King Fahd University of Petroleum & Minerals DEPARTMENT OF MATHEMATICAL SCIENCES Self-Assessment Undergraduate Program Volume 1 Self-Assessment Report Submitted to The Program Assessment Center Deanship of Academic Development in May 2005 (Revised Version Submitted on August 31, 2005) Note The document “Self-Assessment of BS Program in Mathematical Sciences” consists of 3 volumes: • Volume I: Self-Assessment Report • Volume II: Description of Math/Stat Courses • Volume III: Faculty Resume SAR Dept. of Math Sc. 2 Table of Contents 0. Introduction: Objectives and Self-Assessment Procedure 5-8 0.1. Introduction 6 0.2. Program Evaluation by Berkeley Team 6 0.3.Self-Assessment of BS Program 7 0.4. Assessment Objectives 7 0.5. Self-Assessment Procedure 7 1. Criterion # 1: Program Mission, Objectives and Outcomes 9-24 1.1. Introduction 10 1.2. Mission Statements 10 1.3. Program Objectives 11 1.4. Program Learning Outcomes 12 1.5. Results of Program’s Assessment 15 1.6. Periodic Assessment of the Department 22 2. Criterion # 2: Curriculum Design and Organization 25-39 2.1. Introduction 26 2.2. Consistency of Curriculum with Program Objectives 30 2.3. Characteristics of Course Contents 30 2.4. Comparative Study of Curriculum Requirements 32 2.5. Information Technology Component 35 2.6. Oral and Written Communication Skills 38 3. Criterion # 3: Computing Facilities 40-43 3.1. Introduction 41 3.2. Computer Lab Manuals 41 3.3. Technical Support 42 3.4. Computing Infrastructure & Facilities 42 4. Criterion # 4: Student Support and Guidance 44-47 4.1. Introduction 45 4.2. Course Offerings 45 4.3. Guidance for Students 46 5. Criterion # 5: Faculty 48-61 5.1. Introduction 49 5.2. Qualification and Interest of Faculty Members 50 5.3. Currency Criteria & Faculty Development Program 51 SAR Dept. of Math Sc. 3 5.4. Faculty Recruiting, Evaluation & Promotion Procedure 52 6. Criterion # 6: Process Control 62-67 6.1. Introduction 63 6.2. Admission Procedure 63 6.3. Monitoring Students’ Progress 64 6.4. Teaching & Delivery of Course Material 65 6.5. Completion of Program Requirements 66 6.6. Updating Curriculum, etc. 67 7. Criterion # 7: Institutional Facilities 68-74 7.1. Introduction 69 7.2. New Trends in Teaching 69 7.3. Library and Resource Center 69 7.4. Classrooms and Faculty Offices 73 8. Criterion # 8: Institutional Support 75-77 8.1. Introduction 76 8.2. Financial Resources 76 8.3. Graduate Students and Research Assistants 77 8.4. Computing Infrastructure & Facilities 77 9. Appendices 78-94 9.1. Appendix A: Berkeley Report 78 9.2. Appendix B: Accreditation of US Institutions 82 9.2. Appendix C: Survey Forms 86 10. Index (Observations, Comments, Recommendations) 95 SAR Dept. of Math Sc. 4 Introduction Objectives & Self-Assessment Procedure SAR Dept. of Math Sc. 5 0.1 Introduction Self-assessment in an educational set-up is a systematic process of gathering, reviewing and using important quantitative and qualitative data and information from various sources about its educational programs to evaluate whether academic and learning standards are being met. King Fahd University of Petroleum & Minerals (KFUPM) is basically a technical institution. Historically, the Department of Mathematical Sciences has been catering the needs of other disciplines at KFUPM. Very few students enter KFUPM with the objective of opting an undergraduate program in mathematics. The enrollment of math majors, therefore, remained low throughout the university history except in the mid-nineties. The Department offers BS, MS and Ph.D. programs. Compared to other departments, the math faculty is the largest in size. It is divided into several scientific groups according to an individual’s area of specialization. The Department has a separate section for the Preparatory Mathematics Program which offers two courses on Algebra & Trigonometry to newly admitted undergraduate students and monitors all the issues relevant to these courses. The Department initiated the undergraduate program in 1967. The first batch of 5 students graduated in 1972. The program underwent major revisions for the first time in 1985 and later in 1999. However, it was not evaluated formally by any external agency. 0.2 Program Evaluation by Berkeley Team Although ABET evaluates the mathematics/statistics courses required for the engineering and computer programs of the university on a regular basis, the process of assessment for the BS, MS and Ph.D. programs offered by the Department of Mathematical Sciences was carried out first time in 1995. In 1997, a team of academicians including three mathematicians from University of California, Berkeley visited all departments of the College of Sciences at KFUPM. During the visit, the team evaluated an assessment report prepared by the Department of Mathematical Sciences on various academic programs. Excerpts of the evaluation report related to BS program may be found in Appendix A. The general view of the Berkeley team was very encouraging and positive about the Revised BS program in mathematical sciences. Nevertheless, they did recommend some measures for