Dubai and Abu Dhabi, United Arab Emirates Jennifer DeBoer Purdue University, West Lafayette, IN, USA Mohamed Essaaidi National Higher School of Information Technology (ENSIAS), Mohammed V University, Rabat, Morocco Jeffrey E. Froyd Engineering Academic and Student Affairs, Texas A&M University, College Station, TX, USA Erik de Graaff UCPBL, Aalborg University, Aalborg, Denmark Abdel Magid Hamouda Mechanical and Industrial Engineering Department, College of Engineering, Qatar University, Doha, Qatar

xxi xxii Contributors

Farook Hamzeh Department of Civil and Environmental Engineering, American University of Beirut, Beirut, Lebanon Mazen O. Hasna Qatar University, Doha, Qatar G. Wesley Hitt Department of Applied Mathematics and Sciences, Khalifa University of Science, Technology, and Research, Abu Dhabi, United Arab Emirates Petronella James Morgan State University, Baltimore, MD, USA Leon Jololian Zayed University, Dubai and Abu Dhabi, United Arab Emirates Kinda Khalaf Department of Biomedical Engineering, Khalifa University of Science, Technology, and Research, Abu Dhabi, United Arab Emirates Jumoke O. Ladeji-Osias Morgan State University, Baltimore, MD, USA Munjed A. Maraqa Civil and Environmental Engineering Department, United Arab Emirates University, Al-Ain, United Arab Emirates Farzad Moazzami Morgan State University, Baltimore, MD, USA Mohamed M. Mohamed Civil and Environmental Engineering Department, United Arab Emirates University, Al-Ain, United Arab Emirates Shahrin Mohammad Centre for Engineering Education, Universiti Teknologi Malaysia, Johor Bahru, Malaysia Ramzi N. Nasser Dhofar University, Salalah, Oman Mabrouk Ouederni Qatar Petrochemical Company (QAPCO), Doha, Qatar Fatin Aliah Phang Centre for Engineering Education, Universiti Teknologi Malaysia, Johor Bahru, Malaysia Michael H. Romanowski Qatar University College of Education, Qatar University, Doha, Qatar Carel Rouhana Department of Civil and Environmental Engineering, American University of Beirut, Beirut, Lebanon Abdurrahim Saka Yeni şafak, Istanbul, Turkey Mohammed Samaka Department of Computer Science & Engineering, Qatar University, Doha, Qatar Kevin Schoepp Zayed University, Dubai and Abu Dhabi, United Arab Emirates Craig Scott Morgan State University, Baltimore, MD, USA Amr M. I. Sweedan Civil and Environmental Engineering Department, UAE University, Al-Ain, United Arab Emirates Contributors xxiii

Faris Tarlochan Mechanical and Industrial Engineering Department, College of Engineering, Qatar University, Doha, Qatar Christina Teokari Department of Civil and Environmental Engineering, American University of Beirut, Beirut, Lebanon Khairiyah Mohd Yusof Centre for Engineering Education, Universiti Teknologi Malaysia, Johor Bahru, Malaysia Essam Zaneldin Civil and Environmental Engineering Department, UAE University, Al-Ain, United Arab Emirates About the Editors

Mahmoud Abdulwahed has completed his BSc, MSc, and PhD in electrical, control, and systems engineering. He continued his postgraduate studies in Germany, Sweden, France, and the UK where he worked before joining the College of Engi- neering at Qatar University in fall 2011. His main expertise is in innovation and education; he has published in technology, enhanced- & e-learning, engineering & STEM education, entrepreneurship, and leadership. Mahmoud has authored 60+ peer-reviewed conference and journal articles, and has attained a number of recog- nitions, awards, and fellowships alongside his studies and career. Mahmoud is currently the adviser of strategic initiatives for the vice president and chief academic officer at Qatar University, where his role focuses on inception, conceptualization, and/or management of large-scale strategic initiatives; he is also a faculty member with the College of Engineering. Mazen O. Hasna received a BS degree from Qatar University, Doha, Qatar in 1994, an MS degree from the University of Southern California (USC), Los Ange- les in 1998, and a PhD degree from the University of Minnesota, Twin Cities in 2003, all in electrical engineering. In 2003, Dr. Hasna joined the department of electrical engineering at Qatar University as an assistant professor. Currently, he serves as the vice president and chief academic officer of Qatar University. Dr. Hasna’s research interests span the general area of digital communication theory and its application to performance evaluation of wireless communication systems over fading channels. Current specific research interests include cooperative com- munications, ad hoc networks, cognitive radio, and network coding. Jeffrey E. Froyd is a TEES research professor in the Office of Engineering Aca- demic and Student Affairs at Texas A&M University, College Station. He received a BS degree in mathematics from Rose-Hulman Institute of Technology and MS and PhD degrees in electrical engineering from the University of Minnesota, Minne- apolis. He was an assistant professor, associate professor, and professor of electrical and computer engineering at Rose-Hulman Institute of Technology. At Rose-Hul- man, he co-created the integrated first-year curriculum in science, engineering and mathematics, which was recognized in 1997 with a Hesburgh Award Certificate of Excellence. He served as project director at the National Science Foundation (NSF)

xxv xxvi About the Editors

Engineering Education Coalition in which six institutions systematically renewed, assessed, and institutionalized innovative undergraduate engineering curricula. He has authored over 70 journal articles and conference papers and offered over 30 workshops on faculty development, curricular change processes, curriculum rede- sign, and assessment. He has served as a program co-chair for three Frontiers in Education conferences and the general chair for the 2009 conference. He also serves on the IEEE Curricula and Pedagogy Committee, which is part of the University Resources Committee, which is part of the Educational Activities Board. Prof. Froyd is a fellow of the IEEE, a fellow of the American Society for Engineering Education (ASEE), an ABET program evaluator, the editor-in-chief for the IEEE Transactions on Education, a senior associate editor for the Journal of Engineering Education, and an associate editor for the International Journal of STEM Education