further improvement of the program. One such measure was related to the creation of areas of concentration from different groups of courses. The Department adopted this viewpoint and accordingly subdivided the Math electives into three groups (see Table 21). Another crucial recommendation made by the team concerned MATH 201 & 202 which states: It is our view that the same considerations that led KFUPM to go from 3 to 4 credits for Math 101-102 apply to Math 201 and 202 as well. The topics in Math 201-202 include concepts of crucial importance for the application of calculus to engineering and SAR Dept. of Math Sc. 6 sciences. These notions, ranging from power series and functions of several variables to differential equations, are the ‘bread and butter’ of many classes that follow. In order to master these powerful tools, the students need to devote more time to this material than they presently do. We recommend that both Math 201 and 202 should be made into classes with 4 credits. The Department put forward the recommendation to the University. But it could not get any positive response due to constraints from the engineering departments in spite of the fact that the courses similar to MATH 201-202 are appended with at least 1 additional hour of problem solving session in US institutions. 0.3 Self-Assessment of BS Program In May 2001, the Deanship of Academic Development (DAD) introduced a set of procedures and standards for self-assessment of academic programs at KFUPM which was revised in June 2002 and later in April 2004. The revised document contains 8 criteria each of which is comprised of several standards. Based on the DAD document, the Department of Mathematical Sciences initiated the process of self-assessment for its undergraduate program in September 2004. In this regard, the Department set up a program team (PT), which consisted of the following faculty members: • Dr. Muhammad A. Bokhari (Chairman) • Dr. Anwar Joarder (Member) • Dr. Salim Messaoudi (Member) • Dr. Ibrahim Al-Rasasi (Member) • Dr. Mahmoud Sarhan (Member) • Mr. Hussam Sharqawi (Member). 0.4 Assessment Objectives The PT took up the task of self-assessment in accordance with the following guidelines as provided in the DAD document: 1. Improve and maintain academic standards 2. Enhance students’ learning 3. Verify that the existing programs meet their objectives and institutional goals 4. Provide feedback for quality assurance of academic programs. 0.5 Self-Assessment Procedure In September 2004, DAD organized a workshop on “Outcome-Based Program Assessment” which addressed several topics and issues related to the process of self-assessment. The PT attended all sessions of the workshop. SAR Dept. of Math Sc. 7 The faculty members of the Department were informed about the self-assessment process and its objectives on different occasions. The need for their involvement in the process was emphasized throughout this exercise. The PT held several meetings to develop measurable objectives and learning outcomes of the BS program. The opinion of the Department Planning & Advisory Committee was also sought on this matter. The PT met with the Scientific Groups of the Department to review the format of undergraduate courses and identify their objectives and learning outcomes that support the program objectives. The Scientific Groups set up various committees, which took charge of furnishing the information for each course in a specific format. This exercise involved almost every faculty member of the Department. Different questionnaires (see Appendix C) were used to seek feedback from graduating students, alumni, employers and faculty about the undergraduate program. The qualitative data received from these sources were analyzed. The PT also received the resume of the faculty members, which included their teaching assignments and research activities for the past five years. This information identifies the areas of strength of the Department. While going through the process of self-assessment, it was emphasized that this process was neither an exercise in data collection nor an effort of creating a positive image for the Department. It was to identify the areas where improvements can be made. SAR Dept. of Math Sc. 8 Criterion 1 Program Mission, Objectives and Outcomes SAR Dept. of Math Sc. 9 1.1 Introduction This chapter describes • The mission statement of the Department, • Measurable objectives and outcomes of the BS program in Mathematics, • Results of program’s assessment and suggested improvements, • Overall performance of the Department. The Department of Mathematical Sciences offers a 4-year B.S. program as well as a graduate program leading to MS and Ph. D. degrees. Besides, the department is heavily involved in the teaching of mathematics and statistics courses in the colleges of Sciences, Engineering, Computer Science & Computer Engineering, Industrial Management and Environmental Design. The faculty of the department are quite productive in various areas of research and have maintained a good record of publications in journals of international repute.